The following course was created by Grand Rapids Community College (GRCC), through seed funding from theCAAT, to train workers for entry level positions in the advanced energy manufacturing industry. The course is designed around OSHA's "Standards for General Industry" and if taught by an authorized General Industry Outreach Training Program Instructor, students should receive an OSHA General Industry 30-hour Safety certification. Instructional materials include PowerPoint presentations, instructor notes, OSHA instructor and student manuals (handouts/assignments), and lesson objectives. All lessons are intended to be taught through PowerPoint presentations with guidance from the included lesson objectives and notes for instructors. The included PowerPoints are original OSHA presentations modified by GRCC and originals created by GRCC. The lesson topics are: Introduction to OSHA Safety and Health Programs, Hazard Mapping, Personal Protective Equipment, Exit Routes and Emergency Action Plans, Fire Protection and Prevention, Electrical Hazards, Ergonomics and Manual Material Handling, Walking and Working Surfaces, Industrial Hygiene, Flammable and Combustible Liquids Hazard CommunicationExit Routes and Emergency Action Plans, Fire Protection and Prevention, First Aid and CPR, Hand and Power Tool Safety, Machine Guarding, and Control of Hazardous Energy (Lockout/Tag-out).For more information on the course visit https://learning.grcc.edu/ec2k/CourseListing.asp?master_id=777&course_area=CEMF&course_number=102&course_subtitle=00.

A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Accountability and Repairing Relationships is a series of four 90-minute workshops for individuals who have been informed that they have caused harm in the context of sexual violence. Designed for one-on-one or small group facilitation, learners are guided through information and reflection activities that help them recognize the harm they have caused, learn how to be accountable, and develop the skills needed to build better relationships and support a safe and healthy campus. (The slide deck that accompanies this resource can be downloaded from the Introduction).

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Active Bystander Intervention is a 90-minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners acquire the knowledge and skills needed to recognize and intervene in an incident of sexual violence as well as discuss strategies for creating a safer campus community. Uses the 4D’s (Direct, Distract, Delegate, Delay) Active Bystander Intervention Model. (The slide deck that accompanies this resource can be downloaded from the Introduction.)

These modules were originally presented to First Responders during a two-day workshop at the North Carolina Solar Center (now known as the North Carolina Clean Energy Technology Center) and were taught by National Alternative Fuels Training Consortium trained instructors. Three separate modules were used to educate them on the properties, technology, and safety precautions to take when working with alternative fuel vehicles utilizing gaseous fuels, biofuels, and electric drivetrains.

ASL II is a sequential course following ASL I, which continues to build knowledge of the naturally existing language widely used by Deaf people in North America. Since ASL is a visual-gestural language, students will need to continue to develop unique communication skills. These consist of using the hands, body, face, eyes and space. In order to achieve progress in this class, it is important to become comfortable communicating with your whole body and listening with your eyes.

Annotations are short and cannot give detailed information, but they should cover these points:
1. The general contents of the work. What does it discuss and how detailed is it? This is the main portion of the annotation.
2. The author's qualifications. Is the writer a trained scholar? A journalist? Someone relating a personal experience?
3. An evaluation of the reliability. Is the information given reliable? Are facts or opinions stressed?
4. The intended audience. Is it for a general reader or a specialist? How much, if any, background knowledge is needed to understand it? Was is easy or difficult to read?

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This text was written for the early term electrical apprentice or anyone who is interested in the field of lighting and lighting design. It is not intended as a replacement for proper electrical training and only qualified individuals should make any changes to electrical circuits.

In 2017, the ISD launched Be Internet Citizens in partnership with Google and YouTube, delivering in-school workshops and teacher training in schools across the UK. Our aim is to build young people’s resilience to online harms - including disinformation and hate speech - and empower them to become positive, accountable and conscientious leaders online.

Clues from the Landscape Social Studies Lesson 1 Becoming a Homesteader is designed to be used with Clues from the Landscape Artifact Kit. Lessons 1, 2 and 4 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. Students will be able to: • Describe the requirements for homesteaders under the Homestead Act of 1862 • Discuss the hardships faced by homesteaders • Defend their decision whether or not they would choose to become homesteaders.

This OER has been designed to help pre-, in- and returning teachers build confidence in teaching numeracy and mathematics, become a proficient teacher, improve students' learning of numeracy, implement evidence-based practice, and work successfully in building partnerships with families.

This OER was conceptualised and designed by Dr Leicha Bragg (Deakin University) and Professor Chris Walsh (Victoria University) through funding provided by the Victoria State Government's Department of Education and Training (DET).

The Birth to Level 10 Numeracy Guide assists educators and families in learning about and supporting numeracy development across the curriculum from Birth to Level 10 using a practical set of resources. The Guide is available here: http://numeracyguidedet.global2.vic.edu.au/

After some in and out of class practice with mineral and rock id, students are divided into groups of about 5 and taken to locations where boulders and cobbles are used as decorative landscaping (usually adjacent to streets or on short slopes). This seems to work best if class sizes are about 25 or less - then instructors can keep track of groups in an area. Groups are given an area about 5 feet wide and 25 long (enough for several hundred cobbles/boulders) and told to identify 6-12 rocks of different types (at least 2 each if only doing Ig, Met, Sed.- more if rock names expected). 1.) In the first stage groups are given a fairly long time (~20-25 minutes) to pick and identify rocks with flags and markers. This seems like a long time and normally they can quickly flag and name the easiest rocks in their area. However, they only get one point for each rock correctly identified at this stage. 2.) In the second stage groups get 10 minutes to inspect all other groups' areas and mark those rocks they think other groups INCORRECTLY identified. They are allowed to send one person from their group to inspect each of the other groups' areas. Their group gets 5 pts for each correctly mis-identified rock of another group. 3.) In the third stage, groups can defend their identifications to the instructor/TA and get 10 points if they prove that another group flagged/id'd one of their identifications incorrectly - the mistaken group gets docked 10 points. The key to this exercise is that in the first stage some of the students should realize that they get many more points for making other groups mis-identify their rocks, and that all of their own group members should be trained to have enough expertise to identify tricky or difficult rocks. This is the reason for the excess time at the first stage, for training, review, and typically the group will change their chosen rocks to include the most difficult ones rather than the easiest. Should groups not realize this - the instructor might want to prompt them.Students are allowed Rock charts, cheat sheets, etc. at the instructors decision.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Explore the role that Positive Goal-Oriented Relationships play in effective parent, family,
and community engagement. This guide offers definitions, tools, and reflective practice
and supervision strategies to help program staff develop positive, ongoing, and goaloriented relationships.

This resource is intended for the entire Head Start and Early Head Start community and
professionals in the early childhood field. Individuals, groups of staff, and supervisors
can use this tool as part of training and reflective practice and supervision. This guide
is aligned with the Head Start Parent, Family, and Community Engagement (PFCE)
Framework.

Food and Beverage Management course has been revised and I will use this time to integrate what I have learned in the Equity and Open Education training. I will apply changes throughout the term, including expanding some topics at the beginning of the class when I provide an overview of the sector and in Week 2 when we discuss management styles - add a component on equity, diversity, and inclusion. I hope to add a lot of discussions and also have the students work on a case study (with a partner). During the final lectures when I am discussing “the future” of the food and beverage sector and its sustainability, I plan on adding some more in-depth discussion on equity and diversity and that is such a crucial topic - now, and in for the future of food and beverage businesses.

At our institution, teaching basic physical examination (PE) skills capitalizes on the use of electronic resources and Standardized Patients (SP) with advanced training who are better able to assist students in developing their skills. This online module uses interactive methods, video, and concept applications to prepare learners for practice/review of the necessary components to develop a PE skill set. SPs with advanced training (Physical Examination Teaching Associates (PETAs)) use this module to prepare for their role of SP, as well as understanding when to provide feedback to students on the ‘mechanics’ of the PE and communication skills used during the ‘patient’ encounter. In an effort to better link the training of the PETAs with educational outcomes for the students, we have created this online module that integrates the foundational science concepts for which the students are responsible as they learn/practice basic PE skills. Sharing these concepts with the PETAs during their training will help frame the oral feedback that they provide to students. This oral feedback is more directive, and is in addition to the checklist assessment provided to each student at the completion of the encounter. This online module advances the use of SPs in clinical education by creating an efficient, timely, scalable, easily accessible resource that will assist in training, but will also serve as the primary resource for students when learning the basics of PE.
Subject

This interactive Morse Code trainer allows you to practice sending and receiving messages in Morse Code. Ham Radio operators may be interested in this tools. There is also a Japanese version.

Capacity to Connect: Supporting Students’ Mental Health and Wellness includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable training resource covers foundational mental health and wellness knowledge for post-secondary faculty and staff and ways to support students in distress. It can be used for two-hour online or in-person training or for self-study.

These videos show the types of work people do in nearly 550 careers, organized by the 16 career clusters recognized by the U.S. Department of Education.

A two-day introduction to modern evidence-based teaching practices, built and maintained by the Carpentry community.

This case study is an examination of the chemical and sensory impacts of a variety of environmental issues including sand mining, leaking underground gasoline storage tanks (LUSTs), and a railroad.

Wedron is a small, unincorporated town of approximately 100 residents in north central Illinois. A large sand mine has been in operation on the south and west sides of the town for many decades, and the mine property includes several abandoned and active pits, a processing plant, and a train car loading facility. Railroad tracks are located along the east side of town as is a grain elevator (storage and loading facility).

The following information was obtained from the US EPA web site about Wedron, personal visits to the town, and published news articles.

This case study includes discussion questions and data sources for further information.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)