This learning object has been created to educate workers about the occupational risks of being exposed to bloodborne pathogens as described in the U.S. Occupational Safety and Health Administration (OSHA) 29 CFR 1910.1030- Bloodborne Pathogen Standard.

In this animated activity, learners examine the symptoms of four cardiac conditions: coronary artery disease, myocardial infarction, congestive heart failure, and valvular disease.

In this interactive object, learners read about the occupations that are most at risk for bloodborne pathogen exposure. They also read about the most common pathogens and how they are transmitted. This learning object is based on information from the U.S. Occupational Safety and Health Administration.

In this learning activity you'll recognize several patterns on an Xbar and R control chart. These non-random patterns are indications that the process is not in a state of statistical control.

Learners follow an EMT response at a high school involving a patient who complains of having difficulty breathing. In this detailed activity, learners examine response procedures, resources, and medications.

In this interactive object, learners review the case of a patient with meningococcal meningitis.

This learning object describes the equipment and supplies needed to document bloodstain patterns.

Using a game show format, learners test their knowledge of various pathologies as organized by body system.

The student reads definitions of four basic assimilation patterns in American society and creates a model for each by clicking and dragging building blocks. The student also writes a brief explanation of each new model.

Learners follow an EMT response at a nursing home involving a patient who complains of having difficulty breathing. In this detailed activity, learners examine response procedures, resources, and medications.

Learners examine OSHA's guidelines of what to include in a bloodborne pathogen exposure control plan for persons who work in general industry, health care, emergency medical services, law enforcement, education, recreation industries, or other occupations in which there is a potential for exposure to blood, blood products, bodily fluids, or human tissues.

Learners follow an EMT response to the home of an elderly man. The patient complains of having difficulty breathing. In this detailed activity, learners examine response procedures, resources, and medications.

This etool will provide high school educators, specifically career pathway builders, with an overview of implementing programs of study.

Learners read a scenario about a blood-borne pathogen incident in the workplace and decide the best action to take.

In this screencast, learners categorize different metabolic activities as catabolic or anabolic and follow a glucose molecule through the processes of glycolysis, aerobic respiration, and fermentation.

Users study a chart containing numbers 1 to 99 and look for trivial palindromes as well as double and triple iteration palindromes. The reverse and add technique is demonstrated.

Learners follow an EMT response to a house where a man is complaining of having chest pains. In this detailed activity, learners examine response procedures, resources, and medications.

In this learning activity you'll examine how network address translation works.

In this learning activity you'll observe information and formulate an evaluation that includes diagnosis and microorganism identification.

Learners follow an EMT call to a retirement community to assist a woman who is having difficulty breathing.