General Training

All laboratory personnel are required to receive laboratory safety training, including students, faculty, and staff. EH&S provides general laboratory training that covers general laboratory safety Topics and regulatory requirements.

General laboratory safety training is composed of two parts. Part 1 is provided as a classroom or online presentation, and Part 2 is hands-on training conducted in the Safety Training for Academic Research (STAR) Lab located in ARF 301. All laboratory personnel must complete Part 1 and Part 2 training, with the following exception. Academic faculty members are not required to complete Part 2 training; however, completion of this training is strongly recommended.

Part 1 training is presented in modular format covering the following topics: 1) chemical hygiene, 2) chemical spill response and waste management, 3) laboratory ventilation, and 4) biosafety. The first three Topics are relevant to all laboratory personnel, and biosafety is relevant to those who work with biological agents (microorganisms; cell or tissue culture; recombinant or synthetic nucleic acid, human blood or other body fluids, cells, or unfixed tissue). Part 2 training involves hands-on exercises that supplement and reinforce the laboratory safety principles presented in Part 1 training.

General Training Schedule

EH&S offers general training at the beginning of each semester and other times throughout the year. A calendar of scheduled training is available on the EH&S Training Calendar web page. EH&S will also try and accommodate requests for additional lab safety training sessions for groups of ten or more people. Contact the Chemical Hygiene Officer to inquire about the training schedule.

Laboratory workers must receive laboratory safety training prior to beginning work with hazardous chemicals. If scheduling absolutely does not permit participation in a scheduled training session, contact the University Chemical Hygiene Officer for alternative training options.

The full general laboratory safety training class does not have to be repeated but EH&S will offer an online refresher training class each year and all laboratory personnel, including faculty supervisors, must complete this refresher training each year. Additionally, on-going training is expected through documented, laboratory-specific training and associated laboratory safety updates, which are the responsibility of each laboratory supervisor.

Laboratory-Specific Training

The general training provided by EH&S covers regulatory requirements and general laboratory safety topics; however, this training is not designed to provide adequate training on all the specific hazards that may be encountered in a particular laboratory. Therefore, each laboratory supervisor is responsible for providing supplemental training on hazards specific to their laboratory. This laboratory-specific training is required before personnel are exposed to such hazards, and whenever a new hazard is introduced into the laboratory.

Laboratory-Specific Training Topics

Topics for laboratory-specific training should focus on higher risk operations conducted in the laboratory. Generally, laboratory-specific training Topics will coincide with laboratory-specific SOP Topics (see Chapter 3). Training Topics can be based on specific chemicals, a single chemical class or chemical hazard (such as carcinogens), or specific laboratory procedures. Training should not be limited to chemical hazards, but should also include non-chemical hazards (for example, electricity, high pressure or vacuum, and equipment) as appropriate.

Laboratory-specific training should include the following information:

Hazards of specific laboratory chemicals and procedures.

The location of laboratory and department SOPs, and other chemical hazard reference materials.

How to safely perform laboratory procedures.

Procedures requiring prior approval from the Laboratory Supervisor.

Chemical storage and inventory practices.

Specific use of laboratory hoods and other engineering controls.

Availability, selection, and use of personal protective equipment such as gloves and protective eye wear.

Emergency procedures, such as spill response and fires.

Documentation and Maintenance of Training Records

Laboratory-specific training must be documented and the laboratory supervisor or the department must maintain the training records. Training documentation must include the following information: the name of the instructor, the name of the person receiving the training, the date, and the training topic(s). A training documentation form has been developed for documentation of laboratory-specific training; however, other methods may also be used. Laboratory-specific and department-specific training records must be maintained for a minimum of three years after the worker’s entire tenure at the University has ended.

As most parents know, toilet training can be downright stressful. It takes time, understanding, and patience.

There is no right age at which toilet training should begin. The correct time depends on your child. It varies greatly.

Children have no control over bladder or bowel movements during the first 12 months of life, and little control for 6 months or so after that, according to the American Academy of Pediatrics (AAP). Between 18 and 24 months, children often start to show signs of being ready. But some may not be ready until 30 months or older, says the AAP. Don't panic if your child is a late bloomer.

Most children can control their urine and bowel movements by age 3 to 4. It does take longer for children to stay dry at night, but most girls and more than 75% of boys will be able to stay dry at night after age 5, according to the AAP.

For toilet training to be successful, your child must be ready, willing, and able. If your child resists strongly, he or she is probably not emotionally ready.

Signs of emotional readiness for toilet training include:

Your child stays dry at least 2 hours at a time during the day
Your child is dry after naps.
Your child's bowel movements are regular and predictable.
Your child's facial expressions, posture, or words suggest he or she is about to urinate or have a bowel movement.
Your child can follow simple instructions.
Your child can walk to and from the bathroom and help undress.
Your child seems uncomfortable with soiled diapers.
Your child asks to use the toilet or potty chair.
Your child asks to wear grown-up underwear.

Once your child seems emotionally ready, toilet training can officially begin. You should:

Place a potty chair in your child's room or in the nearest bathroom.
For the first few weeks, let him sit on the potty, fully clothed, while you tell him about the toilet.
Let him try this with his diaper off.
Change his diaper while he's seated on the potty. Drop the contents of the dirty diaper into the potty.
Let him play near the chair without a diaper. Remind him to use the potty when he needs to.
Gradually switch to training pants during the day.
Praise successes.
Don't mention mistakes.

Even if your child is not quite ready for this process, you can familiarize him or her with toilet training by:

Keeping a potty chair handy and explaining how it works.
Letting him or watch other family members of the same sex use the toilet.

Bed-wetting problems may linger after your toddler is trained during the day. Don't panic. Instead:

Encourage your toddler to use the potty immediately before going to bed and as soon as he wakes up.
Use training pants rather than diapers at nap time and bedtime.
Use a plastic sheet on the bed to minimize cleanup.
Reassure your toddler that accidents are common.
Tell him that if he wakes up in the middle of the night and needs to use the toilet, he can either go by himself or come get you.

If nap- or nighttime wetting is still a major problem one year after daytime training is complete, talk to your pediatrician.

CWM_LEVEL_II Topics - Chartered Wealth Manager (CWM) Certification Level II Updated: 2023

Other AAFM exams

Training Course Formats

Unit 1: Transcriptomic Analyses

Unit 2: Epigenomic Analyses

Unit 3: Genome-wide Association Study

Unit 4: Network Analysis

General Training

General Training Schedule

Laboratory-Specific Training

Laboratory-Specific Training Topics

Documentation and Maintenance of Training Records

Differences Between the CAP and CSE Programs

Specifications for the CSE Exam

Why do I need to complete these training modules?

How will I know if I have a training to complete?

What other training opportunities are available to me?

Still have questions?

CWM_LEVEL_II Topics - Chartered Wealth Manager (CWM) Certification Level II Updated: 2023

Other AAFM exams

Training Course Formats

Unit 1: Transcriptomic Analyses

Unit 2: Epigenomic Analyses

Unit 3: Genome-wide Association Study

Unit 4: Network Analysis

General Training

General Training Schedule

Laboratory-Specific Training

Laboratory-Specific Training Topics

Documentation and Maintenance of Training Records

​Differences Between the CAP and CSE Programs

Specifications for the CSE Exam

Why do I need to complete these training modules?

How will I know if I have a training to complete?

What other training opportunities are available to me?

Still have questions?

Differences Between the CAP and CSE Programs