Education TBC

Becoming a licensed money Planner is that the best means for you to possess a robust and solid career within the money services trade. The Certified money Planner Certification is that the designation awarded by the Certified money Planner Board of Standards to those people World Health Organization were able to complete the formal CFP course program and at identical time with success passed the Certified money Planner Certification Examination. this is often a post graduate certification that’s earned by those people World Health Organization wish to more their career, apply for the next or totally different job position, aim to urge higher pay compensation, broaden their information, enhance their skills and most of all maintain with the standards of the money services trade. . The Certified money Planner Certification can imply to your potential shoppers and employers that you simply were able to earn the best level of competence, expertise and moral practices that area unit vital within the money services trade.
Once you have got earned the Certified money Planner Certification it’s vital that you simply take CFP continued education (CE) so as for you to keep up your certification. it’s important that you simply earn the desired continued education units so as for you to keep up your license and at identical time broaden your information in money services. All Certified money Planner professionals conform to closely adhere to the standards that embody any future and doable revisions that may happen within the trade. The programs that you simply are going to be attending area unit designed so as to developed and meet the continued education needs. it’s vital that you simply meet of these needs and be current to any changes and development with the standards of the trade. other than that these continued education units additionally contributes to the increasing skilled competence of Certified money Planner professionals.
You are needed to renew your CFP Certification each alternative year and you’ll be able to do this by undergoing CFP metallic element units. All CFP professionals conform to adhere to the set standards that embody any gift or future revisions at intervals the trade. you’re needed to attend programs and developed to satisfy metallic element needs. Certified money Planner professionals area unit needed to complete a thirty hours CFP continued education every reportage amount. The thirty hours continued education is created of a pair of hours of CFP Board approved Ethics metallic element and another twenty eight hours from one or a lot of the accepted subject topics. In every reportage amount you’re needed to get a pair of hours per-approved CFP Board of Ethics Program. it’s vital that you simply befits this demand as a result of this is often designed to confirm that every one Certified money Planner professionals review and stay wise of the Standards of skilled Conduct to that they solemnly adhere as a part of owning the distinguished CFP certification. that’s why taking continued education is basically important as a result of this may guarantee your standing within the money services trade.

B.Ed in Punjab – A Higher education is the best possible way to make sure a higher earning power after graduation.There are a variety of other factors as to why you should go to higher education.College lifestyle also provides one with useful relationships and sources including to the variety of alternatives available after finishing higher education.Colleges provide skills and knowledge for higher learning. Higher education provides opportunity to meet new people.College play an important role in identifying the future of every person.Higher education can build self-confidence of a person.

Advantages of higher education?

-Improved Lifestyle Skill’s Lifestyle skills are very helpful to handle personal problems in human life.Higher Level eduction provide a platform to face the problems in human daily life.

-Increase Knowledge Higher education helps in to increase the knowledge in every field.

-Decision-Making Decision-making helps to achieve the desired goal in the life.Decision making helps in to take right decision at right time to achieve the desired goal in the life.

Higher education improve the lifestyle skills of the people.It provides the opportunity to meet new friends in the socity.College education can increase the knowledge in different fields.Higher Level eduction provide a platform to face the problems in human daily life.It also help in decision making.Decision making helps in to take right decision at right time to achieve the desired goal in the life.

The Family Nurse Practitioner Certificate program provides a formal program of study for Master’s-prepared nurses interested in taking the national certification exam to practice as a Family Nurse Practitioner. To be eligible for the certification exam, students must “successfully complete graduate didactic and clinical requirements of a Master’s nurse practitioner program through a formal Master’s level Nurse Practitioner program in the desired area of practice.” The Certificate program offers a formal program of study to meet this need for students who already have the Master of Science in Nursing degree without requiring them to complete a second Master’s degree.

The Family Nurse Practitioner Program prepares nurse practitioners with extensive clinical practice and role preparation for advanced practice in caring for patients across the lifespan. Students work with physicians and nurse practitioner preceptors, and are given access to a wide variety of clinical agencies and practice settings. The most versatile NP role allowing graduates to care for patients, families and communities in a wide array of practice sites from community-based clinics to primary care offices and from retail clinics to urgent care centers.

Our core courses prepare you with the foundational knowledge required of all graduate students. Our clinical courses enable you to build on your existing clinical skills, broaden your knowledge base related to care of the family and individual across the lifespan, and gain the knowledge and skills essential to independent for collaborative practice in primary care settings. We place our students with preceptors who serve as mentors and role models throughout the clinical practice experience. Our graduates are highly respected for their knowledge and expertise and are employed in primary care settings across the country.

At completion of this track, graduates will be able to:

Integrate advanced knowledge and experience in delivering safe, effective quality care of patients across the lifespan in primary care. Demonstrate competence in managing the health/ illness status of patients in primary care. Monitor and ensure quality health care for clients in primary care. Incorporate an understanding of family systems and dynamics in planning and providing primary health care for a wide range of patient populations. Demonstrate leadership and competence in implementing the role of the primary care nurse practitioner. Engage in counseling, communication, collaboration and teaching in a manner that reflects caring, advocacy, ethics and professional standards. Conceptualize one’s individual role as a primary care nurse practitioner and one’s personal philosophy of primary care practice.

The Post-Master’s Family Nurse Practitioner program of the Decker School of Nursing is designed for nurses with a Master’s Degree in nursing who seek advanced clinical preparation as a Family Nurse Practitioner. Upon completion of the program graduates are eligible for certification as a Family Nurse Practitioner in New York State and are eligible to sit for the national certification examination. Graduates of the program are prepared to provide primary care to families. Supervised clinical practice is an integral part of the program. Whenever possible, clinical experience will be arranged near the student’s place of residence.

The Department of Nursing offers the Post-Master’s Family Nurse Practitioner Certificate Program for students who completed a master’s of science degree in nursing. The certificate of advanced practice is designed for those individuals with a master’s degree in nursing who wish to expand their practice into the role of a family nurse practitioner. The specialty area prepares nurses to provide comprehensive care that includes health promotion, maintenance and restoration for persons across the life span. Depending on educational background and previous coursework in master’s program, students accepted into the certificate program are required to take as few as 3 and as many as 12 courses. Successful completion of the required curriculum qualifies the RN to sit for the Family Nurse Practitioner Certification Examination.

The School of Nursing offers a post-masters Nurse Practitioner (NP) certificate for nurses holding a master of science in nursing degree in a different nursing specialty. The three specialty concentrations offered are acute care, primary care family, and primary care pediatrics. The NP certificate curriculum reflects a comprehensive approach to the provision of primary (family and pediatric) and secondary care to individuals, aggregates, and communities. Students acquire advanced assessment skills, a specialized clinical knowledge base, and advanced clinical management and decision-making skills. Admission to the certificate is competitive and follows the same admission guidelines as the MSN Nurse Practitioner major. The post-masters curriculum consists of core advanced practice courses (if not taken previously) and specialized courses in the major. Completion of the NP post-masters certificate requires a minimum of three semesters of full-time study. Instruction is online and includes clinical experiences. Graduates of the post-masters certificate are eligible to sit for national certification exams given in their specialty.

You May Qualify For Financial Aid.

FETC, Orland, January 29, 2014 – Splashtop Inc., the worldwide leader in cross-device computing and collaboration, announces the arrival of its 21st Century student engagement solution – Splashtop Classroom. Splashtop Classroom gives teachers the ability to stream content and apps, whether from a Mac or PC, to every student’s device, whether the student uses an iPad, Chromebook, or simply a Chrome browser.

“Schools have purchased thousands of iPads, Chromebooks, and computers. They have repeatedly told us that they need better tools to share screens across these devices,” said Mark Lee, Splashtop CEO, “We believe Splashtop Classroom will greatly improve the engagement and collaboration in between teachers and students.”

The easy-to-use app provides students with easy access by scanning a QR code or entering the session code. Once connected, the teacher can pass control to any student, enabling improved teacher-student and student-classroom interaction. The app also features one-to-many annotation that steams real-time across all devices to share ideas and stimulate creativity. Even the most demanding multi-media applications can be shared instantly with industry-leading performance. Splashtop Classroom empowers teachers and instructors to easily and effectively engage an entire room of students.

Share anything instantly to all students’ devices in real time: Share any application, even streaming video, to all students’ devices to enhance engagement. No time is wasted reformatting content for mobile devices or uploading content beforehand, it saves prep time outside of classroom hours.

Bring the lesson to the student: Teachers can pass control to any device so the student can interact directly with the lesson and the entire classroom without leaving his or her seat. This feature dramatically improves education for the visually impaired or disabled students.

Teach from all four corners of the class: By interacting with the lesson and connecting to the class PC/Mac from their mobile device, teachers have the ability to move around the classroom while not compromising time or quality of education. Getting out from behind the desk improves classroom management and student attention.

Turn a tablet into an interactive whiteboard: Already in more than 1 million classrooms, Splashtop Whiteboard provides a rich interactive feature set including, a toolbar to draw, highlight or write over any content, including favorite worksheets as well as a spotlight and screen shade to keep students focused.

Support hundreds of teachers and students: Whether a school, a district or a higher education organization, the administration console allows IT to centrally manage users and devices.

Splashtop Classroom includes both Splashtop remote desktop and whiteboard tools. For an individual teacher’s personal use, Splashtop Whiteboard offers a powerful way to enrich the learning experience for students by turning the teacher’s iPad or Android tablet into a mobile interactive whiteboard. Splashtop Classroom is tailored for school or district level purchasing and licensing. The associated Splashtop Classroom apps are freely available in the Apple AppStore and Google Chrome store. For a limited time until May 31, Splashtop is offering a promotional package of $10 per teacher per year. To request your free trial or to learn more, please visit: http://www.splashtop.com/education.

A video of Splashtop Classroom is available: http://www.youtube.com/watch?v=p5q5uaVIOkA

About Splashtop Splashtop Inc. delivers the best-in-class cross-screen productivity and collaboration experience, bridging smartphones, tablets, computers, TVs, and clouds. Splashtop remote desktop services enable people to access and control their favorite apps, files, and data via their mobile devices. More than 15 million people have downloaded Splashtop products from app stores, and manufacturing partners including HP, Lenovo, Dell, Acer, Sony, Asus, Toshiba, AMD, Intel and others have shipped Splashtop on more than 100 million devices.

This top performing remote desktop and application access solution is a faster, easier, more cost effective way to address mobile VPN compatibility issues and RDP over WAN. Splashtop has won the prestigious “Most Innovative Product” award from PC World, “Best of What’s New” from Popular Science, “Best of 2012 CES” award from LAPTOP Magazine, and is a 2013 Red Herring 100 North America finalist. Splashtop is distributed through MDM / MAM partners and additional resellers. The company is headquartered in San Jose, California with international offices in China, Japan, and Taiwan. For more information visit http://www.splashtop.com

All brand names and product names are trademarks or registered trademarks of their respective companies.

Press Contact:
Mark Lee
Splashtop.com
FETC, Orland
+1 4087183380
http://www.splashtop.com

Middle School is a bridge Between Elementary School and High School. Middle School is a time of transition.

Need for Middle School Career Education

National Alliance of Business (1999) believed that Middle school was an ideal age at which to expose students to the challenging world of work. Kerka (2000) described middle school as the threshold between elementary and high school, between childhood and adulthood. Middle school career education laid the groundwork for future career development by helping students achieve the following goals:

*Knowledge of personal characteristics, interests, aptitudes, and skills
*Awareness of and respect for the diversity of the world of work;
*Understanding of the relationship between school performance and future choices
*Development of a positive attitude toward work (Developmental Career Programs 1998)

Yet, without Middle School Career Education, students failed to build a foundation of the connection between high school academic subjects, potential careers, world of work, and post-secondary training (Kerka 1994, Wells and Gaus’ 1991, Finch and Mooney 1997, Johnson 2000). As a result, students had poor self concepts, possessed poor intrinsic motivation, lacked self awareness, and made limited career choices. Finally, some of the students who failed to participate in a career education program dropped out of school (Castellano et al., 2002).

Benefits of Middle School Career Education

Middle School Students who completed career education programs had the following positive outcomes –

*Increased understanding of the world of work leading to an openness to an increased number potential careers (McDonald and Jessell 1992, Hughes, 1993, Smith 2000, Finch & Mooney, 1999)
*Improved skills to make informed decisions and complex career information problem solving (McDonald and Jessell 1992)
*Enhanced academic, personal, and teamwork skill development(Toepfer, Smith 2000, Finch & Mooney, 1999, Kerka 2000)
*Increased career awareness, self-esteem, clearly defined goals, a sense of direction, and motivation to persist and attain a postsecondary education and training (Bell, T.H. 1983, McDonald and Jessell 1992, Toepfer, p. 63, O’Brien et al. 1999, Marcos, K. 2003)

National Career Development Guidelines – Career Education Model

Teachers and counselors structured middle school career education resources, career self assessment tests and tools upon the National Career Development Guidelines (NCDG). Career knowledge, skills, and decision-making processes built the NCDG Guidelines.

The framework had three domains, goals, and indicators of mastery under each career development goal.

The three domains were:
*Personal Social Development (PS)
*Educational Achievement and Lifelong Learning (ED)
*Career Management (CM)

The learning competency stages were:

*Knowledge Acquisition (K). Youth and adults at the knowledge acquisition stage expanded knowledge awareness and built comprehension. They recalled, recognized, described, identified, clarified, discussed, explained, summarized, queried, investigated and compiled new information about the knowledge.

*Application (A). Youth and adults at the application stage applied acquired knowledge to situations and to self. They sought out ways to use the knowledge. For example, they demonstrated, employed, performed, illustrated and solved problems related to the knowledge.

*Reflection (R). Youth and adults at the reflection stage analyzed, synthesized, judged, assessed and evaluated knowledge in accord with their own goals, values and beliefs. They decided whether or not to integrate the acquired knowledge into their ongoing response to situations and adjusted their behavior accordingly.

An example of the Personal Social Development domain was:

*PS1.K2 identified your abilities, strengths, skills, and talents.
*PS1.A2 Demonstrated use of your abilities, strengths, skills, and talents.
*PS1.R2 Assessed the impact of your abilities, strengths, skills, and talents on your career development.

Key elements of Middle School Education Program

Based upon the National Career Development Guidelines, the key elements of a middle school career education program increased students’ awareness of their own interests and helped them learn about a wide variety of occupations. The key elements of Middle School Education Program included –

*Career exploration resources – Tests, web sites, books, and software
*Interest inventories
*Career portfolios
*Field trips
*Curriculum
*Career days
*Community partnerships

Career Tests

Middle school career tests provided information on the relationship between job interests, key characteristics, college majors, hobbies, abilities, and related careers. According to Bell, T.H. (1983), middle school students used career tests to identify the three high career activity interests, and the three low areas of interest. Then, Lane (2000) discussed that the avoidance of low interest areas was far more important since low interest areas minimized personal motivation.

Career Portfolio

As a second key element, career portfolios recorded the journey from school to post secondary training and/ or the world of work. Lane (2000) reported that a portfolio was a written account that compiled –

*Vision, goals, and dreams
*Important resource people
*Valuable learning opportunities
*Major career exploration objectives
*Learning activities, skill practice, fieldwork, interviews, and work experience
*Personal, academic, and social strengths
*Areas that need improvement?
*Evaluation of skill and personal development performance in the major areas of career development
*Junior high school courses liked most and the success in such courses.
*Junior high school courses liked least and the success in those courses.
*Sports and athletics and success in such areas
*Music, dancing, and acting and success in such areas
*Literature, writing, and speaking and the success in such areas
*Three high career interest activities
*Three low career interest activities
*Three high general aptitude areas
*Three low general aptitude areas
*Three high job-career plans with reasons for selection

Community Partnerships

In addition to career tests and portfolios, community resources served key elements. Examples of community resources and partnerships were –

*Field trips to community businesses and agencies
*Community resource speakers
*career awareness fair
*Special collaborative programs (Smith 2000)

Community resources and partnerships provided opportunities for students to explore the world of work. Community events expanded the students’ understanding of job duties, work place skills, and the relevancy of school subjects.

Middle school career education program provided students with awesome opportunities to gain self awareness as well as to explore and understand the world of work. Career exploration resources, career portfolios, community partnerships and career days provided invaluable experiences.

References

Bell, T.H. (1983). A Nation At Risk.

Castellano, M., Stringfield, S. And Stone, J.R., Iii. (2002, March). Helping Disadvanted Youth Succeed In School: Second Year Findings From A Longitudinal Study Of CTE-Based Whole-School Reforms. Columbus, Oh: National Dissemination Center for Career and Technical Education.

Developmental Career Programs For Schools. (1998, August 27). Acaenews 1, No. 17.

Finch, C., & Mooney, M. (1999). School-To-Work Opportunities In The Middle School: Concepts And Issues (Report No. Mds-1096). Macomb, Il: NCRVE Materials Distribution Service. (Eric Document Reproduction Service No. Ed 413 509)

Finch, C. R., And Mooney, M. (1997). School-To-Work Opportunities In The Middle School: Concepts And Issues. Berkeley, CA: National Center For Research In Vocational Education, University Of California. (Ed 413 509)

Hughes, M. (1993, December). Promoting Middle Schoolers’ Understanding of the World of Work. Paper Presented at the Meeting of the American Vocational Association Convention. Nashville, TN.

Johnson, L. S. (Summer 2000). The Relevance of School to Career: A Study in Student Awareness. Journal of Career Development, 26, No. 4: 263-276.

Kerka, S. (1994). Vocational Education in the Middle School. Eric Digest No. 155. Columbus, OH: Clearinghouse on Adult Career and Vocational Education.

Kerka, S. (2000). Middle School Career Education and Development. Practice Application Brief No. 9. Columbus, OH: Eric Clearinghouse On Adult, Career, and Vocational Education.

Lane, J. (2000, Summer). Scientific Approach For Developing and Testing A Students’ Job-Career Plan Before 11th Grade. Education.

Marcos K. (2003, June 1). Gearing-Up For Career Awareness: Profile Of A Middle School Career Program. Eric/Cass Digest Eric Educational Reports.

Mcdonald, J. L., and Jessell, J. C. (1992, Summer). Influence of Selected Variables on Occupational Attitudes and Perceived Occupational Abilities of Young Adolescents. Journal of Career Development 18, No. 4: 239-250.

National Alliance of Business. (1999). Learning to Succeed. Preparing Young People for Tomorrow’s Workplace. Washington, DC: Author.

National Occupational Information Coordinating Committee (NOICC) (1987). National Career Development Guidelines. National Occupational Information Coordinating Committee, 2100 M Street NW, Suite 156, Washington, Dc 20037

O’brien, K.M., Dukstein, R.D., Jackson, S.L., Tomlinson, M.J., And Kamatuka, N.A. (1999, March). Broadening Career Horizons For Students In At-Risk Environments. The Career Development Quarterly, 47. Alexandria, Va: National Career Development Association.

O’brien, K. M. Et Al. (1999, March). Broadening Career Horizons for Students in At-Risk Environments.” Career Development Quarterly 47, No. 3: 215-229.

Smith Agnes E. (2000, Summer). Middle School Career Exploration: The Role of Teachers and Principals Education.

Toepfer, C. F. (1994, January). Vocational/Career/Occupational Education at the Middle Level. Middle School Journal 25, No. 3: 59-65.

Toepfer, C.F., Jr. (1994, January). Vocational/Career/Occupational Education at the Middle Level: What Is Appropriate For Young Adolescents? Middle School Journal, 25 (3). Columbus, Oh: National Middle School Association.

Toepfer, C.F., Jr. (1997). Winning Ways: Best Practices In Work-Based Learning. Ann Arbor, MI: Tech Directions Books/Prakken Publications.

Wells, R. L., and Gaus, D. (1991). Study Of Kentucky Middle School Students’ Knowledge of Career Options. Louisville: University Of Kentucky.