Proper Electrician Training And Education

January 5th, 2012 by No comments »

Jobs are hard to find in the troubled economy. However, the trades almost always are in need of people who like to work hard and are not afraid to put in the hours. Electricity is an essential part of daily American life, and the industry is in need of people to work in the field. Electrician training can take a few years, but proper education can set one on the road to a successful, lifelong career.

Becoming an electrician starts with getting the right schooling. One can start quite early, even in High School. Many vocational programs in secondary schools have an electrical program. Following High School graduation, one can enter a program at a college to further their learning. Community colleges often have excellent trades program, including electrical. In addition to their typical general education courses like math and English, students will take practical courses where they learn both the science behind the trade and also get to apply and learn new skills in hands-on work. If one desires to learn more about the scientific end of things, they can attend a four year college that offers advanced programs like electrical engineering or similar majors. Community colleges are great because they offer students practical experience.

One can also do some extra work on their own to increase their skills and education. It is a great idea to find an experienced individual who works in the field and get close to them. An experienced worker can offer electrician training in the form of an apprenticeship or might be able to hire a student to work for them. They can also share the pros and cons of the industry, as well as stories from on the job. This will give the young student a better idea of what daily life is like as an electrical worker, and help them decide if this is really the field that they want to devote their life to. Working with a professional can help one meet others in the field and perhaps potential future customers. The pro may also have some suggestions for training programs or courses that the aspiring electrician can take advantage of. They can serve as a reference for the student’s resume.

Before one can be successful in industry, they must have to proper education and training. Fortunately, budding electrical workers have many options to help them reach their goals and better themselves.

RN to BSN – Career Benefits and Education Options

January 4th, 2012 by No comments »

The complexities of a changing medical field in technology, advanced information, and facing a growing leadership role among nurses has increased the need for a degree of a Bachelor of Science in Nursing among registered nurses (RN). This higher level of education takes commitment and dedication and in the following article, we will outline how to achieve these goals.

Advancing your nursing degree – The difference between RN and BSN

Beginning a career in nursing for those who desire an abbreviated education will get an associate’s degree (AD) which usually involves 2-3 years of schooling. A nurse may also follow a diploma program, usually through a hospital, that is also 2-3 years in length before becoming an RN. According to the Bureau of Labor Statistics Sample Survey, 70% of nurses have AD or diploma level degrees. An RN must also pass all required examinations such as the NCLEX-RN (National Council Licensing Examination for Registered Nurses) before practicing with patient contact.

For many nurses looking to advance their careers, a BSN is the natural next step. It is a 4 year program that includes research oriented learning, leadership training, and liberal arts. Many of the students that are enrolled in the BSN program are previous RN’s with associate degrees or diplomas. They are now going back to school with all the hardships involved; financially, time inflexibility, family and other outstanding commitments.

The differences between an RN and BSN are not necessarily clear to the patient who is being treated with basic care. A nurse treating a patient won’t be asked, “excuse me, are you a RN or a BSN?” Yet the differences lie within. The education gained, the additional technical training, and the potential advancement are not immediately recognized by the patient. A nurse with a BSN can review research papers, advocate for the patient, work with leaders in the hospital or medical facility with confidence and advanced management skills. A nurse with an RN may have all these abilities, yet a BSN enhances them and increases advancement opportunities.

Career Opportunities with a BSN

RN’s return to school for a number of reasons, yet many are personal in nature: To become leaders in the nursing industry, advancing their careers, or move to the next level and receive a master’s or doctoral degree.

Management-level nursing requires an advanced degree such as a BSN. According to the U.S. Department of Labor, Bureau of Labor Statistics, in management, nurses can become anywhere from the assistant head nurse or head nurse, to assistant director, director, and vice president and upwards. Other career opportunities include research, consulting, and teaching. A nurse with a BSN can manage a home health care clinic and ambulatory services, etc. Nurses can also move into the business side of nursing to becoming an manager of an insurance company, pharmaceutical manufacturer, and managed care organization (U.S. Dept. of Labor, 2005).

Salary Benefits of advancing a degree from RN to BSN

Advanced nursing degrees create new career opportunities and justify an increased salary. An RN and a BSN will receive the same salary for the same nursing position, but as the BSN moves through the ranks to a higher position, salaries tend to increase. For example, a promotion to a management position of head nurse with a BSN has a higher salary than being the floor nurse with an RN.

Education Opportunities and Education Cost

In 2004, there were 600 RN to BSN programs in the United States. Many RN’s use the tuition reimbursement from their employer as an incentive to go back for the BSN. There are also accelerated BSN programs for those individuals who already attained bachelor or higher degrees and wish to go into nursing. There are more than 165 of these programs in the United States. These programs are 12 to 18 months in length (U.S. Dept. of Labor, 2005). In choosing the appropriate program, it is necessary to choose whether to work in a classroom setting or study through an online RN to BSN program.

The classroom setting has many benefits which include peer contact and live lectures. Sharing experiences with others and learning from other previous like-minded RN’s is a great benefit. The dilemma with classroom education for most nurses is the stringent scheduling and time management needed to attend class and work around an RN’s busy schedule.

An online nursing degree course is the other alternative. It is a way for nurses to work while continuing with their education with flexibility around time commitments. The non-clinical portion of the classroom courses are given online and the clinicals are usually arranged at a medical facility near the nurse’s home. There may be timed lectures or the nurses may do lectures at their own time with assignments being sent to the lecturer by fax or mail on designated due dates. Examinations are usually offered online. Many times the online school follows a semester schedule and has a set start and finish date, though this is not true for all schools. To learn more about online RN to BSN programs, refer to your school of choice and learn what that school offers.

Conclusion

Personal satisfaction, a qualitative factor that can not be measured or quantified, is what many BSN students say is most important about receiving their advanced degree. Our society is advancing in all areas, with technology and intellectual expertise. The information is available and the prerequisites allow many RN’s to attain an advanced degree; the determining factor is, we must advance as a society and create leaders in all areas of industry. A BSN gives the degree and knowledge and critical leadership skills for an RN to advance in the world of medicine, business, and personal achievement.

Mental Retardation – Treatment and Education

January 3rd, 2012 by No comments »

HISTORICAL

Early records tell of Spartan parents exposing their handicapped offspring to the elements to perish. Few other accounts are available, but by the Middle Ages the retarded were exploited as fools or jesters. The Protestant Reformation found the retarded suspected of being possessed with the devil. The common treatment was “to beat the devil out of them.”

Despite the poor treatment afforded the retarded, the churches of Europe from the thirteenth century on began to systematically provide asylums for the less fortunate members of society. No treatment or education was provided, but sanctuary was available from the cruel and competitive society.

Prior to 1800 the prevalent belief was that retardation was inherited and consequently not treatable. In 1800 Jean Itard, a French physician, began working with the “wild boy of Aveyron.” This boy, captured in the forests of Aveyron, was diagnosed as severely retarded. Itard believed that training and practice could reverse some of the effects of retardation. His efforts produced marked changes in the boy’s behavior. While the boy never achieved the ability to talk or live independently, this was the beginning of treatment and education for retarded persons.

In 1850 Edward Seguin, a student of Itard, arrived in the United States. Having expanded Itard’s work, Seguin opened residential schools for the retarded. His complex, systematic sequence of training made him recognized as an international leader in the field. By 1900 residential schools were established throughout the country. These schools were intended as training schools, dedicated to curing mental retardation. But cure did not occur, and the nature of these schools has radically changed. Rather than attempting a cure, they now emphasize the enhancement of social competence, personal adequacy, and occupational skills.

In 1912 Maria Montessori, a student of Seguin, opened her schools for training the retarded. She developed a system of self-teaching that trains through the senses. In 1914 Charles Scott Berry began a teacher training program in Lapeer, Michigan. Soon after, the first college course on mental retardation was offered at what is now Eastern Michigan University.

CURRENT TRENDS

The movement from viewing retardation as purely hereditary to purely environmental has led to a contemporary position that views it as usually the result of the interaction of both these factors. Treatment focuses on training in personal skills to help an individual reach the highest possible level attainable for the deficiency.

One important trend in recent work with the retarded has related to the concept of normalization or mainstreaming. This refers to the right of retarded individuals to participate in normal activities. Such activities include privacy, dignity, liberty, the right to engage in loving relationships, and marriage. Special classrooms, although designed to provide homogeneous groupings to enhance manageable training, specialized curricula that would be in line with the interest of the group, and special training needs for teachers, have often been seen as dumping grounds and discriminatory.

In 1965 the passage of the Elementary and Secondary Education Act provided special programs of assistance to disadvantaged and handicapped children in the United States. In 1969, 14 regional instructional materials centers were developed to provide ready access to valid materials and information.

The provision of free public education for all mentally retarded citizens within the context of as natural an environment as feasible was mandated by passage of Public Law 94-142 and Section 502 of the Rehabilitation Act of 1973. The presumption is that society is obligated to support efforts to integrate retarded individuals into the fabric of the community. Mainstreaming attempts to reduce the discriminatory aspect of being retarded.

The implications of these laws for education are drastic. Free education is provided, even if it means special schooling. The least restrictive environment allows a retarded person to study in regular schools if possible. It is necessary for public schools to make allowances for handicaps, with facilities for wheelchairs or other devices. These requirements have given retarded persons an opportunity for normal education and interaction in society. Special education is provided for the more severe cases where participation in regular classrooms is not possible. In both cases yearly plans specify what is to be taught. This reduces the possibility of ignoring the children and reverting to minimal training.

Likewise, more adequate living situations are provided. Rather than dumping children into institutions, it is mandated that more normal housing be provided. While institutionalization is necessary for some retarded persons, due to the severity of retardation or specific problems involved, these persons are to receive normal treatment as much as possible. Otherwise, group homes, foster homes, nursing homes, even support in one’s own home are provided. Residential facilities are designed to be as colorful, warm, and friendly as a typical home.

Where possible, vocational training is given. Providing a means of earning an income gives retarded persons a sense of achievement and worth. It enhances self-esteem to be in a work situation and accomplish a task.

Regular psychological assessments are also required. These occur naturally in normal schools, where academic advance is a primary means of assessment. Since retarded persons learn slower, more regular assessments are needed to verify the strengths, determine if there are other underlying problems, and provide direction for educational plans.