Training Strategy

The Pros and Cons of Technical Education Systems

Manager Training Programs

What can we do to create more high-quality vocational education in Massachusetts?

In a previous article, I wrote that the Massachusetts Department of Elementary and Secondary Education should establish a new grant program to look at innovative ways for vocational districts and non-vocational districts to work together to create additional capacity. Further, I suggested that the state needs to reassign staff to quickly review applications for new Chapter 74 programs.

Those are relatively short-term solutions. What else can we do?

Here are three additional ideas:

o Speed up Large Building Projects. The Department of Elementary and Secondary Education (DESE) needs to lead in this area. It needs to advance discussions with the Massachusetts Municipal Association (MMA), the Massachusetts School Building Authority (MSBA), legislative leaders, and other stakeholders to develop a strategy to increase the ease by which building expansions are approved at regional vocational technical high schools which need to increase seating capacity to meet student demand. As veteran vocational leaders have repeatedly pointed out, the vast majority of regional vocational schools in Massachusetts are 40 years old. They need repair. In some cases, they need replacement. Because some of these districts have up to 19 member communities, up to 19 individual approvals are required to get a project started. With some communities facing significant fiscal stress already, it is very difficult to argue for even more funding. The state needs to put on its thinking cap and solve this problem.

o Create Stand-Alone Buildings. The state needs to convene talks with the MSBA about funding stand-alone buildings on the campuses of regional vocational technical schools which need to expeditiously increase seating capacity to meet student demand. To do this, the Legislature will likely need to empower the MSBA to dramatically increase the percentage of funding it provides on such projects.

o Create Additional Financial Incentives. As previously stated, the state needs to work to create financial incentives to support vocational school expansion. In addition, it needs to consider giving a financial incentive to regional vocational school districts that add members and to regional vocational school districts that realign their membership to make them more contiguous geographically.

These three ideas are far more complicated than creating a new grant program or hiring a new staff member. They surely won't be easy. And they won't solve the problem overnight.

But if we are serious about solving the problem - not just acknowledging it - we need to start somewhere.

Time Management Courses

What can we do to create more high-quality vocational education in Massachusetts?

In a previous article, I wrote that the Massachusetts Department of Elementary and Secondary Education should establish a new grant program to look at innovative ways for vocational districts and non-vocational districts to work together to create additional capacity. Further, I suggested that the state needs to reassign staff to quickly review applications for new Chapter 74 programs.

Those are relatively short-term solutions. What else can we do?

Here are three additional ideas:

o Speed up Large Building Projects. The Department of Elementary and Secondary Education (DESE) needs to lead in this area. It needs to advance discussions with the Massachusetts Municipal Association (MMA), the Massachusetts School Building Authority (MSBA), legislative leaders, and other stakeholders to develop a strategy to increase the ease by which building expansions are approved at regional vocational technical high schools which need to increase seating capacity to meet student demand. As veteran vocational leaders have repeatedly pointed out, the vast majority of regional vocational schools in Massachusetts are 40 years old. They need repair. In some cases, they need replacement. Because some of these districts have up to 19 member communities, up to 19 individual approvals are required to get a project started. With some communities facing significant fiscal stress already, it is very difficult to argue for even more funding. The state needs to put on its thinking cap and solve this problem.

o Create Stand-Alone Buildings. The state needs to convene talks with the MSBA about funding stand-alone buildings on the campuses of regional vocational technical schools which need to expeditiously increase seating capacity to meet student demand. To do this, the Legislature will likely need to empower the MSBA to dramatically increase the percentage of funding it provides on such projects.

o Create Additional Financial Incentives. As previously stated, the state needs to work to create financial incentives to support vocational school expansion. In addition, it needs to consider giving a financial incentive to regional vocational school districts that add members and to regional vocational school districts that realign their membership to make them more contiguous geographically.

These three ideas are far more complicated than creating a new grant program or hiring a new staff member. They surely won't be easy. And they won't solve the problem overnight.

But if we are serious about solving the problem - not just acknowledging it - we need to start somewhere.

Program Management Training

In recent times, there has been an increased shift toward natural health and wellness programs both here in America and abroad. Part of this evolution is due in part to the noninvasive nature of integrative and complementary medicines; and with the gaining popularity of these effective yet safe, alternative therapies, comes the necessity for natural healing educational courses.

Natural health schools provide a vast array of healing arts programs including acupuncture and Oriental medicine, chiropractic, energy medicine, homeopathy, naturopathy, massage therapy, and reflexology, among others. Some of the more popular natural health classes are designed to introduce individuals to healthcare disciplines like herbal medicine, aromatherapy and Reiki. But what many individuals do not know is that not only can they attain a comprehensive education in one of the aforementioned studies, but some of these courses result in a degree and/or licensure.

As an example, natural health programs in massage therapy almost always require students to become certified and licensed in the field. While many natural healing schools provide 300-hour training hours, a greater number of massage schools have begun offering 500+ hour massage programs to meet National certification standards.

Other natural health schools are much more course-intensive and require three to four years of practical training and education. For example, in a naturopathic program, students have the potential to earn their Doctor of Naturopathic Medicine Degree (ND). In this particular course of study, students learn about homeopathy, herbs, natural pharmacology, somatic education, and other relative subject matter.

Of course there are many other natural health programs from which to choose, however, before enrolling in one, candidates should examine current trends, career outlook, and whether or not the prospective school offers financial aid programs, in addition to accreditation. Like traditional schools and colleges, natural health schools typically provided clinical internships, continuing education courses, and career placement assistance, as well as financial planning services.

If you (or someone you know) are interested in finding natural health therapies, let professional training within fast-growing industries like massage therapy, cosmetology, acupuncture, oriental medicine, Reiki, and others get you started! Explore natural health [http://school.holisticjunction.com/clickcount.php?id=6634739&goto=http://www.holisticjunction.com/search.cfm] programs near you.

Natural Health Education in the 21st Century
© Copyright 2007
The CollegeBound Network
All Rights Reserved

NOTICE: Article(s) may be republished free of charge to relevant websites, as long as Copyright and Author Resource Box are included; and ALL Hyperlinks REMAIN intact and active.


Training

Training Strategy

Adding More Vocational Seats in Massachusetts: A Few Longer Term Solutions

Leadership Training Topics

Trained administrators handle the day-to-day activities inside a medical office. Professionals answer phones, manage insurance claims, and maintain patient records. To obtain formal education students should research the available medical office administration educational opportunities offered by vocational colleges.

The basic practices that are used to organize health care settings are best learned at the certificate and associate's degree level. Students that complete either educational training program in medical office administration will obtain the basic skills needed to apply for entry-level careers. The main objective in training is to teach students the clinical and clerical duties that correspond to keeping a medical office running at its best. Most programs provide students with an overview of the field so they can properly manage all aspects. The usable skills that students obtain while training include:

  • Filling out insurance forms
  • Maintaining schedule books
  • Carrying out billing tasks

Students can also expect to arrange hospital admission services and handle office correspondences. Programs establish these skills by having students work through courses that include medical terminology, computerized patient billing, business accounting, and more. Students also have several concentrated program areas they can choose from to complete training in. Program opportunities are also available in medical coding, billing, and transcription. In these programs students learn to work exclusively with one area of medical office administration, which may be the best option for some students.

Medical billing programs are dedicated to preparing students to manage invoices and oversee the collection of insurance payments. Professionals work with patient records to establish the fees that need to be claimed for insurance purposes. Coursework at the associates level covers how to deal with delinquent accounts, collection agencies, and patient or insurance complaints. Formal educational training programs explore topics that relate to spreadsheet applications, data entry practices, computer keyboarding skills, and reimbursement management procedures.

Inside training to become a medical coder students learn the correct procedures to code healthcare claims. Essentially, learning focuses on teaching students to proficiently use classification software to assign specific codes that represent medical diagnosis for insurance billing purposes. Coursework establishes the skills needed to meet all legal and insurance company guidelines. This often includes making sure everything is correct and all signatures are gathered so claim submission can take place. Medical coding, ICD-9-CM coding, medical law, procedural terminology, and more are all course subjects that prepare students for careers. Coding is learned for all human anatomy areas, which includes ocular, digestive, and integumentary systems.

Generating correct reports based on doctors notes makes up the professional work of medical transcriptionists. Training teaches students to use proper medical terminology and grammar along with a high level of keyboarding proficiency. Students study human biology, computer transcription, surgical procedure, and medical law. Training prepares them to create health care reports, documents, and patient histories.

Students that decide medical office administration degree programs are for them have several educational opportunities available. Start learning to become a needed medical office professional by choosing an accredited college to enroll in and a program to complete. The Commission on Accreditation of Allied Health Education Programs ( http://www.caahep.org/ ) as well as other agencies can fully accredited programs that offer the best quality training.

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.

Copyright 2010 - All rights reserved by PETAP.org.

Manager Class

If you are like most folks you know that investing is a great way to build wealth. However most assume it takes being rich to get richer. But there is another way. It's what bootstrap entrepreneurs with no start-up capital do to get ahead.

Sweat Equity and Perspiration Profit

Have you ever heard about sweat equity? Sweat equity is the contribution we make to a project through our own effort, as opposed to buying a share with our money. Sweat equity could also be the value we add to our property but we are not talking about this kind of sweat equity. I will bet you have lots of that kind of sweat equity, but the problem is it won't pay you dividends until you sell your home. Sweat equity investments can not only be lucrative but can come with much higher returns than capital investments. However there is a catch, you only have so much time in a day. This is why it is so important to focus your sweat on things that will not only make you income now but continue to make you more in the future.

Sweat Equity is Effort that Adds to or Produces an Asset

Most people think that an asset is only purchased. But that is not the case. Here is a list of cash producing assets that can be built with sweat equity.

  • Writing a book
  • Writing a song or album
  • Building a Product
  • Creating an Educational Training Course
  • Building an network
  • Building a customer base
All of these things can be built with sweat equity and can continue to pay you long after you do the work.

The rich get richer and the poor get poorer, they say. I used to believe that when I was working for someone else. That was the second dumbest thing I ever did. The dumbest was applying for the job in the first place. Once I had access to the financials of the company I worked for, I discovered that smart people get richer. Others are grateful for a pay rise to cover inflation.

It is Time to Have a Plan B

Employers have gone away from the idea that an employee is a long-term asset to the company, someone to be nurtured and developed, to a new notion that they are disposable. Before the boss disposes of you, you need to find a way out of the relationship.

Do not kid yourself into thinking the boss loves you to bits for what you do, or that the company plans to keep you in comfort forever. That only happens to horses nowadays that gave of their best. You are where you are because you are a moneymaking machine. The only problem is you are not making money for you.

Building a Network and Customer Base

We are not the best selling authors, musicians, inventors of products or educational thought leaders. All of these ways to use sweat to build equity requires a talent. We however we do not require any special talents because all you need to do to start investing with your effort to build equity is to build a network.

Anyone can build a network.

In fact everyone already has a network. They just don't have a vehicle to turn that network into a cash producing asset. If you want to learn how normal people just like you are leveraging the power of networks to have more time, earn passive income and make their own schedule.

Leadership Training Topics

What can we do to create more high-quality vocational education in Massachusetts?

In a previous article, I wrote that the Massachusetts Department of Elementary and Secondary Education should establish a new grant program to look at innovative ways for vocational districts and non-vocational districts to work together to create additional capacity. Further, I suggested that the state needs to reassign staff to quickly review applications for new Chapter 74 programs.

Those are relatively short-term solutions. What else can we do?

Here are three additional ideas:

o Speed up Large Building Projects. The Department of Elementary and Secondary Education (DESE) needs to lead in this area. It needs to advance discussions with the Massachusetts Municipal Association (MMA), the Massachusetts School Building Authority (MSBA), legislative leaders, and other stakeholders to develop a strategy to increase the ease by which building expansions are approved at regional vocational technical high schools which need to increase seating capacity to meet student demand. As veteran vocational leaders have repeatedly pointed out, the vast majority of regional vocational schools in Massachusetts are 40 years old. They need repair. In some cases, they need replacement. Because some of these districts have up to 19 member communities, up to 19 individual approvals are required to get a project started. With some communities facing significant fiscal stress already, it is very difficult to argue for even more funding. The state needs to put on its thinking cap and solve this problem.

o Create Stand-Alone Buildings. The state needs to convene talks with the MSBA about funding stand-alone buildings on the campuses of regional vocational technical schools which need to expeditiously increase seating capacity to meet student demand. To do this, the Legislature will likely need to empower the MSBA to dramatically increase the percentage of funding it provides on such projects.

o Create Additional Financial Incentives. As previously stated, the state needs to work to create financial incentives to support vocational school expansion. In addition, it needs to consider giving a financial incentive to regional vocational school districts that add members and to regional vocational school districts that realign their membership to make them more contiguous geographically.

These three ideas are far more complicated than creating a new grant program or hiring a new staff member. They surely won't be easy. And they won't solve the problem overnight.

But if we are serious about solving the problem - not just acknowledging it - we need to start somewhere.


Training