IOT – Redding Vocational School, Medical, Technical – EMT School, Institute of Technology, redding school


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Vocational School in Redding, CA.

If you’ve been looking for the right trade school in California, Institute of Technology is a technical training school that specializes in a wide array of career training programs. At our Redding campus, you can receive the professional knowledge and skills you need to successfully launch your new career in one of today s growing fields. Our Shasta County vocational school can soon help you take control of your life with a rewarding career.

Located just north of Sacramento, our vocational school in Redding, CA, will help you develop the practical skills you need to embark on your real career. Our students come from all areas near Redding including Red Bluff, Shasta Lake, and Millville. As a growing city, Redding is the perfect place for you to start fresh with career development training.

Our Programs in Redding, California

Certificate of Completion Programs

High School Diploma Program

Certificate of Completion Programs

High School Diploma Program

Our Redding campus offers students a Career Placement Services department and Student Success Center, both of which will go above and beyond to help you achieve success in your program and future career. With resume and interview assistance, you can feel confident you will have the support you need to find real opportunities for success.

With our convenient class schedules and variety of courses, you can be on your way to launching your real career sooner than you thought possible. If you’re looking for a tech school, California is where your search ends at IOT. Find out why we stand out in Shasta County career training. Contact us today to learn more.

Institute of Technology – Redding

1755 Hilltop Drive

Redding, CA. 96002

Institute of Technology – Redding

1755 Hilltop Drive

Redding, CA. 96002

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What our graduates say

I received valuable experience and opportunities attending IOT. They have great instructors and staff.


Grants for Cosmetology and Beauty School #cosmetology #school #cleveland #ohio


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Cosmetology Grants

Free Money Always Looks Good

There are as many different types of college grant programs, as there are college students. There are need-based grants and merit-based grants; career specific grants and student specific grants. The opportunities for finding the necessary funds for college are only limited to the determination, and the imagination, of the college-bound student.

For students interested in pursuing cosmetology as a career, there are a variety of grant programs that can help meet the rising costs of tuition in both community colleges and vocational schools. Often, cosmetology students can find grants that are specifically dedicated to their chosen career path. The trick is in knowing where to look.

Career Opportunities

Cosmetology continues to attract students as a career opportunity. While it is a competitive field, it is also a profession in which the self motivating, hard working, individual can carve out a lucrative career. The abundance of hair salons, beauty salons and day spas attest to the vitality of the profession as a career choice. But as with any professional career, significant schooling and training is necessary. Most states require cosmetologists to be certified, and the way to that certification is through college or vocational school.

Students pursuing cosmetology as a career path will find that there are many grant programs in place to help them achieve their goals. Grants are available from a variety of sources, including the Federal and state governments, colleges and vocational schools and professional associations.

Federal and State Government Grants

All students looking for grant money to help defray the costs of their college tuition should begin by looking into any government programs for which they may be eligible. The Federal government provides a number of financial aid opportunities for students pursuing a college education, including low-interest loans and grants. Cosmetology students may be interested in the two following government grant programs:

  • The Federal Pell Grant This is the most popular of all government financial aid programs. The Pell grant is designed to help low income students afford the costs of a college education. The grant is open to all college-bound students who meet the minimum income requirements. Final award amounts are based on financial need, total cost of attendance and full or part time enrollment status. The maximum award amount is $5,500
  • The Federal Supplemental Educational Opportunity Grant The FSEOG is available to low income undergraduate students who have qualified for the Federal Pell grant, but still have an excess of unmet need. Award amounts range from $100 to $4000, depending on the student s financial need and the availability of funds. The FSEOG is strictly first come first served, so it is important to apply early.

In addition to the Federal grant programs, many state and local governments offer grant opportunities for students looking to attend college or trade school as a pathway to a career. Each state will have different financial aid programs, and students are encouraged to visit the dedicated website of their state s Department of Education for specific details. Some examples of the types of programs that may be available from your state include:

  • The Oregon Opportunity Grant Sponsored by the Oregon Student Access Commission. this grant is designed for low income students attending college for career training. Applicants must be residents of Oregon state.
  • The Iowa Barber and Cosmetology Arts and Sciences Tuition Grant Supported by the Iowa College Student Aid Commission. this grant is available to student residents of Iowa who are pursuing a degree in cosmetology at an accredited state college or vocational school. Maximum award amount is $1200 per academic year.

Students applying for any Federal or state-based grants must first fill out and submit the Free Application for Federal Student Aid. or FAFSA, before being considered eligible for any award money.

School Supported Grants

Many cosmetology schools sponsor a variety of grant programs for students who may otherwise not be able to afford their tuition costs. Programs supported by beauty colleges and vocational schools are generally need-based, though grant awards may also be decided by academic achievement. Some of the more notable cosmetology schools that offer financial aid programs for their students include:

  • The Avalon School of Cosmetology has a dedicated in-house financial aid department that helps match students to applicable grants and scholarships. Prospective students are encouraged to contact Avalon s financial aid department directly through their website.
  • Empire Beauty Schools have campuses in 21 states. Empire s financial aid department helps students apply for both Federally funded and privately supported grants. Empire Beauty Schools are also partners in the American Cosmetology Education Grant Program .
  • Walla Walla Community College in Washington state offers a variety of grants and scholarships through its Cosmetology department. Students have access to both Federal and school sponsored grant programs.

Grants from Professional Organizations

Businesses and professional associations often support grant programs as a way to encourage students to enter into certain professions. Cosmetology students can find a variety of grant programs being sponsored by corporations and businesses with close ties to the beauty industry. Likewise, associations of cosmetologists and beauty schools often provide funding to help deserving students find the resources they need to complete their education.

When looking for education grants dedicated to the study of cosmetology, students should consider programs that may be sponsored by national and international corporations, as well as as professional organizations allied with the beauty industry. The following examples will give cosmetology students an idea of the kind of programs that are available from the business community.

  • The Joe Francis Haircare Scholarship Foundation honors the memory of Joe Francis, a leader in the haircare industry. The foundation awards 19 $1000 grants and scholarships annually to cosmetology students who meet the required financial need.
  • The National Coalition of Estheticians sponsors a variety of grants and scholarships for students enrolled in partnering Cosmetology and Esthetic Schools.
  • The American Association of Cosmetology Schools is a prime resource for students interested in cosmetology as a career. AACS member schools offer a variety scholarships and grants, including the American Cosmetology Education Grant. and the Sports Clips Scholarship. AACS awards range from $500 to $1000 for eligible students.

Cosmetology can offer students a lucrative, and exciting, career. Certified cosmetologists can find themselves working in local beauty salons, day spas, and television and film production. A career in cosmetology begins with the proper education, and that education can begin when students take advantage of the grants and scholarships that are in place to help them realize their professional ambitions.


Student on Alien Removal List Charged With Raping 14-Year-Old Girl in High School Bathroom #girl


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Student on Alien Removal List Charged With Raping 14-Year-Old Girl in High School Bathroom

Entrance to Rockville High School in

WARNING: This report contains graphic details of an alleged rape on a 14-year-old girl in a Maryland public school by male suspects aged 18 and 17.

(CNSNews.com) — Henry Sanchez-Milian, 18, a Guatemalan citizen who is on an alien removal case list, and Jose Montano, 17, who came to America from El Salvador eight months ago, were charged with first-degree rape and first-degree sexual offense on Friday for allegedly raping a 14-year-old girl, on Thursday, at the Rockville High School in Maryland. According to the Montgomery County Police report, the young girl allegedly was brutally raped and sodomized by both of the suspects.

The two men were charged in the Montgomery County District Court. Although Montano is 17, a minor, he was charged as an adult because of the seriousness of the crime. At the court, Montgomery County Assistant States Attorney Rebecca MacVittie said Sanchez is a substantial flight risk, reported The Washington Post.

Both Montano and Sanchez were students assigned to the freshman class. However, the school s spokeswoman, Gboyinde Onijala, would not comment on why these older teens were assigned to the 9th grade, said The Post. At the court, the two suspects used a Spanish translator, indicating they may not speak English, according to ABC7 s Kevin Lewis.

Henry E. Sanchez-Milian, 18, a 9th

grade student at Rockville High

School charged with first-degree

rape of a 14-year-old student.

On Friday, March 17, a Statement of Probable Cause was filed at the Montgomery County District Court by the arresting officer assigned to the case. The officer, a Montgomery County Police Detective, explained the investigation of the alleged rape of the 14-year-old girl, who is called Victim A.

WARNING: The material below is sexually graphic and disturbing.

The detective reported: Victim A was in the school hallways when she met with the two other students later identified as Jose O. Montano and Henry E. Sanchez Milian. Victim A knew Montano as a friend and did not know Sanchez Milian personally. Montano asked Victim A for a hug. Then Montano slapped her butt and asked her to come with him and his friend, Sanchez Milian. They were walking near the gym area when they passed by the bathroom.

Montano asked Victim A for sex, which she refused. Montano asked again, more persistently and pushed Victim A into the boy s bathroom. Montano then pushed Victim A into the one bathroom stall with a door.

Victim A was holding a sink to avoid going into the bathroom when Montano grabbed her hand and pulled her into the stall. Montano then unzipped Victim A s top and pulled her breasts out to play with. Victim A again told Montano to stop. Sanchez Milian came into the stall. Montano unbuckled Victim A s pants and pulled it down. Montano pressed his body against Victim A. Victim A tried to push Montano off. Montano grabbed Victim A s arms and turned her around. Montano bent victim over the toilet. Victim A again said to stop.

Montano and Sanchez Milian spoke to each other in Spanish. Then Sanchez Milian sat in front of Victim A on the toilet with his penis pulled out. Sanchez Milian forced his penis inside Victim A s mouth and forced oral sex. Victim A tried to lift up but Sanchez Milian held the back of Victim a s head.

During the same time, Montano attempted to force anal intercourse with Victim A. Victim A felt Montano s penis against her butt and felt pain. Victim A cried out in pain. Montano then forced vaginal intercourse with Victim A from behind. Once Montano pulled his penis from Victim A s vagina, Montano and Sanchez Milian switched positions.

Montano held the back of Victim A s head. At the same time, Sanchez Milian penetrated Victim A s anus with his penis and forced anal intercourse with Victim A. Then Sanchez Milian pulled out and penetrated Victim A s vagina with his penis. Sanchez Milian held onto Victim A s hands against her waist while he forced anal and vaginal intercourse. Victim A repeatedly said to stop.

They heard the door. Sanchez Milian left and Montano told Victim A to be quiet. Montano also put his hand over Victim A s mouth to keep her quiet.

Sanchez and Montano then spoke in Spanish again and put Sanchez s jacket over the victim s head. They walked her out of the bathroom and then left her. She went into the girl s bathroom, then exited and saw the two suspects coming back. She then left the area and told school staff what had happened.

Rockville High School Principal

Billie-Jean Bensen. (MCPS)

The police report further states that Montano was interviewed on March 16 at which time he denied having any sexual contact with Victim A. Montano stated that they went to the bathroom to tell jokes. The forensics specialist for the police then processed the boy s bathroom and observed suspected blood that may be mixed with male fluid.

Based upon the interviews and forensics information, the police detective stated there was probable cause to arrest Montano and Sanchez-Milian.

According to U.S. Immigration and Customs Enforcement (ICE), an immigration detainer was placed on Henry Sanchez-Milian, a citizen of Guatemala, on March 17, 2017, after he was arrested by Montgomery County Police on criminal charges.

ICE places detainers on individuals who have been arrested on local criminal charges and who are suspected of being deportable, so that ICE can take custody of those individuals when they are released from local custody, said ICE spokesman Matthew Bourke.

ICE is not able to comment on Jose Montano s immigration status because he is a minor, said Bourke.

On Friday, the principal of the Rockville High School, Billie-Jean Benson, issued the following letter to parents:

I am writing to inform you about a serious incident that occurred at our school yesterday, March 16, 2017, and share with you how it is being addressed.

It was reported to administration that a student was sexually assaulted by two students in a restroom. We immediately contacted the Montgomery County Police Department. The police conducted an investigation and subsequently executed arrests on school property of the alleged assailants. I am unable to share further details at this time as this is an ongoing police investigation.

Ensuring a safe, secure and welcoming learning environment for all of our students is our top priority. Our staff remains vigilant in the monitoring of our school each and every day. Please remind your child that if they believe they are a victim of an assault or see something inappropriate, they should immediately tell a staff member.

Jack R. Smith, superintendent of Montgomery County

Also, on Sunday, March 19, the superintendent of schools for Montgomery County, Jack R. Smith, issued a statement that, in part, said: I know community members have many questions about this serious incident. To ensure we do not unintentionally prejudice an ongoing investigation, MCPS cannot provide any additional details about this specific case at this time. However, we believe more information about this incident will be made available by law enforcement in the coming weeks.

The safety and security of every student in our district is our top priority and a responsibility that we do not take lightly. We have and will continue to work every day to ensure our schools are safe places to learn.


Library and Information Science Graduate Degree #university #of #washington #grad #school


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Master of Library and Information Science

Library and Information Science Graduate Degree

The University of Washington’s Master of Library and Information Science (MLIS) prepares professionals with a strong background in the theory and practice necessary to build the libraries and organizations of tomorrow. As you explore the uses, contexts and users of information you will develop the skills required to play an essential role in any knowledge intensive industry. MLIS alumni from the iSchool find work in private, government and non-profit sectors.

A Graduate Degree that Allows You to Thrive

The iSchool’s MLIS graduate degree program, ranked second in the nation by U.S. News World Report. remains competitive by offering:

  • A collegial atmosphere both among students and between students and faculty
  • A low student/faculty ratio, which helps keep our admissions process competitive and the quality of our students high (See MLIS class profile )
  • The option to elect independent study, directed fieldwork, research projects and other opportunities to work closely with faculty members and area professionals
  • The ability to draw on the resources of the iSchool’s Informatics, Information Management, and Ph.D. in Information Science programs, as well as the resources of a world class, Tier 1 public research university
  • A strong track record of post-graduation employment in libraries, nonprofits and corporations

Continuously accredited by the American Library Association since 1926, the program is one of the most extensive ALA-accredited graduate degree programs in the country. (Read our recent accreditation presentation. ) Our graduates have been named Librarian of the Year by Library Journal, New York Times Librarian of the Year, and garnered one of the American Association of Law Libraries’ most prestigious prizes for their energetic efforts to advance their field.

Curriculum That Prepares You to Grow and Lead

The MLIS core curriculum emphasizes the theoretical foundation necessary to make your education one you can use to build on throughout your career. Students will use their understanding of systems design, information literacy, information architecture, usability and similar disciplines to make the information environments we interact with every day more useful and useable. Empowered to adapt to a growing and changing field, you will learn to use information as a tool for transformation in your personal and professional lives.

Connect Apply


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Sabbath School Net #first #online #school


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Monday s lesson, mentions circumcision, and if the Gentiles ever needed to be circumcised. Some have wondered why in the world God wanted the penis involved in a sign of loyalty. Some atheists have made fun of Christianity and the Bible over this topic. What we need to understand is, the penis was the part of [Click to read more ]

You can view an in-depth discussion of The Unity of the Gospel” in the Hope Sabbath School class led by Pastor Derek Morris. (Adobe Flash Player version.) A Youtube version of this week’s lesson at Hope Sabbath School is below. You can download the video, the MP3 audio, and the lesson outline from the HopeTV [Click to read more ]

In the previous post we examined the oldest systems of Protestant covenant thought. The two systems to emerge we labeled as belonging to Category A: Covenantalism. They include both the Westminster Confession and the Second London Baptist Confession. We also had the opportunity to see that Adventist theology has a lot of similarities with these [Click to read more ]

Further Thought: For further study on the issue of unity and diversity in the church, read Ellen G. White, “Investigation of New Light,” pp. 45, 47, in Counsels to Writers and Editors; “An Explanation of Early Statements”, p. 75, in Selected Messages, book 1;“Tactfulness,” pages. 117-119, in Gospel Workers; and “Manuscript Release 898,” pgs. 1092, 1093, in 1888 [Click to read more ]

The situation in Antioch surely was tense: Paul and Peter, two leaders in the church, were in open conflict. And Paul holds nothing back as he calls Peter to account for his behavior. What reasons does Paul give for publicly confronting Peter? Gal. 2:11-14. As Paul saw it, the problem was not that Peter had decided to [Click to read more ]

Some time after Paul’s consultation in Jerusalem, Peter made a visit to Antioch in Syria, the location of the first Gentile church and the base of Paul’s missionary activities described in Acts. While there, Peter ate freely with the Gentile Christians, but when a group of Jewish Christians arrived from James, Peter — fearful of [Click to read more ]

1. Paul s wish. Our lesson begins with this stunning question, after extolling the value of harmony in God s church: Should unity be preserved at the cost of truth? Do we sometimes debate issues on the basis of who agrees with us (or them) rather than on the merits of a given position? 2. The importance [Click to read more ]

Our Sabbath afternoon introduction to this weeks’ lesson has: Hymn 518, “Standing on the Promises”, and Hymn 610, “Stand Like the Brave” ringing in my ears. To these we may add: Hymn 618, “Stand Up! Stand Up for Jesus!”. Martin Luther stood firm and as Ellen White says “his unwavering firmness was the means of [Click to read more ]

Read Galatians 2:1-10. Paul says that the false brothers “slipped in to spy out our freedom that we have in Christ Jesus, so that they might bring us into slavery” (Gal. 2:4, ESV). What are Christians free from? Read John 8:31-36; Rom. 6:6-7; Rom. 8:2-3; Gal. 3:23-25; Gal. 4:7-8; Heb. 2:14-15. How do we experience for ourselves the reality of this freedom? Freedom, as a [Click to read more ]

Why was circumcision such a focal point in the dispute between Paul and certain Jewish Christians? See Gen. 17:1-22; Gal. 2:3-5; Gal. 5:2, Gal. 5:6; Acts 15:1, Acts 15:5. Why is it not that hard to understand how some could have believed that even the Gentiles needed to undergo it? Circumcision was the sign of the covenant relationship that God established with Abraham, [Click to read more ]

Key Thought: The early church was in danger of losing its understanding of the gospel by depending on Jewish traditions that led them away from faith in Christ’s work. Lesson 3, July 15, 2017 1. Have a volunteer read I Corinthians 1:10-13. a. Ask class members to share a thought on what the most important [Click to read more ]

Read 1 Corinthians 1:10-13. What does this passage tell us about how important Paul believed unity in the church was? Having refuted the allegations that his gospel was not God-given, Paul directs his attention in Galatians 2:1-2 to another charge being made against him. The false teachers in Galatia claimed that Paul’s gospel was not in harmony with [Click to read more ]

Read for This Week’s Study: Gal. 2:1-14, 1 Cor. 1:10-13, Gen. 17:1-21, John 8:31-36, Col. 3:11. Memory Text: “Complete my joy by being of the same mind, having the same love, being in full accord and of one mind”(Philippians 2:2, ESV). Protestant reformer John Calvin believed that disunity and division were the devil’s chief device against the church, and he warned [Click to read more ]

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School Nurse Certification in Pennsylvania with School Information, pottsville school of nursing.#Pottsville #school #of #nursing


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School Nurse Certification in Pennsylvania with School Information

There are roughly 17 schools within Pennsylvania that have school nurse certificates or certifications. Read an overview of the 9 largest schools’ programs, requirements and tuition info and find out which school is the right one for you.

Find schools that offer these popular programs

  • Clinical Nursing
  • Critical Care Nursing
  • Direct-Entry Midwifery – LM, CPM
  • Licensed Vocational Nurse Training
  • Mental Health Nursing
  • Neonatal Nursing
  • Nurse Anesthetist
  • Nurse Assistant or Patient Care Assistant
  • Nurse Midwife
  • Nurse Practitioner or Family Nurse Practitioner
  • Nursing Administration
  • Nursing for Adults and Seniors
  • Nursing Science
  • Occupational Health Nursing
  • Operating Room and Surgical Nursing
  • Pediatric Nursing
  • Public Health Nurse or Community Nurse
  • Registered Nurse

Essential Information

School nurses are registered nurses (RNs) who work in schools and they have the option of earning school nurse certification. A wide range of schools in Pennsylvania offer programs designed for persons wanting to work as school nurses. Many of such programs are certification programs, though a few lead to the award of certificates and at least one master’s degree is also available.

The school’s admission requirements typically include that students have at least a Bachelor of Science in Nursing (B.S.N.) and a current Pennsylvania nursing license. Some schools also require that students have malpractice insurance and that they pass certain background checks. All nursing programs include an element of clinical or practicum experiences.

Bloomsburg University of Pennsylvania

The Department of Nursing at Bloomsburg University of Pennsylvania, which is located in Bloomsburg, offers accredited undergraduate and graduate degree programs. Individuals interested in school nursing can earn a Master of Science in Nursing (M.S.N) for RNs practicing as a certified school nurse. They receive credit for their previous education and can complete the M.S.N. with only an additional 33 credits of coursework. Since enrollees are already working as school nurses, they’re not required to repeat the clinical requirements.

Eastern University

At Eastern University in Saint Davids students can earn a K-12 School Nurse Certification. The certification program takes about a year to complete. Courses include educational foundations, the responsibilities of a school nurse and working with exceptional children as a school nurse. They must also complete a school practicum, which consists of 100 hours of field experience.

Immaculata University

Located about 20 miles west of Philadelphia in Immaculata, Immaculata University is a Catholic university that’s committed to Christian values, professionalism, ethical integrity and academics. The university offers a School Nurse Post-Baccalaureate Certification that trains students to apply the principles of holistic health care and holistic nursing in schools. Students can enroll without a nursing license if they’re currently enrolled in the B.S.N. program at Immaculata and have previously completed courses in school health theory and practice, social foundations of education and introductory special education.

La Salle University

Philadelphia’s La Salle University is a private university that’s affiliated with the Roman Catholic church. Students can earn an M.S.N. Certificate Program – School Nurse Certificate. The program prepares them to serve in a school nurse setting, working with children from infancy through 21 years of age. The 16-credit school nurse certificate includes courses in education and human exceptionalities, education and cognitive development, nursing the exceptional child and communicative disorders counseling. Students must also complete a student nurse practicum.

Millersville University

Millersville University, located in Millersville, offers a post-baccalaureate School Nurse Certification through the Department of Nursing. A School Health Services Supervisory Certification, which prepares students for supervisory positions in school nursing, is also available for students who already hold school nurse certification. The School Nurse Certification includes training in educational psychology, the psychological aspects of individuals with disabilities and a school nursing practicum. Graduates should be able to collect data, use it make a diagnosis, establish interventions for certain illnesses and implement the intervention plans.

Saint Joseph’s University

Located in Philadelphia, Saint Joseph’s University provides men and women with a Jesuit education that is designed to help them achieve their professional goals. The Departments of Health Services and Teacher Education offer a 5-course program that can lead to the Pennsylvania Educational Specialist: School Nurse Certification. Course topics include historical and contemporary perspectives in education, teaching psychology, special education foundations, school nurse practice and a school nurse practicum.

Slippery Rock University

Slippery Rock University, which is located in Slippery Rock_, offers a 21-credit School Nurse Certification. Students must work with a certified school nurse for 100 hours as part of a school nurse practicum. Their other courses explore strategies for teaching individuals with mild learning and behavioral problems, the basics of professional school nursing, nursing issues in special education, developmental disabilities and theories of teaching English.

University of Pittsburgh – Pittsburgh Campus

At the University of Pittsburgh’s Pittsburg campus, students can earn a School Nurse Certificate through the School of Education and the School of Nursing. Courses include educational psychology, a school nurse seminar and a school nurse practicum. The part-time program can be completed in 3 terms. Students can also join the Chi Eta Phi Sorority, Incorporated, an organization designed for student nurses and registered professional nurses.

West Chester University of Pennsylvania

The School Nurse Certificate at West Chester University of Pennsylvania in West Chester is a 13-credit post-baccalaureate program. Course topics include studies in physical assessment, legal mandates for school nurses, special education fundamentals and perspectives in community health nursing. The community health nursing course also includes a practicum.

Career Requirements

To take the certification exam, individuals must have at least a bachelor’s degree and have completed at least 1,000 hours of clinical practice in school nursing in the last 3 years, according to the National Board of Certification of School Nurses. Pennsylvania requirements include that students complete a school nurse certificate from 1 of 16 schools in Pennsylvania that have been approved by the Pennsylvania Association of School Nurses and Practitioners.


Physical Therapist Assistant Degrees and Certificates – Houston Community College, HCC, physical therapist school in


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Physical Therapist Assistant

  • Physical therapist school in texas

About the Program

Students will learn to enhance physical mobility through targeted exercise.

Programs

A student in the five semester Physical Therapist Assistant Program, which begins each fall semester, attends lectures and practices the skills learned in lab settings at the Coleman College for Health Sciences campus. Further knowledge is gained during clinical experiences in the Texas Medical Center institutions, as well as in various hospitals and clinics throughout the area. On-campus classroom lectures and labs, as well as clinical experiences away from the campus, are routinely scheduled from 8 a.m. to 5 p.m.

The Physical Therapist Assistant Program is a competitive admission program. Please see Admission Steps below for application process.

Degrees and Certificates

Program Information

A Career in Physical Therapist Assistant

A Physical Therapist Assistant, who implements treatment plans under the direction of a Physical Therapist, is trained in the application of therapeutic modalities, such as cold, massage and electricity; exercise; prosthetics and orthotics, and functional activities in the rehabilitation and treatment of adults and children.

A Physical Therapist Assistant must be able to manipulate and move equipment, sequence work and handle heavy work schedules, with or without accommodations, and have effective verbal and written communication skills.

Employment opportunities are found in hospitals, nursing homes, rehabilitation centers, outpatient clinics,school systems and home health-care agencies. On a state-wide level, a Physical Therapist Assistant, who is required by state law to practice under the supervision of a Physical Therapist, will find entry-level annual salary ranges between $30,000 and $40,000, or $15 to $20 hourly.

Admission Steps

Are you ready to start the application process for Physical Therapist Assistant? Click here to download the admission steps.

Accreditation Information

The Houston Community College Physical Therapist Assistant Program is an accredited program. Accreditation is by the Commission of Accreditation of Physical Therapy Education, 1111 N. Fairfax ST, Alexandria, VA 22314-9991, 800.999.2782

  • 90% of students will demonstrate comprehensive academic knowledge of the PTHA curriculum in preparation for the state licensure exam.
  • 100% of students exhibit entry-level skills in interpersonal professional behavior following the final clinical rotation.
  • 100% of students demonstrate competent entry-level physical therapist assistant skills in treatment implementation and meet employable criteria following the final clinical rotation.
  • 100% of students demonstrate clinical application to progress, modify and/or withhold interventions based on the supervising physical therapist s plan of care as determined by safe and effective treatment implementation during the final clinical rotation.

Student Outcomes

The Physical Therapist Assistant program accepts approximately 50 students the fall of each year.

  • Graduation rates:
    • Graduation Rate 2013: 75.5%
    • Graduation Rate 2014: 78.4%
    • Graduation Rate 2015: 72%
  • Licensure examination pass rates for students graduating in May of the following years are:
    • 2013: 100%
    • 2014: 95%
    • 2015: 100%
  • Employment rates for students graduating in May of the following years are:
    • 2013: 100%
    • 2014: 95%
    • 2015: 100%

** An individual with a previous felony conviction should contact the ECPTOTE at 512.305.6900 prior to admission into the program. The Board will review each case and determine if an individual is eligible for licensure as a Physical Therapist Assistant.

Statement of Purpose, Vision and Mission

The Physical Therapist Assistant (PTA) Program, leading to an Associate Degree in Applied Science, encompasses a two-year, five semester course of study requiring a total of 66 semester hours of credit. The program is designed to prepare skilled technical health workers to perform physical therapy procedures and related tasks under the direction and supervision of a physical therapist. The treatment procedures include, but are not limited to, physical agents (ie. ultrasound, electrical stimulation, and massage), rehabilitation techniques, and therapeutic exercise. Enrolled students are required to successfully complete both the academic and clinical requirements of the program to receive the AAS degree. Graduates of the program take the National Physical Therapy Examination (NPTE) and become licensed by the Texas State Board of Physical Therapy Examiners.

The Physical Therapist Assistant Program within the Houston Community College System will be a leader in the field of physical therapy education by using high-quality, innovative instruction to prepare students to effectively serve the current and future healthcare needs of our diverse community.

The Houston Community College Physical Therapist Assistant Program uses an evidence-based curriculum founded on contemporary practice to consistently produce highly qualified, professional, and ethical physical therapist assistants committed to both a lifetime of learning and transforming our communities through optimal movement.

Program Goals and Program Outcomes

  • Graduate Goal #1: Graduates will provide safe, effective, and ethical patient/client management using evidence-based practice.
  • Graduate Goal #2: Graduates will exhibit professional behavior, cultural competence, and lifelong learning.
  • Program Goal: The program will produce students capable of obtaining licensure and employment as a physical therapist assistant.
  • Faculty Goal: Faculty will model professionalism through professional advancement, contemporary practice, and/or engagement in the profession of physical therapy.
  • Graduate surveys will indicate that 100% of graduates feel adequately prepared or better to provide patient care in primary areas of practice.
  • Graduate surveys will indicate that 100% of graduates feel adequately prepared or better to employ clinical judgment and decision-making.
  • Employer surveys will indicate that 100% of employers agree that graduates are providing safe and effective patient/client management under the direction and supervision of a licensed physical therapist.
  • Employer surveys will indicate that 100% of employers agree that graduates display knowledge of and adherence to ethical, legal, and regulatory standards of practice.
  • Graduate surveys will indicate that 100% of graduates feel adequately prepared or better to demonstrate cultural competency in clinic.
  • Graduate surveys will indicate that 100% of graduates are participating in lifelong learning activities (members of their professional organization, pursuing additional credentialing or education, community engagement, reading professional literature, etc.).
  • Employer surveys will indicate that 100% of employers agree that program graduates demonstrate professional behavior and cultural competence in all interactions.
  • Employer surveys will indicate that 100% of employers agree that program graduates seek out opportunities to gain new knowledge and experience.
  • A first time NPTE pass rate of at least 90% will be achieved annually as well as at least a 95% ultimate NPTE pass rate.
  • The employment rate will be at least 90% for all graduates who pursued employment as a physical therapist assistant within a year of graduation.
  • Faculty performance evaluation plans (PEP) for full-time faculty will indicate that 100% of faculty set and achieve at least one professional advancement goal annually (involvement in professional organization, credential advancement, skill development, etc.).
  • All faculty (full-time and adjunct) will indicate education and/or work in contemporary practice and engagement in the profession of physical therapy on their faculty professional development document and curriculum vitae (CV).
  • Graduate surveys will indicate that 100% of graduates agree that faculty professionalism/role modeling was adequate or better.

Pre-Law 90 Program #umkc #school #of #law


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90+ Program

The Basics

UMKC s School of Law and The College of Arts and Sciences offer the motivated student a faster track to a legal education. While an undergraduate degree is usually a requirement for admission into law school, UMKC offers students the opportunity to start law school after completing as little as 90 undergraduate credit hours. Students then complete their undergraduate degree with law school credits. By overlapping credits, students can shorten the length of time necessary for completing their education by as much as one year.

90+ Participation

A student s first 30 hours at UMKC s School of Law may fulfill as many as 30 credit hours of non-Arts and Sciences electives towards an undergraduate degree. Therefore, if a student completes all of the general education, major, and upper-level requirements, leaving only elective credits to receive an undergraduate degree, the student may apply to the law school at UMKC.

If accepted, the student can start law school without having actually received an undergraduate bachelor s degree. The student will receive the undergraduate degree after earning the requisite amount of law school credits necessary to fulfill the remaining amount of undergraduate elective credits (up to 30 hours).

Any student who is pursuing a degree in The College of Arts and Sciences may participate. The 90+ program does not guarantee admission into UMKC s School of Law. Participants must apply and otherwise qualify for law school admission by having a competitive undergraduate GPA and LSAT score.

Road to Admission

Any interested student should meet early and often with the pre-law advisor. Given the number of requirements that must be satisfied in such a short period of time, potential 90+ students must monitor their progress with great care.

There are a number of necessary tasks to be completed by the student in order to qualify for the 90+ Program:

  • The final 30 hours prior to enrolling in UMKC’s School of Law must be from courses in UMKC s College of Arts and Sciences.
  • Requirements to be completed prior to enrollment at UMKC’s School of Law:
    • All general education requirements
    • All major requirements (and those for a minor if student chooses to complete a minor)
    • 36 hours of junior/senior (300/400-level) coursework
  • Application for Graduation: After earning approximately 60-75 credit hours, the interested student should apply for graduation in the Arts and Sciences Advising Office (Scofield Room 9). Students should note on the application for graduation that they are 90+ Program candidates. As part of the graduation process, the student must schedule an audit with her/his major/minor advisors after applying for graduation. A general education audit will also be done, requiring the student to meet again with an advisor in the A S Advising Office. The audit should be completed by the end of the fall semester prior to starting law school.

Students that are able to finish any necessary requirements prior to enrollment at the School of Law are encouraged to create a plan with the pre-law advisor directly after all audits are complete./p>

  • Letter of Interest: After applying for graduation and completing the audit, the student must contact the pre-law advisor to arrange to have a letter sent to UMKC’s School of Law stating that there is a plan in place that will allow the student to complete all requirements prior to enrolling in the law school the following fall. The advisor will send the letter after the meeting, if it is evident that the student has established a workable plan to finish the requirements, and the student has begun the required parts of the application to the law school. This process should be completed as early as possible during the student’s last year of undergraduate study.

Possible Qualification Scenarios

  1. A Bachelor of Liberal Arts major has 91 credit hours and has completed all general education requirements, but only 33 upper division credit hours (above 300-level). This student would not qualify for the program without completing an additional 3 hours of upper-level coursework.
  2. An English major has 105 credit hours, 36 of which are above 300-level, and has completed his gen eds. The student has two classes to complete before his major requirements are satisfied. This student would have to complete these two classes prior to qualifying.
  3. A Criminal Justice major has completed all major and general education requirements and has 39 hours above 300-level, but only has 88 hours. This student would have to finish two more credit hours prior to enrolling in UMKC’s School of Law.
  4. An Education major has completed all major and general education requirements, has 97 hours, and has 36 hours of upper level coursework. This student would not qualify for the 90+ Program because she is not an Arts Sciences major.
  5. A History major with a Political Science minor has completed all requirements, including those for her major, general education, and upper-level coursework. She has two courses remaining in her minor. She would qualify for the 90+ Program; however, her minor would either need to be completed before enrollment in UMKC’s School of Law or would have to be dropped from her undergraduate plan.

Questions?

Contact your Pre-Law Advisor at (816) 235-6094 or (816) 235-1148.

Contact Info

Sydney Nursing School – The University of Sydney #nursing #school #in #sc


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The University of Sydney – Sydney Nursing School

Study with Sydney Nursing School

Sydney Nursing School is ranked second in Australia and ninth internationally for academic and employer reputation (QS subject rankings, 2017). Our courses are founded on evidence and taught by researchers who are developing new knowledge in the field of nursing and midwifery. Gain knowledge and awareness of local and global health systems and learn how to use your skills in leadership to shape the future of health care and improve patient outcomes.

There are many avenues that a career in nursing can lead. Nurses are highly sought after worldwide, and the skills and experience that a degree in nursing provides graduates are valued across a range of international organisations.

International Nurses Day is celebrated around the world each year on 12 May. The day provides people working in the nursing profession, as well as those who have been cared for by nurses, the opportunity to celebrate the wonderful work that we nurses do.

Friday 5 May 2017, is a celebration of the partnership between midwives, mothers and families. We caught up with our expert midwives Professor Sally Tracy and Dr Donna Hartz and asked them what advice they would give to a new mum.

2002-17 The University of Sydney. Last updated: 29 May 2017

ABN: 15 211 513 464. CRICOS number: 00026A. Phone: +61 2 9351 2222.

Authorised by: Dean, Sydney Nursing School.