Build Your Business Expertise And Reputation To World-class Levels Right Where You Are

In my work as a researcher, an author, and a management consultant, I often notice business people hurting their careers by acting on mistaken beliefs about how and where to learn world-class skills and to develop new knowledge. Most people persist in seeing the world as it was in the early 19th century when advanced skills and technology were highly concentrated in just a few manufacturing industries within just two or three countries. Acting on such incorrect beliefs, some business people make repeated learning pilgrimages to the headquarters of certain companies where they expect to find all the best practices. Finding that many others are also visiting makes the business people feel as if they are on the right path. The visitors return to their offices fully committed to following the "new" practices.In reality, such high-profile headquarter visits often reveal only practices that are below average for a given industry. Why? Best practices are more often located in smaller, newer organizations that are relatively unknown than in larger, older ones that are well known. In addition, what a company takes pride in having accomplished doesn't necessarily equate to describing its current effectiveness.Here's an example. Winners of the Malcolm Baldrige National Quality Award in the United States receive quite a lot of publicity, and many organizations become aware of them. As winners, award holders are required to host visitors who want to learn about their practices. Their conferences attract lots of visitors from around the world.My visits to the award winners have been more like history lessons than practical learning opportunities. Table 7 represents a year-round trimester program and Table 8 illustrates a semester program. Both programs are representative of other colleges in terms of total numbers of hours of clinical and basic sciences. The program from Table 7 is spread over 4 years with 10 trimesters. The first 2 years of the program are heavily focused on the basic and clinical sciences. In year 1 (three trimesters of 15 weeks each) there are a total of 1,515 contact hours (960 hours in basic sciences and 555 in clinical education), of which 585 are spent in lectures and 930 in the laboratory. This represents an average of 34 contact hours per week for the students.In year 2, the focus is again on basic sciences (375 hours) and clinical sciences (1,110 hours). There are a total of 1,485 contact hours in year 2 (795 in lectures, 690 in laboratory), and there are an average of 33 contact hours per week. In year 3, all of the contact hours are spent on clinical education (which includes clinical sciences and clinical clerkships). Year 3 has a total of 1,410 contact hours (330 in lectures, 300 in laboratory, 780 in clinic), an average of 31 contact hours per week. Year 4 is given over to a clinical internship for 15 weeks (one trimester) for a total of 450 hours or 30 hours per week. Table 6. Average Total Contact Hours in Specific Clinical Subjects Taught in 16 Chiropractic Colleges (Includes lectures and laboratories).Clinical subjectHours % of Total Adjustive technique/spinal analysis555 22% Physical/clinical/laboratory diagnosis410 17% Diagnostic imaging, radiology305 12% Principles of chiropractic245 10% Orthopedics135 6% Physiologic therapeutics120 5% Nutrition/dietetics90 4% Professional practice & ethics65 3% Biomechanics65 3% Gynecology/obstetrics55 2% Psychology55 2% Research methods50 2% Clinical pediatrics & geriatrics50 2% First aid & emergency45 2% Dermatology30 1% Otolaryngology25 1% Other160 7% Total hours of clinical training2460 100% Source: Center for Studies in Health Policy, Inc.

There are five curricular areas that are emphasized in chiropractic education:

The "typical" (median) successful applicant has completed more than 90 college credits with a "B- " (2.7) average (Coulter, submitted).B. Chiropractic StudentsTotal enrollment in the United States chiropractic colleges in the fall of 1995 was 14,040. The mean enrollment per college was 878. Between 1990 and 1995 enrollment increased by 44 percent. During the same period the total number of graduates per year increased 13 percent, from 2,529 to 2,846 (CCE Report, 1996).Wardwell described the characteristics of a chiropractic student in his comprehensive historical account of the chiropractic profession, Chiropractic: History and Evolution of a New Profession, published in 1992. Studies conducted more than 40 years ago found that students often pursued chiropractic as a second career. A 1978 study reported that chiropractic students are primarily from working and middle class backgrounds (Wardwell, 1992). A more recent study reported that the predominant reason students decided to pursue the DC degree was influence from a family member or friend who was a chiropractor (Kaynes, 1992). Secondary reasons were interest in health care and personal health interests. Table 5 shows the distribution of hours in these three settings for both basic and clinical sciences. adjustive techniques/spinal analysis (averaging 555 hours or 23 percent of the clinical program), principles/practices of chiropractic (averaging 245 hours or 10 percent), physiologic therapeutics (averaging 120 hours or 5 percent), and biomechanics (averaging 65 hours or 3 percent).The clinical courses offered in chiropractic colleges are shown in Table 6. Subjects dealing with diagnosis and chiropractic principles are given the most time, followed by orthopedics, physiologic therapeutics, and nutrition. Three areas within the clinical sciences shown in Table 6 (adjustive techniques/spinal analysis, physical/clinical/laboratory diagnosis, and diagnostic imaging) account for an average of 52 percent of the education in clinical sciences. Thus the emphasis in chiropractic clinical sciences is clearly on diagnosis and manipulative therapy.3. ContentThe sequencing of subjects in two chiropractic colleges are illustrated in Tables 7 and 8 (Coulter, submitted). Washington, DC. Personal communication of 1995 unpublished data from Meredith Gonyea, PhD. 4. FacultyAdobe Acrobat 9 Pro ExtendedDespite a growing body of literature about chiropractic education, the role of faculty has received little attention. As a result of standards set by the Council on Chiropractic Education (CCE) for chiropractic college faculty, all basic sciences faculty members at chiropractic colleges have earned university degrees of MS or PhD in their discipline, and many of the D.C. faculty also hold higher degrees (Wardwell, 1992). Clinical sciences faculty must either have a baccalaureate degree, several years of chiropractic experience, or teaching experience at an institution of higher education (CCE, 1995). Table 7. Subjects Taught in a Typical Trimester-Based Chiropractic Program, by Year and Numbers of Contact HoursWindows 7 Ultimate 32 bitYear 1 Year 2 Year 3 Year 4General anatomy (210)* Pharmacotoxicology (30) Integrated chiropractic clinical application (90) Clinical internship (450)Functional anatomy and biomechanics (210) Clinical microbiology (90) Physiological therapeutics

Retaking A Gcse Course Could Open Up Your Career Path

There is still a large number of people around the United Kingdom that are currently looking for work. The global credit crunch and recession has hit the economies of the world incredibly hard and left many people unemployed with little hope of obtaining one of the few jobs that still remain on the market. The reason for this is qualifications or more to the point the lack of them.Whilst most children leave education these days with GCSE's, A Level and sometimes even degrees, the older generation appeared to be less academic and more intent on heading into one of the various industries about at the moment. The good news is that there are a number of GCSE courses that are available for mature learners that will help people gain the relevant experience and qualifications that they need to make the step back in to full time employment.You would be amazed at how many people left school without even the basic GCSE's or o levels as they would have been called back then. Not all GCSE's will have relevancy for people in the work world today, but obviously obtaining qualifications in English or Maths through GCSE courses will benefit you when looking for employment.There are several professions when having a basic level of Maths and English can make a drastic improvement to your potential career prospects. A visitation team made up of educators and practitioners conduct a site visit to review compliance with CCE Standards and the institution's mission and goals. The visitation team to the CCE Commission on Accreditation generates a report. The Commission holds a hearing for the institution for further clarification and verification of information and then renders a decision. The maximum length of accreditation is 7 years. Member institutions file yearly reports of their activities as they relate to CCE Standards.All 16 chiropractic educational institutions currently have accredited status with the CCE. Regional accrediting bodies such as the North Central Association of Schools and Colleges also accredit 13 of the colleges. Admissions requirements of chiropractic colleges are influenced by CCE Standards and chiropractic licensing board requirements. A minimum of 2 years of undergraduate education are required with successful completion of courses with a grade of "C" (a 2.5 grade point) or better in Biology, General Chemistry, Organic Chemistry, Physics, Psychology, English/Communication, and the Humanities (CCE, 1995). Each required science course must include laboratories. The cumulative grade point average must not be less than 2.25. The total college preprofessional credit units must be at least 60 semester units. Two colleges currently require 75 semester units and one requires 90 semester units. Four colleges will soon require a bachelor's degree for admission. Currently, six State Licensing Boards require a bachelors degree in addition to the doctor of chiropractic degree for licensure (Federation of Chiropractic Licensing Boards, 1997).The chiropractic college admissions process usually includes an application review, assessment of academic transcripts, letters of reference, and an interview. Currently, there is no standardized admissions test. At most chiropractic colleges a "rolling" admissions process is used with qualified applicants being admitted on an ongoing basis.

if significant improvement is to occur, substantial resources will need to be identified ?

 Histology (90) Pathology (135) Chiropractic principles (75)  Human biochem. (105) Chiropr. principles (60) Practice management (75)  Chiropr. principles (90) Chiropr. procedures (300) Imaging interpretation (90)  Clinical chiropractic (60) Physics and clinical imaging (90) Radiological position and technique (30)  Palpation (120) Clinical orthopedics and neurology (180) Differential diagnosis (90)  Neuroscience (120) Nutritional assessment (60) Clinical application of manual procedures (60)  Normal radiological anatomy (90) Community health (60) Clinical internship (390)  Human physiology (135) Physiological therapeutics (105) Dermatology (15)  Fundamentals of nutrition (60) Clinical nutrition (60) Clinical psychology (15)  Introduction to physical examination skills (120) Research methods (30) Obstetrics/gynecology (15)  Chiropractic procedures (105) Practice management (30) Pediatrics (15)    Imaging interpretation (75) Geriatrics (15)    Differential diagnosis (90) Clinical laboratory clerkship (15)    Clinical chiropr. applied (90)    Total hours: 1,515 TOTAL HRS: 1,485 TOTAL HRS: 1,410 TOTAL: 450*Number of contact hours is noted in parentheses.Source: Los Angeles College of Chiropractic, Whittier, California. 5. Recent Trends and InnovationsWithin the health sciences in the past decade there have been numerous innovations in educational principles and practice. In chiropractic, most of the teaching institutions are involved in curriculum reform. Key innovations include the move to problem-based learning, self-directed learning, computer-assisted learning, the use of standardized patients, and the use of objective structured clinical examinations (Adams, 1991; Traina, 1994).Unlike most public- and private-sector institutions of higher learning, limited external education and research funding have hindered chiropractic institutional development thereby contributing to excessive tuition dependence. Recent Federal initiatives focusing on developing and prioritizing research within the chiropractic profession have highlighted this issue, emphasizing the need for directed educational research and faculty development (Adams, 1997). A number of chiropractic schools are well aware of the challenges confronting their programs and attempts are under way to fund innovative ways of enhancing chiropractic educational programs (Adams, 1997). However, and earmarked for educational enhancement. D. Specialty TrainingSpecialty training is available through U.S. chiropractic colleges for part-time postgraduate education programs or full-time residency programs. Postgraduate education programs are available in family practice, applied chiropractic sciences, clinical neurology, orthopedics, sports injuries, pediatrics, nutrition, rehabilitation, and industrial consulting.. You can't apply for the police force for instance if you don't have a Maths and English GCSE course behind you at grade A - C. There have been several cases when current police recruits have had to return to evening classes to obtain the qualifications that they have required in order to continue with their employment procedure.Extra GCSE courses don't have to be just for mature students, they can also be for students who have just finished their school education.

Rehabilitation has become a particularly popular program (Liebenson, 1996)

 Residency programs include radiology, orthopedics, family practice, and clinical sciences (Christensen, 1993). A typical residency program is 2-3 years in duration and includes ambulatory care and inpatient clinical rotations at chiropractic and medical facilities, along with didactic and research experiences. Other less rigorous postgraduate training programs may take 1-3 years to complete on a part-time basis. Both the residency and postgraduate programs lead to eligibility to sit for competency examinations offered by specialty boards recognized by the American Chiropractic Association, the International Chiropractors Association, and the American Board of Chiropractic Specialties. Specialty boards may confer "Diplomate" status in a given area of focus upon successful examination. Chiropractic orthopedics and sports chiropractic are the most prevalent specialty certifications.Opportunities for chiropractors to participate in medical and multidisciplinary residencies are currently limited. Some fellowship programs exist in orthopedics and radiology and new opportunities in occupational medicine and physiatry may be on the horizon. Some chiropractic schools are purArticle Source:comAbout the Author:Vince Ilardi of eSeachLocal assists area Chiropractors market their business online using creative internet video marketing techniques.  Many of eSearchLocal clients completely Dominate the coveted First Page of Google utilizing eSearchLocal's advanced marketing techniques.Tags: Silver Spring Chiropractor , Silver Spring Chiropractic , Silver Spring Chiropractors , Chiropractor Silver SpringCleveland, III, DCPresident590 N. Vermont AvenueLos Angeles, CA 90004 Cleveland Chiropractic CollegeCarl S. Cleveland, III, DCPresident6401 Rockhill RoadKansas City, MO 64131 Life CollegeSid E. Williams, DCPresident1269 Barclay CircleMarietta, GA 30060 New York Chiropractic CollegeKenneth W. Padgett, DCPresidentPO Box 800Seneca Falls, NY 13148Life Chiropractic College WestGerard W. Clum, DCPresident2005 Via BarrettSan Lorenzo, CA 94580 Logan College of ChiropracticGeorge A. Goodman, DCPresidentPO Box 1065Chesterfield, MO 63006 Parker College of ChiropracticJames W. Parker, DCPresident2500 Walnut Hill LaneDallas, TX 75229 University of BridgeportCollege of ChiropracticFrank A. Zolli, DCDeanBridgeport, CT 06601Los Angeles College of ChiropracticReed B. Phillips, DC, PhDPresident16200 E. Amber Valley DriveWhittier, CA 90609 National College of ChiropracticJames F. Winterstein, DCPresident200 East Roosevelt RoadLombard, IL 60148 Sherman College of Straight ChiropracticThomas A. Geraldi, DCPresidentPO Box 1452Spartanburg, SC 29304  Palmer College of Chiropractic WestPeter A. Martin, DCPresident90 E. Tasman DriveSan Jose, CA 95134 Northwestern College of ChiropracticJohn F. Allenburg, DCPresident2501 W. 84th StreetBloomington, MN 55431 Texas Chiropractic CollegeShelby M. Elliott, DCPresident5912 Spencer HighwayPasadena, TX 77505  Western States Chiropractic CollegeWilliam H. Dallas, DCPresident2900 NE 132nd AvenuePortland, OR 97230 Palmer College of ChiropracticVirgil Strang, DCPresident1000 Brady StreetDavenport, IA 52803     Since 1974, standards for chiropractic education have been established and monitored by the Council on Chiropractic Education (CCE), a not-for-profit organization located in Scottsdale, Arizona (CCE, 1995). Recognized by the U.S. Department of Education as the specialized accrediting agency for chiropractic education, the CCE sets standards for the curriculum, faculty and staff, facilities, patient care, and research. One of the CCE's major functions is to assess chiropractic institutional effectiveness and outcomes. This involves a periodic cycle of accreditation where member institutions perform a self-study of their strengths, weaknesses, and educational outcomes as they relate to CCE Standards.

Silver Spring Chiropractor, Silver Spring Chiropractic

Silver Spring Chiropractor, Silver Spring Chiropractic.How to choose a chiropractor in Silver Spring Chiropractor - Finding the Best Chiropractor in Silver Spring MD.  Silver Spring Chiropractic care.When selecting a chiropractor, take time to find a DC who:*  Is recommended by your physician, other health care professionals or friends.*  Is licensed to practice chiropractic. *  Has experience treating your specific condition or symptoms. *  Is board certified if you need specialized care in areas such as such as chiropractic neurology, chiropractic rehabilitation, chiropractic orthopedics or chiropractic pediatrics. Board certification indicates the DC has completed studies and testing beyond those required to be a Doctor of Chiropractic.  *  Is willing to work with your other physicians as part of your medical team.*  Uses diagnostic tools such as x-rays, ultrasound and paraspinal digital infrared imaging.*  Offers holistic, preventive care and counsel.*  Will provide an initial consultation free-of-charge*  Doesn't claim that chiropractic treatment will cure an alphabet soup of       medical conditions.You also can get names of DCs in your area from the American Chiropractic Association (ACA) web site at www.AcaToday.org or by calling, toll-free (800) 986-4636.  You also can contact your state's chiropractic association. State contact information is posted at the ACA web site.CHIROPRACTIC TRAINING Ian D. Coulter, PhD; Alan H. Adams, DC; Ruth Sandefur, DC, PhD A. Chiropractic College ProfileIn 1996, there were 16 colleges of chiropractic in the United States (Table 3). The geographic distribution of chiropractic educational institutions demonstrates concentrations in the Midwest and the West with five colleges in each region. Ten of the colleges were established prior to 1945, though they may have gone through several reorganizations or mergers before achieving their current name and status. The most recently established college in the U.S. is the University of Bridgeport College of Chiropractic in Connecticut.Table 3. Chiropractic Colleges in the United States (1996) West Midwest South NortheastCleveland Chiropractic CollegeCarl S. This tactic succeeds for a grownup making use of an audio learn Spanish program too. Should you choose to read while listening then you increase your training for the sessions, which enables you to be able to become fluent quicker. Furthermore, when you play your CD time after time, you could strengthen this knowledge within your brain even though you are not giving it your full attention.Using audio software systems provides the building blocks of a foreign dialect. Not just are you educating yourself in vocabulary words and grammar, but also you are mastering sentence formation plus the accent of conversational Spanish. Perhaps you will start learning conjugation of verbs as well as additional grammar guidelines and not even know it.Sound courses will allow you to utilize your verbal communication. Whilst you listen to the compact disc, reiterate each word trying to say it so you sound just the same as the individual from your CD. Via repeating all which is communicated you become more accustomed to the accent of this language plus pronunciation.On behalf of those people on a financial plan, perhaps the most compelling reason to make use of a sound learn Spanish program tends to be they are capable of being bought for very little. You could even find programs via the web that provide trial periods which are free. When you select a reasonably priced product, you then should find your price of materials is a less amount compared to hiring a private tutor or else enrolling in a college class.Article Source:comAbout the Author:If you like this language, then you may also enjoy learn Spanish online, how to learn Spanish and learn Spanish program.

The study examined printed resources collected during 1995 from 17 medical schools

 Wardwell concluded his profile of the chiropractic student by stating that today's students are most attracted to the profession of chiropractic by its holistic, drugless, and natural approach to health.In an inventory of preadmission requirements comparing schools of medicine, dentistry, osteopathy, podiatry, chiropractic, and optometry (Doxey, 1997), chiropractic students scored the lowest of all professions evaluated on four outcome measures (minimum number of semester hours, completion of 4-year bachelor's degree, minimum GPA required on entrance, and average GPA of previous yearentering class)., 16 chiropractic schools, 15 dental schools, 16 optometry schools, 16 osteopathic schools, and 7 podiatric schools. All of the included colleges were located in the United States and represented a broad geographic distribution. Table 4 compares the various professions in terms of entrance requirements. The authors were careful to note that although the data reflect differences among health care professions on a limited number of entrance criteria, they do not explain the causes of the differences nor do they offer any insight as to how these measures correlate with successful practice or patient care. C. Curriculum1. Program LengthA chiropractic program consists of 4 academic years of professional education averaging a total of 4,822 hours, and ranging from 4,400 hours to 5,220 hours in the 16 colleges.1 This includes an average of 1,975 hours in clinical sciences and 1,405 hours of clinical clerkship. The minimum hours for accreditation by the Council on Chiropractic Education is 4,200 hours.2. Structure and OrganizationThe program of study at all chiropractic schools is divided into Basic and Clinical Sciences. The average total number of basic science contact hours is 1,420, which accounts for 30 percent of the entire chiropractic program.2 Basic sciences education includes an average of 570 hours of anatomy (40 percent of all basic science hours), 305 hours of physiology (21 percent), 205 hours of pathology (14 percent), 150 hours of biochemistry (11 percent), 120 hours of microbiology (8 percent), and 70 hours of public health (5 percent).On average, 70 percent of the program is composed of clinical education. Chiropractic schools devote an average of 3,380 contact hours to clinical education: 1,975 hours (58 percent) are spent in chiropractic clinical sciences and the remaining 1,405 hours (42 percent) are spent in clinical clerkships. These contact hours are in lectures, laboratories, and clinics. Most students find that they are quite disappointed with their results when they finally receive them and feel that with a little effort they could significantly improve the grade that they originally achieved.In some case returning to the course and achieving a better qualification can in fact open doors to further education. There is obviously a set number of spaces available at sixth forms and universities and those educational foundations will only accept candidates that have achieved a set level. If you want to progress on to perform A-levels or to go on to university then maybe you should look into retaking GCSE courses in 2010.Article Source:comAbout the Author:Tags: GCSE course

The challenge of improved A to G completion is also complex.

 I am not going to try to win votes by scapegoating educators, blaming them for disappointing indicators such as graduation rate. I know just how committed our educators  our teachers and administrators  are to student achievement. On time graduation is a complex problem that includes factors beyond the schools reach. This is clearly evident in the state graduation rate for 2007-08 of 80.2 percent. Statewide, one in five students do not graduate with their class. This is a state and local problem. As Trustee I would advocate that the first priority of the Boards time and decision making be improved on time graduation rate.  The A to G requirements are substantial in number. There are so many that it is difficult for a student to complete all of them under the best of circumstances. And these days, when the states annual deficit is more than $40 billion, are not the best of circumstances.  The District does not have the funding to provide students much more than five periods of instruction a day. The result is students must often choose between classes that meet their A to G completion requirements and enrichment programs such as band, choir, drama and art programs. As a KHSD Trustee,  my focus would be on Board attention to increasing the opportunities for students to complete the A to G requirements and enjoy a full exploration while in high school of their gifts and interests.  To be relevant, the comprehensive high school experience should strongly include ample career exploration and preparation.An additional indicator of the need to increase the academic rigor of the Districts curriculum is the relatively high percentage of students who are accepted to the states university systems but are not sufficiently academically advanced enough to take true college courses their freshman year. Officials at California State University, Bakersfield report a high percentage of incoming freshmen must take remediation courses in English and math their freshman year. This increases the time required to earn a college degree. faculty also hold higher degrees (Wardwell, 1992). Clinical sciences faculty must either have a baccalaureate degree, several years of chiropractic experience, or teaching experience at an institution of higher education (CCE, 1995). Table 7. Subjects Taught in a Typical Trimester-Based Chiropractic Program, by Year and Numbers of Contact HoursWindows 7 Ultimate 32 bitYear 1 Year 2 Year 3 Year 4General anatomy (210)* Pharmacotoxicology (30) Integrated chiropractic clinical application (90) Clinical internship (450)Functional anatomy and biomechanics (210) Clinical microbiology (90) Physiological therapeutics (30)  Histology (90) Pathology (135) Chiropractic principles (75)  Human biochem. (105) Chiropr. principles (60) Practice management (75)  Chiropr. principles (90) Chiropr. procedures (300) Imaging interpretation (90)  Clinical chiropractic (60) Physics and clinical imaging (90) Radiological position and technique (30)  Palpation (120) Clinical orthopedics and neurology (180) Differential diagnosis (90)  Neuroscience (120) Nutritional assessment (60) Clinical application of manual procedures (60)  Normal radiological anatomy (90) Community health (60) Clinical internship (390)  Human physiology (135) Physiological therapeutics (105) Dermatology (15)  Fundamentals of nutrition (60) Clinical nutrition (60) Clinical psychology (15)  Introduction to physical examination skills (120) Research methods (30) Obstetrics/gynecology (15)  Chiropractic procedures (105) Practice management (30) Pediatrics

Audio Learn Spanish Program For Useful Learning

In the event you make your mind up to speak a non-native dialect, you will discover numerous factors to think about. Am I using suitable pronunciation? What is a great approach to gain knowledge? How is my accent? Utilizing an audio learn Spanish program can help with those areas. There consist of quite a few reasons you may want to think about audio programs.One reason why you might want to consider utilizing sound programs is you will be able to see immediate improvement in regards to your grammar skills. The more you use the software package, the more quickly you will see positive results. In no time at all, you could be having conversations like a pro.A part of that quicker learning comes from the fact the majority of courses will be narrated via a native speaker. Using this technique allows you to listen to and pick up the accent and correct pronunciation which tends to be difficult studying utilizing a book.The software programs are ideal for individuals on the go. The software programs are typically less in length compared to your typical class, therefore you will be able to simply listen to the lessons either during your lunch break or commute. The software programs can be downloaded to a smart phone or else MP3 player or burned on a CD so that it is possible to bring the lessons along with you everywhere.Furthermore, you are able to learn more quickly. For starters, the brain is already wired to be able to pick up spoken words. When a young kid you learnt English as a result of listening and speaking long before you had the ability to write plus read.Martha Miller is Committed to Increasing Graduation and College Preparation RatesResearch clearly indicates that high school dropouts have an extremely high probability of living a life characterized by dependence on public assistance or incarceration or both. I dont want that outcome for any child, let alone one out of every four. According to the most recent data from the California Dept. of Education, the Kern High School District graduation rate for the 2007-08 school year was 77.4 percent. That means about one in about every four students are not graduating from high school with their class. That is unacceptable. This is like telling a mother that three of her four children are going to do well in life, but the fourth wont and then asking her to accept it. I cant accept it.On the other hand, in the book Creating an Opportunity Society, by researchers Ron Haskins and Isabel Sawhill, the authors state, individuals who finish high school, work full time and marry before having children are virtually guaranteed a place in the middle class.  Furthermore, they write, Good jobs are now usually based on knowledge, in turn, has made education and training the motor of both economic mobility and the American economy.  For most Americans the path to economic success lies through the schoolhouse door.Kern High School District administrators have invested considerable time and resources toward fostering on time graduation for more students. Their efforts have resulted in some recent improvement. I am confident more improvement is ahead.

which includes clinical sciences and clinical clerkships

In year 3, all of the contact hours are spent on clinical education  Year 3 has a total of 1,410 contact hours (330 in lectures, 300 in laboratory, 780 in clinic), an average of 31 contact hours per week. Year 4 is given over to a clinical internship for 15 weeks (one trimester) for a total of 450 hours or 30 hours per week. Table 6. Average Total Contact Hours in Specific Clinical Subjects Taught in 16 Chiropractic Colleges (Includes lectures and laboratories).Clinical subjectHours % of Total Adjustive technique/spinal analysis555 22% Physical/clinical/laboratory diagnosis410 17% Diagnostic imaging, radiology305 12% Principles of chiropractic245 10% Orthopedics135 6% Physiologic therapeutics120 5% Nutrition/dietetics90 4% Professional practice & ethics65 3% Biomechanics65 3% Gynecology/obstetrics55 2% Psychology55 2% Research methods50 2% Clinical pediatrics & geriatrics50 2% First aid & emergency45 2% Dermatology30 1% Otolaryngology25 1% Other160 7% Total hours of clinical training2460 100% Source: Center for Studies in Health Policy, Inc., Washington, DC. Personal communication of 1995 unpublished data from Meredith Gonyea, PhD. 4. FacultyAdobe Acrobat 9 Pro ExtendedDespite a growing body of literature about chiropractic education, the role of faculty has received little attention. As a result of standards set by the Council on Chiropractic Education (CCE) for chiropractic college faculty, all basic sciences faculty members at chiropractic colleges have earned university degrees of MS or PhD in their discipline, and many of the D.C.It can also increase their college costs by thousands of dollars. Graduates of the KHSD have to take remedial courses in college because of schedule limitations resulting from the Districts financial pressures. The District has a limited number of teachers. They can teach only a limited number of classes. As a result, students can take only a limited number of courses. It is very difficult at this point for students to take valuable elective courses in such areas as Career and Technical Education in addition to those courses required for graduation. As Trustee, I would seek opportunities to increase by one the number of classes a student can take in a day, opening the way not only for enhanced college preparation studies but Career and Technical Education classes as well. Those additional opportunities would require additional funding for more teachers.

The District has been an extremely responsible steward of its financial resources.

The KHSDs current financial problems originated in Sacramento where legislators play politics with the education of our young people. School district trustees need to put more pressure on those politicians to ignore special interest groups and focus on the kids. As a trustee, I would go to great lengths to ensure county residents are informed of just how responsive our state and federal legislators are to the needs of our children.Article Source:comAbout the Author:Martha McCuen Miller for KHSD Trustee FOCUS ON THE KIDSEducation is too important for the Kern High School District Board of Trustees to be focused on anything but the students. I have an extensive background in education and know well the challenges facing public education today. I am a candidate for KHSD Trustee because I want to ensure the Board is focused on whats best for our students: programs and services that ensure they graduate on time prepared to succeed in college and the workplace. The outcome of every Board deliberation and decision should result in improved student opportunity for success in school and in life. If elected, I will be focused on the students. Thank you for your support.Martha MillerTags: Martha McCuen Miller , KHSD Board , Election 2010 , Trustee , Kern High School , vote , Graduation Rate , College Prep Rate , Bakersfield Imaging interpretation (75) Geriatrics (15)    Differential diagnosis (90) Clinical laboratory clerkship (15)    Clinical chiropr. applied (90)    Total hours: 1,515 TOTAL HRS: 1,485 TOTAL HRS: 1,410 TOTAL: 450*Number of contact hours is noted in parentheses.Source: Los Angeles College of Chiropractic, Whittier, California. 5. Recent Trends and InnovationsWithin the health sciences in the past decade there have been numerous innovations in educational principles and practice. In chiropractic, most of the teaching institutions are involved in curriculum reform. Key innovations include the move to problem-based learning, self-directed learning, computer-assisted learning, the use of standardized patients, and the use of objective structured clinical examinations (Adams, 1991; Traina, 1994).Unlike most public- and private-sector institutions of higher learning, limited external education and research funding have hindered chiropractic institutional development thereby contributing to excessive tuition dependence. Recent Federal initiatives focusing on developing and prioritizing research within the chiropractic profession have highlighted this issue, emphasizing the need for directed educational research and faculty development (Adams,