Chiropractic Medicine – Education For A Lifetime

Find Chiropractic Medicine Education in the United States and Canada. When an individual mentions “back pain,” many folks automatically think about chiropractic medicine to help alleviate physical problems such as this; and it’s no wonder – today, more and more people are seeking alternative treatment such as chiropractic medicine to help in healing for chronic pain and other health disorders.

Addressing the whole person, and not just symptoms, chiropractic medicine is indeed a holistic and integrative means to achieving whole health and wellbeing. Using special spinal adjustment techniques to free “subluxations” from the spinal column, chiropractic medicine is believed to restore balance to the body to improve physical wellbeing.

Chiropractic medicine, as well as other academic programs in holistic healthcare is quickly becoming a mainstay in the educational industry. Because consumer demand for natural therapies and holistic medicine is on the rise, so is the demand for alternative education in the healing arts.

Students seeking a comprehensive education in chiropractic medicine quickly discover that they must first meet certain educational requirements from an accredited university or college prior to enrollment into any one of several chiropractic medicine programs. In most cases, applicants must first meet pre-chiropractic course requirements equaling to a 4-year degree.

Another fact to consider is that while chiropractic medicine fields can be quite lucrative and personally rewarding, educational and clinical training requirements are very intensive. To successfully become a doctor of chiropractic, students enrolled in a chiropractic medicine education program will learn that this particular course of study is comprised of a minimum of 4,200 credit hours; which can run from 4-7 years, depending on part-time or full-time studies. In addition, chiropractic medicine programs may encompass specialized training in a variety of pathological focuses, such as orthopedics. Furthermore, chiropractic medicine studies don’t end once graduates have acquired licensure status; a matter of fact, it is almost always a state requirement that professional chiropractic practitioners continue their education with yearly continuing education courses to maintain licensure.

As with any potential university or college, it is always wise for prospective students to review chiropractic medicine program curriculum, tuition and prerequisites prior to applying. In a lot of cases, chiropractic medicine courses are eligible for financial aid programs such as the federal Pell grant and other common student loan programs.

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

Chiropractic Medicine: Education for a Lifetime
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HVAC Schools – Obtaining an Education for a Career

There are numerous training and career options to choose from when looking to enter the field of heating ventilation and air conditioning (HVAC). HVAC schools provide the studies needed to help you in obtaining an education for a career in your desired profession. Accredited schools, colleges, and degree programs are designed to give you the best quality educational training. When looking to receive an education in this field you can do so by researching the options available to you and requesting more information.

Education

Opportunities exist at various levels of training to allow you to receive the education that is right for you. Studies can be completed at the certificate and degree levels. You can select from an accredited certificate program, as well as an associate, or bachelor degree training. Each program will vary in length taking anywhere from several months to four years. You can obtain the level of degree or certificate that is needed for the profession you wish to enter. The level of education that you select will help to decide the coursework that will be studied as well as the careers that are available to you. Numerous opportunities exist, allowing you to prepare for success.

Careers

Accredited schools and colleges that offer HVAC training can help you prepare for a variety of professions. Opportunities for employment exist in various areas. You can choose to specialize in:

  • Heating and Refrigeration
  • Heating Ventilation and Air Conditioning

Once you have decided on the areas you wish to enter, you can look into a number of careers. Options include working as an electrician, duct installer, HVAC technician, plumber, HVAC mechanic, and much more. Pursuing a career in this field can help you to enter the workforce and seek the employment you dream of. Once you decide on the career that you wish to pursue you can begin completing coursework.

Coursework

Specific areas of study will vary depending on the profession you desire as well as the level of education that you choose to obtain. Accredited educational training programs allow you to learn design theory, installation, blueprint reading, and many other related topics. You can also study in plumbing, air conditioning, heating, construction, and much more. By gaining skills and knowledge in these areas you will be ready for employment. By finding a program and enrolling today, you can be on your way to an exciting future and career.

Accredited HVAC training programs are designed to help you prepare for entrance into the workforce. You can ensure that the training you receive will be the best by making sure the school or college of enrollment carries full accreditation. Agencies like the ACCSCT ( http://www.accsc.org/ ) can full accredit programs that meet all requirements and offer you the quality educational training that you deserve. By researching programs you can find the one that offers the schooling you desire and request more information. Start the path to the future you dream of and enroll in a program today.

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.

Immortalizing Values Through Education for Sustainable Development

Education is the primary agent of transformation towards sustainable development, increasing people’s capacities to transform their visions for society into reality. Education not only provides scientific and technical skills, it also provides the motivation, and social support for pursuing and applying them. For this reason, society must be deeply concerned that much of current education falls far short of what is required. When we say this, it reflects the very necessities across the cultures that allow everyone become responsible towards quality enhancement.

Improving the quality and revelation of education and reorienting its goals to recognize the importance of sustainable development must be among society’s highest priorities. It is not that we talk only about environment but also about every component of life.

We therefore need to clarify the concept of education for sustainable development. It was a major challenge for educators during the last decade. The meanings of sustainable development in educational set ups, the appropriate balance of peace, human rights, citizenship, social equity, ecological and development themes in already overloaded curricula, and ways of integrating the humanities, the social sciences and the arts into what had up-to-now been seen and practiced as a branch of science education.

Some argued that educating for sustainable development ran the risk of programming while others wondered whether asking schools to take a lead in the transition to sustainable development was asking too much of teachers.

These debates were compounded by the desire of many, predominantly environmental, NGOs to contribute to educational planning without the requisite understanding of how education systems work, how educational change and innovation takes place, and of relevant curriculum development, professional development and instructive values. Not realizing that effective educational change takes time, others were critical of governments for not acting more quickly.

Consequently, many international, regional and national initiatives have contributed to an expanded and refined understanding of the meaning of education for sustainable development. For example, Education International, the major umbrella group of teachers’ unions and associations in the world, has issued a declaration and action plan to promote sustainable development through education.

A common agenda in all of these is the need for an integrated approach through which all communities, government entities, collaborate in developing a shared understanding of and commitment to policies, strategies and programs of education for sustainable development.

Actively promoting the integration of education into sustainable development at local community

In addition, many individual governments have established committees, panels, advisory councils and curriculum development projects to discuss education for sustainable development, develop policy and appropriate support structures, programs and resources, and fund local initiatives.

Indeed, the roots of education for sustainable development are firmly planted in the environmental education efforts of such groups. Along with global education, development education, peace education, citizenship education, human rights education, and multicultural and anti-racist education that have all been significant, environmental education has been particularly significant. In its brief thirty-year history, contemporary environmental education has steadily striven towards goals and outcomes similar and comparable to those inherent in the concept of sustainability.

A New Vision for Education

These many initiatives illustrate that the international community now strongly believes that we need to foster – through education – the values, behavior and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and social well-being of all communities. Building the capacity for such futures-oriented thinking is a key task of education.

This represents a new vision of education, a vision that helps learners better understand the world in which they live, addressing the complexity and inter-contentedness of problems such as poverty, wasteful consumption, environmental degradation, urban decay, population growth, gender inequality, health, conflict and the violation of human rights that threaten our future. This vision of education emphasizes a holistic, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future as well as changes in values, behavior, and lifestyles. This requires us to reorient education systems, policies and practices in order to empower everyone, young and old, to make decisions and act in culturally appropriate and locally relevant ways to redress the problems that threaten our common future. We therefore need to think globally and act locally. In this way, people of all ages can become empowered to develop and evaluate alternative visions of a sustainable future and to fulfill these visions through working creatively with others.

Seeking sustainable development through education requires educators to:

• Place an ethic for living sustainable, based upon principles of social justice, democracy, peace and ecological integrity, at the center of society’s concerns.
• Encourage a meeting of disciplines, a linking of knowledge and of expertise, to create understandings that are more integrated and contextualized.
• Encourage lifelong learning, starting at the beginning of life and stuck in life – one based on a passion for a radical transformation of the moral character of society.
• Develop to the maximum the potential of all human beings throughout their lives so that they can achieve self-fulfillment and full self-expression with the collective achievement of a viable future.
• Value aesthetics, the creative use of the imagination, an openness to risk and flexibility, and a willingness to explore new options.
• Encourage new alliances between the State and civil society in promoting citizens’ liberation and the practice of democratic principles.
• Mobilize society in an intensive effort so as to eliminate poverty and all forms of violence and injustice.
• Encourage a commitment to the values for peace in such a way as to promote the creation of new lifestyles and living patterns
• Identify and pursue new human projects in the context of local sustainability within an earthly realization and a personal and communal awareness of global responsibility.
• Create realistic hope in which the possibility of change and the real desire for change are accompanied by a rigorous, active participation in change, at the appropriate time, in favor of a sustainable future for all.

These responsibilities emphasize the key role of educators as ambassador of change. There are over 60 million teachers in the world – and each one is a key ambassador for bringing about the changes in lifestyles and systems that we need. But, education is not confined to the classrooms of formal education. As an approach to social learning, education for sustainable development also encompasses the wide range of learning activities in basic and post-basic education, technical and vocational training and tertiary education, and both non-formal and informal learning by both young people and adults within their families and workplaces and in the wider community. This means that all of us have important roles to play as both ‘learners’ and ‘teachers’ in advancing sustainable development.

Key Lessons

Deciding how education should contribute to sustainable development is a major task. In coming to decisions about what approaches to education will be locally relevant and culturally appropriate, countries, educational institutions and their communities may take heed of the following key lessons learnt from discussion and debate about education and sustainable development over the past decade.

• Education for sustainable development must explore the economic, political and social implications of sustainability by encouraging learners to reflect critically on their own areas of the world, to identify non-viable elements in their own lives and to explore the tensions among conflicting aims. Development strategies suited to the particular circumstances of various cultures in the pursuit of shared development goals will be crucial. Educational approaches must take into account the experiences of indigenous cultures and minorities, acknowledging and facilitating their original and significant contributions to the process of sustainable development.

• The movement towards sustainable development depends more on the development of our moral sensitivities than on the growth of our scientific understanding – important as that is. Education for sustainable development cannot be concerned only with disciplines that improve our understanding of nature, despite their undoubted value. Success in the struggle for sustainable development requires an approach to education that strengthens our engagement in support of other values – especially justice and fairness – and the awareness that we share a common destiny with others.

• Ethical values are the principal factor in social consistency and at the same time, the most effective agent of change and transformation. Ultimately, sustainability will depend on changes in behavior and lifestyles, changes which will need to be motivated by a shift in values and rooted in the cultural and moral precepts upon which behavior is based. Without change of this kind, even the most enlightened legislation, the cleanest technology, the most sophisticated research will not succeed in steering society towards the long-term goal of sustainability.

• Changes in lifestyle will need to be accompanied by the development of an ethical awareness, whereby the inhabitants of rich countries discover within their cultures the source of a new and active solidarity, which will make possible to eradicate the widespread poverty that now besets 80% of the world’s population as well as the environmental degradation and other problems linked to it.

• Ethical values are shaped through education, in the broadest sense of the term. Education is also essential in enabling people to use their ethical values to make informed and ethical choices. Fundamental social changes, such as those required to move towards sustainability, come about either because people sense an ethical imperative to change or because leaders have the political will to lead in that direction and sense that the people will follow them.