Online Public and Charter Schools, K-12 in Indiana

Indiana offers resident students the opportunity to take online public school courses for free. Below is a list of no-cost online schools currently serving elementary and high school students in Indiana. In order to qualify for the list, schools must meet the following qualifications: classes must be available completely online, they must offer services to state residents, and they must be funded by the government. Virtual schools listed may be charter schools, state-wide public programs, or private programs that receive government funding. List of Indiana Online Charter Schools and Online Public Schools Indiana Virtual Charter School (off-site link) About Online Charter Schools and Online Public Schools Many states now offer tuition-free online schools for resident students under a certain age (often 21). Most virtual schools are charter schools; they receive government funding and are run by a private organization. Online charter schools are subject to fewer restrictions than traditional schools. However, they are reviewed regularly and must continue to meet state standards. Some states also offer their own online public schools. These virtual programs generally operate from a state office or a school district. State-wide public school programs vary. Some online public schools offer a limited number of remedial or advanced courses not available in brick-and-mortar public school campuses. Others offer full online diploma programs. A few states choose to fund â€Å"seats† for students in private online schools. The number of available seats may be limited and students are usually asked to apply through their public school guidance counselor. (See also: 4 Types of Online High Schools). Choosing an Indiana Online Public School When choosing an online public school, look for an established program that is regionally accredited and has a track record of success. Be wary of new schools that are disorganized, are unaccredited, or have been the subject of public scrutiny. For more suggestions on evaluating virtual schools see: How to Choose an Online High School.

Technology And Counseling Services And The Code Of Ethics...

Abstract Technology has been increasingly adopted in counseling services impacting on the field immensely. Counselors use various forms of technology to communicate with their clients, offer their counseling services, educate clients and do clinical supervision. The various forms of technology used in communication by counselors and their clients include telephone, social media, emails, videoconferencing, text messages among others. The aim of this paper is to study the implications of use of technology in counseling services and all the parties involved. We seek to understand how various forms of technology are used by counselors in offering the counseling services to their clients considering the code of ethics set and their effectiveness. In this paper, we identify the effectiveness of various forms of technology used in counseling services and the code of ethics relevant to their use. We also identify strategies and techniques we can implement to increase their effectiveness and efficien cy in offering quality counseling services to clients. Summary The chapter presents a discussion about use of technology in counseling and its implications on people and the counseling process. Recent technology advances have contributed immensely to the counseling process. Many counsellors have increasingly adopted technology in their profession for communication. However, it is important they adhere to ethical standards set especially 2014 ACA code of ethics while using various formsShow MoreRelatedExploring Ethical Codes and Possible Ethical Issues in Responding Therapy Clients through E-Mail921 Words   |  4 Pagesethical codes, possible ethical issues, and possible solutions to any issue that Dr. Lyne could face. While Dr. Lyne may have found responding to clients via email as â€Å"high quality service†, I believe that responding via email could become controversial while discussing therapeutic issues. There are several ethical codes that address the use of electronics. While using electronics one must inform the client of the limitations, and risks. In Section H of the ACA Code of Ethics booklet,Read MoreThe Codes Of Ethics Of The American Counseling Association1667 Words   |  7 PagesContent Comparison Professional associations establish codes of ethics to ensure that clinicians uphold the standards of their association in order to protect the clients they serve and the profession they are affiliated with. This paper will compare the codes of ethics of the American Counseling Association (ACA), American Association for Marriage and Family Therapy (AAMFT), and National Association of Social Workers (NASW). ACA Code of Ethics The ACA is an educational, scientific, and professionalRead MoreLegal Ethical Issues with Advertising and Online Counseling1385 Words   |  6 PagesWorld War 2, the technology one sees around them and uses everyday has grown exponentially. In the field of counseling, phones, fax machines, copiers, and computers are all used to run everyday operations and transfer information. Despite how great technology can be, ethical issues can arise because of it. For example, talking on the phone with a client in a crisis situation can create a condition in which confidentiality can be breeched. (McMinn, 1999). One new way in which technology has been usedRead MoreThe American Counseling Association ( Aca ) Essay1276 Words   |  6 PagesThe American Counseling Association (ACA) developed the code of ethics with six principles in mind that they thought were the foundation for ethical behavior and decision making: autonomy, nonmaleficence, beneficence, justice, fidelity and veracity (American Counseling Association, 2014). This lead to the six different purposes for the code of ethics. First, it sets ethical obligations and ethical guidance for professional counselors (American Counseling Association, 2014). Second, it recognizesRead MoreWhat Does Diversity Do With Ethics?1075 Words   |  5 PagesWhat Does Diversity Have to Do with Ethics? When contemplating the subject of diversity in relation to ethics, several questions may arise for the first-year counseling student. These inquiries may be broad or rather specific. Primarily, one may wonder if the topic of diversity itself is such a significant subject that it is outlined in a code of ethics. Secondarily, if diversity is addressed, is it treated as a singular subject or broadly covered under an umbrella of principles? ConsequentlyRead MoreThe World of the Counselor: A Brief Analysis of Chapter Two 950 Words   |  4 PagesI. Where Are We Going? While reading this week’s assignment I contemplated issues the counseling profession may face in the future. After reading about multicultural awareness, one matter that came to mind was the increase number of gangs in the United States. According to the FBI, gangs contribute to about 48% of crime and include over 1.4 million American members as of 2011. With 33,000 gangs across America, counselors everywhere will be faced with people who are affected by gang related crimeRead More Ethics and Law in the Field of Counseling Essay1395 Words   |  6 Pages Ethics is the judgement and the moral actions used in interactions with cultures and society and its focus is on the client well-being. Ethics is defined by Remley and Herlihy (2010) in the counseling field as â€Å"professional behavioral and interactions† (p.4). Counselors do rely and are guide by Codes of Ethics. The role and relevance of the ethical principals, the ACA and AMHCA Code of Ethics are the base of the counseling profession. Without them this career would not have a guide on how theRead MoreGroup Counseling1524 Words   |  7 PagesRunning head: Growing Trends in Group Counseling Growing Trends in Group Counseling: Ethical and Technological Issues that Effect Vocational Rehabilitation Term Paper By Diadra McGraw 546 Group Counseling Dr. B. Canfield February 26, 2008 Abstract This paper explores the different ways in which group counseling can be used for the purpose of Vocational Rehabilitation. It also gives detailed information of how technology can be used in group counseling during Vocational RehabilitationRead MoreFederal Administrative Law And The Department Of Education1185 Words   |  5 Pageseducation records while protecting the information located in the students’ educational record from misuse. The United States Department of Health and Human Services (HHS) protects an individual’s health and well-being. The HHS maintains 11 operating divisions with eight agencies in the U.S. Public Health Service. The HHS established the Health Insurance Portability and Accountably Act (HIPPA). For example for HIPPA: 45 CFR  §164.524 (a) (1) entails no access to a patient’s psychotherapyRead MoreThe Ethical Issues Within Counseling891 Words   |  4 Pageshe is contemplating suicide the same evening and the counselor is aware that he has attempted suicide in the past and has the means to carry out his threat (Argosy University Online. 2015). Because confidentiality is such a critical issue within counseling, exceptions to confidentiality must also be heavily considered. What if not breaking confidentiality leads to harm? Section B.1.c. outlines the exceptions to confidentiality including the fact that confidentiality does not apply, when disclosure

Japanese Foreign Policy and Economic Aggressions Free Essays

A major part of Japan†s history from the late Nineteenth Century up to 1914 was military aggression. During this period there were many economic, social and political pressures that facilitated military expansion. Japanese militarism manifested on the Asian mainland in wars, aggression and military presence on foreign soil. We will write a custom essay sample on Japanese Foreign Policy and Economic Aggressions or any similar topic only for you Order Now Japan†s foreign policy was influenced by it†s government, education, religion and social structure. Economic pressures facilitating military expansion up to 1914. Japan was a new consumer economy that had changed from feudal economy in a very short time period of forty years. This caused many problems and in the 1890†³s Japan was in a severe economic depression and Japan was importing far more than they were exporting. Japan found it difficult to break into established overseas markets where countries had been trading for much longer than Japan. And so Japan was under pressure to expand it†s borders for raw materials and new overseas markets to sell to. Japan also wanted recognition from the western powers as a valuable market. During this time period there was also social pressures for Japan to expand. The traditional Bushido, the fighting spirit of Japan enabled the military to expand, as opposed to if Japan were a more peaceful, pacifist country. A change in social structure meant that anyone could become part of the army from the old class of the Samurai warriors. In 1873 conscription was introduced mainly from peasants to serve three years, with the motto, â€Å"Enrich the country, strengthen the army†. Another social pressure to expand was increased urbanisation. By 1907, Tokyo and Osaka had waterworks and other public facilities, but before this and in many other cities they had no amenities like modern sewerage systems. There was also pollution, a problem encountered by every country during industrialisation especially prominent due to the cramped conditions of Japanese cities. Political pressures also helped Japan to expand up to 1914. There were many changes to the political system that moved it towards a more centralised and democratic system. This meant that there was national power, which led to nationalism within the people of Japan. Despite this nationalism there was widespread discontent within Japan with new land tax on the peasants and low wages for workers in the cities. The government saw expansion as a way to distract them from their problems and focus on wars abroad. Again Japan wanted international recognition as a power, the government saw examples of other strong countries expanding like Britain in India and France in Indo-China. Japan needed this recognition for bargaining power with the Western Powers. Japanese Militarism manifested on the Asian mainland in the Sino-Japanese War(1894-95). This war was over China†s and Japan†s interest in Korea, where both countries wanted to influence the government and prevent Western influence. China had claimed control over Korea for many years, but as it was in such close proximity and was rich in the raw materials of coal and iron, Japan was interested. Japan forced Korea to trade and declare itself independent of China, while China continued to financially assist conservative officials in connection with the royal family. After troubles in Korea both countries sent in troops, but war was avoided by the signing of the Li-Ito Convention(1885). But in 1894 both China and Japan sent forces into Korea on the request of the King due to a rebellion. After this Japan refused to remove troops from Korea and so war was declared on 1st of August 1894. Western countries were amazed at how easily Japan defeated China. China had a large and fairly modern navy, but it†s army lacked trained men and so they lost badly. China did not have the modern warfare methods of Japan which soon had total control over Korea. China agreed to pay a large indemnity to Japan and to give all the trading privileges to Japan. Japanese victory marked the emergence of Japan as a major world power and demonstrated the weakness of the Chinese Empire. Later though the victory was dampened by the Triple Intervention of France, Russia and Germany, which forced Japan to return the Liaotung Peninsula to China. In the Russo-Japanese War(1904-05) Japanese forces also manifested on the Asian mainland. War began on the 8th of February 1904 when Japanese Navy launched a surprise attack on a Russian naval base in Port Aurthur. Russia had huge numbers of manpower but the war 8000km from Moscow, linked by only one railway and lacked support of the Russian people. Meanwhile Japan was within easy distance of the battle and although they had few soldiers in comparison they were well led and supported. After a long battle at sea where both parties had suffered high casualties the war was ended by the American President, Roosevelt. Russia was forced to recognise Japan†s intense interests in Korea, transfer the lease of the Liaotung Peninsula to Japan and give Japan power over the railway between Port Arthur to Mukden. Japan was refused their request of indemnity from Russia but was not willing to fight another war for it. The Russo-Japanese War forced Russia to abandon its expansionist policy in the Far East and it was the first time that an Asian power had defeated a European power. In 1910, Japan formally established a protectorate over Korea. The Japanese government assisted foreign policy and was influenced by it. The government was backed by the army, which was important as no government could continue without it. In return the government introduced conscription and provided monetary support. With a successful foreign policy, the government grew more confident in dealings with other countries. The Anglo-Japanese Alliance(1902) was a definite confidence booster for the government. By it, Japan and Britain agreed that if two powers attacked either then the other must help. Education also assisted in and influenced by the success of Japan†s foreign policy. In Japan education became compulsory in 1872, and was centrally run. The Japanese education system glorified the Emperor, and the idea that the interests of the nation is more important than one†s own. Uniformity and nationalism were incorporated into the education system along with obedience to authority, all attributes associated with the armed forces. In turn the education system grew more militaristic and praised Japan†s successes in foreign policy. Religion also helped foster a successful foreign policy. Shinto co-existed peacefully with other religions in Japan until the late 1870†³s when the modernizing government suppressed other religions and adapted Shinto teachings for government propaganda in support of the military. The government stressed that Shinto was the best religion as it wasn†t a foreign religion, like Buddhism and Christianity and so was better for the Japanese. Shinto taught loyalty, respect and obedience to the Emperor. And so the Emperor†s decisions in relation to foreign policy was not questioned. Religion was successfully influenced by Japan†s foreign policy as it became even more obedient to the Emperor and in the land that Japan acquired through their foreign policy, Shinto was spread. Japan†s social structure also assisted foreign policy. Japan†s social structure was organised in such a way that they were not to question authority, and so the armed forces did not have to look for approval of their foreign policy. In Japan it was considered a privilege, not a duty, to fight for one†s country. The social structure was influenced in the way it looked up to the military and as Japan became a world power with annexes in Korea and Taiwan, it boosted confidence and nationalism within all classes of society. Japan was pressured in economic, social and political areas to expand it†s borders. Japan†s military manifested on the Asian mainland during the Sino-Japanese War(1894-95) and the Russo-Japanese War (1904-05). Nationalism and Militarism filtrated into every aspect of Japanese life, including government, education, religion and social structure. How to cite Japanese Foreign Policy and Economic Aggressions, Papers