Continuing Education

Continuing education is designed primarily for those wishing to pursue further studies relevant to their professions. It enables professionals to procure a new license, as well as continue to uphold it, as required by their profession. Individuals who may have discontinued their education are able to pursue their studies through various continuing education programs.

General continuing education has the same implications as adult learning. It usually pertains to subjects such as literacy, English verbal communication skills, and curriculums such as occupational training or GED training. The syllabus is drawn up keeping in mind the needs of mature learners, specifically students who are already past the usual undergraduate college or university age. It is assumed that a continuing education student has completed basic schooling or some form of formal education.

Continuing education is commonly available through a division or a school of continuing education. These schools are sometimes given recognition as extensions of a university or are treated as an extension of a school. In the United States, community colleges also offer these non-credit courses. This means enrolling in non-credit-granting classes, for individual as well as non-professional growth. Continuing education requires part-time enrollment in college or university credit-granting lessons.

The need for a licensed education arises because governing bodies in numerous fields, such as law and medicine, have made it compulsory for professionals to hold licenses in order to practice a particular line of work. The objective of continuing education courses is to encourage professionals to further their education and keep abreast of latest developments in their field. Apart from institutes, a few standard colleges also offer some of these courses.

Continuing education is imparted in both the conventional classroom as well as in the distance-learning mode. A combination of all of these methods may be used for a systematic continuing education course or agenda. For many individuals, continuing education signifies an opportunity to achieve their aspirations, update their knowledge and acquire degrees that they may have missed earlier on in their life.

Continuing Legal Education from the Client’s Point of View

In a lawyer’s world, it is hard to find the time to satisfy all of your clients’ needs, manage professional contacts and relationships, and continue to try to gain new clients. That is one of the main reasons that Continuing Legal Education requirements have been met with moans and groans from attorneys across the country. Lawyers feel that imposing such rules is foolish, and a waste of time that could be spent working on more important matters.

But let’s take a look at the issue from the clients’ point of view. As a client, you should want the best possible attorney to represent you in any situation. The word, representation, in its nature, carries such a strong meaning. Your attorney is acting on your behalf in all legal matters that you may encounter.

Some people may measure a lawyer’s ability and expertise in different ways, but some of the most useful information when considering a lawyer to represent you is the depth of their knowledge. This comes from a number of sources that include their primary and secondary education, their experience in a given field, the success that they have had in the past, and the amount of continuing education they do. That last part, Continuing Legal Education, may seem trivial. But without it, it is hard to ensure that a lawyer is keeping up to date on new laws and changing practice areas.

With that in mind, Continuing Legal Education should be mandatory in every single state. That offers civilians a broader range of qualified lawyers to choose from that will represent them to the best of their abilities. And from an administrative point of view, the Continuing Legal Education made available to lawyers needs to be of the highest educational value and quality. Lawyers need to get the most up to date information on a variety of subjects easily and completely in order to get the maximum benefit intended through the MCLE rules and regulations.

In the end, I think everyone, even the lawyers, can agree that a high standard needs to be set in the legal profession. With that in mind, Continuing Legal Education should be held to that standard, and should provide lawyers the opportunity to continue to learn and excel in their field throughout their careers.

Continuing Insurance Education – Origins of Personal Auto Insurance

Gilbert Loomis, a Westerfield, Massachusetts auto mechanic, sparked the auto insurance industry in 1897 as the first recorded me­chanic who had built his own one-cylinder car. The premi­um was $7.50 for $1,000 worth of Liability Insurance. Accidents involving autos and horses were not uncommon because driving was treacherous, the roads initially were unpaved without street signs and stop lights. Had Mr. Loomis been injured in an accident, no ambulance could have brought medi­cal attention to him, as that service did not come about until three years later. In the beginning, auto policies were not even desig­nated for such pur­pose but were the liability policies that were used to insure liability arising out of collision with horses.

This beginning was followed by an era of total confusion as the industry saw each company design its own unique policy. Every company has their own policy, rating manual and their own way of providing auto coverage. This created a major problem for those who pur­chased such coverage. They seldom really knew exactly what coverage they had paid for. The policy was quite difficult to read and, since every company had their own policy specifications, compar­ing became quite difficult.

The insurance companies also had diffi­culty with the new coverage. Since these were new policies, the law of large numbers (loss statis­tics become more predictable as the number of similar exposures to loss increase) was not prevalent. Unless an insurance company can predict losses accurately, it cannot set rates that are both compet­itive and adequate to make a profit after paying for claims and operating expens­es.

In the early years, most companies did not have enough of their own insurers to set accu­rate rates, so they cooperated with one another and shared their statis­tics.

Diversity of auto policies created a problem for auto insurers. Each policy was open to a different legal interpreta­tion. An insurance company could not be positive that the courts would inter­pret its policy in the same way that they had (interpreted another insurance comp­any’s policy). Of course, this led to uncer­tainty in rate making.

By the end of the 1920’s, the insurance compa­nies realized that the use of one standard automobile policy, by all those insurers mar­keting auto insurance, would be in the best interests of both themselves and the consumer. This idea developed into the drafting of the Basic Standard Automobile Policy, com­pleted in 1935. At the same time, a standard Garage Liability Policy was developed and included, under one form, all of the major liability insurance cov­erage. It included auto, auto repair garages, parking lots, dealerships and service stations. The Standard Auto Policy stood for 20 years. The Garage Policy was used for business only but the Basic Policy was used for individu­als and businesses alike.

The following years saw the introduc­tion of two other Standard Auto Policies. The Com­prehensive Automobile Policy (1940) and the Family Automobile Poli­cy (1956). The Com­prehensive Policy was designed for business entities such as corporations or partnerships, while the family policy was designed strictly for use by individual or families in the per­sonal market.

These developments were important. Both policies expanded coverage initial­ly seen in the Basic Standard Policy. The two new policies emphasized the division of Auto Insurance into a business side and personal side. This division was further enhanced in 1959 when a rating organization introduced the Pack­age Automobile Policy. Another rating organization introduced the identical “Special” Automobile Policy. Like the Family and Personal Policy, these two new standard policies were only for cars owned by individu­als or families.

In 1963, the Special and Package Poli­cies were combined into the Special Package Automobile Policy. In the late 1970’s, the states began to mandate clearer language in policies and request­ed insurance companies to become more contemporary. The Personal Auto Policy was introduced, replacing the Family and Special Package Policies. The Business Auto Policy replaced the Basic and Comprehensive Policies which covered auto exposures of corpo­rations, partnerships and other organi­zations.

The Personal Automobile Policy was devel­oped by Insurance Services Office (ISO), the largest insurance rating and advisory organiza­tion in the U.S. If any of the insurance compa­nies choose to deviate from the ISO policy language or rates, it is free to do so. It is quite common for ISO sub­scribers to deviate from ISO rates but tend to leave the ISO policy wording intact. Many insurance companies not affiliated with ISO (independent fil­ers) use policies similar to the ISO stan­dards.

Continuing Legal Education (CLE) – Disarming a Judge’s Verbal Attack

This Continuing Legal Education for attorney-client relationships is going to show how to communicate with your client in a way that builds trust and communication quickly, effectively, and efficiently. These skills also work with hostile witnesses, judges, juries, and even your office staff.

There is a story that one attorney told me after taking one of my classes. He used the skills that I taught on one of the judges. The judge was arguing with him about a case and the attorneys lack of preparation. Being embarrassed in front of the client and court, eventually the attorney remembered some of the skills that he’d learned in the communication class.

As he tried the skills on the judge. The judge looked surprised, immediately stopped arguing and looked over at the opposing attorney and started arguing with him. The attorney goes on to tell me that he received everything that he asked from the judge and more. Even the attorney was amazed how he had calmed the judge so quickly and disarmed the judge from verbally attacking him and helping to side with his case.

How Could this Happen?

This Continuing Legal Education article will offer any attorney a giant advantage as you will have just read. Can you imagine the comments I receive when I tell people that I teach Attorney Continuing Legal Education communication skills.

Then I explain the benefits of what I teach to the attorney and client. The comments and laughing stop and now they are intrigued. Learn to build instant trust in minutes, maybe seconds and help your client to be calmer, go deeper, faster with more confidence because they are feeling understood. This communication skills series can also be helpful to build connection with clients, hostile witnesses, juries, and even your office staff.

Parts of The Skills

1. Set the Intention:

The attorney set his intention to want to understand what the judge was really wanting and not taking it personally. Before learning the skills and using them, the attorney would argue back with the judge or being scared, not say anything. By setting his intention to want to be calm and to want to understand the judge, anything the judge would say would be heard. Not as criticism. yet as what the judge would like to know. So, setting the intention before you even walk into a courtroom or your office is really important, before you start your day..

2. Set the Focus:

Another step that the attorney performed was to place the focus back on the judge. Again, easier said than done. Yet as the judge was admonishing the attorney, the attorney was calming himself by preparing to put the focus back on the judge. So instead of arguing with the judge or not saying anything, the attorney asked the judge a couple of questions.

3. The Magical Questions:

The questions were very simple. They start as: Are you wanting __________? The blank refers to the judges values or needs. So the attorney asked the judge, are you wanting authenticity of what you are hearing? Authenticity is a value that we all have. The attorney also asked, are you wanting to keep the integrity of the courts?

Again the word integrity is the value of the judge. These values are the magic words to connecting with another person, whether it be with the judge, a client, a hostile witness, or even the jury. This question template is the magic formula for connecting and building trust with other people.