Essay on Andrea Yates the Hand That Rocked the Cradle

Andrea Yates: The Hand That Rocked The Cradle Noble Woods III PSY 303 Abnormal Psychology Julie Bruno 19 September 2011 In 1964 Andrea Yates was born into a Roman Catholic family. She had had a normal upbringing. Andrea graduated valedictorian of her class in 1982. After high school Andrea continued her education and became a Registered Nurse. In 1984 Andrea met Russell â€Å"Rusty† Yates. The couple dated and eventually fell in love. They married in 1993, and started a family. Andrea Yates suffered from mental illness. In 2001, Andrea drowned her five children in a bathtub in her home. After years of court hearings, testing, and over-turned rulings, Andrea was found not guilty by reason of insanity. Yates was diagnosed†¦show more content†¦Eileen Starbranch, she urged the couple not to have more children because it would guarantee future psychotic depression. Seven weeks after Andrea’s discharge the Yateses conceived their fifth child (AP, 2006). After suffering for years with severe postpartum depression and psychosis, Andrea Yates drowned her five children on June 20, 2001. The conviction of capital murder and sentence to life in prison with the possibility of parole after 40 years was later overturned on appeal. Andrea Yates suffered from unrecognized bipolar illness, and had been treated intermittently for diagnoses of depression, postpartum depression, and schizophrenia. Andrea’s disorders fall well within the guidelines and use of the Axis V tool according to The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association. Many people have criticized the ruling to over-turn the capital punishment, life in prison sentence. I tend to agree that the acts of Andrea Yates are horrendous. I wonder how a mother could possibly murder her children. Andrea Yates does not deny the fact that she murdered her children. She admits that she did it. What intrigues me and m akes me also reconsider the conviction is the reasons why Andrea did this unspeakable act. Research enabled me conclude that in addition to her depression and mood disorders, Andrea was a victim of her environment. Rusty Yates introduced a former acquaintance fromShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesto quickly make sense of the results of their score. Instructor’s manual—An Instructor’s Manual guides instructors in interpreting self-assessments and helps facilitate better classroom discussion. Acknowledgments Getting this book into your hands was a team effort. It took faculty reviewers and a talented group of designers and production specialists, editorial personnel, and marketing and sales staff. More than one hundred instructors reviewed parts or all of Organizational Behavior, Fifteenth

Essay on Love In A Midsummer Night’s Dream - 524 Words

True love’s path is paved with every step. Through the assistance of fanciful elements as well as characters Puck and Oberon, the true message of love in William Shakespeare’s A Midsummer Night’s Dream is revealed. The four lovers know the direction in which their hearts are inclined to turn, but when the love potion is administered, the bounds of their rectangle are thrashed without knowledge or consent. The rapid shifts in affection between the play’s â€Å"four lovers† is representative of the idea that love isn’t a conscious choice, but a cruel game in which we are the figurines, being controlled by whomever the player may be, relating the characters’ karmic fates. In the beginning Helena vouches to be madly in love with Demetrius†¦show more content†¦Yet after being influenced by the love potion, Demetrius completely reverses the stand he so fervently took. He then begins to refer to the once revolting Helena as being... â€Å" [†¦] godess, nymph, perfect, divine!† (III.ii. 137). Could this alteration in devotion be a metaphorical transference by Shakespeare of what we presently refer to as karma? Hermia, originally the Apple of all Athens’ eye, put on an impossible pedestal by both Lysander and Demetrius, seems to trade social standings with the outcast Helena. It seems that Hermia doesn’t fully appreciate the quality of her state. She complains that her father will not allow her to merry her true love Lysander, and pawns her off to the inadequate Demetrius. Never can she accept the flattery of Demetrius’ unrequited love which her best friend would do anything to sincerely receive. Instead she revels in wonderment: â€Å"The more I [Hermia] hate, the more he [Demetrius] follows me† (I.i.198). Her unhappiness is far heightened when her two followers are given the love potion, turning them against her and beckoning to Helena. The cruel swap of fates lets the tw o female characters feel as though in the others’ shoes. It’s Hermia’s karma for being ungrateful at the attention bestowed upon her all these years that leads her to this harsh lesson. When all is said and done, the potion is reversed, seeming only as an unsettling dream to all but Demetrius who (perhaps as a consolation prize for Helena)Show MoreRelatedLove in A Midsummer Night’s Dream1043 Words   |  5 PagesLove in A Midsummer Night’s Dream Throughout the events which unfold in A Midsummer Night’s Dream, Shakespeare delivers several messages on love. Through this play, one of the significant ideas he suggests is that love is blind, often defying logic and overriding other emotions and priorities. Helena loves Demetrius unconditionally and pursues him despite knowing that he loathes her; conflict arises between Helena and Hermia, childhood best friends, over Demetrius and Lysander; and becauseRead MoreA Midsummer Nights Dream- Love1141 Words   |  5 Pages In the play, A Midsummer Night’s Dream, written by William Shakespeare, a literary technique known as â€Å"doubling† is used to convey entertainment, mystery and reality as the story line for Lysander and Demetrius, Helena and Hermia, Oberon and Theseus, and Titania and Hippolyta. †Doubling† shows indistinguishable personalities of each character but completely contrapositive background stories and actions. Lysander and Demetri us are completely identical except for their personality, actions, and theRead MoreTheme Of Love In A Midsummer Nights Dream1041 Words   |  5 PagesAn Analysis of Love in A Midsummer Night’s Dream Love within the modern society has taken on a flippant meaning, depending on the phraseology used around the context of the word. Love is used interchangeably with the idea that â€Å"I love apple pie† to â€Å"I love this new car† to the point in which the term love is devalued within our society. How can one say they love their spouse or children and not devalue the true meaning of this intent, when they claim to love apple pie as well? Within the playRead MoreTheme Of Love In A Midsummer Nights Dream907 Words   |  4 PagesA Midsummer Night’s Dream Essay There are several types of love that can be found within the play, â€Å"A Midsummer Night’s Dream† by William Shakespeare. I will cover the following three types of love found in the play, forced love, romantic love, and parental love. In the play Shakespeare actually tries to show the audience just how fickle love can be and even goes out of his way to poke fun at those who cannot let go of the love that they feel for another person. Another concept that ShakespeareRead MoreTheme Of Love In A Midsummer Nights Dream704 Words   |  3 PagesShakespeare’s A Midsummer Night’s Dream central theme of love A common theme in literature is love. Love can take hold in an instant and can make you do things you never would have done otherwise. Love appears in several different ways in Shakespeare’s A Midsummer Night’s Dream. Hermia and Lysander show true love, while Helena demonstrates unrequited love. Titania and Bottom presents us with magic love. In the play, love is also the cause of a few broken hearts. While there is no one common definitionRead MoreMidsummer Night’s Dream: The Power of Love1260 Words   |  6 Pages Love is a powerful emotion, capable of turning reasonable people into fools. Out of love, ridiculous emotions arise, like jealousy and desperation. Love can shield us from the truth, narrowing a perspective to solely what the lover wants to see. Though beautiful and inspiring when requited, a love unreturned can be devastating and maddening. In his play, A Midsummer Night’s Dream, William Shakespeare comically explores the flaw s and suffering of lovers. Four young Athenians: DemetriusRead MoreThe Theme Of Love In A Midsummer Nights Dream755 Words   |  4 Pageshaving a cheerful ending. A Midsummer Night’s Dream is a comedy with a theme of love’s difficulties. Articulating the theme, Lysander, one of the main characters, states, â€Å"The course of true love never did run smooth,† (I.i.134). Female characters of the play, Hermia, Helena, Hippolyta, and Titania, have a significant role in the delivery of the theme of love’s difficulties. Hermia, the â€Å"disobedient† daughter of Egeus, has much in common with today’s females. She let love and the potential of happinessRead MoreTheme Of Love Gone Love And A Midsummer Nights Dream1892 Words   |  8 PagesLiterature Theme Comparison Love is a popular theme in a multitude of literature pieces throughout the times. Forbidden love seems nearly as popular as does love gone wrong and unconditional love. Two tales that contain the theme of forbidden love, the theme of love gone wrong, and the theme of unconditional love are: William Shakespeare’s A Midsummer Night’s Dream and Fay Weldon’s â€Å"IND AFF or Out of Love in Sarajevo.† Though these stories were both written many years apart, they have a commonalityRead MoreDifferent Types of Love in Midsummer Night’s Dream1508 Words   |  7 PagesTypes of Love in Midsummer Night’s Dream Love and lovers, both can be described as many different things. William Shakespeare shows us this in his play, A Midsummer Night’s Dream. In this play we see all types of love, from passionate love to foolish love. Along with this we also see different types of lovers and pairs. Examples of these lovers come from pairs like, Hermia and Lysander, Demetrius and Helena, Titana and Bottom, and Oberon and Titana. 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How does Shaw introduce his ideas about society and language in the first two acts of Pygmalion Free Essays

From the first two acts of Pygmalion, Bernard Shaw has already begun to develop society and language using a number of different techniques and aspects. In the first act the audience is introduced to three main social classes all brought together by the weather. We see their stereotyped judgements, their attitudes and prejudices against each other. We will write a custom essay sample on How does Shaw introduce his ideas about society and language in the first two acts of Pygmalion? or any similar topic only for you Order Now It is Higgins belief that men trying to climb the social ladder will â€Å"give themselves away every time they open their mouths† (Act 1). Shaw also uses accent, revealing society’s bias that accent is the key to social status. This is already apparent through the proleptic irony of Liza, and the status of those around her. Humour is used to show how different the characters’ situations are. Each class has at least one character that is humorous, but all their wit and comedy originates from different sources, for example Liza and her need for money. The first two acts of Pygmalion show great insight into the well-rounded representatives, which will come together and make Shaw’s image of society. Shaw commences by exploring the different social classes. All classes have been unexpectedly gathered under a shelter from the rain and bustling streets of London. There are three main types. The upper class consisting of Higgins and Pickering, the servants consisting of Mrs Pearce, and the lower class consisting of the Dolittles. The assortment of social classes have little respect of each other, but are together cautiously civil. However Higgins disrupts the peace by commenting that a woman who talks with a cockney accent has â€Å"no right to live† (Act 1). He sees no harm in expressing his extreme prejudices, widening the gap between the social classes. This prejudice is seen in act two when Higgins describes the current stranger, Alfred Dolittle, as a â€Å"blackguard. † He makes the assumption that Dolittle is an uncivil, unpleasant human being simply because he is Liza’s father and therefore the same class. Even Pickering assumes they will â€Å"have trouble with him†(Act 2). This is a rare example in the first two acts of Pickering sharing the same prejudices as Higgins. In act two Pickering urges take â€Å"no advantage† of Liza’s position. Shaw avoids using stereotypes. He portrays Higgins as a man who goes in the opposite direction to the rest of society in most matters. He would take the chance of trying to turn Liza into â€Å"the Queen of Sheba† (Act 1). He is impatient with high society, forgetful of his public graces, and poorly considerable of normal social niceties. Along with believing he alone has the ability to change a persons direction in life. Shaw also represents the differences between the social classes in the characters of Liza and Clara, the daughter. Clara is a weak, fragile character. Her reaction when Freddy fails to find her a cab is â€Å"Do you expect us to go and get one ourselves? â€Å"(Act 1) She is impatient and completely dependent on others. However, lower down in social status in Liza who is a complete contrast. She is witty and strong. She encourages the gentleman by telling him to â€Å"cheer up; and buy a flower off a poor girl. † Unlike Clara she is very independent which is also shown in Act two when she asks Higgins for lesson. In this case Higgins main belief is that Liza’s accent can change her status. Higgins’ is, of course, extremely biased. He believes that † a woman who utters such depressing and disgusting sounds has no right to be anywhere† (Act 1). He represents a side to society, which many people may outwardly oppose, but internally agree with. He believes that Liza’s English â€Å"will keep her in the gutter to the end of her days† (Act 1) It is his conviction that the key to social status is accent. Higgins’ has a higher social status than Liza, so disapproves of her accent. The contrast of Liza and Higgins’ expression and pronunciation shows how Shaw has introduced society and language in Pygmalion. Liza’s coarse and broad cockney accent can be difficult to represent without the phonetic alphabet. She asks, â€Å"Ow, eez ye-ooa san, is e? â€Å"(Act 1) meaning ‘oh he’s your son, is he? ‘ This is a complete conflict with Higgins â€Å"resorting to the most thrillingly beautiful low tones†(Act 1. ) The imaginably high-pitched shrieks, â€Å"Ah-ah-ah-ow-ow-oo,† of Liza’s expression supports Higgins’ theory that a cockney accent is less widely accepted. The contrast in pronunciation represents the contrast in social status. The variety of accents and expressions is also evident in the humour from the different social classes. Shaw uses humour to introduce society and language by concentrating their humour on their circumstances. The audience can see this through Liza and Higgins. When Liza becomes annoyed with Higgins she exclaims, â€Å"Don’t be so saucy. † When Higgins is asked about Liza he jokes â€Å"put her in the dustbin†. Both these remarks are very comical. Higgins and Liza use many of the same techniques in their humour as they are obvious, rude, witty and smart mouthed. However, the majority of their humour is based around their status. Liza is comical about her desperation for money and her ignorance of higher classes. She cries, â€Å"I’ve never took off all my clothes before. It’s not right. † She doesn’t understand any other way of living, but her own. However, Higgins’ source of humour originates from his high status, and good education. He amuses other characters and the audience by assessing where they are from. He boasts, â€Å"your mother’s Epsom, unmistakeably. † His irritating intelligence complicates civil situations. Higgins’ also uses sarcasm and continually mocks those of a lower class, again portraying his narrow-mindedness. He exclaims, â€Å"Shall we ask this baggage to sit down or throw her out the window,†(Act 2). He is purposely rude and unlike with his own class, he fails to be courteous and apologize. Higgins’ is portrayed as a cheeky, yet charming character. He makes the most iconoclastic, scandalous statements, but all with such wit and humour that the audience cannot help but find his ideas attractive. In the same way, Alfred Dolittle’s tactics of persuasion and lack of morals are humorous. He describes Liza by saying â€Å"in the light of a young woman, she’s a fine handsome girl. As a daughter, she’s not worth her keep† (Act 2). He will happily exchange his daughter for money, using light-hearted, humorous language. Freddy’s humour is based around a much more simple situation, but still reflects his status. The woman left him â€Å"with a cab on my hands! Damnation! † His dilemma is laughed at and not with. The fact he orders a cab and then becomes frustrated that he has one, shows the insignificant problems of the higher class compared to the poorer classes. Therefore, Bernard Shaw introduces his ideas about society and language in the first two acts by investigating the different aspects of the characters class and status. He develops his image of society by portraying the clear boundaries which separate class through characters, accent and expression, and humour. Through the prejudices which are displayed, Shaw delivers the subtle message that inside we are all the same, just as Liza believes that her â€Å"character is the same to me as any lady’s† (Act 1). Shaw begins to use the characters, their lives, attitudes and language to reflect Society’s intolerance and discrimination. How to cite How does Shaw introduce his ideas about society and language in the first two acts of Pygmalion?, Essays

Baby M Essay Research Paper Jerry Springer free essay sample

Baby M Essay, Research Paper Jerry Springer: Baby M and the Trobrianders The followers is a recording of Jerry Springer? s talk show on his visit to the Trobrianders of Papua New Guinea. His show is known for its visual aspect of dirts and Jerry finds it most fitting to convey the Baby M Case to Trobrianders for remarks and inputs. Kraut: Good eventide, everyone and welcome to our show. Tonight we bring to you our particular invitees, one of whom is Mrs. Whitehead who is the paid alternate female parent to the Sterns? Baby M. She has late given birth to Baby M and found that she could non run into with the surrogacy contract and give up her babe because she has developed an fond regard for Baby M. Tonight Mrs. Whitehead is here to face the Sterns with her determination in maintaining the babe. Please give a warm welcome for Mrs. Whitehead! [ Applause ] Kraut: Mrs. Whitehead, welcome to our show. How are you today? Mrs. Whitehead: I? m mulct, thank you Jerry. Kraut: Mrs. Whitehead, the narrative is that the Sterns paid you ten thousand dollars for you to transport Mr. Stern? s babe through unreal insemination ; but through the nine months of Nguyen 2 transporting the babe, you develop a bond with the babe and can non happen yourself to portion with the babe. Right? What? s the narrative here? Tell us. Mrs. Whitehead: Well, Jerry. My household and I were traveling through some hard times financially and the surrogacy clinic seems like an first-class solution to our jobs. And so, I went and took some trials at the clinic and go through the trials to go a foster female parent. Mr. Stern is non the first instance I? ve accepted but he was the first successful unnaturally inseminated male parent of my babe. I was to hold Mr. Stern? s babe through unreal insemination, present the babe, and take necessary processs to end my maternal rights so that Mrs. Stern could follow the babe afterwards. In return, the Sterns would pay me 10 thousand dollars for maintaining my portion with the contract. But you know what Jerry? I can? t leave her. I can? t leave my babe. She and I portion a particular bond. Audience: Aaawww! Kraut: Was there anything besides money that prompted you to accept the offer? Mrs. Whitehead: Yes, Jerry. I genuinely sympathized with those who could non hold kids. I wanted to give others the gift of life. Kraut: When you were traveling to travel through with this, did you see the possibility that you might desire to maintain your babe subsequently on? Mrs. Whitehead: No, non at all. But the minute I carried her, I knew I could non portion with her. I? m here tonight to state the Sterns that my babe stays with me and the contract is null. Audience: [ Applause ] Whooooaaaa! Kraut: Please give a warm welcome for Mr. Stern. Nguyen 3 [ Applause ] Kraut: Do you cognize this adult female? Mr. Stern: Yes. She is my babe? s alternate female parent. Kraut: Do you hold something to state him, Mrs. Whitehead? Mrs. Whitehead: Well, Mr. Stern. It? s like this. I know you merely allow the babe stay with me for a twosome of yearss because I was rather traumatized to be off from it and I have kept it for months now. But being with my babe once more merely makes me more determined than of all time to maintain it, so I? m here tonight to state you that I? m maintaining the babe. Mr. Stern: You? re what? ! ! Mrs. Whitehead: My girl is gone with my hubby. You won? T be able to happen her. Mr. Stern: She? s gone where? ? ! ! ! Oh my God! I can? t believe you? re making this. To believe, I felt awful for dividing you from her so shortly. I trusted you! Is that why you got me here? So that your hubby can steal my girl while I? m in another state? Mrs. Whitehead: No, I wanted you to come Papua New Guinea so that you could be more sympathetic toward my cause. I had hoped that after acquisition of the Trobrianders? belief in reproduction, you would experience that it would merely be right for my girl to be with me. Mr. Stern: Oh, no. My girl stays with me. Kraut: [ Addressing Mr. Stern ] What are you traveling to make? Mr. Stern: I? m traveling to travel place and battle for my girl? s detention. If I have to contend every tribunal in the United States, I will. The babe is truly mine. Audience: Boooooo! Nguyen 4 Kraut: From what I understand, your married woman Mrs. Stern is sterile? Mr. Stern: My married woman is enduring from certain wellness jobs and pregna ncy may do serious wellness hazards. Kraut: And you? ve evidently wanted to hold a household of your ain, otherwise you wouldn? Ts have gone through with this. Mr. Stern: Yes, my whole household was killed in the Holocaust and I didn? T want my lineage to decease with me. Kraut: Did you see acceptance? Mr. Stern: Actually, our first pick was acceptance, but with the holds and our age we decided upon surrogacy through ICNY. Kraut: And your married woman is to hold complete detention of Baby M in the event of your decease? Mr. Stern: Yes. Audience 1: Kraut, this is addressed to Mr. Stern. First of all, I would wish to state that the babe is non yours, Mr. Stern. The waiwaia spirit impregnated Mrs. Whitehead, non you. I don? T attention what the clinic told you but Baby M belongs to Mrs. Whitehead? s lineage. I can understand your choler in this state of affairs but your choler is directed toward the incorrect party. You are robbed but non robbed of your kid but of your money. The clinic cheated you of your money. If I were you, I? vitamin D go back to the United States and sued this ICNY for victimizing. Mr. Stern: You wear? T know what you? re speaking about. It? s my kid. Audience 2: I have one advice for you, Mr. Stern. If you want a household, take your married woman bathing in the sea. That is where she will most likely run into the waiwaia spirit and go Nguyen 5 pregnant. As for go oning your lineage, the impression is pathetic. That? s your sister? s occupation, non yours. Audience 3: Mr. Stern, from what I understand you have no sexual intercourse with Mrs. Whitehead. Therefore, the kid can non be yours. She is Mrs. Whitehead? s and her hubby? s. Mrs. Whitehead and the waiwaia spirit from her enation created the foetus and this foetus blossomed when her hubby nurtured it through their sexual intercourse. I don? T understand how this babe is yours. I don? t think any tribunal of jurisprudence will allow you detention of Baby M. Audience 4: What do you trust to make by conveying Mrs. Whitehead to the tribunal of jurisprudence, Mr. Stern? Equally far as I? m concern, there are no charges besides the charges of a despairing adult male who tries to nobble a adult female of her kid. If any tribunal of jurisprudence grants you custody, I will be the first to contend this tribunal because this tribunal is non natural. It does non follow with the reproduction of mixing the waiwaia spirit and the adult female? s blood. Anything that deviates from this belief is ruled by black magic. Audience 5: This is addressed to Mrs. Whitehead. Mrs. Whitehead, do you see allowing Mr. Stern follow your kid if he so much wants to be a male parent? That manner, Mr. Stern can be a male parent and you can still be with your girl. I myself am an adoptive kid. I stay with my adopted parents and larn their accomplishments in charming enchantments and on occasion see my existent parents. It works both ways. My adoptive parents have a kid and my existent parents besides have my attending. Since you already have other kids, giving a small portion of your new girl won? t injury much. Nguyen 6 Mrs. Whitehead: You wear? t understand. Once I give up my kid for acceptance, I give up all of my trials and hers. Audience 6: You? re right, I don? t understand at all. One does non sell one? s kid for 10 thousand dollars. Why do set so much value in a piece of paper? There is no usage for money except possibly for firewood. Even to this point, I still wear? t understand the usage of money of purchasing baccy and fish, allow entirely a kid. Audience 7: Mrs. Whitehead, if the tribunal of jurisprudence won? t Lashkar-e-Taiba you maintain your girl, you merely travel right over here with us. We do non allow anyone take a kid from its rightful parents. [ Applause ] Afterthought from Jerry Springer Kraut: For many centuries, reproduction has been a touchy topic. Depending on your civilization, you may keep really different beliefs on the line of descent of your kids. The Trobrianders believe that their kids come from their enation and the male parents have no custodies in making a foetus. However, that belief does non take away the importance of male parents, for they nurture the foetus until birth and give their kids societal position. It is non up to the male to go on the lineage but the female to go on the enation. The male? s responsibility is to supply for the enation. If it were up the Trobrianders to make up ones mind, they would likely govern in favour of Mrs. Whitehead, but this instance is to be settled in the United States and the consequences are to be seen. Until following clip, take attention of yourself and each other.

Peeping Tom The Shame of Being a Voyeur

South Bronx essays

South Bronx essays An impression that many Americans have is that people, who live in impoverished neighborhoods, are lazy and refuse to work. They feel that this is the reason they do not succeed in life. A book that discusses this and related topics is Amazing Grace written by Jonathan Kozol. The quote If people in Amazing Grace, would only apply themselves more, they would greatly improve their lives brings up undecided feelings within me. The setting of Amazing Grace is in the South Bronx, in a community where 44% of the population lives below the poverty line, the opportunities are scarce and oppression is high. It is one of the most polluted boroughs of New York, and has one of the highest rates of some illnesses, such as asthma and AIDS. The Bronx is not cut off from the world though opportunities do exist. Programs such as the YMCA and Kips Bay Big Brother Big Sister programs are in place to support children to help them succeed. Welfare programs, drug abuse counseling and other program s are in place to help adults who may need assistance. The above statements are evidence toward both views of the before mentioned quote. The South Bronx, which is not on any map, might be called more of a state mind. The people that come from the South Bronx hold it as a badge of honor...it means they're tough."(Bronx Beat 18) Deborah Harris said describing herself as a 30-something executive secretary and lifetime borough resident, during an interview about where she grew up. "You have to deal with a lot of pressure to sell drugs, and to commit crimes,"(Bronx Beat 18) said Barragh Seeranthin, who said he was from Castle Hill during an interview, in the South Bronx. The children in Amazing Grace grow up knowing about heroin or as they call it the needle drug, watching dealers on the corners, and in some cases, are born already addicted to cocaine and other drugs. Sara, Charlaynes older adopted daughter of six, had enough...

Paraphrasing 5 answers Essay Example | Topics and Well Written Essays - 500 words

Paraphrasing 5 answers - Essay Example The main role is played by central IT and network management functions in this direction. These functions advise the recovery planning groups towards finding the cost of potential alternatives, which can be applied for disaster recovery planning. However, the major role of these functions remains helping the disaster recovery group in facing and overcoming the technological challenges on urgent basis. Some IT tools can help the recovery groups in permanent recovery measures. The functions also provide the necessary support towards documentation and technical support related to disaster recovery tasks. Part time recovery coordinators have other responsibilities also, apart from working for disaster recovery planning. Hence, they may have their own office and telephone, computer facilities to carryout these jobs. Since their obligations are limited towards the disaster recovery-planning group, the budget for their working is different from the full time employees of the group. In addition, there are fewer overheads involved, when employing part time coordinators. One or more recovery coordinators will be required to manage the day-to-day affairs of the team, while coordinating for various tasks being conducted by the recovery group. These coordinators must have the requisite facilities for smooth working towards accomplishing the plan development

Thermoplastic polyester elastomer nanocomposites Assignment

Thermoplastic polyester elastomer nanocomposites - Assignment Example It also shows very good resistance to impact, tear, creep, and abrasion. Inorder to improve to improve mechanical, therma and electrical properties of TPEs (Aso 2006, 2854) fillers such as mica, clays, silica, kaolin, and talc are added (Sreekanth 2009, pg. 272). Mica improves critical properties of TPEs, these properties are cost effective . which are cost effective (Sreekanth 2009, pg. 272). This position has also been supported by LeBaron et al. (1999, pg.12) who argues that composites that show a change in structure and composition over a nanometer length always exhibit property enhancements in comparison to conventioanally scaled composites. Layered silicates which have been distributed as a reinforcing phase on a polymer matrix are an example of such mixture of inorganic/organic nanocomposites (LeBaron et al.1999, pg.12). Some of these enhanced properties are, increased moduli, increased heat resistance and strength, and also decreased flammability (Ray et al. 2003, pg. 2355). For example, in a nylon layered silicate with 2 % with volume of inorgan ic content, doubling of strenghth and tensile modulus is achieved (Giannelis 1997, pg. 675). The reason why nanocomposites exhibit improved characteristics as compared to conventional composites is because the dispersion of clay nano layers increases the number of reinforcing elements available that can deflect cracks (LeBaron et al.1999, pg.13). Coupling between polymer matrix and the large surface area (760 m2/g) increases stress transfer to the reinforcement phase, which enable toughning and tensile improvement by (LeBaron et al.1999, pg.13). In addition, layered silicates thickness are in the order of 1 nm and they also have high aspect ratios in the magnitude of (10-1000) (Ray et al. 2003, pg. 2355). There are various reasons why there is an increase in the high aspect ratios of the nanocomposites.According to Yano et al. (1993), it is possible that the improved barrier

Laboratory Report 3 Essay Example | Topics and Well Written Essays - 750 words

Laboratory Report 3 - Essay Example MacKenzie & Buxton (1992) compared five width interpretation models regarding 2-dimensional targets (MacKenzie & Buxton, 1992): ï‚ ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Smaller of† model. It picks the smaller of the height and width. Intuitively it may produce accurate results, because the smallest dimension of the object will be the most restricting when attempting to move a cursor inside it. This model is only useful for rectangles. ï‚ ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   W’ model. It uses the length of the line between the center point of the target object and the object boundary along the approach angle. This is appealing because it is a 1-D interpretation of a 2-D task. But it is more difficult to calculate because the angle between the starting point and the target object must be known. This model is good for circles, rectangles and others. Furthermore, there are some cases that Fitts’ law failed to predict correctly. E.g., some input devices are not suited to Fitts’ Law, such as isometric joysticks that are force sensing and undergo negligible human limb motion (MacKenzie, 2001). Extensions and changes to Fitts’ Law have been proposed for some of those cases, such as Touch screens (Sears and Shneiderman, 1991), and standard GUI with lots of small target areas (such as radio button, combo buttons, and buttons on toolbars) (Sears and Shneiderman, 1991). Fitts’ Law is valid but limited. First of all, it does not address numerous factors other than target amplitude and width that affect user input performance. While there is evidence that task completion times are reduced when a task is split over two hands, Fitts Law does not address the effect of parallel strategies of delegating positioning and selecting to separate limbs. Fitts Law also does not address the effect of human body asymmetry on performance, such as the performance difference between preferred and non-preferred hands,

History of Food in the US

History of Food in the US Evolution of the food Cooking is a process which one can never discovered. Cooking and food are the things which were always being evolving with time. For the survival the most important requirement of a creature is food. If we move to prehistoric time cavemen created weapons for hunting to survive and as the fire was discovered the whole way of eating food changed. When colonization began and civilization have been set, hierarchy of classes of people started evolving on the basis of work done by them. Three categories were made like food for royal people, warrior people and Poverty-Stricken people to describe food. As the technology started evolving time by time in the area of agriculture people started developing new type of vegetables and fruits by the help of pesticides, hybrid technology and insecticides as compared to what they we use to eat in early times the food which use to grow naturally. But as people learn about the bad effect of pesticides and insecticides they started moving to organic food. Many decades back when women stay at home to take care of the family members, whereas the men use to work for earning money to fulfill the basic requirement of the family. Now a days when women are working with men in every field, so that’s why they get less time to cook food at home by which ready to eat food came in market. This is how centuries have passed and food has been evolved. American cuisine History of the United States can be reflected by its cuisine. European colonization introduced the number of ingredient and cooking style. In 19th and 20th century many style stated expanding in proportion to the immigrants flowing in from many other countries, this flow of immigrants diversified the food all over the country. Early American used number of cooking technique, in the early cuisine which were combined with the early European cooking ways structure the basis of American cuisine. When colonist came to eastern seaboard, they use to cultivate animal for their clothing and food, same as what they use to do in Europe. The diet of American colonist started rely on the region they use to live. Large amount of animal oils and fat were made to cook the colonial food whereas new Englanders use to have rum and beer, because marine trade gave them easy approach to the ingredient for producing rum, in which the main ingredient was molasses, which was easily available at trade in West Indies. In 19th and 18th centuries, American started developing new food during 1890’s – 1920’s production of food and presentation came in business. One Attribute of American cuisine is the fusion cuisine which was influenced by regional and ethnic which formed a modern cooking style. http://www.mediander.com/connects/2175/cuisine-of-the-united-states/ California cuisine California cuisine is known for its fusion cuisine and fresh goods, which came from fertile Salinas’s valley which is also known as salad bowl of America, to the wine countries all over the state. Health-conscious lifestyle of the people have combined with the local produce and have made a creative and modern type of cuisine. California has been a center for many immigrants and carried a range of distinct culture together, and time by time the cultures have synchronized and formed a fusion cuisine. Many ethnic food of the countries were modified according to local tastes, and keep on developing throughout the year. http://www.mapsofworld.com/pages/mmmerica/united-states-of-mmmerica-cuisine-of-california/ Sourdough Bread In 1849, during the California gold rush, a vital part of the San Francisco cuisine is sourdough bread. However the bread was developed way back in history, and yet it has become reputed in the world because of its deep sour flavor and its heavy texture. Also it is very hard to produce at any other place in the world. The microorganism used in the making of the bread can only survive in the circumstances prevailing in San Francisco bay area. The miners during the gold rush ate sourdough bread as one of their favorite starter and carried it around while they traveled state to state thereby spreading the delicious bread around in each place they went. Due to the popularity of the bread in San Francisco and its spreading method sour dough came to be a name for miners and the mascot of the today’s football team San Francisco 49ers is known as sourdough bread. In 1849 the Boudin bakery began baking sourdough bread and it has been in production ever since it has crisp and chew crust and goes along perfectly with a lot of the perfect soup of San Francisco, like clam chowder and cioppino and is often found to be carved and shaped into a bowl by hollowing it out and it is used to serve soup in it. Crab Louie It is a salad which is made from crab meat, in San Francisco from the 1900’s. Many story are being told about the origin of the dish, but it has been believed that it is a San Francisco dish. Seafood meat, tomatoes, lettuce could be romaine or iceberg, asparagus and hard boiled eggs are mixed and tossed with Louie dressing, which is made by adding mayonnaise and chili sauce seasoned with peppers. Now a day’s Thousand Island dressing can also be used. Cioppino Cioppino is a fish medley stew soup, San Francisco creation. The soup was created by the Italian immigrants in the mid nineteenth century. When fishermen from coastal region of Italy came to San Francisco and started living over there as a fishermen. When the day ends, they use to gather all the leftover and chop them, put them in a pot and create a stew. The word cioppino came from the word â€Å"to chop†, though some claims that it derived from cries of â€Å"chip in† which was heard when they use to return to the dock, asking everyone to add the seafood in the pot. Whereas cioppino in San Francisco is usually made with a mixture of scallops, Dungeness Crab, shrimps, clams, squids, numerous white fish, and mussels which were stewed in a broth of red wine. Shellfish were kept in their shells while they were stewed, which in terms added flavor, to broth. Afterwards Sicilians immigrants developed the shrimps by putting tomatoes in the broth, the way it is served today. Stew is used to be served with the meat in the shell. http://www.mapsofworld.com/pages/mmmerica/united-states-of-mmmerica-cuisine-of-california/ Famous Chefs and Restaurant of California Wolfgang Johannes Puck is a celebrity chef who owns a renowned restaurant named Spago. He spread the California cuisine by cooking food for high profile guest and their parties like Oscar after parties. Alice water is a restaurateur, chef and author. She owns Chez Panisse restaurant in Berkeley, California. Her restaurant is known for preparing food from organic and locally grown ingredient. Mette Williams is a celebrity chef who became famous by winning in a popular food network show because of her fresh and new thinking on Italian cuisine. Currently she is the executive chef of culina restaurant in Beverley hills. http://www.visitcalifornia.com/Articles/Famous-Faces-In-the-Kitchen/

Jackson Sucks :: essays research papers

Jackson Sucks (The obvious, and not so obvious reasons) If there was a website for this story it would be www.jacksonhighsucks.edu. Theres no other way to say it simply†¦Jackson is the worst thing since Alf. Being a senior, that means I have been here for four years (Sadly, this is the only thing I have ever learned from this establishment.) Yes, that’s four years of pain and misery, so I will detail to you why Jackson has been such a torture. O.K. maybe it wasn’t such a torture but you know what I mean. Don’t get me wrong I love high school, and it will suck to be leaving this place to go to college (Western Washington University!! GO Vikings woo!!! Extreeeeme!) but at the same time I am ready to leave this dump. I constantly hear on a day to day basis in the hallways rants and ravings about how this school sucks, so obvious or not it is not only me. Everyone loathes school, but what makes Jackson so different that it sucks so much compared to other schools? I mean, what sets it apart that makes it so unique? Today I will bring up a couple points with you. Some reasons why Jackson sucks is because of the academic quality Jackson possesses, the administration, the ASB (Or lack thereof), the student body (YOU), and finally school lunches. School lunches First we will tackle the most important of issues I want to discuss. School lunches. A look at these lunches will surely disappoint any student. Not only a student, but if some Somalian kid were to dine at our very very fine five star establishment, they would be like â€Å"Whats going on? Wheres the food? I WANT THE FOOOOOD!!" You often hear people rant and rave about cafeteria food, you could have heard this through movies, or just from peers. Jackson is no exception. While I will give the food here at Jackson a passing quality factor, the measly portions lead me to believe the schools on some type of welfare system. Its about 11:30, and many students haven’t eaten some breakfast, so they are starving. So starving they are at the point of eating REAL baby back ribs (*background noise* â€Å"that’s what I’m talking about!†) if you catch my drift. The lines are long and there is absolutely no space to even move. There is such a lack of space for moment that there is an occasional jerk face that is walking out with this food and bumps you with his turkey gravy platter and blotches gravy excrement’s on to your face which scolds and blisters.

Case Solution Electro Logic Essay

Ram Singam -Electro Logic writeup1. Motivational Strengths and Weaknesses of Electro Logic Strengths: Electro Logic (EL) employees are part of a highly dynamic industry and they are given the opportunity to make a difference in IT through great perfection of the VFVA system. Salaries and wage raises are offered based on performance, stimulating as such EL staff members will increase their efforts in supporting the organization reach its overall goals. On-campus-job training programs are motivating as the employees are able to learn from their colleagues in a familiar environment, maximizing the chances of future successes. The company is continually evolving, engaging as such its employees in a complex dynamic process, which maintains their motivation and reduces routine work EL creates opportunities for social interactions, which increase morale and employee collaboration. Weaknesses In Electro Logic the fact that major funding comes primarily from the government, the budget for this company was not fixed for a long term, employee benefits, Health insurance premiums can change any time, no job security for employees; thus employees levels of motivation, and consequently performance and Outcomes are negatively affected. The selection criteria for the newly appointed responsibilities were rather arbitrary and this could generate dissatisfaction. Advancement opportunities are unclear to employees as such fail to properly motivate the EL employees. The internal structure of EL organization is based on vertical hierarchy, with employees being given limited access to distinguish them. The more flat the organization the better the motivation and performance. Reinforcement is missing. The three locations of the Electro Logic separate buildings reduce the employee’s ability to concentrate and integrate as a team and also reduce their morale on High-Priority Actions. The micro management in some areas should be reduced in the main building. The Administrative department should be treated fairly as it is also part of the company. The appreciation and integrated team work is missing at the Electro Logic. This reduces the outcomes. Employee’s personal needs are not recognized by the managers thus reducing the satisfaction.

Guidance and Counselling Thesis

Comprehensive Guidance Programs That Work II Norman Gysbers and Patricia Henderson A Model Comprehensive Guidance Program Chapter 1 Norman C. Gysbers The Comprehensive Guidance Program Model described in this chapter had its genesis in the early 1970s. In 1972, the staff of a federally funded project at the University of Missouri-Columbia conducted a national conference on guidance and developed a manual to be used by state guidance leaders as a guide to developing their own manuals for state and local school district use. The manual was published in early 1974 and provided the original description of the Comprehensive Guidance Program Model. From the 1940s to the 1970s, the position orientation to guidance dominated professional training and practice in our schools. The focus was on a position (counselor) and a process (counseling), not on a program (guidance). Administratively, guidance, with its position orientation, was included in pupil personnel services along with other such services as attendance, social work, psychological, psychiatric, speech and hearing, nursing, and medical (Eckerson & Smith, 1966). The position orientation had its beginnings when guidance was first introduced in the schools as vocational guidance. As early as 1910, vocational counselors had been appointed in the elementary and secondary schools of Boston, and by 1915 a central office Department of Vocational Guidance had been established with a director, Susan J. Ginn. The vocational counselors in Boston were teachers who took on the work with no financial return and often no relief from other duties (Ginn, 1924). What were the duties of vocational counselors? The Duties of a Vocational Counselor: 1. To be the representative of the Department of Vocational Guidance in the district; 2. To attend all meetings of counselors called by the director of Vocational Guidance; 3. To be responsible for all material sent out to the school by the Vocational Guidance Department; 4. To gather and keep on file occupational information; 5. To arrange with the local branch librarians about shelves of books bearing upon educational and vocational guidance; 6. To arrange for some lessons in occupations in connection with classes in Oral English and Vocational Civics, or wherever principal and counselor deem it wise; 7. To recommend that teachers show the relationship of their work to occupational problems; 8. To interview pupils in grades 6 and above who are failing, attempt to find the reason, and suggest remedy. 9. To make use of the cumulative record card when advising children; 10. To consult records of intelligence tests when advising children; 11. To make a careful study with grade 7 and grade 8 of the bulletin â€Å"A Guide to the Choice of Secondary School†; 12. To urge children to remain in school; 13. To recommend conferences with parents of children who are failing or leaving school; 14. To interview and check cards of all children leaving school, making clear to them the requirements for obtaining working certificates; 15. To be responsible for the filling in of Blank 249 and communicate with recommendations to the Department of Vocational Guidance when children are in need of employment. (Ginn, 1924, pp. 5-7) As more and more positions titled vocational counselor were filled in schools across the country, concern was expressed about the lack of centralization, the lack of a unified program. In a review of the Boston system, Brewer (1922) stated that work was â€Å"commendable and promising† (p. 36). At the same time, however, he expressed concern about the lack of effective centralization: In most schools two or more teachers are allowed part-time for counseling individuals, but there seems to be no committee of cooperation between the several schools, and no attempt to supervise the work. It is well done or indifferently done, apparently according to the interest and enthusiasm of the individual principal or counselor. p. 35) Myers (1923) made the same point when he stated that â€Å"a centralized, unified program of vocational guidance for the entire school of a city is essential to the most effective work† (p. 139). The lack of a centralized and unified program of guidance in the schools to define and focus the work of vocational counselors presented a serious problem. If there was no agreed-upon, centralized structure to organize and direct the work of building-level vocational counselors, then â€Å"other duties as assigned† could become a problem. As early as 1923 this problem was recognized by Myers (1923). Another tendency dangerous to the cause of vocational guidance is the tendency to load the vocational counselor with so many duties foreign to the office that little real counseling can be done. The principal, and often the counselor himself, has a very indefinite idea of the proper duties of this new office. The counselor’s time is more free from definite assignments with groups or classes of pupils than is that of the ordinary teacher. If well chosen he has administrative ability. It is perfectly natural, therefore, for the principal to assign one administrative duty after another to the counselor until he becomes practically assistant principal, with little time for the real work of a counselor. (p. 141) During the 1920s and 1930s, as formal education was being shaped and reshaped as to its role in society, a broader mission for education emerged. Added to the educational mission was a vocational mission. How did education respond to these additional tasks and challenges? One response was to add pupil personnel work to the education system. What was pupil personnel work? According to Myers (1935), â€Å"pupil personnel work is a sort of handmaiden of organized education. It is concerned primarily with bringing the pupils of the community into the educational environment of the schools in such condition and under circumstances as will enable them to obtain the maximum of the desired development† (p. 804). In his article, Myers (1935) contrasted pupil personnel work and personnel work in industry. He then listed eight activities he would include in pupil personnel work and the personnel who would be involved, including attendance officers, visiting teachers, school nurses, school physicians, as well as vocational counselors. In his discussion of all the activities involved in pupil personnel work and the personnel involved, he stated that â€Å"Probably no activity in the entire list suffers so much from lack of a coordinated programs as does guidance, and especially the counseling part of it† (p. 807). In the late 1920s, in response to the lack of an organized approach to guidance, the services model of guidance was initiated to guide the work of individuals designated as counselors. Various services were identified as necessary to provide to students, including the individual inventory service, information service, counseling service, placement service, and follow-up service (Smith, 1951). By this time too, the traditional way of describing guidance as having three aspects – vocational, educational, and personal-social – was well established. Vocational guidance, instead of being guidance, had become only one part of guidance. By the 1940s and 1950s, guidance was firmly established as a part of pupil personnel services with its emphasis on the position of counselor. Beginning in the 1960s, but particularly in the 1970s, the concept of guidance for development emerged. During this period, the call came to re-orient guidance from what had become an ancillary set of services delivered by a person in a position (the counselor) to a comprehensive, developmental program. The call for reorientation came from diverse sources, including a renewed interest in vocational-career guidance (and its theoretical base, career development), a renewed interest in developmental guidance, concern about the efficacy of the prevailing approach to guidance in the school, and concern about accountability and evaluation. The work of putting comprehensive guidance programs into place in the schools continued in the 1980s. Increasingly, sophisticated models began to be translated into practical, workable programs to be implemented in the schools. As we near the close of the 1990s, comprehensive guidance programs are rapidly encompassing the position orientation to guidance. Comprehensive guidance programs are becoming the major way of organizing and managing guidance in the schools across the country. This chapter begins with a brief review of traditional organizational patterns for guidance. Next, the development of a Comprehensive Guidance Program Model that had its genesis in the early 1970s is presented. The content of the model is described, ollowed by a presentation of the structure of the program, the processes used in the program, and the time allocations of staff required to carry out the program. Finally, there is discussion of the program resources required for the model if it is to function effectively. Traditional Organizational Patterns By the 1960s, the evolution of guidance in the schools had reached a peak. The guidance provisions of the National Defense Education Act of 1958 (Public Law 85-864) caused the nu mber of secondary counselors in schools to increase substantially. Later, due to an expansion of the guidance provisions of the act, elementary guidance was supported and as a result, the number of elementary counselors in schools increased rapidly. Counselors put their expertise to work in schools where three traditional organizational patterns for guidance were prevalent, often under the administrative structure called pupil personnel services or student services; the services model, the process model, or the duties model. In many schools, combinations of these three approaches were used. Services The ervices model had its origins in the 1920s and consists of organizing the activities of counselors around major services including assessment, information, counseling, placement and follow-up. Although the activities that are usually listed under each of these services are important and useful, it is a limited model for three reasons. First, it is primarily oriented to secondary schools. Second, it does not lend itself easily to the identification of student outcomes. And third, it does not specify how the time of counselors should be allocated. Processes The process model had its origins in the 1940s. It emphasizes the clinical and therapeutic aspects of counseling, particularly the processes of counseling, consulting, and coordinating. This model is appealing because it is equally applicable to elementary and secondary counselors. However, the process model has some of the same limitations as the services model: It does not lend itself easily to the identification of student outcomes and it does not specify allocations of counselor time. Duties Often, instead of describing some organizational pattern such as the services model or the process model, counselor duties are simply listed (duties model). Sometimes these lists contain as many as 20-30 duties and the last duty is often â€Å"and perform other duties as assigned from time to time. † Although equally applicable to elementary school and secondary school counselors, student outcomes are difficult to identify and counselor time is almost impossible to allocate effectively. Position Oriented Rather Than Program Focused One result of these traditional organizational patterns has been to emphasize the position of the counselor, not the program of guidance. Over the years, as guidance evolved in the schools, it became position oriented rather than program focused. As a result, guidance was an ancillary support service in the eyes of many people. This pattern placed counselors mainly in a remedial-reactive role – a role that is not seen as mainstream in education. What was worse, this pattern reinforced the practice of counselors performing many administrative-clerical duties because these duties could be defended as being â€Å"of service to somebody. † Because of the lack of an adequate organization framework, guidance had become an undefined program. Guidance had become the add-on profession, while counselors were seen as the â€Å"you-might-as-well† group (â€Å"While you are oing this task, you might as well do this one too†). Because of the absence of a clear organizational framework for guidance, it was easy to assign counselors new duties. Counselors had flexible schedules. And, since time was not a consideration, why worry about removing current duties when new ones were added? Origin of the Comprehensive Gu idance Program Model In October of 1969, the University of Missouri-Columbia conducted a national conference on career guidance, counseling and placement that led to regional conferences held across the country during the spring of 1970. Then in 1971, the University of Missouri-Columbia was awarded a U. S. Office of Education grant under the direction of Norman C. Gysbers to assist each state, the District of Columbia, and Puerto Rico in developing models or guides for implementing career guidance, counseling and placement programs in their local schools. Project staff in Missouri conducted a national conference in St. Louis in January of 1972 and developed a manual (Gysbers & Moore, 1974) to be used by the states as they developed their own guides. The manual that was published in February of 1974 provided the first description of an organizational framework for the Comprehensive Guidance Program Model that was to be refined in later work (Gysbers, 1978; Gysbers & Henderson, 1994; Gysbers & Moore, 1981; Hargens & Gysbers, 1984). The original organizational framework for the Comprehensive Guidance Program Model contained three interrelated categories of functions, and on-call functions. The curriculum-based category brought together those guidance activities which took place primarily in the context of regularly scheduled courses of study in an educational setting. These activities were a part of regular school subjects or were organized around special topics in the form of units, mini courses, or modules. They were based on need statements and translated into goals and objectives and activities necessary for the development of all students. Typical topics focused on self-understanding, interpersonal relationships, decision making, and information about the education, work, and leisure worlds. School counselors were involved directly with students through class instruction, group processes, or individual discussions. In other instances, school counselors worked directly and cooperatively with teachers, providing resources and consultation. Individual facilitation functions included those systematic activities of the comprehensive guidance program designed to assist students in monitoring and understanding their development in regard to their personal, educational, and occupational goals, values, abilities, aptitudes, and interests. School counselors served in the capacity of â€Å"advisers,† â€Å"learner managers,† or â€Å"development specialists. Personalized contact and involvement were stressed instead of superficial contact with each student once a year to fill out a schedule. The functions in this category provided for the accountability needed in an educational setting to ensure that students’ uniqueness remained intact and that educational resources were used to facilitate their life career development. On-call functions focused on direct, immediate responses to stu dents needs such as information seeking, crisis counseling, and teacher/parent/specialist consultation. In addition, on-call functions were supportive of the curriculum-based and individual facilitation functions. Adjunct guidance staff (peers, paraprofessionals, and volunteers/support staff) aided school counselors in carrying out on-call functions. Peers were involved in tutorial programs, orientation activities, ombudsman centers, and (with special training) cross-age counseling and leadership in informal dialogue centers. Paraprofessionals and volunteers provided meaningful services in placement and followup activities, community liaison, career information centers, and club leadership activities. The 1974 version of the model focused on the importance of counselor time usage by featuring â€Å"time distribution wheels† to show how counselors’ time could be distributed to carry out a developmental guidance program. A chart was provided to show how counselors’ time could be distributed across a typical school week using the three categories as organizers. REFINEMENTS TO THE COMPREHENSIVE GUIDANCE PROGRAM MODEL In 1978, Gysbers described refinements that had been made to the model since 1974. By 1978, the focus was on a total comprehensive, developmental guidance program. It included the following elements: definition, rationale, assumptions, content model, and process model. The content model described the knowledge and skills that students would acquire with the help of activities in the guidance program. The process model grouped the guidance activities and processes used in the program into four interrelated categories: curriculum-based processes, individual-development processes, on-call responsive processes, and systems support processes. It is interesting to note the changes that had been made between 1974 and 1978 in the model. The concepts of definition, rationale, and assumptions had been added. The model itself was now organized into two parts. The first part listed the content to be learned by students, while the second part organized into four categories the guidance activities and processes needed in a program. The category of individual facilitation was changed to individual development, the word responsive was added to on-call, and a new category – systems support – was added. Also in 1978, Gysbers described seven steps required to â€Å"remodel a guidance program while living in it†: 1. Decide you want to change. 2. Form work groups. . Assess current programs. 4. Select program model. 5. Compare current program with program model. 6. Establish transition timetable. 7. Evaluate. Between 1978 and 1981, further refinements were made in the model. These refinements appeared in Improving Guidance Programs by Gysbers and Moore (1981). By then, the basic structure of the model was est ablished. The terms â€Å"content model† and â€Å"process model† had been dropped. Also, the steps for remodeling a guidance program, first delineated in 1978, formed the basis for the organization the chapters in Improving Guidance Programs and were described in detail. Between 1981 and 1988, the model was being used by state departments of education and local school districts with increasing frequency. During these years, two school districts in particular became involved: St. Joseph School District, St. Joseph, Missouri and Northside Independent School District, San Antonio, Texas. Hargens and Gysbers (1984), writing in The School Counselor, presented a case study of how the model was implemented in the St. Joseph School District. The work in the Northside Independent School District became the basis for much of the most recent description of the model (Gysbers & Henderson, 1994). As the 1980s progressed, a number of states and a number of additional school districts across the country began to adapt the model to fit their needs. In 1988, the first edition of Gysbers and Henderson’s book Developing and Managing Your School Guidance Program was published by the American Association for Counseling and Development, AACD (now the American Counseling Association, ACA). Using the framework of the model presented in 1981, Gysbers and Henderson expanded and extended the model substantially. Building upon the experiences of a number of local school districts and states and with particular emphasis on the experiences of the Northside Independent School District, the planning, design, implementation, and evaluation phases of the model were elaborated upon in much more detail. Sample forms, procedures, and methods, particularly those from Northside, were used extensively to illustrate the model and its implementation. The second edition of the book Developing and Managing Your School Guidance Program by Gysbers and Henderson was published in 1994. DESCRIPTION OF THE COMPREHENSIVE GUIDANCE PROGRAM MODEL Conceptual Foundation The perspective of human development that serves as the foundation for the model and as a basis for identifying the guidance knowledge, skills, and attitudes (competencies) that students need to master is called life career development. Life career development is defined as self-development over a person’s life span through the integration of the roles, setting, and events in a person’s life. The word life in the definition indicates that the focus of this conception of human development is on the total person – the human career. The word career identifies and relates the many often varied roles that individuals assume (student, worker, consumer, citizen, parent); the settings in which individuals find themselves (home, school, community); and the events that occur over their lifetimes (entry job, marriage, divorce, retirement). The word development is used to indicate that individuals are always in the process of becoming. When used in sequence, the words life career development bring these separate meaning words together, but at the same time a greater meaning evolves. Life career development describes total individuals – unique individuals, with their own lifestyles (Gysbers & Moore, 1974, 1975, 1981). The meaning of the word career in the phrase life career development differs substantially from the usual definition of the term. Career focuses on all aspects of life as interrelated parts of the whole person. The term career, when viewed from this broad perspective, is not a synonym for occupation. People have careers; the marketplace has occupations. Unfortunately, too many people use the word career when they hould use the word occupation. All people have careers – their lives are their careers. Finally, the words, life career development do not delineate and describe only one part of human growth and development. Although it is useful to focus at times on different areas (e. g. , physical, emotional, and intellectual), it is also necessary to integrate these areas. Life career development is an organizing and integrating concept f or understanding and facilitating human development. Wolfe and Kolb (1980) summed up the life view of career development as follows: Career development involves one’s whole life, not just occupation. As such, it concerns the whole person, needs and wants, capacities and potentials, excitements and anxieties, insights and blind spots, warts and all. More than that, it concerns his/her life. The environment pressures and constraints, the bonds that tie him/her to significant others, responsibilities to children and aging parents, the total structure of one’s circumstances are also factors that must be understood and reckoned with, in these terms, career development and personal development converge. Self and circumstances – evolving, changing, unfolding in mutual interaction – constitute the focus and the drama of career development. (pp. 1-2) COMPREHENSIVE GUIDANCE PROGRAM MODEL ELEMENTS The model program (see Figure 1. 1) consists of three elements: content, organizational framework, and resources. CONTENT There are many examples today of content (student knowledge and skills) for guidance. The content is generally organized around areas or domains such as career, educational, and personal-social. Most often, the content is stated in a student competency format. For purposes of this chapter, the three domains of human development that are featured in the life career development concept are presented here: self-knowledge and interpersonal skills; life roles, setting and events; and life career planning (Gysbers & Henderson, 1994; Gysbers & Moore, 1974, 1981). Student competencies are generated from these domains to provide example program content for the model. Self-knowledge and Interpersonal Skills In the self-knowledge and interpersonal skills domain of life career development, the focus is on helping students understand themselves and others. The main concepts of this domain focus on students’ awareness and acceptance of themselves, their awareness and acceptance of others, and their development of interpersonal skills. Within this domain, students begin to develop an awareness of their interpersonal characteristics – interests, aspirations, and abilities. Students learn techniques for self-appraisal and the analysis of their personal characteristics in terms of a real-ideal self-continuum. They begin to formulate plans for self-improvement in such areas as physical and mental health. Individuals become knowledgeable about the interactive relationship of self and environment in such a way that they develop personal standards and a sense of purpose in life. Students learn how to create and maintain relationships and develop skills that allow for beneficial interaction within those relationships. They can use self-knowledge in life career planning. They have positive interpersonal relations and are self-directed in that they accept responsibility for their own behavior. See Figure 1. 1 Below The model program consists of three elements: content, organizational framework, and resources. Comprehensive Guidance Program Elements Content Organizational Framework, Activities, Time Resources COMPETENCIES †¢ †¢ †¢ Student Competencies Grouped by domains STRUCTURAL COMPONENTS †¢ Definition †¢ Assumptions †¢ Rational PROGRAM COMPONENTS SAMPLE PROCESSES Guidance Curriculum Structured Groups Classroom presentations Individual Planning Advisement Assessment Placement & Follow-up †¢ Responsive Services Individual counseling Small group counseling Consultation Referral System Support Management activities Consultation Community outreach Public relations †¢ †¢ RESOURCES †¢ Human †¢ Financial †¢ Political SUGGESTED DISTRIBUTION OF TOTAL COUNSELOR TIME Elementary School 35-45% 5-10% 30-40% 10-15% Middle/Junior School 25-35% 15-25% 30-40% 10-15% High School 15-25% 25-35% 25-35% 15-20% Guidance Curriculum Individual Planning Responsive Services System Support Life Roles, Settings, and Events The emphasis in this domain of lif e career development is on the interrelatedness of various life roles (learner, citizen, consumer), settings (home, school, work, and community), and events (job entry, marriage, retirement) in which students participate over the life span. Emphasis is given to the knowledge and understanding of the sociological, psychological, and economic dimensions and structure of their worlds. As students explore the different aspects of their roles, they learn how stereotypes affect their own lives and others’ lives. The implications of futuristic concerns is examined and related to their current lives. Students learn the potential impact of change in modern society and the necessity of being able to project themselves into the future. In this way, they begin to predict the future, foresee alternatives they may choose, and plan to meet the requirements of the life career alternatives they may choose. As a result of learning about the multiple options and dimensions of their worlds, students understand the reciprocal influences of life roles, settings, and events, and they can consider various lifestyle patterns. Life Career Planning The life career planning domain in life career development is designed to help students understand that decision making and planning are important tasks in everyday life and to recognize the need for life career planning. Students learn about the many occupations and industries in the work world and of their groupings according to occupational requirements and characteristics, as well as learning about their own personal skills, interests, values, and aspirations. Emphasis is placed on students’ learning of various rights and responsibilities associated with their involvement in a life career. The central focus of this domain is on the mastery of decision-making skills as a part of life career planning. Students develop skills in this area by learning the elements of the decision-making process. They develop skills in gathering information from relevant sources, both external and internal, and learn to use the collected information in making informed and reasoned decisions. A major aspect of this process involves the appraisal of personal values as they may relate to prospective plans and decisions. Students engage in planning activities and begin to understand that they can influence their future by applying such skill. They accept responsibility for making their own choices, for managing their own resources, and for directing the future course of their own lives. ORGANIZATIONAL FRAMEWORK The model program (see Figure 1. 1) contains seven components organized around two major categories: structural components and program components (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The three structural components describe the student focus of the program and how the program connects to other educational programs (definition), offer reasons why the program is important and needed (rational), and provide the premises upon which the program rests (assumptions). The four program components delineate the major activities and the roles and responsibilities of personnel involved in carrying out the guidance program. These four program elements are as follows: guidance curriculum, individual planning, responsive services, and system support. Structural Components Definition The program definition includes the mission statement of the guidance program and its centrality within the school district’s total educational program. It delineates the competencies that individuals will possess as a result of their involvement in the program, summarizes the components, and identifies the program’s clientele. Rational The rationale discusses the importance of guidance as an equal partner in the educational system and provides reasons why students need to acquire the competencies that will accrue as a result of their involvement in a comprehensive guidance program. Included are conclusions drawn from student and community needs assessments and statements of the goals of the local school district. Assumptions Assumptions are the principles that shape and guide the program. They include statements regarding the contributions that school counselors and guidance programs make to students’ development, the premises that undergird the comprehensiveness and the balanced nature of the program, and the relationships between the guidance program and the other educational programs. Program Components An examination of the needs of students, the variety of guidance methods, techniques, and resources available, and the increases expectations of policy-makers and consumers indicates that a new structure for guidance programs in the schools is needed. The position orientation organized around the traditional services (information, assessment, counseling, placement, and follow-up) and three aspects (educational, personal-social, and vocational) of guidance is no longer adequate to carry the needed guidance activities in today’s schools. When cast as a position and organized around services, guidance is often seen as ancillary and only supportive to instruction, rather than equal and complementary. The â€Å"three aspects† view of guidance frequently has resulted in fragmented and eventoriented activities and, in some instances, the creation of separate kinds of counselors. For example, educational guidance is stressed by academic-college counselors, personalsocial guidance becomes the territory of mental health counselors, and vocational guidance is the focus of vocational counselors. If the traditional structures for guidance in the schools are no longer adequate, what structure is needed? One way to answer this question is to ask and answer the following questions: Are all students in need of specific knowledge, skills, and attitudes that are the instructional province of guidance programs? Do all students need assistance with their personal, educational, and occupational plans? Do some students require special assistance in dealing with developmental problems and immediate crises? Do educational programs in the school and the staff involved require support that can be best supplied by school counselors? An affirmative answer to these four questions implies a structure that is different from the traditional position model. A review of the variety of guidance methods, techniques, and resources available today and an understanding of the expectations of national and state policy-makers and consumers of guidance also suggests the needs for a different model. The structure suggested by an affirmative answer to the four questions and by a review of the literature is a program model of guidance techniques, methods, and resources organized around four interactive program components: guidance curriculum, individual planning, responsive services, and system support (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The curriculum component was chosen because a curriculum provides a vehicle to impart guidance content to all students in a systematic way. Individual planning was included as a part of the model because of the increasing need for all students to systematically plan, monitor, and manager their development and to consider and take action on their next steps personally, educationally, and occupationally. The responsive services component was included because of the need to respond to the direct, immediate concerns of students, whether these concerns involve crisis counseling, referral, or consultation with parents, teachers, or other specialists. Finally, the system support component was included because, if the other guidance processes are to be effective, a variety of support activities such as staff development, research, and curriculum development are required. Also, system support encompasses the need for the guidance program to provide appropriate support to other programs in including assuming â€Å"fair share† responsibilities in operating the school. These components, then, serve as organizers for the many guidance methods, techniques, and resources required in a comprehensive guidance program. In addition, they also serve as a check on the comprehensiveness of the program. A program is not comprehensive unless counselors are providing activities to students, parents, and staff in all four program components. Guidance Curriculum This model of guidance is based on the assumption that guidance programs include content that all students should learn in a systematic, sequential way. In order for this to happen, counselors must be involved in teaching, team teaching, or serving as a resource for those who teach a guidance curriculum. This is not a new idea; the notion of guidance curriculum has deep, historical roots. What is new however, is the array of guidance and counseling techniques, methods, and resources currently available that work best as part of a curriculum. Also new is the concept that a comprehensive guidance program has an organized and sequential curriculum. The guidance curriculum typically consists of student competencies (organized by domain) and structured activities presented systematically through such strategies as the following: †¢ Classroom Activities Counselors teach, team teach, or support the teaching of guidance curriculum learning activities or unites in classrooms. Teachers also may teach such units. The guidance curriculum is not limited to being part of only one or two subjects but should be included in as many subjects as possible throughout the total school curriculum. These activities may be conducted in the classroom, guidance center, or other school facilities. †¢ Group Activities Counselors organize large-group sessions such as career days and educational/college/vocational days. Other members of the guidance team, including teachers and administrators, may be involved in organizing and conducting such sessions. Although counselors’ responsibilities include organizing and implementing the guidance curriculum, the cooperation and support of the entire faculty are necessary for its successful implementation. Individual Planning Concern for individual student development in a complex society has been a cornerstone of the guidance movement since the days of Frank Parsons. In recent years the concern for individual student development has intensified as society has become more complex. This concern is manifested in many ways, but perhaps is expressed most succinctly in a frequently stated guidance goal: â€Å"Helping all students become the persons they are capable of becoming. † To accomplish the purposes of this component of the Model, activities and procedures are provided to assist students in understanding and periodically monitoring their development. Students come to terms with their goals, values, abilities, aptitudes, and interests (competencies) so they can continue to progress educationally and occupationally. Counselors become â€Å"person-development-and-placement specialists. † Individual planning consists of activities that help students to plan, monitor, and manage their own learning and their personal and career development. The focus is on assisting students, in close collaboration with parents, to develop, analyze, and evaluate their educational, occupational, and personal goals and plans. Individual planning is implemented through such strategies as: †¢ Individual Appraisal Counselors assist students to assess and interpret their abilities, interests, skills, and achievement. The use of test information and other data about students is an important part of helping them develop immediate and long-range goals and plans. †¢ Individual Advisement Counselors assist students to use self-appraisal information along with personal-social, educational, career, and labor market information to help them plan and realize their personal, educational, and occupational goals. †¢ Placement Counselors and other educational personnel assist students to make the transition from school to work or to additional education and training. Responsive Services Problems relating to academic learning, personal identity issues, drugs, and peer and family relationships are increasingly a part of the educational scene. Crisis counseling, diagnostic and remediation activities, and consultation and referral must continue to be included as an ongoing part of a comprehensive guidance program. In addition, a continuing need exists for the guidance program to respond to the immediate information-seeking needs of students, parents, and teachers. The responsive services component organizes guidance techniques and methods to respond to these concerns and needs as they occur; it is supportive of the guidance curriculum and individual planning components as well. Responsive services consist of activities to meet the immediate needs and concerns of students, teachers, and parents, whether these needs or concerns require counseling, consultation, referral, or information. Although counselors have special training and possess skills to respond to immediate needs and concerns, the cooperation and support of the entire faculty are necessary for this component’s successful implementation. Responsive services are implemented through such strategies as: †¢ Consultation Counselors consult with parents, teachers, other educators, and community agencies regarding strategies to help students deal with and resolve personal, educational, and career concerns. †¢ Personal Counseling Counseling is provided on a small-group and individual basis for students who have problems or difficulties dealing with relationships, personal concerns, or normal developmental tasks. The focus is on assisting students to identify problems and causes, alternatives, possible consequences, and to take action when appropriate. †¢ Crisis Counseling Counseling and support are provided to students or their families facing emergency situations. Such counseling is normally short term and temporary in nature. When necessary, appropriate referral sources are used. †¢ Referral Counselors use other professional resources of the school and community to refer students when appropriate. These referral sources may include: mental health agencies employment and training programs vocational rehabilitation juvenile services social services special school programs (special or compensatory education) The responsive services component also provides for small-group counseling. Small groups of students with similar concerns can be helped by intensive small-group counseling. All students may not need such assistance, but it is available in a comprehensive program. Adjunct guidance staff—peers, paraprofessionals, volunteers—can aid counselors in carrying out their responsive activities. Peers can be involved in tutorial programs, orientation activities, ombudsman functions and, with special training, cross-age counseling and leadership in informal dialog. Paraprofessionals and volunteers can provide assistance in such areas as placement, follow-up, and community-school-home liaison activities. System Support The administration and management of a comprehensive guidance program require an ongoing support system. That is why system support is a major program component. Unfortunately, it is often overlooked or only minimally appreciated. And yet, the system support component is as important as the other three components. Without continuing support, the other three components of the guidance program are ineffective. This component is implemented and carried out through such activities as the following: †¢ Research and Development Guidance program evaluation, follow-up studies, and the continued development and updating of guidance learning activities are some examples of the research and development work of counselors. †¢ Staff/Community Public Relations The orientation of staff and the community to the comprehensive guidance program through the use of newsletters, local media, and school and community presentations are examples of public relations work. †¢ Professional Development Counselors must regularly update their professional knowledge and skills. This may include participation in school inservice training, attendance at professional meetings, completion of postgraduate course work, and contributions to the professional literature. †¢ Committee/Advisory Boards Serving on departmental curriculum committees and community committees or advisory boards are examples of activities in this area. †¢ Community Outreach Included in this area are activities designed to help counselors become knowledgeable about community resources, employment opportunities, and the local labor market. This may involve counselors visiting local businesses and industries and social services agencies. Program Management and Operations This area includes the planning and management tasks needed to support the activities of a comprehensive guidance program. Also included in the system support component are activities that support programs other than guidance. These activities may include counselors being involved in helping interpret student test re sults to teachers, parents, and administrators, serving on departmental curriculum committees (helping interpret student needs data for curriculum revision), and working with school administrators (helping interpret student needs and behaviors). Care must be taken, however, to watch the time given to these duties because the primary focus for counselors is their work in the first three components of the comprehensive guidance program. It is important to realize that if the guidance program is well run, focusing heavily on the first three components, it will provide substantial support for other programs and personnel in the school and the community. Program Time Counselors’ professional time is a critical element in the Model. How should professional certified counselors spend their time? How should this time be spread across the total program? In this Model, the four program components provide the structure for making judgments about appropriate allocations of counselors’ time. One criterion to be used in making such judgments is the concept of program balance. The assumption is that counselor time should be spread across all program components, but particularly the first three. Another criterion is that different grade levels require different allocations of counselor time across the program components. For example, at the elementary level, more counselor time is spent working in the curriculum with less time spent in individual planning. In the high school, these time allocations are reversed. How counselors in a school district or school building plan and allocate their time depends on the needs of their students and their community. Once chosen, time allocations are not fixed forever. The purpose for making them is to provide direction to the program and to the administrators and counselors involved. Since the Model is a â€Å"100 percent program,† 100 % of counselors’ time must be spread across the four program components. Time allocations are changed as new needs arise, but nothing new can be added unless something else is removed. The assumption is that professional counselors spend 100 % of their time on task, implementing the guidance program. What are some suggested percentages? As an example, the state of Missouri (Starr & Gysbers, 1997) has adopted suggested percentages of counselor time to be spent on each program component. These suggested percentages were recommended by Missouri counselors and administrators who had participated in the field-testing of the Missouri adaptation of the Comprehensive Guidance Program Model: Percent ES M/JH HS Guidance Curriculum 35-45 25-35 15-25 Individual Planning 05-10 15-25 25-35 Responsive Services 30-40 30-40 25-35 System Support 10-15 10-15 15-20 Resources Human Human resources for the guidance program include such individuals as counselors, teachers, administrators, parents, students, community members, and business and labor personnel. All have roles to play in the guidance program. While counselors are the main providers of guidance and counseling services and coordinators of the program, the involvement, cooperation, and support of teachers and administrators is necessary for the program to be successful. The involvement, cooperation, and support of parents, community members, and business and labor personnel also is critical. A SchoolCommunity Advisory Committee is recommended to bring together the talent and energy of school and community personnel. The School-Community Advisory Committee acts as a liaison between the school and community and provides recommendations concerning the needs of students and the community. A primary duty of this committee is to advise those involved in the guidance program. The committee is not a policy- or decision-making body; rather, it is a source of advice, counsel, and support and is a communication link between those involved in the guidance program and the school and community. The committee is a permanent part of the guidance program. A community person should be the chairperson. The use and involvement of an advisory committee will vary according to the program and the community. It is important, however, that membership be more than in name only. Members will be particularly helpful in developing and implementing the public relations plan for the community. Financial The financial resources of a comprehensive guidance program are crucial to its success. Examples of financial resources include budget, material, equipment, and facilities. The Model highlights the need for these resources through its focus on the physical space and equipment required to conduct a comprehensive program in a school district. To make the guidance curriculum, individual planning, responsive services, and system support components function effectively, adequate guidance facilities are required. Traditionally, guidance facilities have consisted of an office or suite of offices designed primarily to provide one-to-one counseling or consultation assistance. Such arrangements have frequently included reception or waiting areas that serve as browsing rooms where students have access to displays or files of educational and occupational information. Also, this space has typically been placed in the administrative wing of the school so that the counseling staff can be near the records and the administration. The need for individual offices is obvious because of the continuing need to carry on individual counseling sessions. A need also exists, however, to open up guidance facilities and make them more accessible to all students, teachers, parents, and community members. One way to make guidance facilities more usable and accessible is to reorganize traditional space into a guidance center. A guidance center brings together available guidance information and resources and makes them easily accessible to students. The center is used for such activities as group sessions, student self-exploration, and personalized research and planning. At the high school level, students receive assistance in areas such as occupational planning, job entry and placement, financial aid information and postsecondary educational opportunities. At the elementary school level, students and their parents receive information about the school, the community, and parenting skills; they also read books about personal growth and development. An area for play therapy can be provided in the guidance center. Although the center is available for use to school staff and community members, it is student centered, and many of the center activities are student planned as well as student directed. At the same time, the center is a valuable resource for teachers in their program planning and implementation. Employers, too, will find the center useful when seeking part-time or full-time workers. Clearly, the impact of the center on school and community can be substantial. If community members and parents are involved in the planning and implementation of the center and its activities, their interest could provide an impetus for the involvement of other community members. When parents and community members become involved in programs housed in the center, they experience the guidance program firsthand. Through these experiences, new support for the program may develop. The guidance center is furnished as comfortably as possible for all users. Provision is made for group as well as individual activities. Coordinating the operation of the guidance center is the responsibility of the guidance staff, but all school staff can be involved. It is recommended that at least one paraprofessional be a part of the staff to ensure that clerical tasks are carried out in a consistent and ongoing manner. Political Education is not simply influenced by politics, it is politics. The mobilization of political resources is key to a successful guidance program. Full endorsement of the guidance program by the Board of Education as a â€Å"program of studies of the district† is one example of mobilizing political resources. Another example is a clear and concise school district policy statement that highlights the integral and central nature of the school district’s comprehensive guidance program to other programs in the school district. Putting It All Together What does the Program Model look like when all of the Model’s elements are brought together? Figure 1 (see page 12) presents the Model on one page so that the three program elements can be seen in relationship to each other. Notice that the three program elements (program content, program structure, processes, and time, and program resources) represent the â€Å"means† of the program. Without these means in place, it is impossible to achieve the full results of the program and to fully evaluate the impact of the program on the students, the school, and the community. Some Final Thoughts The Program Model, by definition, leads to guidance activities and structured group experiences for all students. It de-emphasizes administrative and clerical tasks, one-toone counseling only, and limited accountability. It is proactive rather than reactive. Counselors are busy and unavailable for unrelated administrative and clerical duties because they have a guidance program to implement. Counselors are expected to do personal and crisis counseling as well as provide structured activities to all students. To fully implement the Program Model it is important that the program be as follows: 1. Understood as student-development oriented, not school maintenance-administrativeoriented. 2. Operated as a 100 % program; the four program components constitute the total program; there are no add-ons. 3. Started the first day of school and ended on the last day of school; not started in the middle of October with an ending time in April so that administrative, nonguidance tasks can be completed. . Understood as program focused, not position focused. 5. 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M. , & Kolb, D. A. (1980). Career Development, personal growth, and experimental learning. In J. W. Springer (Ed. ), Issues in career and human resource development (pp. 1-56). Madison, WI: American Society for Training and Development.