Early Childhood Development Essay

The work we do as early childhood educators is self-explanatory we work with children. We are expected to work with young children to communicate with them, play with them, care for their physical needs, teach them, and provide them with a sense of psychological comfort and security. In early childhood care and education we regard all areas of development- social, emotional, intellectual and physical- as important and interconnected. Because young children are vulnerable and dependent on adults for responsive care, we will be responsive care, we will expected to nurture and support all aspects of development. Intentional teaching will be an important part of your preparation to be a teacher. Learning to select appropriate teaching strategies and to practice explaining why you choose them. As a part of the current emphasis on standards you will probably be expected to know what standards are used in your state and your program. Design a curriculum that addresses early learning standards assess what children have learned in terms of standards. Identify how you are meeting standards in your work with families. You may find yourself being a consultant, a social worker, an advocate, a teacher, a reporter, a librarian, a mediator, a translator, a social director, and a postal carrier. Your job will be varied, engaging, and challenging. An important feature of the role that early childhood educator is working collaboratively with other adults. You have to figure out what qualities make you a good teacher of young children. Personal characteristics temperament, multiple intelligences are examples of personal values. Teachers need personal values and morality, and good attitude towards diversity. You need the impact of life experiences and the ability to reflect on them. Teachers are those of specialized knowledge and skills. Being a teacher requires have professional commitment and behavior. They have legal responsibilities to adhere to professional values and ethics. My educational requirements include a BA degree and elementary teacher certification, specialized training my include training in early childhood education. Licensure varies by state. A job becomes a calling when the purpose is important.

A Review Of Electro Magnet Therapy Health Essay

Loss of articular gristle, induration and eburnation of sub-chondral bone, osteophytes and sub-chondral cysts ( Keuttner and Goldberg 1995 ) . Osteoarthritis ( OA ) is the most common upset of the musculoskeletal system and is a effect of mechanical and biological events that destabilize tissue homeostasis in articular articulations. Osteoarthritis ( OA ) is presently defined by the American College of Rheumatology as a â€Å"heterogeneous group of conditions that leads to joint symptoms and marks which are associated with faulty unity of articular gristle, in add-on to related alterations in the underlying bone at the joint margins.† The etiology of OA is multi factorial, with inflammatory, metabolic, and mechanical causes. A figure of environmental hazard factors, such as fleshiness, business, and injuries, may originate assorted pathological tracts. OA indicates the devolution of articular gristle together with alterations in sub-chondral bone and mild intra-articular redness. Osteoarthritis ( OA ) has a really high prevalence among middle-aged and aged people and the disease is responsible for significant direct and indirect socioeconomic costs and the intervention options are few and unsatisfactory. The chief intervention aims are to command hurting adequately, better map, and cut down disablement. Acetaminophen is often used for diagnostic OA with mild to chair hurting. Non-steroidal anti, or manual therapy. The value of intercessions aimed at bettering map and maximising independency ( occupational therapy, walking AIDSs, and workplace version ) is besides ill-defined. The disease class and patient ‘s demands frequently change over clip, therefore necessitating a periodic reappraisal and readjustment of therapy instead than the stiff continuance of a individual intervention. The articulatio genus is one of the most normally affected articulations and patients present with a combination of hurting, malformation, redness, stiffness and musculus wasting. The essay reviews the electro magnetic therapy for handling articulatio genus degenerative arthritis, analysing the underlying rule of what it is and how it works. The research literature on the topic has been exhaustively reviewed to pull a meaningful decision about the effectivity of the method.Electro Magnetic TherapyElectro magnetic therapy is a signifier of alternate medical specialty in which the disease is treated by using electro magnetic energy to the organic structure. Electro magnetic therapy is found to be successful in handling assorted signifiers of physical hurting. The assorted electro magnetic devices, including magnets are used worldwide to laminate hurting, to mend broken castanetss, to alleviate many signifiers of emphasis, and to alleviate symptoms affecting the skeleton and the articul ations of the organic structure. The human organic structure produces really elusive electro magnetic Fieldss, which have been generated in the organic structure through chemical reaction within cells and ionic currents go throughing through the nervous system. In recent old ages scientists have been detecting more and more ways that electro magnetic Fieldss act upon the organic structure ‘s working both in a positive every bit good as a negative mode. These observations and other has led to the development of electro magnetic therapy. Osteoarthritis, which is besides known as Degenerative Arthritis, is one of the most common types of arthritis. It involves the devolution of the gristle located in the articulations. Osteoarthritis occurs due to loss of gristle and electro magnetic therapy is believed to excite gristle growing. This has led to the usage of electro magnetic therapy in handling articulatio genus degenerative arthritis. Critical ReviewSome research workers reported the successful direction of degenerative arthritis through controlled chondrocyte decease and programmed cell death, use of response to anabolic and katabolic stimulations and matrix synthesis or debasement and redness ( Fini et al. , 2005 ) . This comes under possible chondroprotective intervention. This intervention is considered to be the better attack relativAlthough many drugs o to medicate intervention as the bulk of them relieve hurting and addition map, but do non modify the complex pathological procedures that occur in these tissues. Contrary to this pulsed electromagnetic Fieldss ( PEMFs ) surely show important physiological effects on cells and tissues by the upregulation of cistron look of members of the transforming growing factor beta ace household. This intervention besides has advantage over the traditional medical specialties as it increases glycosaminoglycan degrees, and an anti-inflammatory action. Hence there is a strong principle for the usage of electro magnetic therapy in intervention of degenerative arthritis as it involves the vivo usage of biophysical stimulation with PEMFs. Liu et al. , ( 1996 ) noticed the positive function of Pulsed electromagnetic Fieldss ( PEMF ) as they influence the extracellular matrix metamorphosis of a diverse scope of skeletal tissues. The positive consequence of PEMF on the composing and molecular construction of gristle proteoglycans was good established which can be considered as strong principle for this therapy. One thing was made clear that PEMF intervention would n't impact the DNA content of explants. However its function in stirred lift of glycosaminoglycan content in the explant and preservation of the tissue ‘s histological unity was good documented. Furthermore it was revealed that the PEMF intervention significantly suppressed both the debasement of preexistent glycosaminoglycans biosynthetically labeled in ovo and the synthesis of new [ 35S ] -sulfated glycosaminoglycans. Most noteworthy happening emerged out of this survey is that the exposure of embryologic biddy gristle explants to PEMF for 3 h/day maintained a balanced proteoglycan composing by down-regulating its turnover without impacting either molecular construction or map. Thamsborg et al. , ( 2005 ) besides investigated the effectivity of pulsed electromagnetic Fieldss ( PEMF ) in the intervention of degenerative arthritis ( OA ) of the articulatio genus. The accent was chiefly given to a randomized, double-blind, placebo-controlled clinical test and.the Western Ontario and McMaster Universities ( WOMAC ) questionnaire. It was revealed that a important betterment in ADL ( Activities of daily larning ) , stiffness and hurting was recorded with PEMF-treated groups. One of the weak points that emerged out of this survey is that the betterment witnessed with PMEF is non important with elderly people. The principle for this survey is that the patients & lt ; 65 old ages of age responded highly good to PMEF intervention in footings of reduced hurting caused by degenerative arthritis. No uncertainty, the positive function of electromagnetic therapy in hurting decrease is good established. The mechanism in which this hurting decrease occurs is as follows: Pain signals are transmitted along nerve cells to pre-synaptic terminuss. At these terminuss, channels in the cell alter due to a motion of ions. The membrane potency alterations, doing the release of a chemical sender from a synaptic cyst contained within the membrane. The hurting signal is chemically transferred across the synaptic spread to chemical receptors on the post-synaptic nervus cell. This all happens in about 1/2000th of a 2nd, as the synaptic spread is merely 20 to 50 nanometers broad. As the hurting signal, in chemical signifier, approaches the post-synaptic cell, the membrane alterations and the signal is transferred. If we look at the electromotive forces across the synaptic membrane so, under no hurting conditions, the degree is about -70 millivolt. When the hurting signal approaches the membrane potency additions to about +30 millivolt, it allows Na flow. This in bend triggers the synaptic cyst to let go of the chemical sender and so reassign the hurting signal across the synaptic spread or cleft. After the transmittal, the electromotive force reduces back to its normal quiescent degree until the following hurting signal arrives. The application of pulsed magnetic attraction to painful sites causes the membrane to be lowered to a hyper-polarization degree of about -90 millivolt. When a hurting signal is detected, the electromotive force must now be raised to a comparatively higher degree in order to fire the synaptic cysts. Since the mean alteration of potency required to make the trigger electromotive force of about +30 millivolt is +100 millivolt, the needed alteration is excessively great and merely +10 millivolt is attained. This electromotive force is by and large excessively low to do the synaptic cyst to let go of the chemical sender and therefore the hurting signal is blocked. The most effectual frequences that have been observed from research in order to do the above alterations to membrane potencies are a basal frequence of around 100Hz and pulse rate scenes of between 5 and 25Hz† .The RationaleLet us critically analyse the principle behind the efficaciousness and application of electro magnetic therapy in intervention of degenerative arthritis. The reappraisal of some most relevant research documents has been carried out to come to a valid decision. The function of electro magnetic therapy in cistron look ordinance was considered to be the chief principle ( Aaron et al. , 2004 ) . This cistron look happens in connective tissue cells for structural extracellular matrix ( ECM ) proteins ensuing in an addition in gristle and bone production. It was besides established that the electro magnetic therapy enhanced fix and a addition in mechanical belongingss of the mending tissues. The failing of the survey is that the biophysical interactions of electric and electromagnetic Fieldss at the cell membrane are non good understood and require considerable extra survey. It was besides noticed that the understanding physical interactions and transmembrane signaling will most probably be necessary to set up dosing paradigms and better curative efficaciousness. Most notably, considerable information has been generated on an intermediary mechanism of activity – growing factor stimulation. In short, electric and electromagnetic Fieldss increase cistron look for, and synthesis of, growing factors and this may work to magnify field effects through autocrine and paracrine signaling. Electric and electromagnetic Fieldss can bring forth a sustained upregulation of growing factors, which enhance, but do non disorganise endochondral bone formation. Another of import principle for utilizing electromagnetic therapy in intervention of degenerative arthritis is that it plays important function in chondrogenic distinction in endochondral ossification ( Coimbor et al. , 2002 ) . But it has to be applied in highly low frequence. The positive function of electro magnetic therapy was good established by the demineralized bone matrix ( DBM ) -induced endochondral ossification theoretical account. The electro magnetic therapy brought important alterations in [ 35S ] -Sulfate and [ 3H ] -thymidine incorporation and glycosaminoglycan ( GAG ) content. Bistolfi ( 2006 ) emphasized the importance of electro magnetic therapy in doing bioeffects at the bone and soft tissue degree, and at the cellular degree. It affects the operation of bone-forming cells, osteoclasts, keratinocytes, fibroblasts, chondrocytes, nervus cells and endothelial and musculus cells. The strong principle behind the function of electro magnetic therapy lies in transduction phenomena happening in life affair. The chief drawback of this theory is that electromagnetic and mechanical signals are non ever interchangeable, depending on their several strength. One theory on efficaciousness of electromagnetic theory in cut downing the hurting caused due to osteoarthritis provinces that the elderly animate beings may non react good. However, it was proved incorrectly as some research probes conducted on Guinea hogs revealed that the pulsed electromagnetic field ( PEMF ) stimulation has a chondro protective consequence on degenerative arthritis ( OA ) patterned advance in the articulatio genus articulations of elderly guinea hogs. Even in the presence of terrible OA lesions PEMFs maintained a important efficaciousness in cut downing lesion patterned advance. Articular gristle is the joint construction most affected by osteo-arthritis. It is constituted by cells known as chondrocytes. These cells industry, secrete and keep the organic constituent of the extracellular compartment, or gristle matrix, composed of a dense collagen filament web enmeshed in aconcentrated solution of proteoglycans and H2O. They determine the biomechanical behavior of the tissue in response to dynamic burden ( Mow et al, 1989 ; Mow and Wang, 1999 ) . Their malfunction is frequently related to a lessening in proteoglycan concentration, in add-on to underlying bone harm, bone mortification, and bone remodelling, taking to break of the gristle collagen-proteoglycan matrix, and a decreasing ability of gristle and the environing joint tissues to absorb compressive emphasiss. A figure of carnal surveies have shown that when electric field is applied on articular gristle an addition in its proteoglycan content ( Aaron and Ciombor, 1993 ) can be found. This is indicated by an addition in its sulfate incorporation. The biological account for this result is non really clear, but may affect information transferred to the chondrocytes refering the nature of their mechanical environment and the province of the extracellular matrix which modifies written text and synthesis ( Aaron and Ciombor, 1993 ) . Alternately, pulsed electro magnetic Fieldss may interact with ligands on the chondrocyte cell surface membrane, and this interaction may take to alterations in internal Ca concentrations that trigger proteoglycan production ( Granziana et al, 1990 ; Lee et Al, 1993 ) . The Fieldss may besides increase chondrocyte synthesis of proteoglycans straight themselves ( Aaron and Ciombor, 1993 ) . This response, which may be cell specific may depend upon the electro physical parametric quantities of the applied pulsed electro magnetic Fieldss, including: amplitude, continuance and frequence, in add-on to the denseness of the cells themselves, and, intermittent exposure of gristle cells to pulsed electro magnetic Fieldss may be superior to uninterrupted exposure. In footings of continuance, Brighton et Al ( 1984 ) found the incorporation of sulfate into artilage supermolecules was increased within five yearss of pulsed electro magnetic field application to chondrocyte cell civilizations and that this increased even further, after 12 yearss. Furthermore, the civilizations exposed to the electrical Fieldss retained 95 % of their newly formed proteoglycans compared to 70 % of those assayed in control civilizations ( Aaron and Ciombor, 1993 ) , therefore proposing katabolism was slower in the treated tissue civilizations. Similar findings have been reported by Smith and Nagel ( 1983 ) and although gristle collagen content tends to stay unchanged during exposure to pulsed electro magnetic Fieldss ( Aaron and Ciombor, 1993 ) , cartilage proteoglycan molecules that are synthesised in response to pulsed electro magnetic Fieldss appear to be normal in size and composing. Pulsed electro magnetic field interventions might besides assist to continue extracellular matrix unity in early phases of degenerative arthritis, where inordinate proteoglycan is laid down, by down-regulating proteoglycan synthesis and debasement in aco-ordinated mode without impacting structural unity, and by increasing the proliferation of available chondrocytes, and their DNA man-made mechanisms. The mechanical and functional belongingss of articular gristle depend on the complex composing and organisation of its extracellular matrix ( ECM ) . The synthesis and debasement of ECM constituents is purely regulated by articular chondrocytes, which maintain gristle homeostasis in normal conditions. In pathological conditions, such as degenerative arthritis ( OA ) , changes in the normal functional activities of chondrocytes contribute to the instability in turnover of ECM constituents with debasement transcending synthesis ensuing in gradual harm of the articular gristle. The articular gristle metamorphosis is controlled by insulin like growing factors which can be modulated by electro magnetic forces. Clinical and carnal surveies show the possibility that exposure to electro magnetic force can hold a positive consequence on intervention of degenerative arthritis. Surveies indicate that PEMF can forestall gristle devolution through an adenosine receptor agonist consequence that can command locally the inflammatory processes that are ever associated with OA patterned advance. Evidence for enhanced cell distinction and extracellular matrix synthesis due to PEMF has been proved by a survey published in the diary of orthopedic research ( 2002 ) . An of import determination of this research was that, Proteoglycans ( PG ) are synthesized earlier and to a greater grade in EMF-exposed bonelets. The grounds for enhanced ripening in the open bonelets is farther supported by a temporal acceleration and quantitative addition in the look of messenger RNA for aggrecan and type II collagen compared to command bonelets on yearss 6 and 8 of development. Accelerated ripening of cartilagematrix by EMF is besides observed morphologically and biochemically. Earlier chondrocyte hypertrophy and matrix calcification are apparent. Jointly, these informations suggest that chondrogenic distinction occurs earlier, and that gristle extracellular matrix is synthesized to a greater grade and matures faster in response to EMF exposure. The consequence suggests the occuring of chondrogenic distinction and that, the exposure of assorted constellations of electro magnetic Fieldss can assist mend degenerative arthritis.DecisionOverall, the electro magnetic therapy has helped in clinical intervention of degenerative arthritis by pull stringsing cistron look in fix tissues, positive consequence on gristle growing and several other bio-chemical alterations at cellular degree in life cells. Its consequence was found to be important even in elderly patients. However, the effects of magnetic Fieldss on organic structure tissues are complex and look to change from tissue to weave and from different strengths and continuance of the magnetic field applied. Much work demands to be done to optimise such variables as signal constellation and continuance of intervention before throbing electro magnetic field therapy can be by and large recommended. Several research probes though confirmed the high quality of electromagnetic therapy, its extent of positive function on articulatio genus osteo arthritis has to be farther studied before pulling valid decisions ( Hulme et al. , 2002 ) . MentionsAaron, R K and Ciombor, D McK ( 1993 ) . ‘Therapeutic effects of electro magnetic Fieldss in the stimulation of connective tissue fix ‘ , Journal of Cellular Biochemistry, 52, 42-46. Aaron, R.K. , Boyan, B.D. , Ciombor, D.M. , Schwartz, Z. and Simon, B.J. ( 2004 ) . Stimulation of growing factor synthesis by electric and electromagnetic Fieldss. Clin Orthop Relat Res. 410: 30-7. Altman R, Alarcon G, Appelrouth D, Bloch D, Borenstein D, & A ; Brandt K, ( 1991 ) . ‘The American College of Rheumatology standards for the categorization and coverage of degenerative arthritis of the hip ‘ . Arthritis Rheum Vol. 34 pp 505-14. Barbero A, Grogan S, Schafer D, Heberer M, MainilVarlet P, Martin I. ( 2004 ) . Age related alterations in human articular chondrocyte output, proliferationand post-expansion chondrogenic capacity. Osteoarthritis Cartilage.12:476-84. Bistolfi, F. ( 2006 ) . Evidence of interlinks between bioelectromagnetics and biomechanics: from biophysics to medical natural philosophies. Phys Med. 22 ( 3 ) :71-95. Brighton, C T, Unger, A S and Stanbough, J L ( 1984 ) . ‘In vitro growing of bovine articular gristle chondrocytes in assorted capacitively conjugate electrical Fieldss ‘ , Journal of Orthopaedic Research, 1, 15-22. Ciombor DM, Aaron RK, Wang S, Simon B. ( 2003 ) . Alteration of degenerative arthritis by pulsed electromagnetic field.A morphological survey. Osteoarthritis Cartilage ; 11 ( 6 ) :455e62. Coimbor, D.M. , Lester, G. , Aaron, R.K. , Neame, P. and Caterson, B. 2002. Low frequence EMF regulates chondrocyte distinction and look of matrix proteins. J.Orthop Res. 20 ( 1 ) :40-50. Diniz P, Soejima K. and Ito G. ( 2002 ) . Nitric oxide mediates the effects of pulsed electromagnetic field stimulation on the osteoblast proliferation and distinction. Nitric Oxide. 7 ( 1 ) :18e23. Fini, M. , Giavaresi, G. , Carpi, A. , Nicolini, A. , Setti, S. and Giardino, R. ( 2005 ) . Effectss of pulsed electromagnetic Fieldss on articular hyaline gristle: reappraisal of experimental and clinical surveies. Biomed pharmacother. 59 ( 7 ) :388-94. Fini, M. , Torricelli, P. , Giavaresi, G. , Aldini, N.N. , Cavani, F. , Setti, S. , Nicolini, A. , Carpi, A. and Giardino, R. ( 2007 ) . Consequence of pulsed electromagnetic field stimulation on articulatio genus gristle, subchondral and epyphiseal trabeculate bone of elderly Dunkin Hartley guinea hogs. Biomed Pharmacother. E publication. April issue. Graziana, A, Ranjeva, R and Teissie, J ( 1990 ) . ‘External electric Fieldss stimulate the electrogenic calcium/sodium exchange in works energids ‘ , Biochemistry, 29, 8313-18. Hulme, J. , Robinson, V. , DeBie, R. , Wells, G. , Judd, M. and Tugwell, P. 2002. Electromagnetic Fieldss for the intervention of degenerative arthritis. Cochrane Database Syst Rev. 1: CD003523. Keuttner KE & A ; Goldberg V ( explosive detection systems ) ( 1995 ) . Osteoarthritic upsets, Academy of orthopaedic sawboness: Rosemont, II pp 21-5 LIU, H. , ABBOTT, J. and THE LATE BEE, J.A. ( 1996 ) . Pulsed electromagnetic Fieldss influence hyaline gristle extracellular matrix composing without impacting molecular construction. Osteoarthritis gristle. 4 ( 1 ) : 63-76. Mow, V C, Proctor, C S and Kelly, M C ( 1989 ) . ‘Biomechanics of articular gristle ‘ , in Nordin, M and Frankel, V H ( explosive detection systems ) Basic Biomechanics of the Musculoskeletal System, Lea and Febiger, New York, pages 31-57. Mow, V C and Wang, C C ( 1999 ) . ‘Some biotechnology considerations for tissue technology of articular gristle ‘ , Clinical Orthopedicss and Related Research, 367S, S204-S223. Olyaee Manesh A, Flemming K, Cullum NA, Ravaghi H. ( 2006 ) . Electro magnetic therapy for handling force per unit area ulcers. Cochrane Database of Systematic Reviews. In: The Cochrane Library, Issue 3. The Cochrane Collaboration. 19 April, 2006. Pipitone N & A ; Scott D. L. ( 2001 ) . ‘Magnetic Pulse Treatment for Knee Osteoarthritis: A Randomized, Double-Blind, Placebo-Controlled Study ‘ Current Medical Research and Opinion, Vol 17, No 3, pp. 190-196 ( 7 ) Sadlonova J. and Korpas J. ( 1999 ) . Personal experience in the usage of magnetotherapy in diseases of the musculoskeletal system. Bratisl Lek Listy.100 ( 12 ) :678e81. Smith, R L and Nagel, D A ( 1983 ) . ‘Effects of pulsating electromagnetic Fieldss on bone growing and articular gristle ‘ , Clinical Orthopedicss and Related Research, 181, 277-282. G. Thamsborg M.D.y, A. Florescu M.D.y, P. Oturai M.D.z, E. Fallentin M.D.x, K. Tritsaris Ph.D.k and S. Dissing Dr.Sci.k. ( 2005 ) . Treatment of articulatio genus degenerative arthritis with pulsed electromagnetic Fieldss: a randomised, double-blind, placebo-controlled survey. Osteoarthritis gristle. 13 ( 7 ) : 575-581. Trock DH, Bollet AJ, Markoll R. ( 1994 ) . The consequence of pulsed electro magnetic Fieldss in the intervention of degenerative arthritis of the articulatio genus and cervical spinal column. Report of randomized, dual blind, placebo controlled tests. J Rheumatol 21 ( 10 ) :1903e11. Trock, D.H, Bollet, A.J & A ; Markill R. ( 1994 ) . ‘The consequence of pulsed electro magnetic Fieldss in the intervention of degenerative arthritis of the articulatio genus and cervical spinal column. Report of randomized, dual blind, placebo controlled tests ‘ . J Rheumatol vol: 21 No 10 pp 1903-11 Trock, D.H. ( 1993 ) . ‘A double-blind test of the clinical effects of pulsed electro magnetic Fieldss in degenerative arthritis ‘ . J Rheumatol vol:20 No.3 pp456-460. Trock.D. ( 2000 ) . ‘Investigational Treatment for Musculoskeletal Disorders ‘ . Electro magnetic Fieldss and Magnets vol:26 No 1 pp 51-62 Zizic T.M, Hoffman K.C, Holt P.A, Hungerford D.S, O'Dell J.R, Jacobs M.A. ( 1995 ) . The intervention of degenerative arthritis of the articulatio genus with pulsed electrical stimulation. J Rheumatol. 22 ( 9 ) :1757e61.

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. Understood as education-based, not agency or clinic based. References Brewer, J. M. (1922). The vocational guidance movement: Its problems and possibilities. New York: The Macmillan Company. Eckerson, L. O. , & Smith, H. M. (1966). Scope of pupil personnel services. Washington, DC: U. S. Government Printing Office. Ginn, S. J. (19 24). Vocational guidance in Boston Public Schools. The Vocational Guidance Magazine, 3, 3-7. Gysbers, N. C. (1978). Remodeling your guidance program while living in it. Texas Personnel and Guidance Association Journal, 6, 53-61. Gysbers, N. C. , & Henderson, P. (1994). Developing and managing your school guidance program (2nd ed. ). Alexandria, VA: American Association for Counseling and Development. Gysbers, N. C. , & Moore, E. J. (1974). Career guidance, counseling and placement: Elements of an illustrative program guide (A life career development perspective). Columbia, MO: University of Missouri, Columbia. Gysbers, N. C. , & Moore, E. J. (1975). Beyond career development—life career development. Personnel and Guidance Journal, 53, 647-652. Gysbers, N. C. , & Moore, E. J. (1981). Improving guidance programs. Englewood Cliffs, NJ: Prentice Hall. Hargens, M. , & Gysbers, N. C. (1984). How to remodel a guidance program while living in it: A case study. The School Counselor, 30, 119-125. Myers, G. E. (1923). Critical review of present developments in vocational guidance with special reference to future prospects. The Vocational Guidance Magazine, 2 (6), 139-142. Myers, G. E. (1935). Coordinated guidance: Some suggestions for a program of pupil personnel work. Occupations, 13 (9), 804-807. Smith G. E. (1951). Principles and practices of the guidance program. New York: The Macmillan Company. Starr, M. F. , & Gysbers, N. C. (1997). Missouri comprehensive guidance: A model for program development, implementation and evaluation (1997 Rev. ). Jefferson City: Missouri Department of Elementary and Secondary Education. Wolfe, D. 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.

History response 11 Assignment Example | Topics and Well Written Essays - 250 words

History response 11 - Assignment Example anticipated that Castro was someone he may well work with, since Cuban leader explored New York and Washington seeking both public and official support. But affiliations deteriorated after the Cuba’s Agrarian transformation rule nationalized land possessed by American firms. Both corporate lobbyists and Cold War hawks soon portrayed Castro as a Soviet threat on America’s doorstep. As tensions increased, Castro sent Che Guevara to Moscow and Beijing to shore up support for his regime while the Eisenhower administration drew up plans for invasion. Having this and Che being a Chinese collaborator, the relations between China and Britain melted. At present day, therefore, the medium of exchange has changed to numerous mediums unlike opium which was used in the former years by china and Britain(Goscha et al 7). ` The Great Leap scheme that was founded by Mao’s authority was unsuccessful. The steel formed in small shared furnaces was practically ineffective coupled with food production that plunged since many people died in the scarcity that resulted. By 1961 the collapse of the Great Leap Forward guided the more realistic â€Å"experts† in the Communist Party to lessen Mao’s authority slowly while renewing rationality to financial preparation (Goscha et al 30). Yet still, Mao’s conviction in the power of ground-breaking eagerness would inspire a younger age group of revolutionaries. Guevara was amongst those involved in the Chinese replica as an option to both free enterprise (capitalism) and the heavy Soviet form of technocratic communism (Goscha et al 41). This shows both a good example of youth culture as seen in schemes that he formed and also a bad instance on the youth, signified by his failures on food

Understanding International Relations (IR) Essay

Understanding International Relations (IR) - Essay Example This essay stresses that the globalisation concept explains international relations better than the sovereignty concept. For one, almost all the aspects of the modern day society seem to have been influenced either directly or indirectly by globalisation. In addition, globalisation in its entirety is all about intensifying cross-border relations/interactions. Moreover, it looks at the interdependence between countries; consequently, this has a major impact on the international system. This paper makes a conclusion that globalisation concept demonstrates interconnectedness of different states in the modern international system. The interconnectedness includes bodies such as the International Federation of Stock Exchange whose decisions have, in one way or another, impacted states all over the globe and the world economy. Even more importantly, globalisation has facilitated the opening of national borders and the subsequent implementation of free trade. The consequence of this is cohesion between states and reduction of conflicts. In a nutshell, therefore, it can be argued that the globalisation concept is quite explicit in as much as international relations is concerned. The increase in the level of dependence among states and their interconnectedness that are key to understanding international relations are captured well globalisation. Globalisation has equally contributed towards the solving of international problems.

E business Essay Example | Topics and Well Written Essays - 1750 words

E business - Essay Example Esure was launched in 2000 offering insurance cover using the internet as the primary sales channel. Using technologically advanced systems they became the fastest growing insurers ever. They are known for their quality cover, their online services and their innovative marketing. They aimed to harness the efficiency of the internet to give a better deal to responsible drivers and the careful home owners. They clubbed together several factors and ensured that esure was exceptionally well placed to harness the benefit of the internet as the major distribution channel for insurance (BBC News, 2000). These factors included the strength of the Hallifax brand, the vast potential of the internet, and the founder’s experience of launching mould breaking companies offering best prices and best services to the customers. They were confident that e-commerce would transform the insurance sector and they wanted to be at the heart of the revolution with esure. Esure uses the internet and the phone as the channels and they kept the premia low. They then launched the Sheilas Wheels brand in 2005 initially offering only car insurance. Sheilas’ Wheels is now one of the most recognized female insurance brands in the UK. Today they offer insurance cover for anything that a person could think of – home, vehicles – such as car, motorbikes and vans, pet insurance, and not to forget travel insurance. They offer online quotes, they accept online payments and they also allow online renewal of insurance. They keep the customers updated on insurance news through their website. They also have abundance of guidance provided to the insurance buyers so that they can take an informed decision. They offer special rats for those who opt for more than one insurance cover. Esure, a part of the HBOS, adopted a slick marketing campaign, a brand awareness that soon became the envy of many and a service that delivered what they promised (Net

Supply chain theory Essay Example | Topics and Well Written Essays - 1000 words

Supply chain theory - Essay Example In order to be well placed and to take advantage of the increase in sales, EBBD will adjust its order rate. The bullwhip effect is the vulnerability created from mutilated data streaming all over the inventory network. It is the increment in the variability of request as it moves from the Customer to the Manufacturer. In order to reduce the bullwhip effect, EBBD will make smaller order additions to minimize time between requests. This will make processing and delivery of order to the clients to be more effective and timely. The piece by piece increase will also reduce the cost of handling that would be incurred by making excessive order. The order strategy is meant to ensure that at every given time, there is enough stock to supply to retailers throughout the week. The order quantity is a slight incremen0t of the retailers demand. Having stock will ensure no order goes un-served and reduces the backlog of order from retailers. Fernie & Sparks (2009) argue that maintaining equilibrium within the stock of a chains supply needs a deep consideration of all the stock holders ranging from the c ustomers as well as the suppliers. The sales within EBBD in the first five weeks had minimum change and this can be as a result of much attention given to the campaign other than the sales. However, the sales started increasing the mid weeks. Seven weeks after the kick off of the campaign, the sales started to rise. The trend was high affected by the fact that at this point the campaigns had been extended to all the target areas. Arikan (2008) articulates that marketing campaigns rarely have immediate results but once the objectives have been achieved, the results are worthwhile. As part of our strategy to create equilibrium with our inventory levels, the customer order backlog was reduced by increasing EBBD ordering pattern. After the few weeks of the campaign, we expected more

Assignment 1 Example | Topics and Well Written Essays - 250 words - 26

1 - Assignment Example There has to be accurate harmonization between jobs as well as vertical smooth communication amongst job levels in order to obtain inter-functional coordination. The meaning of this is that the management of an organization must be used to gaps of employment such as shortages, surplus, or even deficiencies in between levels of jobs as well as job categories. (Zeiger, 2014) For this to be achieved there is the requirement for knowledge of, as well as control over the workforce elements as well as their individual connections. If decisions are to be made in the absence of such inter- connections linked between job levels as well as job categories, the outcome will be a labor force which is disgustingly out of balance in terms of moreover a qualitative sense or a quantitative sense. The decisions that are made for the adjustment of gaps of employment are dependent on, together the external sources of employment as well as the internal sources of employment. For instance, if decisions are poorly conceived, the outcome could be the impossibility of promoting from within caused by understaffing. Another reason for this could be absence of employee training at certain job levels or in certain job categories (Zeiger, 2014). The lack of ability to promote from the inside is a clear implication of additional expenditure for the firm caused by requirement of external recruitment as well as the lack of progression for the employees in the organization. Decisions on job categories and levels are critical to the conduct as well as results of the HRP since they are a way to achieve the goals o the organization. Their absence is likely to lead to a workforce that is imbalanced. In addition, they help cut costs of the organization through internal recruitment and create employee

LEADERSHIP Essay Example | Topics and Well Written Essays - 500 words

LEADERSHIP - Essay Example However, this theory was reformulated, leading to the inclusion of leader behaviors, employee characteristics and leadership effectiveness. These two situational leadership theories can be actually applied in an organization as they both combined styles and actual situations together. For this reason, there is an inclusion of what could probably motivate an employee which can be generally understood from the actual prevailing situations. Combining these theories or leadership styles can somehow be effectively used in expanding the level of influence a leader must possess in an organization or team. For this reason, these leadership styles are actually helpful in maintaining the idea about human resource motivation. In case of motivating the team, so as to increase the level of influence of a leader, either one of these leadership styles could be applied within an organization. By employing higher understanding of the situation in an organization and knowing the human resource’s actual needs that could motivate them, these two situational leadership could be entirely applied. â€Å"Women cannot lead because they do no come from a basis of power. And, when they are put in a leadership position, they overcompensate by requiring impossible actions from their subordinates and being very autocratic.† Analyze this quote and provide your thoughts. I think there is something wrong with this quote as it tries to emphasize leadership to be primarily fueled by power. In this case, a woman is assumed less powerful than a man, making her less effective in leadership activity. There is a wrong conception of leadership in this case because in the first place, it is not about power, but influence (Kreitner & Kinicki, 2010). The other point is that there is another presumption about the capacity of women to lead in a team, which is

Business Arrangements & Global Business Law Coursework

Business Arrangements & Global Business Law - Coursework Example The main advantage is that there would be more than one headcount to take care of the work. Since there are more than one the cost of running would get equally divided and more capital would be available. The income split will make the tax liability less for each of the partners. The business affairs would be private and there would be limited regulations from the external sources (MacIntyre, 2007). It would be easy to change the legal structures with the changing circumstances. Along with the advantages, there are disadvantages as well if they run it in the current model of operation. The liability of debts for each partner might become unlimited. Since there is no written document of the partnership past two years there might be cha ance of friction between the partners. If Barbara, Helen, and Maureen have a written document with all the valid points of their partnership it would be easy for them to avoid any kind of confusion in the future, which might lead to conflict in partners hip. As they are going to expand their business and employee, two people, it is advised to have everything in writing. Task 2 When Barbara, Helen, and Maureen are planning to make their business a limited liability company or LLC it is necessary for them to know about various types of LLCs (GCSE Business Studies, 2004).

The Great Gatsby Essay Example for Free

The Great Gatsby Essay In the novel, The Great Gatsby, F. Scott Fitzgerald uses the character of Nick Carraway as his mouthpiece, his own little spy in the lives of the characters in the novel to relate back the events happening. Because of this, there are a number of things which we need to bear in mind about his narration such as to what degree it could be biased and how the first person descriptive effects the way that we portray Nick. First being introduced into the novel, Fitzgerald has Nick Carraway talk about some advice that his father had given him when he was younger, therefore enlightening us to the way that he was brought up and how it has affected the way he is now. He still remembers the words: â€Å"Whenever you feel like criticizing any one, just remember that all the people in this world haven’t had the advantages that you’ve had. † This reveals to us that Nick is not of lower class and is very well educated, which is further reinforced by the fact that he went to Yale, one of the most highly esteemed colleges in the country. Nick explains how doesn’t judge a person, which has therefore â€Å"opened up† people to him as they shared their troubles with him. However, we also get the impression that he is uninterested in the petty problems of people’s lives, as the comparison of â€Å"curious natures† to â€Å"veteran bores† is used, suggesting that while some of the people who confided in him intrigued him, others may have just left him sitting there offering mild condolences, a â€Å"victim† who’s subject to listen to their inconveniences when they were â€Å"unsought†: he didn’t look for people to come and talk to him, they came to him. Whether this proves that he is a trustworthy character is debatable; if he told everyone about the â€Å"secret griefs† that he was privy to then he wouldn’t be trusted and have people coming to speak to him, and yet he frequently deceived the people who sought after him, feigning â€Å"sleep, preoccupation or a hostile levity† when they tried to speak, which makes you wonder what else he could have done in the lines of deception, and whether or not it went further than just lying to avoid people. It would seem that he is very good at getting along with people in public and on the surface, whilst analysing them in private, to us, the readers. The reader learns soon on that Nick is from the Middle West, but moved further east to West Egg where he’s living now to learn the bond business. West Egg and East Egg are both enormously wealthy suburbs of New York City, located on Long Island where they face the ocean, but there is a clear differentiation between the two. East Egg is the home of the aristocratic people with inherited fortunes gathered over generations, roots running deep in American society. These people place great value on tradition, family background, manners and social convention, and look at people who weren’t born into their kind of wealth – â€Å"old money† – with contempt. Those who live in West Egg are also very wealthy but they lack the sense of entitlement that those in East Egg have, as they earned their money and weren’t born into it. They aren’t as ‘polished’ or ‘refined’ in their manners, and can therefore never fit in with those from the East Egg; they lack the background of a well established family. Nick himself is â€Å"descended from the Dukes of Buccleuch†, so therefore has a rather esteemed lineage in his own right, and yet he lives a rather modest life in the West Egg in a small house he describes as an â€Å"eyesore† next to the large mansion next door belonging to Gatsby; he isn’t drowning in wealth himself, but he is connected to people like his neighbour, Gatsby, and Tom and Daisy Buchanan. Because of this, he has an insight in to what happens in the lives of these people, and this is what Fitzgerald will have intended: Nick relates what goes on from the inside, acting as the eyes, ears and mouthpiece for Fitzgerald. Although the intention of using Nick as the narrator may have been for him to give a rather objective viewpoint of the story’s events, that wasn’t truly the way that it was portrayed. Yes, he’s an outsider compared to the rest of the characters, having only recently moved to the West Egg himself and therefore not knowing too much about the lifestyles that these people are living, other than the fact that they are rich. However, he has former opinions of the characters he meets in chapter one which may or may not have clouded the way in which he describes them. Daisy Buchanan is his second cousin once removed, and it is clear that he is taken by her: he describes her as â€Å"charming† with a â€Å"low, thrilling voice† that was difficult to forget, which is a rather biased opinion of her; of course, we are still shown some of her carelessness and snobbish ways, but they are mainly through her actions, little things between the lines that could be easily overlooked if one didn’t know what to look for. Tom Buchanan on the other hand is introduced differently; through Nick, Fitzgerald first describes how he is a wealthy, athletic figure, listing his achievements and purchases before describing the man himself: he is portrayed as an arrogant man, having a â€Å"supercilious manner† and â€Å"established dominance†, thinking he’s superior to everyone around him and especially the black race as he describes how thinks it’s up to themselves, â€Å"the dominant race† to make sure that they keep the control and not any other races. He is generally described much more negatively by the narration of Nick, and this influences the way in which we perceive Tom as the automatic ‘bad guy’ in Chapter One. This perception is only accentuated when the reader finds out that he is cheating on Daisy with a woman in New York, and that men at New Haven (the college that he and Nick both attended) â€Å"hated his guts. † It is clear that he is a powerful man as his physique is referred to numerously, like the â€Å"enormous power† of his body and the â€Å"great pack of muscles† he had. He filled his boots until he â€Å"strained at the top lacing†, which could be likened to the saying that someone is too big for their boots – Tom is, both in the literal sense and the way in which he thinks that he is more important and powerful than everyone else. Heck, Fitzgerald even describes how Nick seems to think he radiates the â€Å"I’m stronger and more of a man than you are† vibe! Considering the fact that Fitzgerald has Nick introduce himself as an honest man who is â€Å"inclined to reserve all judgements†, we as readers don’t really get this impression from him in the first chapter. Not only does he already have – possibly subconscious – opinions of the Buchanans, he also has â€Å"unaffected scorn† for his neighbour Jay Gatsby, and all that he represents. However, he also says that there is â€Å"something gorgeous† about him, highlighting the fact that not only is he contradicting his previous statement when he said that he reserves judgements, but he’s contradicting his own opinion of the same man in only the next sentence! Because of all these things combined, it is uncertain to what degree the narration of Nick Carraway is actually reliable, as his own opinions can get in the way and make the narration biased. Overall, I think that Nick is portrayed as a fairly honest man in this first chapter of the novel, The Great Gatsby, but because of a few underlying things that could be picked up on, that may not be the full extent of his character. His opinion of things, even in the first chapter, contradicts itself; this not only puts into question which opinion we should agree with, but also makes us doubt his reliability as a narrator, which then in turn makes us wonder to what extent the story is accurate and in how much of it has had the illusion of the lifestyle the characters are living take over the actual reality.