Case Analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Case Analysis - Essay Example Yale University determined in a recent study that incidences of weight discrimination rivals race discrimination (the top charge filed with the Equal Employment Opportunity Commission each year), and that women are twice as likely to be discriminated against as are men, and several such claims have been successfully pursued in court. Although federal employment laws and state laws, save Michigan, do not explicitly prohibit weight discrimination, there are however circumstances wherein discriminating according to weight falls under the coverage of the Americans with Disabilities Act (Personnel Legal Alert, 2008). The following are among the circumstances wherein discrimination claims may result based on obesity as a protected characteristic under this Act: In the case of Dr. Soysa, we are not given any information about the possible conditions attendant to her obesity, but for the purpose of avoiding litigation, it would be safer to assume that diabetes, heart disease or hypertension may be present. In this case, the Hospital, as employer, may not use her obesity as reason for forgoing awarding her the promotion. There are two pieces of legislation that have to do with discriminating according to age. The Age Discrimination in Employment Act of 1967 (ADEA) applies to employees 40 years of age or older, working for employers of 20 or more employees (EEOC, 2008). The Age Discrimination Act of 1975 prohibits discrimination on the basis of age in programs and activities receiving federal financial assistance. The Act applies to all ages (DOL, 2010). The ADEA is clearly not applicable here because Dr. Soysa is not being discriminated because she is too old (40 or above), but because she was supposedly â€Å"too young†. And unless the hospital falls under â€Å"programs and activities receiving federal financial assistance†, not

Tube set to come to Croydon Essay Example for Free

Tube set to come to Croydon Essay Assess the costs and benefits of an extension of the tube line to Croydon Private costs can be defined as costs internal to an exchange, which are paid by an individual economic unit (i.e. producers and consumers). Examples include the price paid by the consumer and the costs facing the producer. In extending the tube line to Croydon, it is evident that there would be a huge cost to the government (e.g. capital, maintenance and operation costs). Furthermore, the cost of the research and development required to successfully engineer such a tube system in Croydon would also incur a hefty cost for the government. Private benefits can be defined as benefits internal to an exchange, which are received by an individual economic unit (i.e. producers and consumers). Examples include the gain felt by the consumer by consuming the good/service and the revenue/profit of the producer. The introduction of a tube line to Croydon would certainly benefit the government in that the sales of tickets and renting of space for shops in stations would generate huge levels of revenue, which could become profit over time. Another way in which this scheme could benefit the government is through the increased scope for advertising an extension in the tube system would create, meaning even more revenue would be generated for the government. External costs (or negative externalities) can be defined as costs from production or consumption that the price mechanism fails to take into account. They have a negative effect on a third party not involved in the economic decision and are shown by the difference between social costs and private costs. Possible negative externalities of this development include disruption to the public during construction time (i.e. sections of roads may have to be closed off while digging occurs underneath) and the pollution generated during the construction process. In the case of disruption to the public during construction, the marginal private costs faced by the producers (i.e. the construction firm and the government who commissions them) are clearly far lower than the marginal social costs (costs faced by society as a whole as a result of the pollution) where the price is P1 and the quantity is Q1 on Diagram 1, resulting in losses for the community (as shown by the divergence between marginal social benefit and marginal social cost, represented by the difference between P1 and P2. At price P2 and quantity Q2, the level (quantity) of disruption has been decreased by increasing the cost of disruption (most likely through some form of financial penalty enforced by the government). It is at this point that marginal social cost and marginal social benefit meet (i.e. are equal), as there are lower levels of disruption, and more money for the government to spend on the public. In the case of pollution, the marginal private costs faced by the producers while polluting is lower than the marginal social costs where the price is P1 and the quantity is Q1 on Diagram 2. This is clearly not a good outcome for society, as there is a difference between marginal social benefit and marginal social cost (i.e. the social cost is greater than the social benefit, represented by the difference between P1 and P2). At price P2 and quantity Q2, the quantity of pollution produced has been decreased by increasing the cost of polluting (most probably through some form of pigovian tax or financial penalty enforced by the government). It is at this point that marginal social cost and marginal social benefit meet (i.e. are equal), as there are lower levels of pollution, and more money for the government to spend on the public. External benefits (or positive externalities) can be defined as benefits from production or consumption that the price mechanism fails to take into account. They have a positive effect on a third party not involved in the economic decision and are shown by the difference between social benefits and private benefits. Possible external benefits of this development include the alleviation of congestion on existing modes of public transport (e.g. buses and trains) and the creation of employment opportunities (both short-term and long-term). In the case of the reduction in congestion, the marginal private benefits gained by producers (i.e. the private construction and maintenance firms and he government who regulates and commissions them) are met at Q1 on Diagram 3. In order to reach the social optimum in terms of reduction in congestion, the level of congestion reduction (quantity) would have to increase to Q2, which would represent the full marginal benefit that the community gains. The government would ensure congestion reduction up to Q1, where their marginal private benefit is balanced by the marginal cost of the development, construction and maintenance of the tube line. However, if the full social benefits received are taken into account, Q2 would be the optimum choice point: to get to this point, the government could possibly subsidise the use of public transport, the tube in particular. However, the government do not provide enough congestion reduction for the community to reach this social optimum at Q1. In the case of employment, the marginal private benefits gained by producers are met at Q1 on Diagram 4. In order to reach the social optimum in terms of employment, the quantity of jobs available would have to increase to Q2, which would represent the full marginal benefit that the community gains. The government would provide employment up to Q1, where their marginal private benefit is balanced by the marginal cost of the development, construction and maintenance of the tube line. However, if the full social benefits received are taken into account, Q2 would be the optimum choice point: the government do not provide enough employment opportunities for the community to reach this social optimum at Q1, as this would incur a higher marginal cost. Disruption to the public during construction may not be massive, as the majority of the construction would occur underground. However, depending on how far underground, it may not be safe for large vehicles to cross certain areas during construction. This may prevent lorries transporting goods from taking direct routes to their destinations, resulting in delays and financial losses, and mean workers find it harder to travel to work, make them more tired as they must travel for longer and thereby decreasing productivity and output. Disruption is nigh impossible to quantify and measure the cost of: the best one could do is a survey of commuters, and even this is susceptible to inaccuracies and unreliability. Pollution is a very serious problem, especially given that the world has become so environmentally aware in the face of global warming and rising sea levels, and the amount of machinery and resources such a development as the extension of the tube line would consume is substantial, meaning a great deal of pollution would be produced. As afore mentioned, the long term effects of the pollution could be the rising of the sea level, the creation of acid rain which could ruin crops and could also pollute river systems and a vast array of the bad consequences that come with pollution. The short term effects include more polluted air after the construction and development stage, which would create a lower general quality of life. However, it is also quite hard to judge successfully the extent of the cost to society that pollution produced during the construction of the tube line brings. The reduction in congestion on roads and in public transport (i.e. crowding of people on buses and trains) caused by the introduction of a tube line in Croydon would be highly noticeable, as long as the tube is seen as a viable alternative to buses, trams and trains in terms of cost and time: as long as the tube system complements the existing public transport infrastructure, the easing in congestion will be dramatic. Short term effects of this greater flow of transport would include greater commuter satisfaction and quicker transportation of goods on the roads. Long term effects would include reduction in overall pollution and greater appeal to tourists (which would in turn boost the local economy and community through the multiplier effect). The overall benefit of a reduction in pollution would also have to be measured using some sort of survey: it could be said that the larger the percentage of people who recognised and appreciated that there was a noticeable reduction in traffic, the greater the public benefit. There would certainly be a large increase in employment opportunities as a result of the development of a tube line in Croydon. Labour would be required for the construction, maintenance and operation of the tube line, meaning many people would need to be employed. The short term and long term effects of an increase in employment include more money being spent in the local area (by the new influx of workers), less government spending on benefits and more government revenue from taxes (if it is assumed the jobs spaces are filled by unemployed). However, it would be rather hard to measure the overall (not just monetary) benefit brought about by higher employment. In conclusion, the costs are outweighed by the benefits, as disruption would cease with the completion of the construction and pollution could be kept to the minimum with government intervention, and the reduction in congestion and higher employment would make Croydon as more pleasant and prosperous place to be. Therefore, the tube line should be extended to Croydon.

Curriculum Development

Curriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs to be achieved at the prior to the start of the students learning. As an example of this a schools curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned incidentally for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a students life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must and ‘should be covered as well as ‘what could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and prac tice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teachers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help t o determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘ We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century. Bibliography Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Armitage, A et al (2007) Teaching and Training in Post-Compulsory Education, Maidenhead, Open University Press Reece, I Walker, S., (2005) Teaching, Training Learning: a practical guide. (5th Edition). Sunderland: Business Education Publishers Walkin, L (1990) Teaching and Learning in Further Education, Cheltenham, Stanley Morris Internet National Curriculum http://curriculum.qca.org.uk/ Accessed on 21st February 2009 Qualifications and Curriculum Authority http://www.qca.org.uk/ Accessed on 25th February 2009

The Aeneid by Virgil Essay -- Greek Gods Shipwreck Essays

The Aeneid by Virgil In Virgil’s famous text The Aeneid he writes about the history of the coming of Rome and the journey of its Trojan founder, Aeneas, from the wreckage of his old home at Troy. While this text is extremely supportive of the greatness of the Roman Empire, it also has a distinctly private second voice that talks about loss. We also find that in Confessions by Saint Augustine the author at times addresses God very personally, and at other times does not refer to him much at all. The private tones of these two texts contrast in that Augustine’s is generally positive, while the corresponding voice in Virgil describes loss. Virgil begins The Aeneid with a general summary of the story that he is about to tell and, while the great rise of Rome is foretold, the suffering of its founder is also interwoven. That the greatness of Rome is mentioned so early is not surprising, because the purpose of this text is to glorify Rome, its people, and their histories. Virgil begins his text with, â€Å"I sing of warfare and a man at war. / From the sea-coast of Troy in early days / He came to Italy by destiny,†¦ / [There] he could found a city and bring home / His gods to Latium, land of the Latin race, / The Alban lords, and the high walls of Rome.† (Virgil, 3) These first few lines appear very optimistic and boastful. Aeneas is destined by fate to found Rome, and also to bring with him the favor of his gods. When read in this form, these lines are positive; however, Virgil also forecasts misfortune for Aeneas. Several of the first few lines also contain prospects for Aeneas to suffer losses. In the lines in the preceding paragraph, the first ellipsis reads as follows: â€Å"†¦A fugitive... ...der’s attention to important issues within the text without compromising the author’s style or message. The main differences between the two are that it is more accurate to characterize Augustine’s writing as having one voice which speaks in a private, direct tone to God when he has something important to say and in a general, relaxed tone the other times. In contrast, Virgil writes in a private voice to pity the large amount Aeneas suffered against his own will to found Rome while the public voice solicits propaganda for Rome. Nevertheless, both authors successfully use their styles to convey important ideas which we continue to see and hear of today. Works Cited Virgil. The Aeneid. Trans. Robert Fitzgerald. New York: Random House, 1990. Saint Augustine. Confessions. Trans. Henry Chadwick. New York: Oxford University Press, 1992.

NCAE result and course preference of 1st yr college students of USI SY 2013-2014

Over a lifetime, both every individual and the industry will change; it is expected that many people will change occupations during their lives. Careers can make or break a person and the people around them. Youth of today, however, fail to recognize this. Career planning and preparation are often done during the last years of high school life, more often than not, Career preparation is not happening.During senior year in high school, students are faced with the dilemma on what they want to do right after graduation: pursue college education, learn a trade by enrolling in technical-vocational program, or work immediately. Ideally, counselors should conduct career education activities beginning in elementary school. When students start thinking about their careers in elementary school they are more likely to have better knowledge of their personal interests as well as what career options are available to them (Kayson, 2007).Helping students make successful transitions from high school to their next step in life is one of the most basic, but important tasks a school counselor faces (Lapan, 2007). Skorikov & Vondracek, (2007) contends that career planning should be viewed as a long term, ongoing career oriented process and one time, occupational choice approaches should be avoided. Whatever career decision the high school seniors eventually make, it is important to determine the career decision making process they undergo.It is also important to know which factors they consider or disregard in their career decisions. At stake in making the right career decision is their physical, mental, and emotional well-being. Thus, it is very important that they choose the career that best fits each of them. Villar (2009) stated that most parents aspired for their children to become professionals. Whatever their socio-economic status, they wanted their children to pursue a course that would attach a title to their name upon graduation.Current research and trends have emphasize d the importance of career education and comprehensive school counseling programs in schools. To date, few researchers have asked students directly what they know and need to know for post-high school planning. Most of students, especially from the public secondary schools do not have accurate information about occupational opportunities to help them make appropriate career choice ( Atienza et. al, 2010). NCAE result and course preference of 1st yr college students of USI SY 2013-2014 Over a lifetime, both every individual and the industry will change; it is expected that many people will change occupations during their lives. Careers can make or break a person and the people around them. Youth of today, however, fail to recognize this. Career planning and preparation are often done during the last years of high school life, more often than not, Career preparation is not happening.During senior year in high school, students are faced with the dilemma on what they want to do right after graduation: pursue college education, learn a trade by enrolling in technical-vocational program, or work immediately. Ideally, counselors should conduct career education activities beginning in elementary school. When students start thinking about their careers in elementary school they are more likely to have better knowledge of their personal interests as well as what career options are available to them (Kayson, 2007).Helping students make successful transitions from high school to their next step in life is one of the most basic, but important tasks a school counselor faces (Lapan, 2007). Skorikov & Vondracek, (2007) contends that career planning should be viewed as a long term, ongoing career oriented process and one time, occupational choice approaches should be avoided. Whatever career decision the high school seniors eventually make, it is important to determine the career decision making process they undergo.It is also important to know which factors they consider or disregard in their career decisions. At stake in making the right career decision is their physical, mental, and emotional well-being. Thus, it is very important that they choose the career that best fits each of them. Villar (2009) stated that most parents aspired for their children to become professionals. Whatever their socio-economic status, they wanted their children to pursue a course that would attach a title to their name upon graduation.Current research and trends have emphasize d the importance of career education and comprehensive school counseling programs in schools. To date, few researchers have asked students directly what they know and need to know for post-high school planning. Most of students, especially from the public secondary schools do not have accurate information about occupational opportunities to help them make appropriate career choice ( Atienza et. al, 2010).

Heinrich Himmler essays

Heinrich Himmler essays Heinrich Himmler was Reichsfuhrer-SS,head of the entire German police force including the Sicherheitsdienst (SD) and the Geheime Staatspolizei (Gestapo),Minister for the interior,commander of the Waffen-SS and the Home Army.One of the most significant figures in the Third Reich,his name is connected to the concentration camps,with their deaths and exterminations.Himmler was a man who sincerely believed in his teachings,and the policy of National Socialism to cleanse the continent of "non-Aryan impurities" and restock the land with carefully selected blonde,blue eyed "Edelgerman" (noble Germans). Himmler grew up in a well-off Bavarian Catholic family.His father was a tutor to the Bavarian Prince Heinrich von Wittelsbach,so Himmler grew up a devoted to his studies,but when war broke out he yearned to enter battle.As soon as he was old enough in 1917 enthusiastic to fight for Germany as most boys were,he went straight to officer college,but his hopes were dashed,for the war ended before he completed his training.After the war his father convinced him to leave the army. Heinrich reluctantly accepted and in 1919 enrolled at the University of Munich to study his boyhood passion of agriculture.These were the humble beginnings of the life of a man who was to end so many lives in the concentration camps of the Second World War. Himmler first came into contact with the Nazi Party in 1920,where he met Captain Ernst Rohm,a man who managed to manipulate Himmler,and brought him into contact with Adolf Hitler.From here the manipulated was to become the manipulator.After taking part in the 1923 failed putsch in Munich,he became secretary to Gregor Strasser,one of Hitler's close colleagues,who commanded Nazi propaganda in lower Bavaria. Himmler's job was to promote and keep in contact with the NSDAP in the On the 6 January 1929, Himmler was given the honour by Hitler to ...