Different Styles in Coaching :: essays research papers

Different Styles in Coaching No one is alike, everyone has there own way of doing things. For example, I was coached by two different basketball coaches in my high school years; both of whom had their own unique style of coaching. Coach Lira and Carla coached the same sport even though each had different strategies for their athletes.   Ã‚  Ã‚  Ã‚  Ã‚  Coach Lira was forty years old and had coached for ten years. She coached for the same high school she played basketball at, and has a lot of experience in coaching as well as playing the game. Being on Varsity her sophomore year shows she is a good basketball player and knows the game well. Lira is considered a good coach because she can make a team win games. The relationship she had with her players was more like a teacher to a student. She wasn’t a friend figure. Being late was never an issue with her, she was always on time. Lira had many rules and was very strict. For example if you were late you would have to do one hundred pushups. During the games she would pick the players she liked over the players who deserved to play because of her short temper.   Ã‚  Ã‚  Ã‚  Ã‚  She had workout practices. Every practice she made us do drills that would help us in a game. Making the players do 100 pushups and sit-ups before going through plays was very tiring. We would go through plays over and over until we got them down exactly they way she wanted them. We would practice every Saturday morning from 8:00 to 11:00. Are practices were different from regular practices because they were so intense. Lira took us to the championship game. Without her coaching, we would never have gone that far.   Ã‚  Ã‚  Ã‚  Ã‚  My other coach, named Carla, was 20 years old, still going to college with no experience in coaching or playing basketball. She wasn’t a very good basketball player herself. In high school she was on the team but was on the bench. Carla really didn’t know the game that well. Losing games made her a bad coach. Carla was not a coach; she was more like a friend. Being late to every practice made her irresponsible. One positive thing about her was she never picked favorites. In fact, the players thought she wasn’t strict enough. She didn’t set rules. No one was scared of her because she was too nice.

Effect of temperature on rate of reaction :: GCSE Chemistry Coursework Investigation

Effect of temperature on rate of reaction Aim: To find out if the temperature increases the rate of reaction of two chemicals. Prediction: My prediction is that the higher the temperature is the faster the rate of the reaction will be. Equipment: Hot water, thermometer, flask, cold water, stopwatch, tissue paper, paper with ‘X’ marked on it, safety glasses, measuring cylinder, large beaker, sodium thiosulphate, hydrochloric acid. Method: The experiment has to be done five times for the five different temperatures of the sodium thiosulphate. The temperatures are: 20 °C, 30 °C, 40 °C, 50 °C and 60 °C To start the experiments fill the flask with 50cm ³ of sodium thiosulphate into the large beaker. Fill the large beaker up with the water of right temperature that is required for the experiment. Put the thermometer into the flask with sodium thiosulphate and check the temperature is right for the experiment. If the water is too cold, in the large beaker pour in some more hot water or if it is too hot pour in some cold water to reach the required temperature for the sodium thiosulphate. Once the sodium thiosulphate is the right temperature, take it out of the water, wipe the bottom of the flask with tissue paper and place it onto the piece of paper with ‘X’ marked on it. Now measure 5cm ³ of hydrochloric acid in the measuring cylinder. Then pour the hydrochloric acid into the sodium thiosulphate, at this moment start timing with the stopwatch and keep timing until you cannot see the ‘X’ mark through the liquid. Make sure you wear safety glasses and handle the acid carefully. Fair Test: To make this investigation fair you have to make sure you use the same concentration of hydrochloric acid for all experiments. You also have to make sure you use the same amount of hydrochloric acid and sodium thiosulphate for all the experiments. Also make sure you time the experiments accurately. Observation: My observation was that when the temperature of the sodium thiosulphate was higher the solution turned cloudy quicker. Results: -------------------------------------------- Temperature ( °C) Time for cross to disappear (minutes) 20 2.49 30 1.

Carroll’s pyramid of Corporate social responsibility Essay

For the past 27 years, Carroll’s corporate social responsibility pyramid (CSR) has been widely used by top management and journals to better define and explore CSR. The different components in the pyramid help managers see the different types of obligations that society expects of businesses. It is easily understandable and simple. However, the new challenges faced by corporations in the 21st century have warranted a re-examination of Carroll’s pyramid. Carroll’s CSR PyramidCarroll’s four part CSR pyramid depicts the economic, legal, ethical and discretionary responsibilities that society expects of organizations. Carroll has integrated concepts of stakeholders and corporate citizenship into his pyramid. The base of the pyramid is economic responsibility and it gives top priority to economic performance. A business has to be profitable; maximising profits, minimizing costs, plan for the future and provide shareholders with sufficient and attractive returns. The stakeholders affected most in this group are its employees and shareholders. The legal responsibility is second in the hierarchy. Businesses are expected to pursue profits within the framework of the law. Society expects businesses to adhere to all regulations and laws, honour its contracts, warranties and guarantees. Third is ethical responsibility and it involves avoiding questionable practices. It includes all activities which have not been anticipated or legislated by society. Organizations must accept emerging values and norms of society. Businesses are to operate above mere compliance of the law. Ethical responsibilities are more difficult to deal with as they tend to be new, ill-defined or continually under public debate. At the top of the pyramid is philanthropic responsibility. It involves giving back to the community and being a good corporate citizen through donations and active participation in charities or other community welfare programs. Such responsibility is desired but may not be necessarily performed and  hence is separate from other responsibilities. (Carroll and Buchholtz, 2006:22-42)Descriptive accuracyThere have been four surveys conducted on Carroll’s pyramid from 1985 to 2000. Statistical analysis has shown that the relative importance assigned to each responsibility in the pyramid reflects the empirical importance of the four categories. It also confirms that the four responsibilities are empirically interrelated but mutually exclusive. In the survey conducted by Burton, Farh and Hegarthy in 2000 on 165 Hong Kong and 157 U.S. students, they gave equal or greater value to ethical responsibility than legal responsibility. Similarly, in a 1999 survey conducted by Edmondson and Carroll on 503 black-owned businesses in U.S, ethical responsibility was ranked higher than legal responsibility. Burton, Farh & Hegarty (2000)Mean valuesEconomic orientationsLegal orientationsEthical orientationsPhilanthropic orientations-Hong Kong3.112.322.321.84-USA2.812.422.511.99Edmondson & Carroll (1999)3.162.122.192.04(Adapted from http://www.csrquest.net/default.aspx?articleID=12770&heading)These events are noteworthy. It questions whether corporate ethical responsibility has increased and if these ethical responsibilities outweigh its legal obligations. The changing social contractThe notion of CSR implies the existence of a â€Å"social contract† between a society and the corporation. (Crowther, 2004)†The social contract between business and society is to a large extent formulated from shared understandings that exist in each area in the pyramid.† (Carroll and Buchholtz, 2006: 19)If society’s preferences change, there would be a redefining and thus renegotiation of the social contract. Corporations in the 21st century are experiencing significant challenges in this relationship. The increased power of business, technological advancement, and society’s heightened awareness towards moral ethical behaviour has caused a rise in the ethical responsibility in business. Increased power of CorporationsCorporations are primary agents for advancement in technology innovation, industrialism and capitalism.  (Hopkins, 2006) Multi-national companies (MNC) such as Wal-Mart have revenues which exceed the gross domestic product of nations. MNCs dominate the global marketplace. Businesses need to expand internationally to remain competitive. Globalization has come to encompass everything from â€Å"factories shifting around† to â€Å"international bodies that set the rules for the global economy.† It has resulted in the outsourcing of jobs to less-developed nations. In the United States, jobs in manufacturing are being outsourced to China and India. In a USA Today poll in 2004, 68 percent of Americans felt outsourcing of jobs was bad for the economy. (Carroll and Buchholtz, 2006:293)Companies from banks to pharmaceuticals operate and compete in a global environment. When MNCs start work in another country, they must fulfil their social responsibilities in order to be perceived as legitimate. MNCs are caught in dilemmas. For example, if it were to repatriate a large part of its profits, it would be seen as depriving the host country of wealth. If it were to invest profits locally, it may be perceived to be tightening its control on the host cou ntry’s economy. Pay is another sensitive issue. MNCs seem to be exploiting labour with its low wages. However, if it were to pay more to its employees, local businesses would be hurt in the long run. (Carroll and Buchholtz, 2006: 297-300)MNCs may also be assailed for not adhering to standards from their home country. Two classic ethical issues are human rights abuses in â€Å"sweatshops† and questionable marketing and plant safety practices. Plant safety issues have been on-going since the Union Carbide Bhopal crisis in 1984. More recently, Mattel found lead in its toys made in China. In both cases, companies broke no laws in its host countries. (Carroll and Buchholtz, 2006: 306-311) Coating toys with lead paint is legal in China! However, it has to ensure the quality and safety of its products and employees. Society has also grown more distrustful of corporations after a spike in corporate scandals in 2001. Accounting and securities fraud have led to the demise of Enron, Arthur Andersen and WorldCom. The Sarbanes-Oxley act was created to restore public confidence in accounting and reporting practices. Society today requires not only business financial transparency but also  social and environmental transparency. This is to address a broader spectrum of stakeholders. Many multinational companies including Coca-cola, Shell and Starbucks have the adopted the triple-bottom line approach to corporate reporting. ISO 26000, launching in 2009, aims to develop an international standard in accessing social responsibility. Google was criticized by Privacy International for potentially storing data on individuals using its search engines. It went a step further in ethical behaviour by calling for new international laws to be set up to protect personal information online and is now working with UNESCO and OECD to draw up guidelines. This has shown businesses are seriously considering its ethical responsibilities to society although it is not required to do so by law. (Palmer 2007 )With the increased power that corporations are yielding, there are companies like The Body Shop who use this power and profits to raise awareness to their social causes. Other businesses have been giving large amounts to philanthropy. Japanese MNC firms such as Sony, Canon and Toyota practise kyosei. US firms gave $400 million in the few weeks after the 2004 tsunami disaster. (Hopkins, 2006) Thus corporations are setting a benchmark in society and causing a revolution of rising expectations. Future organisations must attempt to exceed these expectations. Another dimension to the increased power and scope business wields come from the privatization of government companies. It is estimated that $700 billion dollars worth of assets have been privatised worldwide (Carroll and Buchholtz, 2006:344). Governments usually provide a service for society. There is conflict of interest between maximising shareholder returns and maintaining a low cost service to the public. In Singapore, SMRT, although still partly owned by the government through Temasek Holdings, was not allowed to raise its prices in 2007 because it was already making profit margins similar to that of Singapore Airlines. Technological advancementBiotechnology and information technology are new areas in corporate growth. In biotechnology, an area called bioethics has emerged. Although biotechnology holds great promise for enhancing life and health, it could have unprecedented ethical consequences. Genetic engineering could increase supply of food as it can make plants more resistant to pests or to grow in harsher conditions. However, the issue of using or eating genetically modified food has opposition. In Europe, there is a ban on bioengineered crops. In 2004, McDonalds did not want Monsanto to introduce its bug-resistant wheat as it did not want to be caught up in the biotech debate when people eat their fries. Another area of concern is in embryonic stem cell research. It holds the greatest hope for diseases like cancer, Alzheimer’ and Parkinson disease but American law denies the use of new embryos to carry out research. Scientists clone stem cells to loop around this restriction. (Carroll and Buchholtz, 2006: 260-284 )Information Technology has undergone immense growth even after the dot-com bubble burst. Emails and the Internet have enabled communication without the need of a fixed place and time. It can be a fermenting ground for Non-Governmental Organisations (NGO). Individuals who were once powerless can now rally, surround and infiltrate even the most powerful organizations through the internet. For example, the Royal Dutch Shell Company changed its disposal strategy of offshore platforms after protests from Internet stakeholder swarms. (Hopkins 2006) Similarly in 2001, Nike’s global sweatshop allegations were started by an email sent out by Jonah Peretti to a few friends. Society’s increased awareness of ethical behaviourThe rising education and affluence of society have increased awareness in the ethical responsibility of firms. Most MBA and business undergraduate students now undergo some form of ethics training. Business ethics training courses are being carried out by large companies such as Lockheed Martin and Sun Microsystems. People are more aware of discrimination issues and their rights. In 2003 the Ethnic Resource Centre National Business survey showed that two-thirds of organisations provided a way to report misconduct anonymously. (Carroll and Buchholtz, 2006:243-251)The rise in social investing has also shown society’s preference for moral corporate behaviour. Socially screened portfolios in the U.S. have climbed to $2.15 trillion in 2003 and are expected to hit $3 trillion by 2011. Europe SRI market has grown $0.6 trillion from 2005 to 2007. Modification to Carroll’s CSR pyramidOne of the main weaknesses in Carroll’s pyramid is the inability to convey the tensions between the component responsibilities. To better show these organization realities it might be better to use two triangles instead. The economic responsibility surrounds and supports all the other responsibilities in the model and is the â€Å"foundation† of this model. This is because profitability is still the basis in any corporation. Corporations focus on profitability even when undertaking CSR programs. In KPMG’s International Survey of Corporate Social Responsibility (2005), 74% of respondents found economic considerations as drivers of corporate responsibility. The relative priorities of CSR should be adjusted with the rise in ethical responsibilities in corporations. The increased compliance with new standard accounting practices and laws have increased the task of legal responsibility. However, law often cannot address all new issues business face in a fast-paced global environment. Although there is an increased expectation for a corporation to give back to the community and business philanthropic responsibilities are greater than before, these are still not as large as its legal obligations. Hence, it remains the smallest out of the four components of CSR. ConclusionThe gap between society’s expectations of business ethics and that of actual business ethics has given rise to ethical problems. Globalisation has led to the broadening of the term ‘Society’. As the rate of technological change speeds up, ethical responsibilities will play a greater role in the CSR pyramid. References Bacchus, Rayman L. and Crowther D, (2004). Perspectives on Corporate Social Responsibility. London: Ashgate. Carroll’s CSR pyramid:http://www.csrquest.net/default.aspx?articleID=12770&headingSeptember 17, 2007. Carroll, Archie B. and Ann K. Buchholtz, 2006, Business and Society: Ethic and Stakeholder Management, 6th Edition, USA: South-Western, Thomson Corporation. Carroll, Archie B. (1991, July). The Pyramid of Corporate Social Responsibility: toward the moral management of organizational stakeholders balancing economic, legal and social responsibilities. Business Horizons. Hopkins, M. (2006). Corporate Social Responsibility and International Development. London: Earthscan. KPMG. (2005). KPMG Global Survey of Corporate Social Responsibility Reporting 2005: KPMG International. Revisting Carroll’s CSR Pyramid:http://www.waynevisser.com/csr_pyramid.htmSeptember 17, 2007. Palmer, M. (14, September 2007). Google to call for web privacy shake-up. The Financial Times. P21.

My Two Cities Final

Africa, which is a third world country. Therefore, Livingston is less technologically advanced and there is a lot more poverty. Although it may not seem the greatest being in a third world country, Livingston definitely has some great perks. For example, it has Victoria Falls, which is one of the seven great natural wonders of the world. You can also go on local safaris there and see animals up close such as lions, elephants, cheetahs, hippos and so on. Orlando, has Walt Disney World, one Of the biggest theme parks in the world.It also has many other theme parks such as universal and Pepco and a lot of other tourist attractions. Another great thing about Orlando is that it is only about an hour drive away from the beach, where as Livingston is surrounded by other countries so there are no beaches close by. Orlando has a downtown, where there are a lot of sky scrapers and a mix of everything such as big corporations, restaurants, parks, and a nightlife scene. In Livingston, there is n o downtown or sky scrapers, but there is the area called â€Å"town†, which is where all the local businesses are located.Livingston is a very small city, therefore everything is about a five to ten minute drive away and every day the local businesses close around five in the evening. Everyone there lives a pretty slow-paced lifestyle. Orlando, on the other hand, is a very big city, where it can take up to half an hour or forty-five minutes to reach a specific destination and some businesses can be open up to ten or eleven at night. It may not be such a rushed lifestyle, but it is definitely faster paced than Livingston.Despite their differences, these cities can also be pretty similar. Starting off with the weather, although there are both on opposite ends of the equator, the weather is pretty similar with hot summers, rainy seasons, and no-snow winters. Another similarity is that both cities also have soccer teams, Livingston has a team called The Copper Bullets and Orlando has a new and upcoming team called Orlando City Soccer. They both also have reptile farms, Orlando has Coastland and Livingston has The Crocodile Farm, which were both my favorite places to go to as a child.Something new in Livingston is a all that they have built and also a new movie theater with comfortable seating and showings of 3-D movies, which of course Orlando has a couple of malls and movie theaters. Livingston may not have a big nightlife scene, but they do have couple of lounges and bars that are similar to Orlando nightlife. For example, there is a martini bar called Rhapsody's which is really similar to the Blue Martini in Orlando. The last similarity between the two is the transport systems. Most people drive cars, but there are also public buses and taxis which people rarely use.Livingston is an up and coming city, bringing in just as much tourism because of Victoria Falls as Orlando does from the theme parks, pretty soon there will be a lot more similarities between the two cities. For me, these two cities are my home. I believe they represent the best of both worlds for me. They are both very unique and also filled with fun stuff to do. Orlando is a busy life for me and Livingston is slow and more relaxed. I go back and forth between the two cities often and they keep me pretty balanced between their differences and similarities.

Dramatic Intentions Essay

The play ‘A Midsummer Night’s Dream’ is complex on various levels. Comedy is a key level of complexity. I would focus on comedy associated with slapstick, this would aid in the development of my key dramatic intention of a victim theme. Examples of this theme can be found throughout the play but I am going to concentrate on Act 3 Scene 1. This is the scene were the mechanicals enter the wood. I feel slapstick would help aid the other comedy elements in this scene. Bottom’s misuse of language, wit and physical comedy will also feature highly in this scene. When staging the play, I would use an apron stage; this would establish a closer actor/audience relationship. It would also allow me to use a backdrop, yet bring the action nearer to the audience. This would also help create a more intimate atmosphere and aid in creating tension. My backdrop would be dark, using, browns, olive greens and black. I would use these colours in the form of huge tree trunks with olive green leaves; the black would fill the gaps and help create the idea of night. This would also add to the tension, as the mechanicals would be anxious of entering the wood. For the lighting, I would have it simple yet effective. I would wash the thrust in plain white, with a slight yellow/straw colour. I would want this to remain quite dim, but bright enough so that the audience could still see the action. With this lighting the actors are in the middle of the light, then surrounded by darkness, this would also help create tension as it would symbolise how the actors don’t know what surrounds them, and can only see in the area which they are rehearsing. To light the backdrop, I would use, batten floodlights to give a dim, but general wash. I would use green and purple; these colours would represent the fairy world, magic and a fantasy element, as the light is not from a natural source. I would have my mechanicals dressed in browns. I would use different browns but keeping them all similar. I think of the mechanicals as being dressed rather scruffily to represent their class and place in society. Bottom however would be dressed slightly differently. I would have Bottom in a suit, with a different jacket and trousers. I think this would convey his trait of his false sense of seniority. The other mechanicals, although wearing trousers and shirts, would wear brown, smocks/cloaks as no characters other than Bottom and Quince distinguishable from the group. There would be a suspended ‘fairy bed’ for Titania in the middle of the stage. This allows her to be onstage, but away from the action so she is not noticed until needed. I would highlight her presence with a pink light on her. The suspended platform would be draped in white material with flowers interwoven. This shows how she relates to nature. In the begging of Act 3 Scene 1 when the mechanicals enter, I want to establish some tension, but then break it suddenly with comedy. To do this, when the scene is set, I would have to actors walk on together huddled in a group. Bottom would be at the front of the group, leading the way. Although he is leading he would be cautious. The actor would keep his facial expression smirking nervously, with his eyes always moving and searching. The remaining mechanicals would look petrified and hold onto each other desperately, constantly looking round and moving closer together for reassurance. To help with the tension, I would add sound effects of twigs snapping when stepped on, and animal noises such as an owl. When the characters hear these sounds, they would look round with complete terror on their face and move on, slightly quicker then before. As the actors reach the thrust, they would form a rough line, and then push Bottom forward, then running forward to him when realising they have no one at the front. All the characters’ speech would be delivered rather nervously, but Bottom although nervous, would speak in an authoritive tone. When discussing the killing scene and the lion scene, the characters would be taking it very seriously, not considering the fact that they lack the experience or talent to fool the audience. Although this would not get an audible response from the audience i. e. a laugh, this would be designed to entertain the audience because of the characters’ nai veti. ‘†¦ that I Pyramus, am not Pyramus, but Bottom the Weaver’ The audience would find this particularly amusing when the actors sit to rehearse their play. While they are concerned they will be too convincing, Bottom and Flute both pronounce words wrong and must be corrected. To emphasise the word misuse from Bottom ‘†¦ For there is not a more fearful wild fowl, than your living lion†¦ ‘ and ‘ †¦ saying thus, or to the same defect†¦ ‘ the characters would have a puzzled look on their faces as Bottom continued their speech. The fact that no character corrects may show their ignorance or respect for him. Through out the scene up to ‘Come sit down every mother’s son†¦ ‘ the characters would be nervous but at this line they would become more easy in their surroundings, yet still nervous. This then helps with the irony of what happens next. As the characters become less afraid, puck enters unseen; the audience then know something comic will come soon. I find interpreting Puck as being dark and manipulative helps enforce the slapstick comedy in this scene, as he chooses victims for his amusement. I see Puck as small in height, mainly due to the way he walks, crouching low to the ground. He has very dark eyes but the white of his eyeballs stand out brilliantly. Puck has a tendency to rub his hands, which gives him a sinister air. With his line when Pyramus exits ‘†¦ I will to thee appear†¦ Puck: A stranger Pyramus than e’er play’d here†¦ ‘ the audience know Puck has selected Bottom as his victim and wait to see how he will amuse himself. When Bottom and Puck enter again would use slapstick for the mechanicals reaction. Bottom would enter from behind the actors so the audience could react first, Bottom would then deliver his line confidently, and over acting. The mechanicals then recoil towards the wings, falling over each other, the faces displaying the same fear the audience saw at the beginning of the scene. With Bottom left on his own, he becomes very nervous. The stage would then transform and I would add a slight purple wash on the thrust of the stage by using maybe a par can or single flood. This shows the audience that there’s a change in atmosphere and prepares them for something to happen. When Bottom nervously sings the bed would lower. There is irony in Titania’s line ‘What angel wakes me from my flowery bed? ‘ The audience know Titania has the juice on her eyes and that to her she is being serious. I would again use the word play in Bottom’s song ‘†¦ and dares not answer nay’ on nay the character would whiney like a donkey. This is wit and should make the audience to laugh, as it is visual also. In conclusion, I am using comedy to amuse and entertain the audience, but also it helps with the theme of victims when using slapstick. I find that when comedy if I use it to it’s full potential and bring the comedy to a high, the following scenes would have a greater impact on the audience. The following scene is Demetrius scorning Helena, which if performed well can bring the audience to a low. The scene could be so moving, the audience feel guilty for laughing at and enjoying the previous scene. The audience could then relate to the victims in the play, as they would feel that they have been a victim of guilt themselves. This is what I would hope the audience would get from my performance.

Factors Affecting Career Preferences of Senior High School Student

Factors Affecting Career Preferences of Senior High School Students An Undergraduate Thesis Presented to the Faculty of Asian Computer College-Mayapa In Partial Fulfillment of the Requirements for the Fourth Year Students Presented By: Aizel Hernandez Benpar Lo Reyes Jhose Mariz De Roca January 2012 APPROVAL SHEET In partial fulfillment of the requirements in Technical Writing, this thesis entitled â€Å" Factors Affecting Career Preferences of Senior High School Student† has been prepared by Aizel Hernandez, Benpar Lo Reyes, and Jhose Mariz De Roca who are hereby recommended for oral defense.The Problem and Its BackgroundINTRODUCTION Our country suffers from multifarious crisis such as socioeconomic crisis, political crisis, and as well as financial crisis which is greatly affected by global economic crisis. Despite of all these crises, Filipinos are imaginative, creative, and courageous to surpass these obstacles in everyday life. Even though there are some companies affected by these crises which they are force to decrease their employees called as â€Å"recession†, some of them have job openings that offer new career opportunities to graduated college students. These job openings also offers a new challenge into their life – a great responsibility lies to his hand that someday will help his family strive to achieve wealthiest, use his acquired knowledge and skills when he engage into a job, and acted as one of the reinforcements in industry that would further improved the depleting economy of the country. All of these come first from wishes and aspirations that arises during childhood years that someday he or she will become a doctor, an architect, a teacher, a police, or an attorney to help those seek needs and help their family to ascend into poverty. According to Ginzberg and his associates, during the fantasy period play gradually becomes work-oriented and reflects initial preferences for certain kind of activities. This stage is the preparation for a child’s highly organized social life they will be required to adjust when they enter the first grade. Career preferences are free opportunity to select a desired career. It is also a decision-making in a confusing situation which occurs during the senior year of high school level. When one is confused in choosing a career, he relies on his friends and relatives. He was confused in a sense that he cannot make his own decision and not yet ready to get into college. According to Tiedemann, career development unfolds within the general process of cognitive development as one resolves ego-relevant crises. He further noted out those decision-making is a continuous process in which individuals will change their courses of career action, generally by leaving a setting or environment. Such as when a student is disoriented in his course he has been taken that will result in decreasing eagerness on that particular field. He decides to transfer in another school or to shift another course that really fits his own interest and. When one is unstable in making decision, these disoriented strategy may be repeated until achieve different bachelor’s degree which can be a major distraction of one’s future job. Super also considered indecisiveness as a period of developmental process when interest was not fully crystallized. Therefore, this study intends to determine the factors affecting career preferences among senior high school students. This factors that serve as preferences of student in choosing a career in college includes childhood aspirations, family/ relatives, peer/ friends, interest and specialization, values, in-demand jobs, school guidance counselor; and anticipated problems encountered are presumed to affect the student preferences of their career.STATEMENT OF THE PROBLEMWe, as the student chose this topic because we are graduating student and we are now in the point of planning what career are we going to take. Still, we are undecided what course is suitable for us. We chose this because we want to know what are the factors that affects us to think what are we going to take. The study aimed to determine the factors affecting career preferences of senior high school students. Specifically, it sought to answer the following sub problems: a. What are the socio-demographic characteristics of the senior high school students in terms of: ? Sex ?Age ?Parents Educational Attainment ?Parents Occupation ?Size of Income ?Sibling Position b. What are the top three expressed career choices of the students? c. What re the preferences of students in choosing a career in college in terms of: ? Childhood ?Family/Relatives ?Peer/Friends ?Aspirations Values ?In-Demand Jobs ?School Guidance Counselor d. What are the anticipated problems encountered in making their career choice?HYPOTHESIS OF THE STUDYThe following hypotheses are formulated for acceptance or rejection of study: The socio-demographic characteristics (such as sex, age, parents’ educational attainment, parents’ occupation, size of income, and sibling position) does not affect the career preferences of the senior high school students. The preference of student in terms of childhood aspirations, family/ relatives, values, in-demand jobs, and school guidance counselor does not affect their career choice. The anticipated problem encountered by students does not affect their career choice.CONCEPTUAL FRAMEWORK THEORITICAL FRAMEWORKThe study is anchored on the theory of Donald Super which focuses on the development of life roles over the life span with emphasis on interrole congruence. His vocational concept as a part of self-concept is formed, it is the driving force that establishes a career pattern one will follow through life. Vocational developmental tasks are derived from vocational stages which provides framework for vocational behavior and attitudes.VOCATIONAL DEVELOPMENTAL STAGESGrowth (birth-age 14 or 15), characterized by development of capacity, attitudes, interests, and needs associated with self-concepts;Explanatory (ages 15-24), characterized by a tentative phase in which choices are narrowed but not finalized;Establishment (ages 25-44), characterized by trial and stabilization through work experiences;Maintenance (ages 45-64), characterized by a continual adjustment process to improve working position and situation;Decline (ages 65+), characterized by preretirement considerations, reduced work output, and eventual retirement.The crystallization task (ages 14-18) is forming a preferred career plan and considering how it might be implemented. Pertinent information is studied with the goal of becoming more aware of the preferred choice and the wisdom of preference. The specification task (ages 18- 21) follows in which the individual feels the need to specify the career plan through more specific resources and explicit awareness of cogent variables of the preferred choice. The implementation task (ages 21-24) is accomplished by the completion of training and entry into the career and develops a feeling of security in career position. The stabilization (ages 24-35) is reached when the individual is firmly established in a career and develops a feeling of security in career position. Finally, the consolidation task (35+) follows with advancement and seniority in a career. Super also identified six dimensions that he thought were relevant and appropriate for adolescents:Orientation to Vocational Choice (an attitudinal dimension determining whether the individual is concerned with the eventual vocational choice to be made);Information and Planning (a competence dimension concerning specificity of information individuals have concerning future career decisions and past planning accomplished);Consistency of Vocational Preferences (individuals’ consistency of preferences);Crystallization of Traits (individual progress toward forming a self-concept);Vocational Independence (independence of work experience);Wisdom of Vocational Preferences (dimension concerned with individuals ability to make realistic preferences consistent with personal tasks).This theory is found to be appropriate because of its stressfulness in terms of developing a career plan that will guid e the individual in choosing a career in college. Also, Super’s six-dimension is appropriate for adolescent is truly applicable because senior high school students are fall under this category. Another theory adopted for the research is David Tiedeman’s5 self-development approach to career. He believes that evolving ego-identity is of central importance in the career development process. He referred to the evolving self-in-situation from the earliest awareness of self to point at which individual becomes capable of evaluating experiences, anticipating, and imagining future goals, and storing experiences in memory for future reference with his context of Erik Erikson’s eight psychosocial crises. Self-in-situation, self-in-world and the orientation of work evolve as one resolves the psychosocial crises of life. He therefore conceptualized a paradigm for problem-solving as the mechanism of career decision making. His paradigm covers four aspects of anticipation or preoccupation (exploration, crystallization, choice, and clarification) and three aspects of implementation of adjustment (induction, reformation, and integration).ASPECTS OF ANTICIPATION, PREOCCUPATION, IMPLEMENTATION, AND ADJUSTMENTAspects of Anticipation Or Preoccupation Characteristics EXPLORATIONThinking is rather temporary and evanescent in nature.There is consideration and reconsideration of possible courses of action.Through imagination, one experiences numerous activities by relating feelings of self within certain structures or premises.There is searching through projection into tentative goals.There is a focus on future behavior with alternative courses of action.There is a reflection upon aspirations, abilities, interests, and future societal implications related to career choice.CRYSTALLIZATIONThere is a continued assessment of alternatives.Fewer alternatives are under consideration.There is an emergence of tentative choices.Tentative choices may be reevaluated in the process of valuing and ordering.Goals become more definite and formed but are not irreversible.There is a definite more toward stability of thought.CHOICEA definite goal is chosen.There is a focus on a particular behavior necessary to reach the chosen goal.CLARIFICATIONThis period is marked by further clarification of self in the chosen position.Further consideration of the anticipated position lessens the doubts of the career position.A stronger conviction about the career decision is developed.This ends the anticipatory or preoccupation stage.Aspects of ImplementationCharacteristics INDUCTIONThis period begins the social interaction experience with career identification.There is a further identification of self and defense of self within the career social system.As acceptance is experienced within the career, part of self is merged with the accepting group.There is a further progression of individualized goal but within the framework of the totality of a career concerning social purpose.REFORMATIONThe career group offers acknowledgement of acceptance as a group member.There is assertive action on the part of the individual the career group and outside the career group, spawned by the newfound conditions.Assertive action takes the form of convincing others to conform to the self-view held by the individual and toward greater acceptance of modified goals.INTEGRATIONA compromise of intensions of goal is achieved by the individuals as he/she interacts with the career group.Objectivity of self and the career group is attained.Identification of a working member within the total system of the career field emerges.Satisfaction of a committed cause or action is at least temporarily attained.Tiedemann stressed out why individual change their courses of action because of external factors because of external forces (such as the call of the armed forces, an economic crisis, the work setting itself) or by broad psychological drives (such as unmet needs, changing aspirations, role diffusion). According to the prescribed sequence, a new decision unfolds and must be made, beginning with exploration and eventually reaching integration. If integration is not reached once again, the individual may adapt to a career environment or may simply withdraw and begin a new search for eventual integration.THEORITICAL PARADIGMThe rationale between these two theories is one follows a vocational self-concept which is a driving force that establishes a career pattern one will follow through life but there are some factors could might altered this pattern. These factors, such as external forces (called of armed services, economic crisis, work setting itself) and psychological drives (unmet needs, changing aspirations, role diffusion) altered the career patterns of individual. Super said that indecisiveness is a period in developmental process when interests have not been fully crystallized. Individuals lead to discriminate 2 or more choices of two or more occupational objectives when uncertainty about future occurs. Tiedemann noted that as individuals become more aware of the developing character of the career process itself, they are more willing to make changes and to alter or redefine a decision.CONCEPTUAL FRAMEWORKFuture-tension can be surpassing if individual has a preparation to overcome it. Career preparedness will help the student become more effective and successful in life with his chosen job. Childhood aspiration has a major role on individual’s striving force. As they grow older, the more they want, the more they will strive to get it. But external factors (environment and society) and internal factors (self-crisis and family) changes their aspirations in life. Such as when a child wants to be a nurse to cure a patient in his illness but because of her interest like drawing and painting changes his aspirations. His interest got more concentrated so she will take a course which is suitable for it. Some graduated high-school students gradually stop in pursuing their college career. Financial sustainability plays a major role in alterations of career life. They need to work in order to sustain their studies, as wells as to help their family about expenses and earlier exposure to a company. Career preferences, then can be conceptualized as a process of decision-making. It also involves a series of prime factors such as the socio-demographic profile (sex, age, parents educational attainment, parents occupation, size of income, and sibling position). Likewise, it will identify the top three expressed career choices, preferences for the career choice such as childhood aspirations, family / relatives, peer /friends, interest and specialization, values, in-demand jobs, and school counselor; their anticipated problems encountered and how these problems affect the students in making their career preferences; and sibling position.CONCEPTUAL PARADIGM SCOPE AND LIMITATIONSThe respondents were taken from the different secondary schools in the City of Calamba. The senior high school students were whole selected as a part of the study. This study focused on their career preferences of senior high school students of different secondary schools here in the City of Calamba. It looked into their socio- demographic characteristics in terms of sex, age, parent’s educational attainment, parents occupation, size of income, and sibling position; top three career choice; preference of students in choosing a career in terms of childhood aspirations, family/relatives, peer/friends, values, â€Å"in-demand† jobs, and school guidance counselor; and anticipated problems encountered in making their career choices. The researcher considered senior high school students as the respondents since some of them are still undecided of course they want to pursue and suffers from difficulties in deciding their last term in high school excluded lower years since they are not yet capable of making a career decision and still pursuing their target specialization.SIGNIFICANCE OF THE STUDYEducation is the totality of learning acquired by individual which is inherited from one generation to another, while career is serve as its application. The collaboration of these two fields plays a key in improving individual’s competence and professionalism and serve as their personal achievement. Therefore, this study is deemed significant to the following stakeholder for the following reasons:To the Students – The respondents are the center of the research because ultimately they develop the awareness of themselves, strength, and weaknesses for their career development by continually summarizing and reflecting upon what they are learning from home, school, and community. In totality, students are in charge of their own choice.To the Parents – In this study, parents will realize how important they are as a source of encouragement in which children are free to explore different areas of career preferences. This study will look forward in giving their children an assurance to acquire quality education that would enable them to obtain better job, better income, and brighter future.To the Teacher – This stu dy will give information to the teachers of ACC and LCBA as to the preferences of students such that they can focus on the skills needed by the students if ever the latter would pursue the career they have chosen.To the School Administration – The result of this study will help the school administration in putting up an effective, integrated career information and guidance system that plays a very helpful role in guiding students towards making the best possible career decisions.To the Researcher – The process and outcome of this study will produce a great satisfaction, competence, and professionalism to the field.Although the topic of the study is focused on career which belongs to the field known as Industrial Psychology, the purpose is to have a diversity and idea about the field rather than understanding the abnormalities of human behavior.DEFINITION OF TERMSThe following terms are conceptually or operationally defined to enhance the understanding of the readers of this paper.Crisis – an unstable or crucial time or state of affairs whose outcome will make a decisive difference for better or worse. In this study, crisis is mentioned into four: socio-economic, political, financial, as well as global economic.Recession – a period of reduced economic activity or withdrawal. In this study, recession refers to a decrease of employees in a company affected by economic crisis.Career – a field for or pursuit of consecutive progressive achievement especially in public, professional, or business life. In this study, career is the application of education whereby it is the totality of acquired knowledge.Ego-Relevant Crisis – is derived from Erik Erikson’s eight psychosocial crises such as *Trust*Autonomy*Initiative*Industry *Identity*Intimacy*Generativity*Ego-Integrity.Disoriented Strategy – displace from normal position or relationship. In the study, this term refers to mechanism of students when he or she is un stable in choosing a career which can be repeated.Socio-Demographic Characteristics – refers to sex, age, parent’s educational attainment, parent’s occupation, size of income, and sibling position.Sibling Position – the position of respondent in his family, whether he or she was a first child, second child, third child, etc.Preference – other term for recommend ; the power or opportunity of choosing. In the study, the term career preference refers to the basis of student in choosing the course he wants whether it comes from his childhood aspirations, relatives, peer, his values in life, interest and specialization, and school guidance counselor.Childhood Aspirations – the child’s infantile wishes of what he wants when grew up.Interest – to induce or persuade ; to participate or engage.Specialization – to concentrate one’s efforts in a special activity of field.Values – refers to motivated drives the individ ual is striving to achieve their aspirations in life.â€Å"In-Demand† Jobs – refers to the majority of present occupation which many companies are in need for a particular job.School Guidance Counselor – is a type of counseling profession specialized in assisting the tudents in choosing their career in college and as well as vocational or educational problems.Anticipated Problems – the expected problems of student’s career choice. For example, financial sustainability, poor health, self-conflicts, etc.Self-Concept – the mental image one has of oneself.Vocational Self-Concept – a driving force that establishes a career pattern one will follow through life.Vocational Ego-Involvement – a term which describes Tiedemann’s self-development approach to career.Review of Related Literature and Studies Career preference is the process of decision-making.A great number of studies, researches, and write-ups has been conducted for a period of time and still emerged as one of the top-priority research due to rapid changing and need of time. This chapter is the presentation of literature and studies from foreign to local which may directly or indirectly bearing to study at hand. Relevance to present studies will give a big picture why these literature and studies from foreign to local are used.FOREIGN LITERATUREAccording to Howard stressed out that whenever students are in their high school experience, they are the center of learning. In a traditional high school, the center of the system is the content or subject, not student learning. Howard and Ill present a system to promote the shift from traditional content or subject –centered high schools to student-centered high schools which is called as Collaborative Career Pathways – a system of organizing the student learning interests and aptitudes around career paths. It provides a structure for students to reference their learning and comment each year of their high school experience. It allows students to plan and practice their skills while creating a smooth and successful transition to a post-secondary option. Goffredson’s Developmental Theory of Occupational Aspirations describes how people become attracted to certain occupations. Self-concept in vocational development is the key factor to career selection and people want jobs that are compatible with their self-image. The key determinants of self-concept are one’s social class, level of intelligence, and experiences with sex-typing. Roe’s need approach emphasized that early childhood experiences play an important role in finding satisfaction in one’s chosen field. The need structure of the individual, according to Roe, would be greatly influenced by early childhood frustrations and satisfactions. According to John Holland , individuals are attracted to a given career by their particular personalities and numerous variables that constitute their backgrounds. First of all, career choice is an expression of, or an extension of personality into the world of work followed by subsequent identification with specific occupational stereotypes. Accordingly, one chooses a career to satisfy preferred modal personal orientation. Modal personal orientation is a developmental process established through heredity and the individual’s life history of reacting to environmental demands. If the individual has developed a strong dominant orientation, satisfaction is probable in a corresponding occupational environment. If, however the orientation is one of indecision, the livelihood of satisfaction diminishes. LOCAL STUDIES According to the study conducted by Siguan Jr. (1994), it was found out that the students self-concept showed no significant influence on their career preferences. The academic achievements of students proved to be significant related to their career preferences. The school were students came from had no influence on their choice of career. He recommends that a more improved and functional guidance provided in school to help students make sound career choices. The guidance services in school must be collaborative efforts of the administrator, guidance counselors, and teachers. Classroom teachers are encouraged to do their best in improving teaching learning processes, considering that academic achievement of student influences their career preferences. Another tudy conducted by Almerino (2003), it was found out that a big picture of a big family with low educational attainment and inadequate investment was the sole foundation of choosing a course, which was psychologically motivated. The respondent’s level of preferred intelligence did not match to their chosen course. This could be drawn from the required level of the course in contrast with their level of preferred intelligence. The necessity of developing a career development program was need in order to prevent any misfits and to assist students in the process of crystallizing their career in life. She recommended that this program be effectively implemented. Personal interests, abilities, skills, and values are the most influential factors in coming chosen occupation by the participants according to Pabiton (2007). These imply that like other graduating students in high school students, the participants seemed to have chosen occupation. She also noted that the students be given all the chances to learn and develop the skills and attitudes required for various occupations. She recommends that career counselors could give more emphasis on this environmental factor during individual and small group career counseling.FOREIGN STUDIESAccording to the study conducted by Garcez (2007) , it was found out that by increasing career development activities, which includes setting career goals, students had a higher self- esteem. Maybe even more important, however, is that students were more satisfied about the education they were receiving. This will, in turn, hopefully lead to students ha ving a deeper desire and commitment to succeed in their education. Another outcome of a higher self-esteem, is that those students chose more difficult goals than students with low self-esteems. She noted that excellent detailed plan for teaching parents and teachers how to teach young students to set career goals. The plan requires a total community effort through educators, parents, and businesses. Students must be given an opportunity to identify and explore their desired careers. They can accomplish this through the â€Å"School to Work Transition† or â€Å"Job Shadowing Program. † Through the cooperative efforts of the entire community, students can identify career choices, set career goals, and have higher self-esteems at an early age.Ultimately, they will further their education and have a better chance of succeeding in the â€Å"do or die† world in which we live.LOCAL LITERATUREAccording to Elmer (1989), career planning is life goal-setting. Without such a plan, it is like making a journey to an unfamiliar destination without a map. He proposed a Career Planning Guide that will help the students in choosing their appropriate course from planning a career, steps in planning career, goal-setting and self-understanding. Also, it reveals that guidance and counseling is intervention of underemployment individuals and career preparedness must be initiated.SYNTHESIS OF THE PRESENT STUDIESThe studies reviewed provide ample evidence that career development program is in need and must have a collaborative efforts made by school administrator, teachers, and mostly guidance counselor in crystallizing student’s career decision. The teaching methodologies or strategies must be improved and concentrate on student’s learning and not by subjects.Research MethodologyThis chapter presents the research design, population and sample of the study, research instruments, data gathering procedures, and statistical treatment of data. RESEARCH DESIGN This study used a descriptive survey method used to assess socio-demographic characteristics such as sex, age, parent’s educational attainment, parent’s occupation, size of income, sibling position; the top three expressed career choices; preference of student in choosing a career and anticipated problems that affect the career choices of senior high school students of Laguna College of Business and Arts and Asian Computer College. Descriptive research is a purposive process of data gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, beliefs, processes, trends, and cause-effect relationships and then adequate and accurate interpretation about such data with or without aid of statistical treatment. POPULATION AND SAMPLE OF THE STUDY There are 173 respondents of this study came from LCBA and ACC but only 124 participated answering the survey questionnaire. Stratified random sampling is used to select randomly, samples from the different strata of the population. This type of sampling is used when the population has class stratifications or grouping either horizontally or vertically. RESEARCH INSTRUMENT The instrument used was a researcher-made questionnaire checklist to gather the needed data for the student’s profile. The draft of the questionnaire was drawn out based on the researcher’s readings, previous studies, professional literature, published and unpublished thesis relevant to the study. In the preparation of the instrument, the requirements in the designing of good data collection instrument were considered. For instance, statement describing the situations or issues pertaining was toned down to accommodate the knowledge preparedness of the respondents. Open-ended options were provided to accommodate to free formatted views related to the topics or issues. In this way, the instrument is authorized to obtain valid responses of the students. Preference for the use of the structured questionnaire is premised on several research assumptions such as a) cost of being a least expensive means of gathering data, b) avoidance of personal bias, c) less pressure for immediate response, and giving the respondents a greater feeling of anonymity.In the end, it encouraged open responses to sensitive issues at hand.DATA GATHERING PROCEDUREThe first step before going to the testing proper is to make a request letter. Upon approval, the researcher retrieves the request letter. The Prefect-of-Discipline, as well as the High School Department OIC, class advisers and other faculty members were selected in the administration. In administering the questionnaire, the researcher was use the time allotted for vacant to avoid distractions of class discussions. The student responses were given enough time to answer the questions.After data gathering, the researcher now collected it for tallying the scores and to apply the statistical treatment to be used with the study.STATISTICAL TREATMENT FOR DATAThe responses made by students describing their socio-demographic characteristics, preference of choosing their career, and anticipated problems were presented. For instance, sex, age, parent’s educational attainment, parent’s occupation, size of income and sibling position. This was also applied for top three career choice and students preference in making his career choice. In providing overall picture of the socio-demographic characteristics and career preference, as well as anticipated problems in pursuing their studies and its effect on students, summary presentations will also presented. Responses to the questionnaire by senior high school students were statistically analyzed with the data requirements of the study. Students were statistically analyzed with the data instruments of the study. Descriptive statistics such as frequency count, mean, percent and rank are considered.Review of Related Literature and StudiesIn this chapter, the data gathered from the senior students of Asian Computer College and Laguna College of Business and Arts in relation to the research objectives. This chapter discusses the result of the semi-structured questionnaire responded by 124 participants. Before the initiation of the research study the significance, rationale and purpose of the study were provided respondents. Furthermore, the respondents have also been given the assurance that all the data they will give are used for the purpose of the research and the identities of the respondents will be confidential. The object is to determine the effects of choosing career preferences in the College Degree. The conduct of this study entails a detailed account of the socio-demographic profile of the respondents. It is assumed that the attributes of the respondents influence their behavior and answers on the survey questions. Of particular significance to the achievement of the goals and objectives of the study – which is to be an instrument of analysis of the institution to gauge where it is now and where it is heading, thus what changes are to be made –is to be able to answer the research questions.

Professional Solder

What does being a professional solder mean to me? Professionalism as a solider is exemplified by the constant display of knowledge of what it means to be a soldier and showing that in your everyday duty. As a professional solider you should constantly have situational awareness, knowing how to address your superior and subordinates, maintaining your military bearing and how to do your job efficiently are the cornerstones of being a true professional solider..For instincts being a professional solder means to serve our country from foren or domestic enemies so that all the people of the United States of America can live a happy and free lives . being part of that one percent that decided to join the armed services. Having young and older generations look up to you for being who you are. It also means living up to your seven key army values. Many people know what the words are and what they mean loyalty- Bear true faith and allegiance to the U. S. Constitution, the Army, your unit and other Soldiers, duty Fulfill your obligations.doing your duty means more than carrying out your assigned tasks; Duty means being able to accomplish tasks as part of a team, respect- Treat people as they should be treated. In the Soldier’s Code, we pledge to â€Å"treat others with dignity and respect while expecting others to do the same, selfless service-Put the welfare of the nation, the Army and your subordinates before your own. Selfless service is larger than just one person, honor-Live up to Army values, integrity-do what’s right, legally and morally.Integrity is a quality you develop by adhering to moral principles. It requires that you do and say nothing that deceives others, personal courage Face fear, danger or adversity (physical or moral). But how often do you see someone actually live up to them? Being a professional solder I have to live by them values on a everyday bases. As a professional solder you also need to live by the army creed, I am an American Soldier. I am a warrior and a member of a team. I serve the people of the United States, and live the Army Values.I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I am disciplined, physically and mentally tough, trained and proficient in my warrior tasks and drills. I always maintain my arms, my equipment and myself. I am an expert and I am a professional. I stand ready to deploy, engage, and destroy, the enemies of the United States of America in close combat. I am a guardian of freedom and the American way of life. I am an American Soldier.The main thing we pull out of all that and keep to heart it the worrier ethos, I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I the army we have a long and strong tradition of military structure that demands that those of lower ranks refer to their superiors in certain ways. If you do not know how to properly address superior officers, you can find yourself being reprimanded or, even worse, â€Å"smoked† (put through vigorous physical punishment).