Car Repair For The Do-It Yourselfer Essay - 967 Words

Car Repair For The Do-It Yourselfer For most people driving a vehicle is a normal and every day process. On any given day driving in city or town traffic one can experience a number of noises by either their own of somebody else’s vehicle. Car repair can be very expensive, and lately, do-it-yourself projects are very popular. In today’s Internet world, the driver has an option to explore the World Wide Web for information on symptoms, problems, and, depending on the service, the repair procedure. This paper will concentrate on two web sites. The fundamental difference between the two is how much one advertises, and how the other sets the viewer in the right direction. The better of the web sites, in my opinion, is the one†¦show more content†¦A big complaint of many do-it-yourselfers is that the author or mechanic replicating the procedure has the nicest tools, and shop to work out of. This is not true of the articles I saw. The authors of the articles I researched made it a point to use readily made available equipment. An example of this is, using the vehicles jack that it came with instead of a floor jack. There are many links to other articles I found just as informative. The one that sticks to mind is from the magazine â€Å"Popular Mechanics†, titled the â€Å"The Saturday Mechanic†. The biggest advantage to this site is that there is also a link specifically used so viewers of the site can link informative sites too 10W40, and another use d for people to post stories and experiences with their cars. Most of the information here is from hundreds of sources on the Web. Also useful is the search engine on the top left corner. I think of this site as a directory to automotive information. The second web site is http://autorepair.about.com/. This web site seemed very commercial. The curator of the site was Vincent Ciulla. He is most likely a former mechanic, now an author of fix-it manuals. This site is filled with advertisements from American Singles.com. There is a lot of marketing in this site, not a bad idea, filling a car repair web site with pictures of single women. Also the site has annoying pop-ups that many people seem toShow MoreRelatedHow Scheduled Maintenance Can Ultimately Save You Money854 Words   |  4 Pagesbig dividends down the road. Discover how people will know if the car has been well-maintained and the effect this will have on the value in a private sale or trade in situation at a car dealership. We ll also outline several ways to find out what services are due on your vehicle and how to cut costs on these important repairs. The First Step in the Process When you bring home that new or used vehicle the first thing you need to do is to create a dedicated folder for it. There s a lot of paperworkRead MoreKey Facts And Issues Of Glenn Rozycki1226 Words   |  5 Pagesrunning his own car detailing business. 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Guidance and Counselling Thesis Free Essays

Comprehensive Guidance Programs That Work II Norman Gysbers and Patricia Henderson A Model Comprehensive Guidance Program Chapter 1 Norman C. Gysbers The Comprehensive Guidance Program Model described in this chapter had its genesis in the early 1970s. In 1972, the staff of a federally funded project at the University of Missouri-Columbia conducted a national conference on guidance and developed a manual to be used by state guidance leaders as a guide to developing their own manuals for state and local school district use. We will write a custom essay sample on Guidance and Counselling Thesis or any similar topic only for you Order Now The manual was published in early 1974 and provided the original description of the Comprehensive Guidance Program Model. From the 1940s to the 1970s, the position orientation to guidance dominated professional training and practice in our schools. The focus was on a position (counselor) and a process (counseling), not on a program (guidance). Administratively, guidance, with its position orientation, was included in pupil personnel services along with other such services as attendance, social work, psychological, psychiatric, speech and hearing, nursing, and medical (Eckerson Smith, 1966). The position orientation had its beginnings when guidance was first introduced in the schools as vocational guidance. As early as 1910, vocational counselors had been appointed in the elementary and secondary schools of Boston, and by 1915 a central office Department of Vocational Guidance had been established with a director, Susan J. Ginn. The vocational counselors in Boston were teachers who took on the work with no financial return and often no relief from other duties (Ginn, 1924). What were the duties of vocational counselors? The Duties of a Vocational Counselor: 1. To be the representative of the Department of Vocational Guidance in the district; 2. To attend all meetings of counselors called by the director of Vocational Guidance; 3. To be responsible for all material sent out to the school by the Vocational Guidance Department; 4. To gather and keep on file occupational information; 5. To arrange with the local branch librarians about shelves of books bearing upon educational and vocational guidance; 6. To arrange for some lessons in occupations in connection with classes in Oral English and Vocational Civics, or wherever principal and counselor deem it wise; 7. To recommend that teachers show the relationship of their work to occupational problems; 8. To interview pupils in grades 6 and above who are failing, attempt to find the reason, and suggest remedy. 9. To make use of the cumulative record card when advising children; 10. To consult records of intelligence tests when advising children; 11. To make a careful study with grade 7 and grade 8 of the bulletin â€Å"A Guide to the Choice of Secondary School†; 12. To urge children to remain in school; 13. To recommend conferences with parents of children who are failing or leaving school; 14. To interview and check cards of all children leaving school, making clear to them the requirements for obtaining working certificates; 15. To be responsible for the filling in of Blank 249 and communicate with recommendations to the Department of Vocational Guidance when children are in need of employment. (Ginn, 1924, pp. 5-7) As more and more positions titled vocational counselor were filled in schools across the country, concern was expressed about the lack of centralization, the lack of a unified program. In a review of the Boston system, Brewer (1922) stated that work was â€Å"commendable and promising† (p. 36). At the same time, however, he expressed concern about the lack of effective centralization: In most schools two or more teachers are allowed part-time for counseling individuals, but there seems to be no committee of cooperation between the several schools, and no attempt to supervise the work. It is well done or indifferently done, apparently according to the interest and enthusiasm of the individual principal or counselor. p. 35) Myers (1923) made the same point when he stated that â€Å"a centralized, unified program of vocational guidance for the entire school of a city is essential to the most effective work† (p. 139). The lack of a centralized and unified program of guidance in the schools to define and focus the work of vocational counselors presented a serious problem. If there was no agreed-upon, centralized structure to organize and direct the work of building-level vocational counselors, then â€Å"other duties as assigned† could become a problem. As early as 1923 this problem was recognized by Myers (1923). Another tendency dangerous to the cause of vocational guidance is the tendency to load the vocational counselor with so many duties foreign to the office that little real counseling can be done. The principal, and often the counselor himself, has a very indefinite idea of the proper duties of this new office. The counselor’s time is more free from definite assignments with groups or classes of pupils than is that of the ordinary teacher. If well chosen he has administrative ability. It is perfectly natural, therefore, for the principal to assign one administrative duty after another to the counselor until he becomes practically assistant principal, with little time for the real work of a counselor. (p. 141) During the 1920s and 1930s, as formal education was being shaped and reshaped as to its role in society, a broader mission for education emerged. Added to the educational mission was a vocational mission. How did education respond to these additional tasks and challenges? One response was to add pupil personnel work to the education system. What was pupil personnel work? According to Myers (1935), â€Å"pupil personnel work is a sort of handmaiden of organized education. It is concerned primarily with bringing the pupils of the community into the educational environment of the schools in such condition and under circumstances as will enable them to obtain the maximum of the desired development† (p. 804). In his article, Myers (1935) contrasted pupil personnel work and personnel work in industry. He then listed eight activities he would include in pupil personnel work and the personnel who would be involved, including attendance officers, visiting teachers, school nurses, school physicians, as well as vocational counselors. In his discussion of all the activities involved in pupil personnel work and the personnel involved, he stated that â€Å"Probably no activity in the entire list suffers so much from lack of a coordinated programs as does guidance, and especially the counseling part of it† (p. 807). In the late 1920s, in response to the lack of an organized approach to guidance, the services model of guidance was initiated to guide the work of individuals designated as counselors. Various services were identified as necessary to provide to students, including the individual inventory service, information service, counseling service, placement service, and follow-up service (Smith, 1951). By this time too, the traditional way of describing guidance as having three aspects – vocational, educational, and personal-social – was well established. Vocational guidance, instead of being guidance, had become only one part of guidance. By the 1940s and 1950s, guidance was firmly established as a part of pupil personnel services with its emphasis on the position of counselor. Beginning in the 1960s, but particularly in the 1970s, the concept of guidance for development emerged. During this period, the call came to re-orient guidance from what had become an ancillary set of services delivered by a person in a position (the counselor) to a comprehensive, developmental program. The call for reorientation came from diverse sources, including a renewed interest in vocational-career guidance (and its theoretical base, career development), a renewed interest in developmental guidance, concern about the efficacy of the prevailing approach to guidance in the school, and concern about accountability and evaluation. The work of putting comprehensive guidance programs into place in the schools continued in the 1980s. Increasingly, sophisticated models began to be translated into practical, workable programs to be implemented in the schools. As we near the close of the 1990s, comprehensive guidance programs are rapidly encompassing the position orientation to guidance. Comprehensive guidance programs are becoming the major way of organizing and managing guidance in the schools across the country. This chapter begins with a brief review of traditional organizational patterns for guidance. Next, the development of a Comprehensive Guidance Program Model that had its genesis in the early 1970s is presented. The content of the model is described, ollowed by a presentation of the structure of the program, the processes used in the program, and the time allocations of staff required to carry out the program. Finally, there is discussion of the program resources required for the model if it is to function effectively. Traditional Organizational Patterns By the 1960s, the evolution of guidance in the schools had reached a peak. The guidance provisions of the National Defense Education Act of 1958 (Public Law 85-864) caused the nu mber of secondary counselors in schools to increase substantially. Later, due to an expansion of the guidance provisions of the act, elementary guidance was supported and as a result, the number of elementary counselors in schools increased rapidly. Counselors put their expertise to work in schools where three traditional organizational patterns for guidance were prevalent, often under the administrative structure called pupil personnel services or student services; the services model, the process model, or the duties model. In many schools, combinations of these three approaches were used. Services The ervices model had its origins in the 1920s and consists of organizing the activities of counselors around major services including assessment, information, counseling, placement and follow-up. Although the activities that are usually listed under each of these services are important and useful, it is a limited model for three reasons. First, it is primarily oriented to secondary schools. Second, it does not lend itself easily to the identification of student outcomes. And third, it does not specify how the time of counselors should be allocated. Processes The process model had its origins in the 1940s. It emphasizes the clinical and therapeutic aspects of counseling, particularly the processes of counseling, consulting, and coordinating. This model is appealing because it is equally applicable to elementary and secondary counselors. However, the process model has some of the same limitations as the services model: It does not lend itself easily to the identification of student outcomes and it does not specify allocations of counselor time. Duties Often, instead of describing some organizational pattern such as the services model or the process model, counselor duties are simply listed (duties model). Sometimes these lists contain as many as 20-30 duties and the last duty is often â€Å"and perform other duties as assigned from time to time. † Although equally applicable to elementary school and secondary school counselors, student outcomes are difficult to identify and counselor time is almost impossible to allocate effectively. Position Oriented Rather Than Program Focused One result of these traditional organizational patterns has been to emphasize the position of the counselor, not the program of guidance. Over the years, as guidance evolved in the schools, it became position oriented rather than program focused. As a result, guidance was an ancillary support service in the eyes of many people. This pattern placed counselors mainly in a remedial-reactive role – a role that is not seen as mainstream in education. What was worse, this pattern reinforced the practice of counselors performing many administrative-clerical duties because these duties could be defended as being â€Å"of service to somebody. † Because of the lack of an adequate organization framework, guidance had become an undefined program. Guidance had become the add-on profession, while counselors were seen as the â€Å"you-might-as-well† group (â€Å"While you are oing this task, you might as well do this one too†). Because of the absence of a clear organizational framework for guidance, it was easy to assign counselors new duties. Counselors had flexible schedules. And, since time was not a consideration, why worry about removing current duties when new ones were added? Origin of the Comprehensive Gu idance Program Model In October of 1969, the University of Missouri-Columbia conducted a national conference on career guidance, counseling and placement that led to regional conferences held across the country during the spring of 1970. Then in 1971, the University of Missouri-Columbia was awarded a U. S. Office of Education grant under the direction of Norman C. Gysbers to assist each state, the District of Columbia, and Puerto Rico in developing models or guides for implementing career guidance, counseling and placement programs in their local schools. Project staff in Missouri conducted a national conference in St. Louis in January of 1972 and developed a manual (Gysbers Moore, 1974) to be used by the states as they developed their own guides. The manual that was published in February of 1974 provided the first description of an organizational framework for the Comprehensive Guidance Program Model that was to be refined in later work (Gysbers, 1978; Gysbers Henderson, 1994; Gysbers Moore, 1981; Hargens Gysbers, 1984). The original organizational framework for the Comprehensive Guidance Program Model contained three interrelated categories of functions, and on-call functions. The curriculum-based category brought together those guidance activities which took place primarily in the context of regularly scheduled courses of study in an educational setting. These activities were a part of regular school subjects or were organized around special topics in the form of units, mini courses, or modules. They were based on need statements and translated into goals and objectives and activities necessary for the development of all students. Typical topics focused on self-understanding, interpersonal relationships, decision making, and information about the education, work, and leisure worlds. School counselors were involved directly with students through class instruction, group processes, or individual discussions. In other instances, school counselors worked directly and cooperatively with teachers, providing resources and consultation. Individual facilitation functions included those systematic activities of the comprehensive guidance program designed to assist students in monitoring and understanding their development in regard to their personal, educational, and occupational goals, values, abilities, aptitudes, and interests. School counselors served in the capacity of â€Å"advisers,† â€Å"learner managers,† or â€Å"development specialists. Personalized contact and involvement were stressed instead of superficial contact with each student once a year to fill out a schedule. The functions in this category provided for the accountability needed in an educational setting to ensure that students’ uniqueness remained intact and that educational resources were used to facilitate their life career development. On-call functions focused on direct, immediate responses to stu dents needs such as information seeking, crisis counseling, and teacher/parent/specialist consultation. In addition, on-call functions were supportive of the curriculum-based and individual facilitation functions. Adjunct guidance staff (peers, paraprofessionals, and volunteers/support staff) aided school counselors in carrying out on-call functions. Peers were involved in tutorial programs, orientation activities, ombudsman centers, and (with special training) cross-age counseling and leadership in informal dialogue centers. Paraprofessionals and volunteers provided meaningful services in placement and followup activities, community liaison, career information centers, and club leadership activities. The 1974 version of the model focused on the importance of counselor time usage by featuring â€Å"time distribution wheels† to show how counselors’ time could be distributed to carry out a developmental guidance program. A chart was provided to show how counselors’ time could be distributed across a typical school week using the three categories as organizers. REFINEMENTS TO THE COMPREHENSIVE GUIDANCE PROGRAM MODEL In 1978, Gysbers described refinements that had been made to the model since 1974. By 1978, the focus was on a total comprehensive, developmental guidance program. It included the following elements: definition, rationale, assumptions, content model, and process model. The content model described the knowledge and skills that students would acquire with the help of activities in the guidance program. The process model grouped the guidance activities and processes used in the program into four interrelated categories: curriculum-based processes, individual-development processes, on-call responsive processes, and systems support processes. It is interesting to note the changes that had been made between 1974 and 1978 in the model. The concepts of definition, rationale, and assumptions had been added. The model itself was now organized into two parts. The first part listed the content to be learned by students, while the second part organized into four categories the guidance activities and processes needed in a program. The category of individual facilitation was changed to individual development, the word responsive was added to on-call, and a new category – systems support – was added. Also in 1978, Gysbers described seven steps required to â€Å"remodel a guidance program while living in it†: 1. Decide you want to change. 2. Form work groups. . Assess current programs. 4. Select program model. 5. Compare current program with program model. 6. Establish transition timetable. 7. Evaluate. Between 1978 and 1981, further refinements were made in the model. These refinements appeared in Improving Guidance Programs by Gysbers and Moore (1981). By then, the basic structure of the model was est ablished. The terms â€Å"content model† and â€Å"process model† had been dropped. Also, the steps for remodeling a guidance program, first delineated in 1978, formed the basis for the organization the chapters in Improving Guidance Programs and were described in detail. Between 1981 and 1988, the model was being used by state departments of education and local school districts with increasing frequency. During these years, two school districts in particular became involved: St. Joseph School District, St. Joseph, Missouri and Northside Independent School District, San Antonio, Texas. Hargens and Gysbers (1984), writing in The School Counselor, presented a case study of how the model was implemented in the St. Joseph School District. The work in the Northside Independent School District became the basis for much of the most recent description of the model (Gysbers Henderson, 1994). As the 1980s progressed, a number of states and a number of additional school districts across the country began to adapt the model to fit their needs. In 1988, the first edition of Gysbers and Henderson’s book Developing and Managing Your School Guidance Program was published by the American Association for Counseling and Development, AACD (now the American Counseling Association, ACA). Using the framework of the model presented in 1981, Gysbers and Henderson expanded and extended the model substantially. Building upon the experiences of a number of local school districts and states and with particular emphasis on the experiences of the Northside Independent School District, the planning, design, implementation, and evaluation phases of the model were elaborated upon in much more detail. Sample forms, procedures, and methods, particularly those from Northside, were used extensively to illustrate the model and its implementation. The second edition of the book Developing and Managing Your School Guidance Program by Gysbers and Henderson was published in 1994. DESCRIPTION OF THE COMPREHENSIVE GUIDANCE PROGRAM MODEL Conceptual Foundation The perspective of human development that serves as the foundation for the model and as a basis for identifying the guidance knowledge, skills, and attitudes (competencies) that students need to master is called life career development. Life career development is defined as self-development over a person’s life span through the integration of the roles, setting, and events in a person’s life. The word life in the definition indicates that the focus of this conception of human development is on the total person – the human career. The word career identifies and relates the many often varied roles that individuals assume (student, worker, consumer, citizen, parent); the settings in which individuals find themselves (home, school, community); and the events that occur over their lifetimes (entry job, marriage, divorce, retirement). The word development is used to indicate that individuals are always in the process of becoming. When used in sequence, the words life career development bring these separate meaning words together, but at the same time a greater meaning evolves. Life career development describes total individuals – unique individuals, with their own lifestyles (Gysbers Moore, 1974, 1975, 1981). The meaning of the word career in the phrase life career development differs substantially from the usual definition of the term. Career focuses on all aspects of life as interrelated parts of the whole person. The term career, when viewed from this broad perspective, is not a synonym for occupation. People have careers; the marketplace has occupations. Unfortunately, too many people use the word career when they hould use the word occupation. All people have careers – their lives are their careers. Finally, the words, life career development do not delineate and describe only one part of human growth and development. Although it is useful to focus at times on different areas (e. g. , physical, emotional, and intellectual), it is also necessary to integrate these areas. Life career development is an organizing and integrating concept fo r understanding and facilitating human development. Wolfe and Kolb (1980) summed up the life view of career development as follows: Career development involves one’s whole life, not just occupation. As such, it concerns the whole person, needs and wants, capacities and potentials, excitements and anxieties, insights and blind spots, warts and all. More than that, it concerns his/her life. The environment pressures and constraints, the bonds that tie him/her to significant others, responsibilities to children and aging parents, the total structure of one’s circumstances are also factors that must be understood and reckoned with, in these terms, career development and personal development converge. Self and circumstances – evolving, changing, unfolding in mutual interaction – constitute the focus and the drama of career development. (pp. 1-2) COMPREHENSIVE GUIDANCE PROGRAM MODEL ELEMENTS The model program (see Figure 1. 1) consists of three elements: content, organizational framework, and resources. CONTENT There are many examples today of content (student knowledge and skills) for guidance. The content is generally organized around areas or domains such as career, educational, and personal-social. Most often, the content is stated in a student competency format. For purposes of this chapter, the three domains of human development that are featured in the life career development concept are presented here: self-knowledge and interpersonal skills; life roles, setting and events; and life career planning (Gysbers Henderson, 1994; Gysbers Moore, 1974, 1981). Student competencies are generated from these domains to provide example program content for the model. Self-knowledge and Interpersonal Skills In the self-knowledge and interpersonal skills domain of life career development, the focus is on helping students understand themselves and others. The main concepts of this domain focus on students’ awareness and acceptance of themselves, their awareness and acceptance of others, and their development of interpersonal skills. Within this domain, students begin to develop an awareness of their interpersonal characteristics – interests, aspirations, and abilities. Students learn techniques for self-appraisal and the analysis of their personal characteristics in terms of a real-ideal self-continuum. They begin to formulate plans for self-improvement in such areas as physical and mental health. Individuals become knowledgeable about the interactive relationship of self and environment in such a way that they develop personal standards and a sense of purpose in life. Students learn how to create and maintain relationships and develop skills that allow for beneficial interaction within those relationships. They can use self-knowledge in life career planning. They have positive interpersonal relations and are self-directed in that they accept responsibility for their own behavior. See Figure 1. 1 Below The model program consists of three elements: content, organizational framework, and resources. Comprehensive Guidance Program Elements Content Organizational Framework, Activities, Time Resources COMPETENCIES †¢ †¢ †¢ Student Competencies Grouped by domains STRUCTURAL COMPONENTS †¢ Definition †¢ Assumptions †¢ Rational PROGRAM COMPONENTS SAMPLE PROCESSES Guidance Curriculum Structured Groups Classroom presentations Individual Planning Advisement Assessment Placement Follow-up †¢ Responsive Services Individual counseling Small group counseling Consultation Referral System Support Management activities Consultation Community outreach Public relations †¢ †¢ RESOURCES †¢ Human †¢ Financial †¢ Political SUGGESTED DISTRIBUTION OF TOTAL COUNSELOR TIME Elementary School 35-45% 5-10% 30-40% 10-15% Middle/Junior School 25-35% 15-25% 30-40% 10-15% High School 15-25% 25-35% 25-35% 15-20% Guidance Curriculum Individual Planning Responsive Services System Support Life Roles, Settings, and Events The emphasis in this domain of life career development is on the interrelatedness of various life roles (learner, citizen, consumer), settings (home, school, work, and community), and events (job entry, marriage, retirement) in which students participate over the life span. Emphasis is given to the knowledge and understanding of the sociological, psychological, and economic dimensions and structure of their worlds. As students explore the different aspects of their roles, they learn how stereotypes affect their own lives and others’ lives. The implications of futuristic concerns is examined and related to their current lives. Students learn the potential impact of change in modern society and the necessity of being able to project themselves into the future. In this way, they begin to predict the future, foresee alternatives they may choose, and plan to meet the requirements of the life career alternatives they may choose. As a result of learning about the multiple options and dimensions of their worlds, students understand the reciprocal influences of life roles, settings, and events, and they can consider various lifestyle patterns. Life Career Planning The life career planning domain in life career development is designed to help students understand that decision making and planning are important tasks in everyday life and to recognize the need for life career planning. Students learn about the many occupations and industries in the work world and of their groupings according to occupational requirements and characteristics, as well as learning about their own personal skills, interests, values, and aspirations. Emphasis is placed on students’ learning of various rights and responsibilities associated with their involvement in a life career. The central focus of this domain is on the mastery of decision-making skills as a part of life career planning. Students develop skills in this area by learning the elements of the decision-making process. They develop skills in gathering information from relevant sources, both external and internal, and learn to use the collected information in making informed and reasoned decisions. A major aspect of this process involves the appraisal of personal values as they may relate to prospective plans and decisions. Students engage in planning activities and begin to understand that they can influence their future by applying such skill. They accept responsibility for making their own choices, for managing their own resources, and for directing the future course of their own lives. ORGANIZATIONAL FRAMEWORK The model program (see Figure 1. 1) contains seven components organized around two major categories: structural components and program components (Gysbers Henderson, 1994; Gysbers Moore, 1981). The three structural components describe the student focus of the program and how the program connects to other educational programs (definition), offer reasons why the program is important and needed (rational), and provide the premises upon which the program rests (assumptions). The four program components delineate the major activities and the roles and responsibilities of personnel involved in carrying out the guidance program. These four program elements are as follows: guidance curriculum, individual planning, responsive services, and system support. Structural Components Definition The program definition includes the mission statement of the guidance program and its centrality within the school district’s total educational program. It delineates the competencies that individuals will possess as a result of their involvement in the program, summarizes the components, and identifies the program’s clientele. Rational The rationale discusses the importance of guidance as an equal partner in the educational system and provides reasons why students need to acquire the competencies that will accrue as a result of their involvement in a comprehensive guidance program. Included are conclusions drawn from student and community needs assessments and statements of the goals of the local school district. Assumptions Assumptions are the principles that shape and guide the program. They include statements regarding the contributions that school counselors and guidance programs make to students’ development, the premises that undergird the comprehensiveness and the balanced nature of the program, and the relationships between the guidance program and the other educational programs. Program Components An examination of the needs of students, the variety of guidance methods, techniques, and resources available, and the increases expectations of policy-makers and consumers indicates that a new structure for guidance programs in the schools is needed. The position orientation organized around the traditional services (information, assessment, counseling, placement, and follow-up) and three aspects (educational, personal-social, and vocational) of guidance is no longer adequate to carry the needed guidance activities in today’s schools. When cast as a position and organized around services, guidance is often seen as ancillary and only supportive to instruction, rather than equal and complementary. The â€Å"three aspects† view of guidance frequently has resulted in fragmented and eventoriented activities and, in some instances, the creation of separate kinds of counselors. For example, educational guidance is stressed by academic-college counselors, personalsocial guidance becomes the territory of mental health counselors, and vocational guidance is the focus of vocational counselors. If the traditional structures for guidance in the schools are no longer adequate, what structure is needed? One way to answer this question is to ask and answer the following questions: Are all students in need of specific knowledge, skills, and attitudes that are the instructional province of guidance programs? Do all students need assistance with their personal, educational, and occupational plans? Do some students require special assistance in dealing with developmental problems and immediate crises? Do educational programs in the school and the staff involved require support that can be best supplied by school counselors? An affirmative answer to these four questions implies a structure that is different from the traditional position model. A review of the variety of guidance methods, techniques, and resources available today and an understanding of the expectations of national and state policy-makers and consumers of guidance also suggests the needs for a different model. The structure suggested by an affirmative answer to the four questions and by a review of the literature is a program model of guidance techniques, methods, and resources organized around four interactive program components: guidance curriculum, individual planning, responsive services, and system support (Gysbers Henderson, 1994; Gysbers Moore, 1981). The curriculum component was chosen because a curriculum provides a vehicle to impart guidance content to all students in a systematic way. Individual planning was included as a part of the model because of the increasing need for all students to systematically plan, monitor, and manager their development and to consider and take action on their next steps personally, educationally, and occupationally. The responsive services component was included because of the need to respond to the direct, immediate concerns of students, whether these concerns involve crisis counseling, referral, or consultation with parents, teachers, or other specialists. Finally, the system support component was included because, if the other guidance processes are to be effective, a variety of support activities such as staff development, research, and curriculum development are required. Also, system support encompasses the need for the guidance program to provide appropriate support to other programs in including assuming â€Å"fair share† responsibilities in operating the school. These components, then, serve as organizers for the many guidance methods, techniques, and resources required in a comprehensive guidance program. In addition, they also serve as a check on the comprehensiveness of the program. A program is not comprehensive unless counselors are providing activities to students, parents, and staff in all four program components. Guidance Curriculum This model of guidance is based on the assumption that guidance programs include content that all students should learn in a systematic, sequential way. In order for this to happen, counselors must be involved in teaching, team teaching, or serving as a resource for those who teach a guidance curriculum. This is not a new idea; the notion of guidance curriculum has deep, historical roots. What is new however, is the array of guidance and counseling techniques, methods, and resources currently available that work best as part of a curriculum. Also new is the concept that a comprehensive guidance program has an organized and sequential curriculum. The guidance curriculum typically consists of student competencies (organized by domain) and structured activities presented systematically through such strategies as the following: †¢ Classroom Activities Counselors teach, team teach, or support the teaching of guidance curriculum learning activities or unites in classrooms. Teachers also may teach such units. The guidance curriculum is not limited to being part of only one or two subjects but should be included in as many subjects as possible throughout the total school curriculum. These activities may be conducted in the classroom, guidance center, or other school facilities. †¢ Group Activities Counselors organize large-group sessions such as career days and educational/college/vocational days. Other members of the guidance team, including teachers and administrators, may be involved in organizing and conducting such sessions. Although counselors’ responsibilities include organizing and implementing the guidance curriculum, the cooperation and support of the entire faculty are necessary for its successful implementation. Individual Planning Concern for individual student development in a complex society has been a cornerstone of the guidance movement since the days of Frank Parsons. In recent years the concern for individual student development has intensified as society has become more complex. This concern is manifested in many ways, but perhaps is expressed most succinctly in a frequently stated guidance goal: â€Å"Helping all students become the persons they are capable of becoming. † To accomplish the purposes of this component of the Model, activities and procedures are provided to assist students in understanding and periodically monitoring their development. Students come to terms with their goals, values, abilities, aptitudes, and interests (competencies) so they can continue to progress educationally and occupationally. Counselors become â€Å"person-development-and-placement specialists. † Individual planning consists of activities that help students to plan, monitor, and manage their own learning and their personal and career development. The focus is on assisting students, in close collaboration with parents, to develop, analyze, and evaluate their educational, occupational, and personal goals and plans. Individual planning is implemented through such strategies as: †¢ Individual Appraisal Counselors assist students to assess and interpret their abilities, interests, skills, and achievement. The use of test information and other data about students is an important part of helping them develop immediate and long-range goals and plans. †¢ Individual Advisement Counselors assist students to use self-appraisal information along with personal-social, educational, career, and labor market information to help them plan and realize their personal, educational, and occupational goals. †¢ Placement Counselors and other educational personnel assist students to make the transition from school to work or to additional education and training. Responsive Services Problems relating to academic learning, personal identity issues, drugs, and peer and family relationships are increasingly a part of the educational scene. Crisis counseling, diagnostic and remediation activities, and consultation and referral must continue to be included as an ongoing part of a comprehensive guidance program. In addition, a continuing need exists for the guidance program to respond to the immediate information-seeking needs of students, parents, and teachers. The responsive services component organizes guidance techniques and methods to respond to these concerns and needs as they occur; it is supportive of the guidance curriculum and individual planning components as well. Responsive services consist of activities to meet the immediate needs and concerns of students, teachers, and parents, whether these needs or concerns require counseling, consultation, referral, or information. Although counselors have special training and possess skills to respond to immediate needs and concerns, the cooperation and support of the entire faculty are necessary for this component’s successful implementation. Responsive services are implemented through such strategies as: †¢ Consultation Counselors consult with parents, teachers, other educators, and community agencies regarding strategies to help students deal with and resolve personal, educational, and career concerns. †¢ Personal Counseling Counseling is provided on a small-group and individual basis for students who have problems or difficulties dealing with relationships, personal concerns, or normal developmental tasks. The focus is on assisting students to identify problems and causes, alternatives, possible consequences, and to take action when appropriate. †¢ Crisis Counseling Counseling and support are provided to students or their families facing emergency situations. Such counseling is normally short term and temporary in nature. When necessary, appropriate referral sources are used. †¢ Referral Counselors use other professional resources of the school and community to refer students when appropriate. These referral sources may include: mental health agencies employment and training programs vocational rehabilitation juvenile services social services special school programs (special or compensatory education) The responsive services component also provides for small-group counseling. Small groups of students with similar concerns can be helped by intensive small-group counseling. All students may not need such assistance, but it is available in a comprehensive program. Adjunct guidance staff—peers, paraprofessionals, volunteers—can aid counselors in carrying out their responsive activities. Peers can be involved in tutorial programs, orientation activities, ombudsman functions and, with special training, cross-age counseling and leadership in informal dialog. Paraprofessionals and volunteers can provide assistance in such areas as placement, follow-up, and community-school-home liaison activities. System Support The administration and management of a comprehensive guidance program require an ongoing support system. That is why system support is a major program component. Unfortunately, it is often overlooked or only minimally appreciated. And yet, the system support component is as important as the other three components. Without continuing support, the other three components of the guidance program are ineffective. This component is implemented and carried out through such activities as the following: †¢ Research and Development Guidance program evaluation, follow-up studies, and the continued development and updating of guidance learning activities are some examples of the research and development work of counselors. †¢ Staff/Community Public Relations The orientation of staff and the community to the comprehensive guidance program through the use of newsletters, local media, and school and community presentations are examples of public relations work. †¢ Professional Development Counselors must regularly update their professional knowledge and skills. This may include participation in school inservice training, attendance at professional meetings, completion of postgraduate course work, and contributions to the professional literature. †¢ Committee/Advisory Boards Serving on departmental curriculum committees and community committees or advisory boards are examples of activities in this area. †¢ Community Outreach Included in this area are activities designed to help counselors become knowledgeable about community resources, employment opportunities, and the local labor market. This may involve counselors visiting local businesses and industries and social services agencies. Program Management and Operations This area includes the planning and management tasks needed to support the activities of a comprehensive guidance program. Also included in the system support component are activities that support programs other than guidance. These activities may include counselors being involved in helping interpret student test re sults to teachers, parents, and administrators, serving on departmental curriculum committees (helping interpret student needs data for curriculum revision), and working with school administrators (helping interpret student needs and behaviors). Care must be taken, however, to watch the time given to these duties because the primary focus for counselors is their work in the first three components of the comprehensive guidance program. It is important to realize that if the guidance program is well run, focusing heavily on the first three components, it will provide substantial support for other programs and personnel in the school and the community. Program Time Counselors’ professional time is a critical element in the Model. How should professional certified counselors spend their time? How should this time be spread across the total program? In this Model, the four program components provide the structure for making judgments about appropriate allocations of counselors’ time. One criterion to be used in making such judgments is the concept of program balance. The assumption is that counselor time should be spread across all program components, but particularly the first three. Another criterion is that different grade levels require different allocations of counselor time across the program components. For example, at the elementary level, more counselor time is spent working in the curriculum with less time spent in individual planning. In the high school, these time allocations are reversed. How counselors in a school district or school building plan and allocate their time depends on the needs of their students and their community. Once chosen, time allocations are not fixed forever. The purpose for making them is to provide direction to the program and to the administrators and counselors involved. Since the Model is a â€Å"100 percent program,† 100 % of counselors’ time must be spread across the four program components. Time allocations are changed as new needs arise, but nothing new can be added unless something else is removed. The assumption is that professional counselors spend 100 % of their time on task, implementing the guidance program. What are some suggested percentages? As an example, the state of Missouri (Starr Gysbers, 1997) has adopted suggested percentages of counselor time to be spent on each program component. These suggested percentages were recommended by Missouri counselors and administrators who had participated in the field-testing of the Missouri adaptation of the Comprehensive Guidance Program Model: Percent ES M/JH HS Guidance Curriculum 35-45 25-35 15-25 Individual Planning 05-10 15-25 25-35 Responsive Services 30-40 30-40 25-35 System Support 10-15 10-15 15-20 Resources Human Human resources for the guidance program include such individuals as counselors, teachers, administrators, parents, students, community members, and business and labor personnel. All have roles to play in the guidance program. While counselors are the main providers of guidance and counseling services and coordinators of the program, the involvement, cooperation, and support of teachers and administrators is necessary for the program to be successful. The involvement, cooperation, and support of parents, community members, and business and labor personnel also is critical. A SchoolCommunity Advisory Committee is recommended to bring together the talent and energy of school and community personnel. The School-Community Advisory Committee acts as a liaison between the school and community and provides recommendations concerning the needs of students and the community. A primary duty of this committee is to advise those involved in the guidance program. The committee is not a policy- or decision-making body; rather, it is a source of advice, counsel, and support and is a communication link between those involved in the guidance program and the school and community. The committee is a permanent part of the guidance program. A community person should be the chairperson. The use and involvement of an advisory committee will vary according to the program and the community. It is important, however, that membership be more than in name only. Members will be particularly helpful in developing and implementing the public relations plan for the community. Financial The financial resources of a comprehensive guidance program are crucial to its success. Examples of financial resources include budget, material, equipment, and facilities. The Model highlights the need for these resources through its focus on the physical space and equipment required to conduct a comprehensive program in a school district. To make the guidance curriculum, individual planning, responsive services, and system support components function effectively, adequate guidance facilities are required. Traditionally, guidance facilities have consisted of an office or suite of offices designed primarily to provide one-to-one counseling or consultation assistance. Such arrangements have frequently included reception or waiting areas that serve as browsing rooms where students have access to displays or files of educational and occupational information. Also, this space has typically been placed in the administrative wing of the school so that the counseling staff can be near the records and the administration. The need for individual offices is obvious because of the continuing need to carry on individual counseling sessions. A need also exists, however, to open up guidance facilities and make them more accessible to all students, teachers, parents, and community members. One way to make guidance facilities more usable and accessible is to reorganize traditional space into a guidance center. A guidance center brings together available guidance information and resources and makes them easily accessible to students. The center is used for such activities as group sessions, student self-exploration, and personalized research and planning. At the high school level, students receive assistance in areas such as occupational planning, job entry and placement, financial aid information and postsecondary educational opportunities. At the elementary school level, students and their parents receive information about the school, the community, and parenting skills; they also read books about personal growth and development. An area for play therapy can be provided in the guidance center. Although the center is available for use to school staff and community members, it is student centered, and many of the center activities are student planned as well as student directed. At the same time, the center is a valuable resource for teachers in their program planning and implementation. Employers, too, will find the center useful when seeking part-time or full-time workers. Clearly, the impact of the center on school and community can be substantial. If community members and parents are involved in the planning and implementation of the center and its activities, their interest could provide an impetus for the involvement of other community members. When parents and community members become involved in programs housed in the center, they experience the guidance program firsthand. Through these experiences, new support for the program may develop. The guidance center is furnished as comfortably as possible for all users. Provision is made for group as well as individual activities. Coordinating the operation of the guidance center is the responsibility of the guidance staff, but all school staff can be involved. It is recommended that at least one paraprofessional be a part of the staff to ensure that clerical tasks are carried out in a consistent and ongoing manner. Political Education is not simply influenced by politics, it is politics. The mobilization of political resources is key to a successful guidance program. Full endorsement of the guidance program by the Board of Education as a â€Å"program of studies of the district† is one example of mobilizing political resources. Another example is a clear and concise school district policy statement that highlights the integral and central nature of the school district’s comprehensive guidance program to other programs in the school district. Putting It All Together What does the Program Model look like when all of the Model’s elements are brought together? Figure 1 (see page 12) presents the Model on one page so that the three program elements can be seen in relationship to each other. Notice that the three program elements (program content, program structure, processes, and time, and program resources) represent the â€Å"means† of the program. Without these means in place, it is impossible to achieve the full results of the program and to fully evaluate the impact of the program on the students, the school, and the community. Some Final Thoughts The Program Model, by definition, leads to guidance activities and structured group experiences for all students. It de-emphasizes administrative and clerical tasks, one-toone counseling only, and limited accountability. It is proactive rather than reactive. Counselors are busy and unavailable for unrelated administrative and clerical duties because they have a guidance program to implement. Counselors are expected to do personal and crisis counseling as well as provide structured activities to all students. To fully implement the Program Model it is important that the program be as follows: 1. Understood as student-development oriented, not school maintenance-administrativeoriented. 2. Operated as a 100 % program; the four program components constitute the total program; there are no add-ons. 3. Started the first day of school and ended on the last day of school; not started in the middle of October with an ending time in April so that administrative, nonguidance tasks can be completed. . Understood as program focused, not position focused. 5. Understood as education-based, not agency or clinic based. References Brewer, J. M. (1922). The vocational guidance movement: Its problems and possibilities. New York: The Macmillan Company. Eckerson, L. O. , Smith, H. M. (1966). Scope of pupil personnel services. Washington, DC: U. S. Government Printing Office. Ginn, S. J. (192 4). Vocational guidance in Boston Public Schools. The Vocational Guidance Magazine, 3, 3-7. Gysbers, N. C. (1978). Remodeling your guidance program while living in it. Texas Personnel and Guidance Association Journal, 6, 53-61. Gysbers, N. C. , Henderson, P. (1994). Developing and managing your school guidance program (2nd ed. ). Alexandria, VA: American Association for Counseling and Development. Gysbers, N. C. , Moore, E. J. (1974). Career guidance, counseling and placement: Elements of an illustrative program guide (A life career development perspective). Columbia, MO: University of Missouri, Columbia. Gysbers, N. C. , Moore, E. J. (1975). Beyond career development—life career development. Personnel and Guidance Journal, 53, 647-652. Gysbers, N. C. , Moore, E. J. (1981). Improving guidance programs. Englewood Cliffs, NJ: Prentice Hall. Hargens, M. , Gysbers, N. C. (1984). How to remodel a guidance program while living in it: A case study. The School Counselor, 30, 119-125. Myers, G. E. (1923). Critical review of present developments in vocational guidance with special reference to future prospects. The Vocational Guidance Magazine, 2 (6), 139-142. Myers, G. E. (1935). Coordinated guidance: Some suggestions for a program of pupil personnel work. Occupations, 13 (9), 804-807. Smith G. E. (1951). Principles and practices of the guidance program. New York: The Macmillan Company. Starr, M. F. , Gysbers, N. C. (1997). Missouri comprehensive guidance: A model for program development, implementation and evaluation (1997 Rev. ). Jefferson City: Missouri Department of Elementary and Secondary Education. Wolfe, D. M. , Kolb, D. A. (1980). Career Development, personal growth, and experimental learning. In J. W. Springer (Ed. ), Issues in career and human resource development (pp. 1-56). Madison, WI: American Society for Training and Development. How to cite Guidance and Counselling Thesis, Papers

Descriptive Statistics and Visualization- myassignmenthelp.com

Question: Discuss about theDescriptive Statistics and Visualization for Audience. Answer: The process of using data visualization is for making general people to understand the significance of the general data that has been collected in the form of visual aids. This visualization is achieved with the help of patterns, data trends and correlations among the data, which will help in exposing the data that has been collected. Recognition of the data is made easier with the help of different data visualization tools. For this blog, the data set taken into concern is the marketing data set of Tullys coffee. The data set consists of data, which is classified in to the categories of profit incurred from the sale of the products, the net sale revenue collected form the products, the total sale cost collected and the cost of goods for the production of the products being sold. The data set also covers the marketing cost spent by the company for the marketing advertisements of the products and the amount of ready goods in the inventory of the company at different location. There is also the discussion of the projected values of the sale, profit, margin cost and the cost of goods for the company. The data has been divided up into regions with the help of area codes and product id. The market size and the regions based on the location of the market has also been divided in to east, west central and south. There is a discussion about 20 states from the United States of America. The products has been class ified into Caffeinated and Decaffeinated and the type of the product that is being produced. Data Elements The following table gives an overview of the data that has been used in the data set. The names of the columns of the data set used has been discussed to provide a brief overview of the data set. FactTable Data type Profit Profit generated measured (in $,000) = Margin - Total Expenses Discrete Numerical Margin Net sales revenue (in $,000) = Sales - Cost of Goods Discrete Numerical Sales Operating revenue (in $,000) earned from selling coffee/tea products Discrete Numerical COGS Cost of Goods (in $,000) that is the direct costs attributable to the production of the goods sold by the company Discrete Numerical Total Expenses Total costsin (in $,000) associated with managing and operatingthe business (COG not included) Discrete Numerical Marketing Marketing costs(in $,000) Discrete Numerical Inventory Total value of products and goods (in $,000) that are ready or for sale. Discrete Numerical Budget Profit Projected profit (in $,000) Discrete Numerical Budget COGS Projected cost of goods (in $,000) Discrete Numerical Budget Margin Projected margin (in $,000) Discrete Numerical Budget Sales Projected sales (in $,000) Discrete Numerical Area Code Codes assigned to areas for the reference of the company. Discrete ID Number Product ID Codes assigned to different products for the reference of the company Discrete ID Number Date Dates for the year 205 and 2016, the first day of each month Date type Location Area Code Codes assigned to areas for the reference of the company Discrete ID Number State States of the United States of America (20 Selected) Location Market Market region (East, West, Central, South) Discrete location Market Size Market size as a factor of population and demand (Major vs. Small) Discrete Data Product Product Type Type of coffee or tea sold (Coffee, Espresso, Tea, Herbal Tea) Discrete Type Product Product sub-category Discrete Type Product Id Codes assigned to different products for the reference of the company Discrete ID Number Type Caffeinated vs. Decaffeinated Discrete Type The Right Fit Based on the data set the major columns, which has been selected for the analysis in the data visualization tool, are: Total Expenses Plotted Against Market And State Profit Plotted Against Market And State Sales Plotted Against Market And State Profit Plotted Against Products Total Expenses Plotted Against Products Budget Cost Of Goods Plotted Against Products Budget Margin Plotted Against Products Budget Profit Plotted Against Products Budget Sales Plotted Against Products Budget Cost Of Goods Plotted Against Locations Budget Margin Of Goods Plotted Against Locations Budget Profit Of Goods Plotted Against Locations Budget Sales Of Goods Plotted Against Locations The above graphs are the ones that has been decided to be plotted on the software. The factors chosen for the graphs help is understanding the revenue collection system of the company by analyzing the cost behind the production of the hoods and the final amount of money collected against the product or the location. Ethics For the use of the data set in the development procedure of the report the ethical and the legal issues of the data set needs to be considered for keeping the data safe for the organization form whom the data has been collected. The law, which helps in keeping the data safe from the hacking and stealing procedure, is the empowerment of the law of Data Protection Act 1998. For the development of the report, the ethical issues, which were considered, are as follows: For the collection of the data, the report the consent had been taken from the participants. The consent was targeted to let them know about the extent that their data is to be shared or viewed by others. It is also important to let the participant know about the extent of the sharing capability of the data set. The participants were made sure that they were completely willing that their data was being shared and used for the analysis in this report. The data, which the participants refrained from sharing during the collection of the data set, was excluded from the analysis of the data set. If the data is made available to be shared on the internet, it is the responsibility of the analyst to make the data anonymous as possible for the participant to have the faith in the ones for keeping the data safe. For the collection of the personal data, it is important for the data to be collected based on the Data Protection Act 1998. Even if personal data has been collected during the data collection, procedures it is important to remove them during the analysis of the data set. Live Dashboard DONE ON THE WEBSITE Story Telling Dashboard 1: The first dashboard produced consists of three graphs depicting the Total Expenses Plotted against Market and State, Profit Plotted against Market and State and Sales Plotted against Market and State. The graphs has been plotted with the help of column chart, line chart and Gantt chart respectively. The colors used are of the same hue but of different composition. This makes them all related to each other but keep themselves apart from the other graphs as well. The first graph of the dashboard, Total Expenses Plotted against Market and State shows the total amount of expenses that is incurred by the company for the production of the different products and to sell them in the respective market area and the respective state market of the country. On an overview, it can be said that the west market produces the maximum amount of expenses from the products. The south market can be said to produce the least amount of expenses for the company as a whole. Looking from the individual state w ise analysis the state of New Hampshire produces the least amount of expenses and California on the other hand produces the highest amount of expenses over the period of two years. The second graph of the dashboard, Profit Plotted against Market and State shows the sum of profit, which is collected by the company from the respective market size and the states of the country. The highest amount of profit is collected form the state of California. This shows that the people of California uses the products of the company more than any other state in the United States of America. The least amount of profit is collected from the state of New Mexico. Almost below the mark of 1000. All other states can be said to help the company collect a generous amount of profit. The third graph of the dashboard is the Sales Plotted against Market and State, which goes on to show the plotting of the total sales collected by the company from the states of the United States of America. The highest sale re cords has been recorded in the state of California. This can be easily concluded based on the amount of profit which the company is able to collect from the location the sales was to shoot his high. The least amount of sales has been recorded in the state of New Hampshire where it still shows hope of going upwards in the future. On an overview, it can be said that the south market has the lowest sale of the products among the four markets. Dashboard 2: The second dashboard created consists of two graphs Profit Plotted Against Products and Total Expenses Plotted Against Products. The first graph has been plotted with the help of a green coloured bar chart and the second graph has been composed with the help of a red coloured heat map. The process of understanding heat map is with the help of the saturation of colour in the boxes on the map. The boxes are sized and stacked according to the values and coloured accordingly. The darkest boxes are colour in this way due to the fact that they have the highest amount of value. The boxes are coloured in a single hue with the variation in the saturation of the colour. The first graph shows the plotting of the profit which has been collected from the sale of the products around the 20 states. The company would analyse this data to understand their strong points in the market. The highest profit gainer is the Columbian coffee. However, the value of the green tea product came as a surprise as t his product can be considered the healthiest of all the drinks with the lowest profit collected over the period of two years. The value is so much low that the value has become negative in nature. The company should analyse their strength in the market with the help of their profit collected from the products being sold. The second graph shows the plotting of the total amount of expenses which the company is putting in in the production of the different products. The darkest of the boxes is of the Columbian coffee and the lightest is of the regular espresso. From the previous graph and this graph it can be said that the company is making the right move in putting in extra effort and making the product of Columbian coffee the best in the market. However the expense behind the product of green tea is high the profit collected is lower than zero. Dashboard 3: The third dashboard which has been created consists of four charts: Budget Cost of Goods Plotted against Products, Budget Margin Plotted against Products, Budget Profit Plotted against Products and Budget Sales Plotted against Products. The charts have been selected to show the forecasting of the company with respect to the products. This means that the company is determining for the future the amount of sale they will be producing for the products they produce. The charts have been designed with the help of column chart, area chart, heat map and Gantt chart. The process of understanding heat map is with the help of the saturation of colour in the boxes on the map. The darkest boxes are colour in this way due to the fact that they have the highest amount of value. The boxes are coloured in a single hue with the variation in the saturation of the colour. From the first chart it can be determined that the Columbian coffee will be the top most priority for the companys future in terms o f making the cost of the product. Alongside this the regular espresso has been found to contribute the least in the prediction for the cost of goods category. For the budget margin chart it can be again seen that that the Columbian coffee has the highest value and the regular espresso with the least value. A similar trend is also seen in the budget profit for the products in case of Columbian coffee. However the least in this case is green tea which is similar to the previously found profit which was the lowest for green tea. Again the previous trend returns in case of the fourth chart od Columbian coffee at the highest and the regular espresso at the lowest pit of the chart in case of plotting of the predicted sales for the products. This similar following of the trend shows that the company has a determined mind set which is to follow the product trend in this chart and make the best profit possible form the market conditions. Dashboard 4: The fourth dashboard consists of the graphs depicting Budget Cost of Goods Plotted against Locations, Budget Margin of Goods Plotted against Locations, Budget Profit of Goods Plotted against Locations and Budget Sales of Goods Plotted against Locations. This dashboard has been developed following a unique rule of plotting the data on a geographic map which makes the visualization interactive in nature. As the states which has been used in the data set is from the United States of America, the dashboard is showing the chart for location of United States of America only. The colouring trend is similar to that of the heat map. A single hue of colour is used in the map sections and the saturation of the colour is based on the values of the locations which is being plotted. For the first chart it can be seen that the state of California has the highest budget for the cost of goods. The location being tropic and a coastal area in nature the goods required for the production of the products require a large amount of investment. Other than that the states in the middle of the country is seen to be having a medium hue suggesting that they have lower amount to be incurred for the cost of goods. In the next chart it can be again seen that the state of California has the highest amount of margin of goods cost for the production line. The lowest can be seen to be in the state of New Mexico. The third chart being a heat map shows the profit of the goods and products on the states to be the highest in Illinois. California closely follows the state of Illinois. Again the lowest producer of the profit margin is the state of New Mexico. The last chart is of a geographic chart which shows the prediction of the sale of the goods and the products in the locations. The darkest of the colour seems to be in California and the lightest in New Mexico. The similar trend in the budget prediction in the countries shows the integrity that is followed in doing a business.

The Bay Of Pigs Essay Example For Students

The Bay Of Pigs Essay The Bay of Pigs Invasion. The story of the failed invasion of Cuba at the Bay of Pigs is one ofmismanagement, overconfidence, and lack of security. The blame for thefailure of the operation falls directly in the lap of the CentralIntelligence Agency and a young president and his advisors. The fall outfrom the invasion caused a rise in tension between the two greatsuperpowers and ironically 34 years after the event, the person that theinvasion meant to topple, Fidel Castro, is still in power. To understandthe origins of the invasion and its ramifications for the future it isfirst necessary to look at the invasion and its origins. We will write a custom essay on The Bay Of Pigs specifically for you for only $16.38 $13.9/page Order now Part I: The Invasion and its Origins. The Bay of Pigs invasion of April 1961, started a few days before onApril 15th with the bombing of Cuba by what appeared to be defecting Cubanair force pilots. At 6 a.m. in the morning of that Saturday, three Cubanmilitary bases were bombed by B-26 bombers. The airfields at Camp Libertad,San Antonio de los Baos and Antonio Maceo airport at Santiago de Cuba werefired upon. Seven people were killed at Libertad and forty-seven peoplewere killed at other sites on the island. Two of the B-26s left Cuba and flew to Miami, apparently to defect tothe United States. The Cuban Revolutionary Council, the government in exile,in New York City released a statement saying that the bombings in Cuba were. . . carried out by Cubans inside Cuba who were in contact with thetop command of the Revolutionary Council . . . . The New York Timesreporter covering the story alluded to something being wrong with the wholesituation when he wondered how the council knew the pilots were coming ifthe pilots had only decided to leave Cuba on Thursday after . . . asuspected betrayal by a fellow pilot had precipitated a plot to strike . . . . Whatever the case, the planes came down in Miami later that morning, onelanded at Key West Naval Air Station at 7:00 a.m. and the other at MiamiInternational Airport at 8:20 a.m. Both planes were badly damaged and theirtanks were nearly empty. On the front page of The New York Times the nextday, a picture of one of the B-26s was shown along with a picture of one ofthe pilots cloaked in a baseball hat and hiding behind dark sunglasses, hisname was withheld. A sense of conspiracy was even at this early stagebeginning to envelope the events of that week. In the early hours of April 17th the assault on the Bay of Pigs began. In the true cloak and dagger spirit of a movie, the assault began at 2 a.m. with a team of frogmen going ashore with orders to set up landing lights toindicate to the main assault force the precise location of their objectives,as well as to clear the area of anything that may impede the main landingteams when they arrived. At 2:30 a.m. and at 3:00 a.m. two battalions cameashore at Playa Girn and one battalion at Playa Larga beaches. The troopsat Playa Girn had orders to move west, northwest, up the coast and meetwith the troops at Playa Larga in the middle of the bay. A small group ofmen were then to be sent north to the town of Jaguey Grande to secure it aswell. When looking at a modern map of Cuba it is obvious that the troopswould have problems in the area that was chosen for them to land at. Thearea around the Bay of Pigs is a swampy marsh land area which would be hardon the troops. The Cuban forces were quick to react and Castro ordered hisT-33 trainer jets, two Sea Furies, and two B-26s into the air to stop theinvading forces. Off the coast was the command and control ship and anothervessel carrying supplies for the invading forces. The Cuban air force madequick work of the supply ships, sinking the command vessel the Marsopa andthe supply ship the Houston, blasting them to pieces with five-inch rockets. In the end the 5th battalion was lost, which was on the Houston, as well asthe supplies for the landing teams and eight other smaller vessels. Withsome of the invading forces ships destroyed, and no command and controlship, the logistics of the operation soon broke down as the other supplyships were kept at bay by Castos air force. As with many failed militaryadventures, one of the problems with this one was with supplying the troops. In the air, Castro had easily won superiority over the invading force. His fast moving T-33s, although unimpressive by todays standards, madeshort work of the slow moving B-26s of the invading force. On Tuesday, twowere shot out of the sky and by Wednesday the invaders had lost 10 of their12 aircraft. With air power firmly in control of Castros forces, the endwas near for the invading army. Over the 72 hours the invading force of about 1500 men were pounded bythe Cubans. Casto fired 122mm. Howitzers, 22mm. cannon, and tank fire atthem. By Wednesday the invaders were pushed back to their landing zone atPlaya Girn. Surrounded by Castros forces some began to surrender whileothers fled into the hills. In total 114 men were killed in the slaughterwhile thirty-six died as prisoners in Cuban cells. Others were to live outtwenty years or more in those cells as men plotting to topple thegovernment of Castro. The 1500 men of the invading force never had a chance for success fromalmost the first days in the planning stage of the operation. OperationPluto, as it came to be known as, has its origins in the last dying days ofthe Eisenhower administration and that murky time period during thetransition of power to the newly elected president John F. Kennedy. The origins of American policy in Latin America in the late 1950s andearly 1960s has its origins in Americans economic interests and itsanticommunist policies in the region. The same man who had helped formulateAmerican containment policy towards the Soviet threat, George Kennan, in1950 spoke to US Chiefs of Mission in Rio de Janeiro about Latin America. He said that American policy had several purposes in the region,. . . to protect the vital supplies of raw materialswhich Latin American countries export to the USA; toprevent the military exploitation of Latin America bythe enemy The Soviet Union; and to avert thepsychological mobilization of Latin America against us.. . . . By the 1950s trade with Latin America accounted for a quarter ofAmerican exports, and 80 per cent of the investment in Latin America wasalso American. The Americans had a vested interest in the region that itwould remain pro-American. .uf4d3a1f3230f3370215185e02ab7bed2 , .uf4d3a1f3230f3370215185e02ab7bed2 .postImageUrl , .uf4d3a1f3230f3370215185e02ab7bed2 .centered-text-area { min-height: 80px; position: relative; } .uf4d3a1f3230f3370215185e02ab7bed2 , .uf4d3a1f3230f3370215185e02ab7bed2:hover , .uf4d3a1f3230f3370215185e02ab7bed2:visited , .uf4d3a1f3230f3370215185e02ab7bed2:active { border:0!important; } .uf4d3a1f3230f3370215185e02ab7bed2 .clearfix:after { content: ""; display: table; clear: both; } .uf4d3a1f3230f3370215185e02ab7bed2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf4d3a1f3230f3370215185e02ab7bed2:active , .uf4d3a1f3230f3370215185e02ab7bed2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf4d3a1f3230f3370215185e02ab7bed2 .centered-text-area { width: 100%; position: relative ; } .uf4d3a1f3230f3370215185e02ab7bed2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf4d3a1f3230f3370215185e02ab7bed2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf4d3a1f3230f3370215185e02ab7bed2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf4d3a1f3230f3370215185e02ab7bed2:hover .ctaButton { background-color: #34495E!important; } .uf4d3a1f3230f3370215185e02ab7bed2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf4d3a1f3230f3370215185e02ab7bed2 .uf4d3a1f3230f3370215185e02ab7bed2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf4d3a1f3230f3370215185e02ab7bed2:after { content: ""; display: block; clear: both; } READ: The Pursuit Of Happiness And The Inner Resources EssayThe Guatemalan adventure can be seen as another of the factors thatlead the American government to believe that it could handle Casto. Beforethe Second World War ended, a coup in Guatemala saw the rise to power ofJuan Jose Ar,valo. He was not a communist in the traditional sense of theterm, but he . . . packed his government with Communist Party members andCommunist sympathizers. In 1951 Jacobo Arbenz succeeded Ar,valo after anelection in March of that year. The party had been progressing with aseries of reforms, and the newly elected leader continued with thesereforms. During land reforms a major American company, the United FruitCompany, lost its land and other holdings without any compensation from theGuatemalan government. When the Guatemalans refused to go to theInternational Court of Law, United Fruit began to lobby the government ofthe United States to take action. In the government they had some verypowerful supporters. Among them were Foster Dulles, Secretary of State whohad once been their lawyer, his brother Allen the Director of CentralIntelligence who was a share holder, and Robert Cutler head of the NationalSecurity Council. In what was a clear conflict of interest, the securityapparatus of the United States decided to take action against theGuatemalans. From May 1st, 1954, to June 18th, the Central Intelligence Agency dideverything in its power to overthrow the government of Arbenz. On June 17thto the 18th, it peaked with an invasion of 450 men lead by a Colonel CarlosCastillo Armas. With the help of air support the men took control of thecountry and Arbenz fled to the Mexican Embassy. By June 27th, the countrywas firmly in control of the invading force. With its success in Guatemala,CIA had the confidence that it could now take on anyone who interfered withAmerican interests. In late 1958 Castro was still fighting a guerilla war against thecorrupt regime of Fulgencio Batista. Before he came to power, there was anincident between his troops and some vacationing American troops from thenearby American naval base at Guantanamo Bay. During the incident some USMarines were held captive by Castos forces but were later released after aransom was secretly paid. This episode soured relations with the UnitedStates and the chief of U.S. Naval Operations, Admiral Burke, wanted tosend in the Marines to destroy Castros forces then but Secretary of StateFoster Dulles disagreed with the measures suggested and stopped the plan. Castro overthrew Batista in 1959. Originally Castro was not acommunist either and even had meetings with then Vice-President RichardNixon. Fearful of Castros revolution, people with money, like doctors,lawyers, and the mafia, left Cuba for the United States. To prevent theloss of more capital Castros solution was to nationalize some of thebusinesses in Cuba. In the process of nationalizing some business he cameinto conflict with American interests just as Arbenz had in Guatemala. . . . legitimate U.S. Businesses were taken over, and the process ofsocialization begun with little if any talk of compensation. There werealso rumours of Cuban involvement in trying to invade Panama, Guatemala,and the Dominican Republic and by this time Castro had been turn down bythe United States for any economic aid. Being rejected by the Americans, hemet with foreign minister Anasta Mikoyan to secure a $100 million loan fromthe Soviet Union. It was in this atmosphere that the American Intelligenceand Foreign Relations communities decided that Castro was leaning towardscommunism and had to be dealt with. In the spring of 1960, President Eisenhower approved a plan to sendsmall groups of American trained, Cuban exiles, to work in the undergroundas guerrillas to overthrow Castro. By the fall, the plan was changed to afull invasion with air support by exile Cubans in American supplied planes. The original group was to be trained in Panama, but with the growth of theoperation and the quickening pace of events in Cuba, it was decided to movethings to a base in Guatemala. The plan was becoming rushed and this wouldstart to show, the man in charge of the operation, CIA Deputy DirectorBissell said that,. . . There didnt seem to be time to keep to theoriginal plan and have a large group trained by thisinitial cadre of young Cubans. So the larger group wasformed and established at La finca, in Guatemala, andthere the training was conducted entirely by Americans . . . . It was now fall and a new president had been elected. PresidentKennedy could have stopped the invasion if he wanted to, but he probablydidnt do so for several reasons. Firstly, he had campaigned for some formof action against Cuba and it was also the height of the cold war, to backout now would mean having groups of Cuban exiles travelling around theglobe saying how the Americans had backed down on the Cuba issue. Incompetition with the Soviet Union, backing out would make the Americanslook like wimps on the international scene, and for domestic consumptionthe new president would be seen as backing away from one of his campaignpromises. The second reason Kennedy probably didnt abort the operation isthe main reason why the operation failed, problems with the CIA. Part II: Failure and Ramifications. The failure at the CIA led to Kennedy making poor decisions whichwould affect future relations with Cuba and the Soviet Union. The failureat CIA had three causes. First the wrong people were handling the operation,secondly the agency in charge of the operation was also the one providingall the intelligence for the operation, and thirdly for an organizationsupposedly obsessed with security the operation had security problems. In charge of the operation was the Director of Central Intelligence,Allan Dulles and main responsibility for the operation was left to one ofhis deputies, Richard Bissell. In an intelligence community geared mainlyfor European operations against the USSR, both men were lacking inexperience in Latin American affairs. Those in charge of Operation Pluto,based this new operation on the success of the Guatemalan adventure, butthe situation in Cuba was much different than that in Guatemala. InGuatemala the situation was still chaotic and Arbenz never had the samecontrol over the country that Castro had on Cuba. The CIA had the UnitedStates Ambassador, John Puerifoy, working on the inside of Guatemalacoordinating the effort, in Cuba they had none of this while Castro wasbeing supplied by the Soviet block. In addition, after the overthrow of thegovernment in Guatemala, Castro was aware that this may happen to him aswell and probably had his guard up waiting for anything that my indicatethat an invasion was imminent. .u54f6d78521a071c272aa5254f3fcee3a , .u54f6d78521a071c272aa5254f3fcee3a .postImageUrl , .u54f6d78521a071c272aa5254f3fcee3a .centered-text-area { min-height: 80px; position: relative; } .u54f6d78521a071c272aa5254f3fcee3a , .u54f6d78521a071c272aa5254f3fcee3a:hover , .u54f6d78521a071c272aa5254f3fcee3a:visited , .u54f6d78521a071c272aa5254f3fcee3a:active { border:0!important; } .u54f6d78521a071c272aa5254f3fcee3a .clearfix:after { content: ""; display: table; clear: both; } .u54f6d78521a071c272aa5254f3fcee3a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u54f6d78521a071c272aa5254f3fcee3a:active , .u54f6d78521a071c272aa5254f3fcee3a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u54f6d78521a071c272aa5254f3fcee3a .centered-text-area { width: 100%; position: relative ; } .u54f6d78521a071c272aa5254f3fcee3a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u54f6d78521a071c272aa5254f3fcee3a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u54f6d78521a071c272aa5254f3fcee3a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u54f6d78521a071c272aa5254f3fcee3a:hover .ctaButton { background-color: #34495E!important; } .u54f6d78521a071c272aa5254f3fcee3a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u54f6d78521a071c272aa5254f3fcee3a .u54f6d78521a071c272aa5254f3fcee3a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u54f6d78521a071c272aa5254f3fcee3a:after { content: ""; display: block; clear: both; } READ: GENDER DISCRIMINATION IN THE UNITED STATES MILITAR EssayThe second problem was the nature of the bureaucracy itself. The CIAwas a new kid on the block and still felt that it had to prove itself, itsaw its opportunity in Cuba. Obsessed with secrecy, it kept the number ofpeople involved to a minimum. The intelligence wing of CIA was kept out ofit, their Board of National Estimates could have provided information onthe situation in Cuba and the chances for an uprising against Castro oncethe invasion started. Also kept out of the loop were the State Departmentand the Joint Chiefs of Staff who could have provided help on the militaryside of the adventure. In the end, the CIA ke pt all the information foritself and passed on to the president only what it thought he should see. Lucien S. Vandenbroucke, in Political Science Quarterly of 1984, based hisanalysis of the Bay of Pigs failure on organizational behaviour theory. Hesays that the CIA . . . supplied President Kennedy and his advisers withchosen reports on the unreliability of Castros forces and the extent ofCuban dissent. Of the CIAs behaviour he concludes that,. . . By resorting to the typical organization strategyof defining the options and providing the informationrequired to evaluate them, the CIA thus structured theproblem in a way that maximized the likelihood thepresident would choose the agencys preferred option . . . . The CIA made sure the deck was stacked in their favour when the time cameto decide whether a project they sponsored was sound or not. PresidentKennedys Secretary of State at the time was Dean Rusk, in hisautobiography he says that,. . . The CIA told us all sorts of things about thesituation in Cuba and what would happen once the brigadegot ashore. President Kennedy received information whichsimply was not correct. For example, we were told thatelements of the Cuban armed forces would defect and jointhe brigade, that there would be popular uprisingsthroughout Cuba when the brigade hit the beach, and thatif the exile force got into trouble, its members wouldsimply melt into the countryside and become guerrillas,just as Castro had done . . . . As for senior White House aides, most of them disagreed with the planas well, but Rusk says that Kennedy went with what the CIA had to say. Asfor himself, he said that he . . . did not serve President Kennedy verywell . . . and that he should have voiced his opposition louder. Heconcluded that . . . I should have made my opposition clear in themeetings themselves because he Kennedy was under pressure from those whowanted to proceed. When faced with biased information from the CIA andquiet advisors, it is no wonder that the president decided to go ahead withthe operation. For an organization that deals with security issues, the CIAs lack ofsecurity in the Bay of Pigs operation is ironic. Security began to breakdown before the invasion when The New York Times reporter Tad Szulc . . . learned of Operation Pluto from Cuban friends. . . earlier that year whilein Costa Rica covering an Organization of American States meeting. Anotherbreakdown in security was at the training base in Florida,. . . Local residents near Homestead air force base hadseen Cubans drilling and heard their loudspeakers at afarm. As a joke some firecrackers were thrown into thecompound . . . . The ensuing incident saw the Cubans firing their guns and the federalauthorities having to convince the local authorities not to press charges. Operation Pluto was beginning to get blown wide open, the advantage ofsurprise was lost even this early in the game. After the initial bombing raid of April 15th, and the landing of theB-26s in Florida, pictures of the planes were taken and published innewspapers. In the photo of one of the planes, the nose of it is opaquewhereas the model of the B-26 the Cubans really used had a plexiglass nose,. . . The CIA had taken the pains to disguise the B-26with FAR markings Cuban Air Force, the agencyoverlooked a crucial detail that was spotted immediatelyby professional observers . . . . All Castros people had to do was read the newspapers and theyd know thatsomething was going to happen, that those planes that had bombed them werenot their own but American. In The New York Times of the 21st of April, stories about the originsof the operation in the Eisenhower administration appeared along withheadlines of C.I.A. Had a Role In Exiles Plans revealing the CIAsinvolvement. By the 22nd, the story is fully known with headlines in TheNew York Times stating that CIA is Accused by Bitter Rebels and on thesecond page of that days issue is a full article on the details of theoperation from its beginnings. The conclusion one can draw from the articles in The New York Times isthat if reporters knew the whole story by the 22nd, it can be expected thatCastros intelligence service and that of the Soviet Union knew about theplanned invasion as well. Tad Szulcs report in the April 22nd edition ofThe New York Times says it all,. . . As has been an open secret in Florida and CentralAmerica for months, the C.I.A. planned, coordinated anddirected the operations that ended in defeat on abeachhead in southern Cuba Wednesday . . . . It is clear then that part of the failure of the operation was causedby a lack of security and attention to detail on the part of the CentralIntelligence Agency, and misinformation given to the president. On the international scene, the Bay of Pigs invasion lead directly toincreased tensions between the United States and the Soviet Union. Duringthe invasion messages were exchanged between Kennedy and Khrushchevregarding the events in Cuba. Khrushchev accused the Americans of beinginvolved in the invasion and stated in one of his messages that a,. . . so-called small war can produce a chain reactionin all parts of the world . . . we shall render the Cubanpeople and their Government all necessary assistance inbeating back the armed attack on Cuba . . . . Kennedy replied giving American views on democracy and the containment ofcommunism, he also warned against Soviet involvement in Cuba saying toKhrushchev,. . . In the event of any military intervention byoutside force we will immediately honor our obligationsunder the inter-American system to protect thishemisphere against external aggression . . . . Even though this crisis passed, it set the stage for the next majorcrisis over Soviet nuclear missiles in Cuba and probably lead to theSoviets increasing their military support for Castro. In The Bay Of Pigs Essay Example For Students The Bay Of Pigs Essay Louisa May Alcott was born on November 29, 1832, in Germantown, Pennsylvania. When she was almost 2 years old, Louisas family moved to Massachusetts, the state where she lived the bulk of her life. The family moved many times over the years, usually back and forth between Boston and Concord (Mass. ). Some notable places Louisa lived were Fruitlands in Harvard, Massachusetts; Hillside in Concord; and Orchard House, also in Concord. Fruitlands was the site of her fathers attempt at Utopian living, which she wrote about in Transcendental Wild Oats, thirty years later in 1873. Louisas childhood at Hillside (later renamed Wayside by Nathaniel Hawthorne, when he lived there) served as the basis for the action in her most popular novel, Little Women, which she wrote as an adult living in Orchard House. We will write a custom essay on The Bay Of Pigs specifically for you for only $16.38 $13.9/page Order now Interestingly, these latter two houses were located next door to each other, with a walking path through the woods between. They are both still standing and open for tours in Concord.She was a versatile writer who started at an early age. At the encouragement of her father, she kept a diary as a childwhich probably helped her to discover her love and talent for writing and surely provided ideas later for her various plots and characters. As a teenager, Louisa wrote several plays, poems, and short stories. She achieved publication for the first time at age nineteen, with a poem entitled Sunlight (1851), which she wrote under the pseudonym, Flora Fairfield. The title of Ms. Alcotts first published short story was The Rival Painters: A Tale of Rome (1852), and her first published book was Flower Fables (1854), a collection of short fairy-tale stories and poems which she had originally created to entertain Ralph Waldo Emersons daughter Ellen. Louisa May Alcott wrote her first novel, The Inheritance, at age seventeen, but it went unpublished for nearly 150 years until 1997, after two researchers (Joel Myerson and Daniel Shealy) stumbled across the handwritten manuscript in the Houghton Library at Harvard University . Of course, Ms. Alcott is best known for a different novel, Little Women, which she wrote in two parts. The first volume, subtitled Meg, Jo, Beth, and Amy, was published in 1868, and the second volume, alternately titled Good Wives, was published in 1869. Like Jo in Little Women, Louisa also wrote many blood and thunder tales, which were published in popular periodicals of the day. She did not openly claim authorship for many of these Gothic thriller stories, however: for some, she used the pseudonym, A. M. Barnard; for others, she chose to remain completely anonymous. Her career was not restricted to writing. Beginning in her late teens, she worked as a teacher for several years and off-and-on as a seamstress. In December of 1862, at age 30, she traveled to Washington, DC, to serve as a Civil War nurse at the Union Hotel Hospital in Georgetown. The following year, she re-wrote her letters detailing that experience, to form Hospital Sketches, which was published first serially and then as a book . And, in the winter of 1867/68, Ms. Alcott became the editor of Merrys Museum, a childrens magazine . Louisa Alcott also was an avid social reformer. Abolition, temperance, and educational reform were among her chosen causes. But being a feminist at heart, she especially fought for womens rights, including suffrage. In fact, she was the first woman to register to vote in Concord . Unlike Jo in her Little Women, Louisa May Alcott never married. She died at age 55 on March 6, 1888, (two days after her father) and is buried on Authors Ridge in Concords Sleepy Hollow Cemetery, with her family. .u5df8f114464906ed7738542fa96990a0 , .u5df8f114464906ed7738542fa96990a0 .postImageUrl , .u5df8f114464906ed7738542fa96990a0 .centered-text-area { min-height: 80px; position: relative; } .u5df8f114464906ed7738542fa96990a0 , .u5df8f114464906ed7738542fa96990a0:hover , .u5df8f114464906ed7738542fa96990a0:visited , .u5df8f114464906ed7738542fa96990a0:active { border:0!important; } .u5df8f114464906ed7738542fa96990a0 .clearfix:after { content: ""; display: table; clear: both; } .u5df8f114464906ed7738542fa96990a0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5df8f114464906ed7738542fa96990a0:active , .u5df8f114464906ed7738542fa96990a0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5df8f114464906ed7738542fa96990a0 .centered-text-area { width: 100%; position: relative ; } .u5df8f114464906ed7738542fa96990a0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5df8f114464906ed7738542fa96990a0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5df8f114464906ed7738542fa96990a0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5df8f114464906ed7738542fa96990a0:hover .ctaButton { background-color: #34495E!important; } .u5df8f114464906ed7738542fa96990a0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5df8f114464906ed7738542fa96990a0 .u5df8f114464906ed7738542fa96990a0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5df8f114464906ed7738542fa96990a0:after { content: ""; display: block; clear: both; } READ: On The Road Vs The Bell Jar Essay Nearby are the graves of her friends and mentors Ralph Waldo Emerson, Nathaniel Hawthorne, and Henry David Thoreau.