Concept Of Quality Circles Essay Example | Topics and Well Written Essays - 6000 words

Concept Of Quality Circles - Essay Example Quality Circle concept has three major attributes: a) Change in Attitude: The establishment of quality circles brings an attitude change from "I don't care" to "I do care". Also it brings 'Continuous improvement' in quality of work life through humanization of work. A Quality Circle has an appropriate organizational structure for its effective and efficient performance. It varies from industry to industry, organization to organization. But it is useful to have a basic framework as a model. The structure of a Quality Circle consists of the following elements. i. A steering committee: This is at the top of the structure. It is headed by a senior executive and includes representatives from the top management personnel and human resources development people. It establishes policy, plans and directs the program and meets usually once in a month. v. Circle members: They may be staff workers. Without circle members the porgramme cannot exist. They are the lifeblood of quality circles. They should attend all meetings as far as possible, offer suggestions and ideas, participate actively in group process, take training seriously with a receptive attitude. The roles of Steering Committee, Co-ordinator, Facilitator, Circle leader and Circle members are well defined. PROCESS OF OPERATION The operation of quality circles involves a set of sequential steps as under: 1. Problem identification: Identify a number of problems. 2 Problem selection: Decide the priority and select the problem to be taken up first. 3 Problem Analysis: Problem is clarified and analysed by basic problem solving methods. 4 Generate alternative solutions: Identify and evaluate causes and generate number of possible alternative solutions. 5 Select the most appropriate solution : Discuss and evaluate the alternative solutions by comparison in terms of investment and return from the investment. This enables to select the most appropriate solution. 6 Prepare plan of action : Prepare plan of action for converting the solution into reality which includes

Calcium carbonate and Hydrochloric Acid Essay Example for Free

Calcium carbonate and Hydrochloric Acid Essay 1. Spatula: We used the spatula to take out the calcium carbonate from the jar because it was the only equipment small enough to fit through the jar. Using another piece of equipment, for example a spoon, would be too large to fit through. 1. Weighing Boat: We placed the calcium carbonate in the weighing boat after we measured it. The weighing boat is light, so it will not affect how we measure the calcium carbonate. 1. Goggles: We wore goggles as part of our health and safety rules that we had to follow to stop any injuries from happening. An example for when we need goggles is when we need to prevent acid from getting into your eyes as it may damage your eyes for the long term. 1. Conical flask with bung: We used this piece of equipment because we needed to put in the reactants (calcium carbonate and hydrochloric acid) that we used when measuring the amount of gas being produced. It attached onto the gas syringe so the gas that was produced in the reaction could pass through the tube to be measured. The bung is there to make sure that the gas being produced, does not escape from the conical flask. The method consists of several steps: 1. Put on your lab coat and goggles. 2. Gather all the equipment that you need e. g. gas cylinder with chronicle flask, two clamp stands, measuring boat, measuring cylinder, and stop watch. 3. Set your equipment up e. g. clamp the gas cylinder into one clamp stand, and clamp the chronicle flask into the other clamp stand, making sure they are at the same height 4. Measure the hydrochloric acid with a measuring cylinder. 5. Pour the acid into the chronicle flask 6. Weigh out the calcium carbonate with the electronic balance 7. Pour the calcium carbonate into the chronicle flask 8. Place the bung on straight away, and start the digital stop watch 9. Take readings from the gas cylinder every 10 seconds. Main experiment – changing the surface area. The equipment we used was pipette. We used this to make sure the volume of acid used was as accurate as possible. The way we measured the acid was at eye level from the bottom of the meniscus. We used the gas syringe to measure the volume of carbon dioxide gas produced. The syringe was precise because it measured volume in 1ml divisions. We used the electronic balance to ensure the experiment is precise because the electronic balance is measured to 2 decimal places and we also used the stop clock as it is precise because it measured to hundredth seconds. This helped us accurately record the volumes of gas at our set intervals. In the surface area we made sure that we kept the 2M of the hydrochloric acid for each experiment of the surface area. We also used a mercury thermometer as it gives us a better precise reading and allows us to see whether the temperature of the hydrochloric acid makes a difference to the results. The method of the experiment of surface area was on the first experiment we used small calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml, by using a measuring cylinder which allowed us to measure the volume accurately. The second experiment we used medium calcium chips with the mass of 1. 5. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For the third experiment we used large calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For every experiment for the surface area we poured the hydrochloric acid into the conical flask, and then added the calcium chips as fast as possible to ensure the gas does not escape into the air, and not in the gas cylinder. As soon as we placed the bung inside the conical flask, we immediately started the stop watch and timed it up to 120 seconds. For every 10 seconds the person in role of the stop watch would shout at every 10 seconds, and the other person reading the gas cylinder will shout how fast the rubber, tubing is moving out of the gas cylinder. Then we would record the results in the table and repeat the same experiment 5 times to make the results precise and reliable. Results for surface area. We first started off with calcium carbonate powder (1. 5g)with hydrochloric acid (30ml) but the reaction took place within 5 seconds and immediately reacted. Therefore it was very fast and it was impossible for us to take any readings. Because of this we decided to use calcium carbonate chips so it is easier to take the reading. Table 4. Results for small chips of calcium carbonate Calcium Small Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat1 (ml) Repeat 2 (ml) Repeat 3 (ml) Repeat 4 (ml) Repeat5 (ml) Averages Evaluating the results for small chips of calcium carbonate Table 4 shows the surface area of small calcium chips. We did this by using 1. 5g of small calcium chips and 30ml of volume of 2M hydrochloric acid. There does not seem to be any outliers; a good start for the first results. As you can see we repeated the experiment 5 times to result precision. From the Table 4, we can see that the volume of gas produced increased fast towards the average of 110. From this we were keen to find out if the medium calcium chips made a more noticeable difference. Table 5. Evaluating results for medium chips of calcium carbonate Calcium Medium Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat1 (ml) Repeat 2 (ml) Repeat 3 (ml) Repeat 4 (ml) Repeat 5(ml) Averages EC Outliers Evaluating results for medium chips of calcium carbonate. In Table 5, we show the surface area of medium calcium chips. We did this by using 1. 5g of medium calcium chips and 30ml of volume of 2M hydrochloric acid. In this graph there seems to be an outliner which is highlighted in blue. For the averages we did not include the outlier to give us a more reliable and precise average. As you can see we repeated the experiment 5 times to assure result precision. From Table 5 we can see that the volume of gas produced has gradually increased towards the time of 120 seconds. This shows that medium chips are the best results so far. To make sure we have concluded the right decision we wanted to check if large calcium chips would make a stronger difference. Table 6. Evaluating results for large chips Calcium Large Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat 1 (ml) Repeat 2 (ml) Repeat 3(ml) Repeat 4 (ml) Repeat 5 (ml) Averages emp= 24EC 24EC 24EC 24EC 23EC Outliers Evaluating results for large chips of calcium carbonate. In Table 6 we show the surface area of large calcium chips. We did this by using 1. 5g of large calcium chips and 30ml of volume of 2M hydrochloric acid. In this graph there seems to be an outliner which is highlighted in blue. In the outlier the temperature on the hydrochloric acid was 23EC, which is an inconvenience and the rest of the results that don’t have an outlier have all got 24EC. This tells us the that the change in temperature may be a reason why there may be an outlier. For the averages we did not include the outlier to give us a more reliable and precise average. As you can see we repeated the experiment 5 times to assure precision in results. From the Table 6 we can see that the volume of gas produced has gradually increased towards the time of 120 seconds. This shows that large chips results are also reliable. Graphs for surface area. In the graph I can see that small chips used in the reaction releases more volume of gas in (ml) is better as it increases the amount of carbon dioxide produced till 100 seconds so the amount of carbon dioxide produced from 100 – 120 seconds becomes constant. The medium chips starts releasing gas at 10 seconds at a volume of 9ml. The volume of gas then increases up to 120 at a volume of 83ml. The large chips starts releasing gas at 10 seconds at a volume of 9ml and the volume of gas then increases up to 120 seconds at a volume of 85ml. Because we did not carry on timing the experiment we do not know if the rate of reaction decreases at 120 seconds and more because both large and medium chips seem to be increasing the volume of gas. As you can see from these results in the graph. large and medium chips release almost the same amount of carbon dioxide. This means that both the differences between large and medium are insignificant. as the range bars overlap. Conclusion for surface area In the surface area there was more area available for collisions to take place. If the reactant is a solid it is necessary to break it into smaller pieces to increase surface area. In the surface area results, we found out that as the mass of the calcium chips are larger; it increases the speed of the particles. The faster the particles move, the greater the number of collisions, and therefore the rate of the reaction increases. Chemical reactions take place by chance. Particles need to collide with enough velocity so that they react. As surface area is increased the particles move faster since they have more energy. This means that they are colliding more often and most of the collisions have enough velocity to cause a reaction. Since there are more collisions the chemical reaction takes place faster. Main experiment – changing concentration. The equipment we used was pipette. We used this to make sure the volume of acid used was as accurate as possible. The way we measured the acid was at eye level from the bottom of the meniscus. We used the gas syringe to measure the volume of carbon dioxide gas produced. The syringe was precise because it measured volume in 1ml divisions. We used the electronic balance to ensure the experiment is precise because the electronic balance is measured to 2 decimal places. Qe also used the stop clock as it is precise because it measured to hundredth seconds which helped us accurately record the volumes of gas at our set intervals. In the concentration we made sure that we kept the calcium carbonate small chips of 1. 5g and the hydrochloric acid 30ml but just changed the M to 0. 5M, 1M, 1. 5M, 2M for each experiment for the concentration. We also used a mercury thermometer as it gives us a more precise reading and allows us to see whether the temperature of the hydrochloric acid makes a difference in the results. The method of the experiment for the concentration was on the first experiment as we used small calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 0. 5M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. In the second experiment we used small calcium chips with the mass of 1. 5. We measured this by using an electronic balance and we used 1M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For the third experiment we used small calcium chips with the mass of 1. 5g.

Preparing a reflective report

Preparing a reflective report Reflective report is the report which covers different stages of the business plan that includes development, idea initiation, business plan development, generating the presentation and feedback. Also is personal role and reflection of the meaning of business plan to determine the knowledge and our involvement in preparing the report which help the student to analyse the whole process of developing business plan from ideas developing to generation of plan. 2. THE TEAM WORK Our business plan group was made up of four members including myself and Saida M. Bandawe, Edna Mtema and Grace Sikaona with the help of our tutor. After we form our group we planned to meet after classes and discuss different business ideas from each member of the team and we decide to work on the Trash Collection project after confirmation with our class lecture. The reason of choosing this project is to prevent environmental pollution in Mikocheni society as well as Dar es Salaam city in the future. The roles distribution ere based on the area of specialisation so as to be able to give contributions in the form of ideas to progress with business plan preparation. Criteria for distribution of roles were convenience, experience, comfort and awareness in terms of how things are done for the success of the company. 2.1 The role In our team we discussed all tasks together in order to give everyone a chance to suggest not only the task they agreed to work on, but also to be aware on how to prepare the parts in business plan. For example every week we had to work one task, everyone on her own and at the end of the week we meet to discuss the ideas and then conclude which is the best. The roles were as follows: Saida M Bandawe did on operational plan and management team and report writer. Edwardina N. Karugendo worked on financial plan and risk assessment. Edna Mtema ,has worked on the business opportunity and industry analysis of our business Grace Sikaona has prepare the details on marketing and also financial plan. 2.2 Specializations Every team member specialised in those roles based on the criteria put forward earlier above which she felt comfortable to deliver the best of the ideas on the field. I worked on Marketing and financial plan as Im currently working in the bank as payment officer. It was easy to me to do financial statements for our business project. 2.3 Contributions of team members All members participated actively in preparation of all the business plan from ideas to complete document, members worked together in all stages until successful submission of the business plan. There were different kinds of contributions from members such as voluntary report writing and collection of data a round different Municipal Council stationeries etc. 2.4 Team forming process The team forming in our class was done by each classmate looking mates she/he can work well and form the best group. After we form our group, the lecture ask each group to find four business ideas, then discuss with her the best based challenging, helpful to the society and not common business among four ideas. 2.5 Efficiency of team work We managed to finish our business plan as planned and submitted on time. The fact that we used to work together and discuss all as a group which has minimised complaints towards a person assigned on that task in case something went wrong or not clear. 3. PROCESS OF IDEA INITIATION 3.1 Arriving at the idea of the business plan The training we got at IIT on Small Business Development for almost six month, has made us to understand how to plan and start up a business and see the need of selecting a specific segment to focus upon. 3.2 Choice from the possible ideas Idea is a purpose or guiding principal. Our group had different ideas such as: Restaurant Tailoring Trash Collection We decided to take the idea of Trash Collection project because we were concerned with preventing environmental pollution in Mikocheni society as well as Dar es Salaam city for the future. Also by considering the World environmental crisis, so by doing this business not only we will be benefit financially but also we will play a big role in protecting our environments. 3.3 Lesson I learnt from the process of idea initiation (Theories) Through business plan preparation I learned a lot and one is time consuming and a tedious work, one need to be passion in a subject and free his or her mind so as to grasp exactly the knowledge that the subject carries. Also I get chance to practice what we learn in class from first year Diploma to my third year. For example a) Marketing theory i) selecting a target market( A niches market) We chosen Mikocheni area as a narrow group of Dar es Salaam city resident but similar interest. (Barringer, B.R. and Ireland, R.D pg 318) b) Financial Theory For any entrepreneur has to have four financial objective which are i) Profitability -Our company ability to make profit ii) Liquidity -Our company ability to meet its short term obligation iii) Efficiency- How productively a firm utilizes its asset iv) Stability -The overall healthy of the company financial structure of our business, particular as it rrelates to its debt-to- equity ratios.( Barringer, B.R. and Ireland, R.D pg 222) I also learnt that sharing ideas with others is very important as it gives a chance to students to examine the ideas deeply as a way to see if it can be implemented, possible merits and demerits, challenges and issues which need a close attention before moving into consideration 4. PRESENTATION EXPERIENCE It is important to present a business plan because it builds a confidence and ability to express she/he ideas and views to the panel 4.1 Importance of the presenting the business plan Presenting in a group might not be a good way instead in our class we had an opportunity for each one of us to present their business plan singly and each members has to present at least two slide, for me this was an excellent way as it helps us to build confidence in defending our opinions and thoughts when answering the questions raised by the panel. During presentation I learnt the following: During presentation is important to be prepared and well organized, otherwise you will end up shaking and get nervous, and hence no massage will be delivered to the audience. In presentation one must focus on what s/he is going to accomplish with the requested capital and less on high level markets statistics. Its important to hold presentation for less than one hour in order to maintain panel attention and not get tired or bored with the presentation. Also in presentations, awareness of the time available to cover important points within that period and maintain presentation flow. Ability to jump back into the presentation after having answered the questions from the panel,, where more clarification on solution of a problem was demanded. Presentation help me to builds more confidence as it was my first time to do presentation, and hope next time it will be more enjoyable and much I learned from this presentation will help me 4.2 Learning Experiences Through the course of small business development I have learned that in order to develop any kind of business someone need to understand the market opportunity either by finding the gape, observing the trend or solving the problem, then the next step will be the business planning. 5. ALTERNATIVE SCENARIOS The prediction of growth in our business plan was optimistic; thus why we put our business idea in the market, get loan from EXIM Bank for the remaining part of the capital required in order to operate business and hoping after three to five years we might manage to return the loans due to high demand of our services. As Entrepreneurs we know every business has its negative and positive outcomes, if EGES Trash Collection does not grow as predicted we will ask help from the AJM Company which has experiences in the trash collection industry to boost the growth depending on what was the reason behind the failure. For example, if the failure was operational, we may ask them to train the operation manager to be trained by their experienced operational manager. 5.1 Usefulness of the business plan By using our business plan, our company can use it as a guide and means to see how well the results of the business are. Also the business plan has put all necessary strategy down which will help the management to use it as guidelines in daily operations activities. For example, the marketing plan guides as an instrument which creates public awareness to potential customers, maintain relationship with the present and retain loyal customers, plan and schedule by taking actions. Also it helps to get feedback from customer on how we are providing the services. Also financial plan will help us to see the direction of the business in terms of income and expenses of the company as are mentioned and projected in years to come, showing where the company would be and where the company stands at present. 5.2 Limitation of the business plan Our business plan if it happens to be implemented the following could be the limitations: Government Law- according to our government law that no one can register the company for trash collection like other company providing services instead has to be sub-contracted by respective municipal or approved trash Collection Company. Bad Infrastructures- with respective to our area of trash collection of Mikocheni resident the street are not organised/viable, this results in hindering the process of collecting trash to be difficult or not possible at all to pass through the street roads especially during rain seasons Resident movement- Most of families in Dar es Salaam, particular in Mikocheni area, the residents are moving from one area to another due to yearly increase of the lease. This will results to bad debtors to our company as there are no National ID to track them to pay their bills accordingly. 6. Conclusion Business plan play all the above mentioned roles in our business development, this is an important document for the life of the company and should be confidential. Business plan needs team dedication in terms of time and idea sharing. For sure each part needs critical analysis for the business to grow and that financial plan is company backbone even if it hectic work to come up with accurate figure in preparing financial projection. All required is the that all members to be proactive on each section such as industry analysis, viability of the business and marketing plan for the business plan for the benefit of their business, Also the Government need to change the law for trash Collection Company registration to be like other companies providing different services. This will help to have best company as the city cleanness is not yet met International standards and also more companies registration will increase competition which might improve the quality of the service provided to the resident and the services cost might decrease.

The Effects of Wishes :: essays research papers

Throughout history people have been mislead to believe that happiness can only be found through achieving what you think you want. For example, it is rare to read a fairy tale that doesn’t involve a hero obtaining his goals and living happily ever after with the one he loves. Few authors have dared to write about the reality of life in fear that the response from audiences who are used to happy endings would be negative. Charles Dickens and James Hilton are two authors that took that chance and each produced a novel that did not necessarily have a happy ending. Charles Dickens illustrates in his book, Great Expectations, and James Hilton presents in his novel, Lost Horizon, that life is full of surprises, and happiness is not always found in the things we think we want.   Ã‚  Ã‚  Ã‚  Ã‚  The hero in each of these novels is on a quest for happiness. Pip, from Great Expectations, believes that if he were to become a gentleman he would be content with his life. On the contrary, Conway in Lost Horizon is searching for peace of mind and where he can think without disturbance. Each character’s quest brings them to the realization that there are consequences for every action, and obtaining your goals is difficult when enduring the obstacles of life.   Ã‚  Ã‚  Ã‚  Ã‚  The main objective of Pip and Conway’s quests is to obtain a talisman. Dicken’s Pip is looking for materialistic items such as money, while Hilton’s Conway is looking for knowledge that can last you a lifetime. Though both characters end up achieving their own talisman, it proved to not be the only key for happiness as expected.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the quest for the each talisman, a mentor guided each of the heroes. In Great Expectations, his benefactor, Magwitch, guides Pip during his quest by providing him with money when needed. The High Lama enlightened Conway with knowledge and gave him guidance, in Lost Horizon, therefore filling the position of a mentor towards him. Both mentors fulfilled the main characters with their talismans, but it was up to the heroes to determine what was best for their life.   Ã‚  Ã‚  Ã‚  Ã‚  The settings in the novels were different and therefore affected the main characters in various ways. The setting for Great Expectations was nineteenth century England where money was a major part of society. Pip felt obligated to obtain money in order to marry and live an exceptional life.

Factors Influencing Career Choice Among the Senior High School Students in the South Tongu District of Volta Region, Ghana

UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR HIGH SCHOOL STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA JULY, 2011 UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR HIGH SCHOOL STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA (B. ED BUSINESS EDUCATION, ACCOUNTING OPTION)A Thesis in the Department of Psychology and Education, Faculty of EDUCATIONAL STUDIES Submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of Philosophy (M. Phil Guidance & Counselling) degree JULY, 2011 DECLARATION STUDENT’S DECLARATION I, DANIEL KWASI GAMELI AVUGLA declare that this Thesis, with the exception of quotations and references contained in published works which have all being identi fied and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole for another degree elsewhereSIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. SUPERVISOR’S DECLARATION I hereby declare that the preparation and presentation of this work was supervised by me in accordance with the guidelines for the supervision of Thesis laid down by the University of Education, Winneba. NAME OF SUPERVISOR: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..SIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. DEDICATION I dedicate this work to my dearest wife Rose and children: Albert, Elikplim and Herbert. ABSTRACT The researcher set out to investigate factors that influence career choice among the senior high school students in the South Tongu District of Volta Region, Ghana, and the extent to which those factors influence students’ choice.Survey design was used. The main instrument used for data collection was questionnaire. Simple random sample techniques was used to select 200 students, and convenient sampling techniques used to select three administrators and three guidance and counselling coordinators for the study from the three public second cycle institutions in the District. Both descriptive and inferential statistics were used in analysing data. The construct validity was established using factor analysis and reliability using Cronbach’s alpha.The results of the main hypothesis and the research questions postulated for the study revealed that Intrinsic factors reliably predicted career choice suggesting that Extrinsic factors and Interpersonal factors are not significant predictors when the effects of Extrinsic factors and Interpersonal factors are controlled for. This helps students learn about and explore careers that ultimately lead to career choice. This played a critical role in shaping students career choice.It was recommended that Career Education and Guidance should be introduced in the primary school to enable children to explore the world of work as young people need to make a smooth transition from primary school to the initial years of senior high school and t he Ministry of Education should allocate fund for a Guidance and Counselling activities in all basic and second cycle schools. This will enable the guidance coordinators to function effectively at their various levels of work. ACKNOWLEDGEMENTI am most grateful to the Almighty God for His loving care and mercy which has made it possible for me to complete this work. I also wish to acknowledge with gratitude, the encouragement, corrections and guidance given to me by Mrs. Mary A. Ackummey and Professor M. F. Alonge, my supervisor and co-supervisor respectively for this work to be completed. I am also grateful to Professor J. K. Aboagye, the Head of Department and Dr. Richard Ofori, the Director for research at the National Centre for Research into Basic Education (NCRIBE) for their immerse assistance.He also became my final supervisor to make this work complete. I wish to express my appreciation to Messrs K. T. Agor and C. F. K. Nyadudzi, the Headmasters of Sogakope Senior High School and Dabala Senior High Technical. And also Rev. Father Gbordzoe, the Principal of Comboni Technical Vocational Institute for their assistance in allowing me to administer my questionnaires in their schools. I am grateful to Mr. C. Y. Ablana who allowed me to use his office during the period.Finally I wish to express my gratitude to all those who help in diverse ways throughout the entire work for their criticism, encouragement and corrections. Special thanks go to Dr. Asare Amoah of Department of Psychology and Education who takes his time to see to it that the necessary corrections were carried out. TABLE OF CONTENT CONTENT PAGE Title PageDeclaration i Dedication ii Abstract iii Acknowledgement iv Table of Content v List of Tables x List of Figures xiCHAPTER ONE 1. 1 Background to the Study 1 1. 2 Statement of the Problem 4 1. 3 Purpose of the Study 5 1. 4 Hypotheses 6 1. 5 Research Questions 6 1. 6 The Significance of the Study 6 1. 7Delimitation 7 1. 8 Definition of Term s 7 1. Organisation of the Study 8 CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction 9 2. 2 Factors Influencing Vocational Choice 9 2. 3 Career Decision Making 17 2. 3. 1 Trait-and-Factor Theory/ Actuarial Theory of Career Development 20 2. 3. 2 Holland’s Personality Type Theory 23 2. . 3 Anne Roe’s Personality/Need Theory 28 2. 3. 4 The Ginzberg, Ginsburg, Axelrad and Herman Theory 31 2. 3. 5 Super’s Self-concept Theory 32 2. 3. 6 Four-Humors Theory 35 2. 3. 7 Social Cognitive Theory 39 2. 4 Types of Career 41 2. Barriers to career choice 43 2. 6 The Role of Guidance and Counselling Coordinator in Career Choice and Development 45 2. 7 The Implications of the Study 48 2. 8 Theoretical Framework of the Study 49 2. 8 Summary 57 CHAPTER THREE METHODOLOGY 3. 1Introduction59 3. Research Design 59 3. 3 Population 59 3. 4 Sample and Sampling Procedure 61 3. 5 Study Area 62 3. 6 Instrumentation 62 3. 6. 1 Assessment of Validity and Reliability of facto rs influencing students’ choice of career questionnaire 63 3. Method of Data Collection 66 3. 8Data Analysis 66 CHAPTER FOUR RESULTS 67 4. 1Analysis of Students’ Bio Data 67 4. 1. 1 Sex Distribution of Students 67 4. 1. Age Distribution of Students 68 4. 1. 3Programme Pursue by Students 69 4. 1. 4 Intended Careers of Students 70 4. 2 Testing of Main Hypothesis 71 4. 3 Testing of Auxiliary Hypotheses 73 4. 3. 1 Sex Differences in Extrinsic, Intrinsic and Interpersonal Factors 73 4. 3. Age Differences on Extrinsic, Intrinsic and Interpersonal Factors 74 4. 4Analysis of Qualitative Data 76 4. 4. 1 Analysis of Bio Data collected from Guidance and Counselling Coordinators and Administrators 76 4. 4. 2 Sex Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. 3 Age Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. Position of Respondents 78 4. 4. 5 Number of years served by the Administrators and Guidanc e and Counselling Coordinators in their various institutions 78 4. 5 Qualitative Analysis of Administrators and Guidance and Counselling Coordinators Data 79 CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS 88 5. 1 Discussion 88 5. . 1 The Extent to which Intrinsic Factors Influence Students’ Choice of Career 88 5. 1. 2 The Extent to which Extrinsic Factors Influence Students’ Choice of Career 90 5. 1. 3 The Extent to which Interpersonal Factors Influence Students’ Choice of Career91 5. 1. 4 Problems Students face in making their Career Choice 92 5. 2 Summary of the Findings 93 5. 3 Conclusion 95 5. 4Recommendations 95 5. Suggestions for Further Studies 97 References 98 Appendix â€Å"A†- Factors influencing students’ choice of career questionnaire 105 Appendix â€Å"B†- Validated version of factors influencing students’ choice of career questionnaire 109 Appendix â€Å"C†- Open ended question naire for Guidance and Counselling Coordinators and Administrators 113 Appendix â€Å"D†- Population of final year students in the three public second cycle institutions for 2010/2011 Academic Year. 117 Appendix â€Å"E†- Letter of Introduction 119 LIST OF TABLES Table Page 2. Super’s Vocational Developmental Tasks 34 2. 2 Jobs suitable and jobs to be avoided by each personality type 39 3. 1 Population of Administrators and Guidance and Counselling Coordinators 60 3. 2Distribution of respondents by institutions 61 3. 3Item listings and factor loadings for the four-factor principal component solution 65 4. 1 Distribution of students by intended choice 71 4. Logistic regression model of career choice (white-collar job & blue-collar job) as a function of Extrinsic, Intrinsic and Interpersonal factors. 73 4. 3 Summary statistics and Independent-samples T-test on their influence on the two sex groups 74 4. 4 ANOVA showing the effect of age on Extrinsic factors 75 4. 5ANOVA showing the effect of age on Intrinsic factors 75 4. 6 ANOVA showing the effect of age on Interpersonal factors 76 LIST OF FIGURESFigure Page 2. 1 Holland hexagonal model 27 2. 2 A diagram Reciprocal Causation 40 2. 3 Theoretical model of Career choice 57 4. 1 Sex Distribution of students. 68 4. 2 Age Distribution of students 69 4. 3 Distribution of the Respondents by Programme 70 4. 4 Age Distribution of Administrators and Guidance nd Counselling Coordinators 77 4. 5 Position of the Respondents 78 4. 6 Number of years served by the Administrators and Guidance and Counselling Coordinator in their various institutions 78 CHAPTER ONE INTRODUCTION 1. 1 Background to the Study The importance of career choice among senior high students cannot be over emphasized. Students at this level are mainly adolescents who are moving from this stage of development into adulthood. Pearson Education limited (2007) defines an adolescent as a young person, usually between the ages of twe lve and eighteen, who is developing into an adult.Encarta (2009) defines adolescent as, ‘somebody in the period preceding adulthood: somebody who has reached puberty but not yet adult’. At this stage the individual is said to be going through the period of adolescence. A comprehensive study conducted in America by Remmers and Raddler (1957) cited in Horrocks (1962) indicated that one-third of teenagers after finishing high school within six months expected to be at work, though know less about how to choose a job, train for it and establish in it. â€Å"A job is a kind of work and a career is time spent in one type of job area of interest† (Kelly-Plate and Volz-Patton, 1991, p. 13). Most students have very little help in developing a career direction while still in senior high school.They are often influenced by the media, peers, and with very little knowledge of what they might primarily be interested in or motivated to do. Most of them may have a level of uncer tainty of where to get help on how to choose a career. Since career is a lifelong plan, students at this level should be assisted to enable them have a clear cut plan as it will be difficult for them at their age to see things clearly about themselves. Thinking or making a decision about one’s career and making a choice is vital. Fry, Stoner and Hattwick (1998) opine that it is never too early to begin thinking about careers when in high school. Some students may have clear career direction in mind while many of them will have little clue as to which career is best for them.Fry et al, further said â€Å"even if you are a freshman or sophomore, now is the time to begin thinking about your life beyond college† p. 561. Various people choose jobs for various reasons. A lot of people look for jobs that will pay well since everyone needs money for the basics such as food, clothes, accommodation, education, recreation and others. For many men and women, work helps define thei r identity and their sense of self-worth (Thio, 1989). They see themselves as people, who are responsible, who get things done and capable enough to be paid for the services they render. People take pride in the work they do. They also like the feeling that comes with doing their work well.People enjoy using their skills, talents and working hard to improve those skills. People work to be useful, by working; people feel that they are contributing their quota to the development of the society. They may work to take care of themselves and their family or work to help other people in the society. Most people choose jobs that will enable them interact with others. For example, journalism, teaching, and selling enable one to interact with a whole lot of people. They do not like to be alone for a long period. Their job gives them the opportunity to be with others and talk to people. It is clear that work fulfils many important needs and even those who become rich overnight still work.Sinc e no one particular job satisfies all needs, the right job can be satisfying in a very special way, and that is why it is important to think carefully about one’s own wants, needs, interests and abilities before making a choice. One needs not to joke about his choice of career. Working should not be just occupying oneself. O’Toole (1973), cited in (Thio, 1989, p. 444) opines that People with satisfying jobs have better mental health than those with less satisfying work. Thus, people who are happy with their jobs also tend to have better physical health and to live longer. Although diet, exercise, medical care and genetics are all related to the incidence of heart disease, job dissatisfaction is more closely linked to the cause of death. Each individual is faced with choosing among the large areas of occupational cluster of work.Such as agriculture, business and office, communication and media, health, hospitality and recreation, manufacturing, marine science, construct ion, arts, humanity and sciences, home economics, marketing and distribution, natural resources and environment, personal services, public service, and transportation. Rao (1992) cited in Kankam & Onivehu (2000) identified two factors that call for guidance and counselling services or activities in secondary schools one of which is the making of academic choice that in the end determines the vocational future. The origin of vocational guidance can be traced to the United States of America. Educational guidance originated from the development of vocational guidance services.In 1908 the Vocational Bureau of Boston was formed under the auspices of an American lawyer and educator; Frank Parsons to assist young men make vocational choices based on their occupational aptitudes and interest (Fruehling, 2008). Guidance began to spread as a result of Parsons’ ideas. Brewer (1942) cited in Archer (1997) put across four conditions that work together to bring about the beginning and deve lopment of vocational guidance. These are: division of labour, the growth of technology, the extension of vocational education, and the spread of modern forms of democracy. The four elements listed above were however, intensified by the First World War which led to the shortage of skilled manpower.Though in Ghana vocational/technical can be traced back to the 19th century when both the Basel and Wesleyan missionaries made a shift from the initial three R’s – reading, writing and arithmetic to agricultural and technical curriculum (Hama, 2003), guidance in Ghana started in 1955 when the Ministry of Labour, Education and Social Welfare came together and established Youth Employment Department. Its aim was to cater for the needs of the unemployed middle school leavers below the age of twenty years. By 1960, there were about thirty of such centres in the country (Ackummey, 2003). 1. 2 Statement of the Problem Searching for a job, career planning and deciding on what to cho ose play an important role in students career choices.Many students often are faced with uncertainty and stress as they make career choices. Many of them do not make adequate research on their own career nor do they receive adequate directions from their school guidance coordinators. Most of them are not aware of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience, peer pressure, advice from friends, parents and teachers or as a result of the prestige attached to certain jobs without adequate vocational guidance and career counselling. Lawer (2007) researched on assessing the effectiveness of career guidance in senior secondary schools in Kumasi Metropolitan District.He concluded that majority of students were not aware of major occupation groups in Ghana, knowledge of training and qualification necessary for employment in the various occupations, conditions of work, earning and other rewards of occupation, and did not have better under standing of their career interest, aptitudes and abilities. This clearly shows that majority of them were not concerned about their future career. This situation compels one to ask whether they are given the needed guidance on available careers relating to the programmes they are pursuing. Are they aware of what goes into career choice? And what specific factors influence their choice and how do those factors influence them? This study therefore seeks to find out the extent to which intrinsic, extrinsic, and interpersonal factors influence the choice of career of senior high students. 1. 3 Purpose of the StudyThe purpose of this study is to identify those factors that influence students’ decision concerning choice of career in the South Tongu District and the extent to which these factors influence their choices. In addition, the study seeks to examine the differences between intrinsic factors, extrinsic factors, and interpersonal factors in making career choice. It will also attempt to find out problems encountered by students in making their career choices. 4. Hypotheses The study sought to test a logistic regression model in which Intrinsic, Extrinsic and Interpersonal factors are assumed to influence students’ career (blue/white collar jobs) in the senior high schools.The following supplementary hypotheses were also tested: 1. There will be significant sex differences in Extrinsic, Intrinsic, and Interpersonal factors. 2. There will be significant age differences in Extrinsic, Intrinsic, and Interpersonal factors. 1. 5 Research Questions The following research questions were also used to guide the researcher to carry out the study. 1. To what extent do Intrinsic factors influence students’ choice of career? 2. To what extent do Extrinsic factors influence students’ choice of career? 3. To what extent do Interpersonal factors influence students’ choice of career? 4. What problems do students face in making their career cho ices? 1. The Significance of the Study Many factors affect career choices of senior high school students. Identifying these factors would give parents, educators, and industry an idea as to where students place most of their trust in the career selection process. It will not only focus on factors influencing career choice among students in the South Tongu District, but also highlight career decision making tools that have implications for career counselling. In addition, it will equally provide an update study into how intrinsic, extrinsic and interpersonal factors influence career choice for others who wish to further research into this area of study. 1. 7 DelimitationThe study focuses on what goes on in the South Tongu District instead of looking at the country as a whole, hence its application to the country or larger population may not be reliable. 1. 8 Definition of Terms For the purpose of this study the following operational definitions will be used: Intrinsic factors: includ e interest in the job and personality that satisfies work. In the broader sense they are basic and essential features which form part of someone rather than because of his or her association. Extrinsic factors: include availability of jobs and how well an occupation pays or brings benefit. They also include those essential features as a result of the individual’s associations or consequences.Interpersonal factors: include the influence of parents and significant others. It is concerned or involved relationships between people. Career: is a pattern of work related to preparations and experiences which is carried through a person’s life. Job: is a piece of work carried out for a pay. Work: physical and mental effort directed towards doing something. It is a job in the broader sense. Student: refers to a learner in a senior high school. | | 1. 9 Organisation of the Study The whole study was organized in five main chapters.The first chapter deals with the background to th e study, the statement of the problem, the purpose of the study, hypotheses, and the significance of the study, delimitations, and definition of terms. The second chapter reviewed related literatures that are relevant to the study. It considers the previous studies on the topic. It includes other areas like factors influencing career choice, career decision-making, types of career- blue/white collar jobs, barriers to career choice, the role of guidance co-ordinators in career choice, counselling implication of the study, theoretical framework of the study, and the summary of the literature review.Chapter three focuses on the methodology, the research design, population, sample and sampling procedure, instrumentation- validity, reliability and method of collecting data and its analysis. Chapter four deals with data presentation and analysis, and finally, the fifth chapter covers discussion, summary of the major findings, conclusions, recommendations and suggestions for future study. CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction This chapter deals with the review of related literature. It was organized under the following sub-headings: factors influencing vocational choice, career decision-making, Types of career- blue/white collar jobs, barriers to career choice, the role of guidance coordinators in vocational guidance, counselling implications of the study, and the theoretical framework of the study.It ends with the summary of the literature review done. 2. 2 Factors Influencing Vocational Choice Adolescent occupational choice is influenced by many factors, including intrinsic, extrinsic and interpersonal factors. Kankam & Onivehu (2000) indicate intellectual ability, aptitudes, the school, family, personality, self-esteem, values, interest, and environmental influences as factors that influence people’s choice of career. In the same year, Bedu-Addo (2000) states the following as factors influencing career choice: intellectual ability, apti tudes, the school, family, personality, self concept and self esteem, values, interest, and environmental influences.Similarly, Taylor and Buku (2006) also state abilities, needs and interests, stereotype/prestige, values, the school/educational attainment, family/parental, placement, and aspiration. Mankoe (2007) lists the following as factors that influence people’s choice of career: people’s interests, abilities and personalities, people’s occupational preferences, life and work satisfaction, and employment variables. Jones and Larke (2001) researched on factors influencing career choice of African American and Hispanic graduates of a Land-grant College of Agriculture. The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates' decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college.The population for this study was all African American and Hispanic graduates who received a first degree in an agriculture-related field at Texas A & M University between May 1990 and December 1997. Five hundred and fifty-one questionnaires were mailed to respondents. The research design applied was Ex post facto and both descriptive and inferential statistics were used. The findings revealed that, various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability that they will select an agriculture-related career. However, the role of significant others and specific job-related factors is validated in this study.But having people who were not white to encourage respondents to consider an agriculture related career, increased respondents likelihood of pursuing an agriculture-related career. Respondents were more likely to pursue an agriculture-related career if their father’s occupation was agriculture-related. Par ents’ level of education did not play a critical role in the respondents’ choosing an agriculture-related career. Salary was not considered to have an impact on respondents’ choice of their current career nor on their choice of agriculture as a career. But having limited job opportunities in agriculture led respondents’ to choose other careers. Likewise, retirement plan and job opportunities impacted respondents’ selection of a career.Issa and Nwalo (2005) conducted a research on factors affecting the career choice of undergraduates in Nigerian Library and Information Science Schools. Data were analysed for frequency and percentage using the cross-tabs sub-programme of the SPSS. The study revealed that majority did not make the course as their first choice but ended up in the Library School as a last resort. However, those who did were influenced mostly by previous library work experience. Available sources of information on the course include pare nts/relations and peers. There are slightly more male librarianship students than females, indicating its popularity among both sexes. That 46. 9% of them were in the 22-26 age bracket showed that the younger undergraduates constitute the majority.The study concludes that despite the evidence of improved popularity of the programme among the respondents, it remains largely unpopular among prospective undergraduates in Nigeria when compared with such other courses as Accountancy, Medicine and Law. It thus recommends that public awareness about the profession and the programme be intensified by all stakeholders if it must attract some of the best brains in the country who can meet the challenges of the 21st century librarianship in Nigeria. This work was similar to that of Jones and Larke (2001) in purpose, sample and method except that while Jones and Larke focused on African American and Hispanic graduates of college of agriculture, that of Issa and Nwalo concentrated on undergradua tes in Nigerian Library and Information Science Schools. The research design applied and instrument used would be relevant to the present study.Myburgh (2005) researched on an empirical analysis of career choice factors that influence first-year Accounting students at the University of Pretoria: a cross-racial study. This cross-cultural study examined the career choices of Asian, black and white students at the University of Pretoria to identify the factors motivating Accountancy students to become chartered accountants (CA) as only two and halve percent (609) of 24, 308 registered chartered accountants in South Africa in 2005 were black, and only six percent (1,573) were Indian. Understanding the attitudes and the perceptions of CA first-year students can help course administrators/curriculum designers to align marketing and recruiting strategies with specific personal ccupational preferences of different racial groups enrolled for local CA courses. Survey design was used. Question naires are used in collecting data with a sample population of 550 and descriptive statistics used in analysis data collected. The finding revealed that performance in Accounting at school and the advice of parent, relatives and school teachers greatly influenced the students’ decision to become chartered accountants. All the three racial groups ranked availability of employment as the most important benefit of CA career and the employment security as the second most important. The cost of education and the difficulty of qualifying as a chartered accountant were identified as a problem.The purpose, sample and method used in data collection were similar to that of the above authors except that he focused on first year Accounting Students of the University of Pretoria. His finding on cost of education as a problem was similar to that of Amedzor (2003) and Borchert (2002). The methodology used here would be relevant to the current work. Trauth, Quesenberry & Huang (2008) researc hed into A Multicultural Analysis of Factors Influencing Career Choice for Women in the Information Technology (IT) Workforce. This article presents an analysis of cultural/actors influencing the career choices of women in the IT workforce. They employed the individual differences theory of gender and IT as a theoretical lens to analyze a qualitative data set of interviews with 200 women in different countries.The themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the home on a woman’s choice of an IT career. In addition, several additional socio-cultural factors served to add further variation to gendered cultural influences: gendered career norms, social class; economic opportunity, and gender stereotypes about aptitude. These results lend further empirical support to the emergent individual differences theory of gender and IT that endeavours to theorize within-gender variation wi th respect to issues related to gender and IT. They also point to areas where educational and workplace interventions can be enacted.This work was similar to others as far as purpose is concerned; however, it focused just on women in the Information Technology Workforce. Borchert (2002) researched on career choice factors of high School Students. It aimed at finding out how influential were factors of personality, environment and opportunities in making career choice. The purpose of the study was to identify the most important factor within these three factors that 2002 Germantown High School senior students used in deciding upon career choices. A survey was the selected instrument device with a sample population of 325 and both descriptive statistics were used in analysing data collected. The finding revealed that, personality factors were identified as most important in choosing career.Environmental factors were not significant in making their choice, though they did not show outr ight disregard for them. There are opportunities for educational facilities and industries where students find themselves intellectually qualified for certain areas but lacked money needed to complete their training. His finding on lack of money to complete their training was similar to that of Amedzor (2003) and Myburgh (2005). The research design used, data collection procedure, and areas of assessing students’ choice were related to the present work. Ferry (2006) researched into Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvania.The qualitative study reported here explored factors that play key roles in rural high school seniors and young adults career choice process. Interview was used in collecting data from 12 focus groups from 11-county rural areas in the central Pennsylvania using purposeful sampling. The cultural and social context of family and community were found to be instrumental in how youth learn about careers and influent ial in the choice process. The economic and social circumstances of the broader community coloured and influenced the youth perceptions of appropriate career choice. Extension strategies that target parents and community to increase their involvement in youth career selection can promote sound career decisions. This work was similar to that of Borchert (2002).However, it used interview and concentrated on a focus group. The areas of assessing students’ choice were related to the present work. Adjin (2004) researched into career choice in senior secondary schools: a case study of Sogakope Secondary and Dabala Secondary Technical Schools in the Volta Region of Ghana and used descriptive research design. He focused on factors that influence career choice, how proficient are the counsellors in handling students’ vocational problems in making career choice and ways of improving career/vocational education. He made use of stratified sampling with a sample population of 200 r espondents and descriptive statistics was used in analysis of data.The result of the study showed that interest was the most motivating factor that influenced career choice among students in Sogakope Senior Secondary and Dabala Secondary Technical Schools considering: ability, interest, monetary reward, and prestige. Also majority of the students of Sogakope and Dabala second cycle schools received help from their parents/guardians in choosing career and some gave no reason for making their choices. Responses collected also indicated that there were guidance coordinators in the schools who organised talks on career choice, decision making and good study habits. However, other areas like problem solving, field trips/visit, group guidance/counselling, individual counselling were not all effective. His work was similar to that of Borchert (2002), Amedzor (2003), Annan (2006) and Edwards and Quinter (2011) in purpose, method and target group.By contrast previous research by Amedzor (200 3) and subsequent researches by Annan (2006) and Edwards & Quinter (2011) showed prestige, personality, and advancement opportunities and learning experiences respectively as the most important factors that influence choice. The research design, instrument used and the areas covered in this work were similar to the present study. Amedzor (2003) researched on career guidance needs of junior secondary two pupils in Ho Township basic schools and used descriptive survey design. It focused on career guidance needs of adolescents in the basic schools, factors that militate against effective guidance services and factors that facilitate the delivery of guidance services in schools. She used simple random sampling and sample population of 200 respondents and descriptive statistics used in analysis of data.Her research showed that, prestige was the most important factor that influences career choice of students in Ho Township considering prestige, personal interest, and parental influence. A nd they also need financial support for training towards their chosen careers. Most of them shared the view that they need an expert to counsel them on how to choose, train, enter and be established in a career. Majority of the coordinators were not train, and guidance activities were below average and students were not willing to approach the coordinators. Her areas of assessment are covered in the current study. Though, the researcher looked at factors that influence choice like others, it mainly focused on identifying career guidance needs of junior secondary two pupils.The sampling procedure, research design and instrument used were similar to the present study. Annan (2006) examined factors affecting career choice among senior secondary school students in Shama Ahanta East Metropolis and used descriptive survey design. He used simple random sampling and sample population of 200 respondents and also used descriptive statistics in analysis of data. This study revealed that person ality was most influential factor that influenced career choice among senior secondary students in Ahanta East Metropolis and significant others as the least factor taking into consideration (ability, personality, material benefit, home background, gender factors, and significant others).Adolescents have difficulties in how to choose a career and there was adolescent male gender biased in career choice as compared to female counterparts. It was similar to that of Borchert (2002), Amedzor (2003), Adjin (2004), Annan (2006) and Edwards and Quinter (2011) in purpose, method, and target group. The methodology used and the purpose of the study relate to the current work. Edwards and Quinter (2011) researched on Factors Influencing Students Career Choices among Secondary School students in Kisumu Municipality, Kenya. The purpose of this study was to examine factors influencing career choice among form four secondary school students in Kisumu municipality, Kenya. The study was conducted us ing descriptive survey design with a population of 332 students.The data for this study was collected using questionnaire and interview schedules. The findings of this study indicate that availability of advancement opportunities and learning experiences are the most influential factors affecting career choices among students. While males reported learning experiences and career flexibility as the most influential factors, females however reported availability of advancement opportunity and opportunity to apply skills as the most influential factors. However, no variance was reported for persons influencing career choice by gender. The methodology used and the purpose of the study relate to the current work.Despite the fact that much has been written about the individual variables influencing career choice, the literature review however, revealed that very little empirical studies on this subject matter exist especially regarding the factors influencing career choice among senior hi gh students in the South Tongu District of the Volta Region, Ghana and the differences that exist among these factors. This study will, therefore, serve to fill up the missing gap in this aspect of the literature. 2. 3 Career Decision Making Decision making can defined as â€Å"an act of choice by which an executive selects one particular course of action from among possible alternatives for the attainment of a desired end or as a solution to a specific problem† (Attieku, Dorkey, Marfo-Yiadom & Tekyi, 2006). It involves conscious or unconscious attempt at making a choice out of competing alternatives. It implies selecting from alternative policies, procedures, and programmes.Career decision making is vital as the country is faced with the problem of unemployment which is the result of poverty and other social vices in the country. The previous Government introduced the Youth Employment Programme to address the situation. It aimed at facilitating job creation and placement of youth in the various economic ventures as well as social services in all districts throughout the country. The programme consists of ten modules out of the JHS/SHS graduates qualify to undertake: 1. Youth in Agri-Business 2. Community Protection System 3. Waste and Sanitation Management Corps 4. Auxiliary Health Care Workers’ Assistants (Micah, 2007). However was this able to eradicate the problem of unemployment? For the hild to make a better decision about choice of career he must be helped in the areas below: – Self awareness – Educational awareness – Career awareness – Career exploration, and – Career planning and decision making (Gibson & Mitchell, 1995). Self awareness: Each child must be aware of and respect his/her uniqueness at an early age as human beings. Knowledge about ones aptitude, interests, values, personality traits, abilities and others is very essential in the development of concepts related to self and the use of these c oncepts in career exploration (value clarification, group guidance films and video tapes written assignments and standardized test).Puplampu (1998) posit that for one to make good choices, he needs career guidance or career counselling, needs to be aware of him/her self, and to have knowledge of occupations and options available. Educational awareness: It is very essential in career planning for one to be aware of the relationship between self, educational opportunities and the world of work (group guidance, games related to hobbies and recreation, guided activities). Career awareness: Students at all levels of education should be assisted to have a continuous expansion of knowledge and awareness about the world of work. At each level students’ should be assisted to develop recognition of the relationships between values, life styles and careers (through films, career days, interest inventory).They are to be aware of relationships between desirable school habit– respon sibility, punctuality, efforts, positive human relationships and good worker traits. Career exploration: This represents a well designed, planned inquiry and analysis of career that are of interest. Comparisons, reality testing, and standardised testing, and computerised programmes may be useful. Career planning and decision making: Students at this level are to be helped to take control of their life and become an active agent for shaping their own future. They need to narrow down their career possibility and then move on to examine and test these options as critically as possible.Students need to be aware of the process of decision making and choosing between competitive alternatives, examining the consequences of specific choices, the value of compromise, and implementing a decision. Students are to recognise the impact of their current plan and decision making on their future. Knowledge about the above helps students to make informed decision and enable then to cope with career development tasks posed by the society during their school period. Students at this level are influenced by what they see around them- family, friends, neighbours, televisions or in movies. That is why experts suggest that students need to be aware of themselves, and the world around them in order to fully understand and make use of information about their individual interests and what exist beyond their immediate world.It is helping them to explore their likes and dislikes, expand their understanding of the world at large, and enhance their knowledge of how business works. The whole aim is to provide students with the broadest opportunity to learn and grow. In addition to the above, the following theories will also help the individual to be equipped with personality factors, environmental factors and other factors that influences choice of career. 1. Trait-and-factor Theory 2. John Holland Career Choice Typology 3. Anne Roe Personality/Need Theory 4. The Ginzberg, Ginsburg, Axelrad and Herman Theory 5. Donald Super’s Developmental/self-concept Theory 6. Four- Humors Theory 7. Social-Cognitive Theory 2. 3. 1 Trait and Factor/Actuarial Theory of Career DevelopmentIt is also called matching or actuarial approach. It is referred to as the oldest theoretical approach to career development and Parsons as the originator (Kankam & Onivehu, 2000). It is based on the measurement of individual characteristics denoted as traits and factors. Traits refer to characteristics typical of the individual over time, relatively stable, consistent in situations and provide a basis for measuring, describing and predicting behaviour. Factor refers to a construct which represents a group of traits that correlate with each other. Williamson (1939, 1949) cited in Zunker (1990) was one of the prominent advocate of trait-and-factor counselling.Utilization of Williamson’s counselling procedures maintained the early impetus of trait-and-factor approach evolving from the works of Parsons. Even when integrated into other theories of career guidance, the trait-and factor approach plays a very important role. Some of the basic assumptions that underlie the trait-and-factor theory are: 1) Every person has a unique pattern of traits made up of interests, values, abilities and personality characteristics, these traits can be objectively identified and profiled to represent an individual’s potential 2) Every occupation is made up of factors required for the successful performance of that occupation.These factors can be objectively identified and represented as an occupational profile 3) It is possible to identify a fit or match between individual traits and job factors using a straight forward problem-solving/decision making process. 4) The closer the match between personal traits and job factors the greater the likelihood for successful job performance and satisfaction. Some assumptions of this theory by Miller, and Klein and Wiener are below: Miller a) Vocational development is a cognitive process b) Occupation is a single event; choice is greatly stressed over development c) There is a single ‘right’ occupation for everyone; there is no recognition that a worker might fit well into a number of occupations. ) Single person works in each job; one person- one job relationship e) Everyone has an occupational choice (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) Klein & Wiener a) Each individual has a unique set of traits that can be measured reliably and validly. b) Occupation require that workers possess certain traits for success c) Choice of occupation is straight forward process and matching is possible d) The closer the match between personal characteristics and job requirements, the greater the likelihood for success-productivity and satisfaction (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) It called for clear understanding of oneself.Knowledge of job requirements, conditions of success, and true reasoning in relation to these two groups of facts. This theory is used by many career practitioners in one form or another. Many of the aptitude, personality and interest tests and information materials that emerged from this approach have involved and remain in use up to now e. g. General Aptitude Test Battery, occupational profiles and ever expanding computer-based career guidance programmes. Trait-and- factor theory is criticised as not able to produce a perfect match between people and jobs (Walsh, 1990) and became increasingly unpopular in the 1970s, describe as going into ‘incipient decline’ (Crites, 1981).In essence, the trait-and-factor approach is far too narrow in scope to be considered as a major theory of career development. However, we should recognize that standardized assessment and occupational analysis procedures stressed in trait-and-factor approaches are useful in career counselling (Zunker, 1990). In addition to the above, trait -and-factor theory focuses on personality factors without considering the influence of environmental factor like availability of jobs to match the individuals’ trait and interpersonal factors in career choice. And can not provide enough bases for the current studies. 2. 3. 2 John Holland’s Vocational PersonalityJohn Holland’s theory shows that there is a match between an individual’s career choice and his or her personality and numerous variables that form their background (Zunker, 1990). According to this theorist, once individuals find a career that fits their personality, they are more likely to enjoy that particular career and to stay in a job for a longer period of time than individuals whose work do not suit their personality. He groups individuals into six basic personality types. Holland’s theory rests on four assumptions: 1. In our culture, persons can be categorized as one of the following: Realistic, Investigative, Artistic, Social, Ente rprising, and Conventional. 2.There are six modal environments: realistic, investigative, artistic, social, enterprising and conventional. 3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. 4. Behaviour is determined by an interaction between personality and environment (Bedu-Addo, 2000). According to Holland, realistic personality types are practical, stable, self-controlled, independent and down to earth. They enjoy working with their hands, especially in projects which allow one to be physically active, they may be a doer. These individuals are physically strong and have very little social know-how.They are oriented towards practical careers such as labour, farmer, truck driver, mechanic, construction work, engineer or surveyor, landscape architect, aircraft mechanic, dental technician, electrician, athletic trainer, carpenter, licensed practical nurse, archaeologi st, hairdresser, physical therapist, dressmaker, fire fighter, caterer, plumber, x-ray technician, etc. According to him, the investigative personality types are conceptually and theoretically oriented. Investigators are observant and curious about things around them. Typically they are inquisitive and intellectually self-confident as well as quite logical. They delight in situations that call for creative or analytical approach. They are thinkers rather than doers. They enjoy working on their own. They are best suited for careers that offer clearly defined procedures, research and the chance to explore a wide range of ideas are the best choices for investigating people, e. g. ractical nursing, medical lab assistant, pharmacist, ecologist, math teacher, medical technologist, research analyst, surgeon, dietician, physician, police detective, veterinarian, meteorologist, horticulturist, dentist, computer analyst, science teacher, technical writer, science lab technician, computer syst em analyst, military analyst, college professor, lawyer, consumer researcher, astronomer, computer security specialist, horticulture, emergency medical technology, respiratory therapy, surgical technology, dental assistant, water and waste technology, computer languages, computer sciences, economics, biochemistry, geology. According to Holland, artistic personality types are original, innovative, imaginative, and creative. They prefer situations that are relatively nstructured and interact with their world through artistic expression, avoiding conventional and interpersonal situations in many instances. They do well as painters, writers, or musicians, artist, English teacher, drama coach, music teacher, graphic designer, advertising manager, fashion illustrator, interior decorator, photographer, journalist, reporter, cosmetologist, librarian, museum curator, cartographer, dance instructor, entertainer, performer, architect, etc. According to theorist, social personality types are un derstandable, friendly and people oriented. These individuals often have good verbal skills and interpersonal relations. They are helpers and enjoy jobs that let them interact with people.They are well equipped to enter professions such as teacher, social worker, counsellor, youth services worker, recreation director, physical therapist, occupational therapist, extension agent, therapist, teacher, personnel director, funeral director, minister, chamber of commerce executive, athletic coach, claims adjuster, parole officer, attorney, sales representative, fitness instructor, cosmetologist, paramedic, mental health specialist, social worker, nurse, dietician, information clerk, child care worker, travel agent, airline personnel, receptionist, waiter/waitress, office worker, home health aide, career counsellor, etc. According to him, enterprising personality types are gregarious, dominant and adventurous. They are generally extroverted and will often initiate projects involving many pe ople and are good at convincing people to do things their way. They have strong interpersonal skills and enjoy work that brings them into contact with people.They are best counselled to enter career such as real estate appraiser, florist, lawyer, TV/radio announcer, branch manager, lobbyist, insurance manager, personnel recruiter, office manager, travel agent, advertising agent, advertising executive, politician, business manager. According to Holland, conventional personality type refers to those individuals who show a dislike for unstructured activities. They enjoy collecting and organizing information in effective and practical way. They are often like being part of large companies though not necessarily in leadership positions. They enjoy steady routines and following clearly defined procedures.They are best suited for jobs as subordinates, banker, file clerks, accountant, Business teacher, bookkeeper, actuary, librarian, proof reader, administrative assistant, credit manager, e stimator, cad operator, reservations agent, bank manager, cartographer cost analyst, court reporter, medical secretary, auditor statistician, financial analyst, safety inspector, tax consultant, insurance underwriter , computer operator, medical lab technologist, cashier, hotel clerk, etc. It has been employed as popular assessment tools such as the Self-Directed Search, Vocational Preference Inventory and Strong Interest Inventory. Dictionary of Holland occupational Code came as a result of Holland’s work. John Holland created a hexagonal model that shows the relationship between the personality types and environments. [pic] Figure 2. 1: Holland Hexagonal Model It could be noticed that the personality types close to each other are more alike than those farther away.We can see this most clearly when we compare the personalities opposite each other, on the hexagon. For example, read the description of the types for Realistic and Social. You will see that they are virtually the opposite of each other. On the other hand, Social and Artistic are not that far apart. Holland topology is based on the following key concepts: Congruence: it refers to the degree of fit between an individual’s personality orientations and actual or contemplated work environment. One is believed to be more satisfied with his career and can perform better if he is in a congruent work environment. Consistency: it refers to the degree of relationship between types or the various classifications.Types that are adjacent on the hexagon have more in common than types that are opposite. For instance, the conventional type might be more realistic and enterprising than be artistic. Differentiation: it is the establishment of differences or a difference among two or more things. It refers to the degree to which a person or his environment is clearly defined. | | Vocational identity: extent to which a person has a clear self perception of his or her characteristics and goals, and to th e degree of stability which an occupational environment provides.Holland’s theory is criticised as basically descriptive with focus on explanation of casual basis of time period in development of hierarchies of the personal model styles. He was concerned with factors that influence career choice rather than development process that leads to career choice (Zunker, 1990). This theory focus mainly on how a personality can be matched with a career rather than how other factors like environmental and/or interpersonal factors influence the individual’s choice. It is therefore limited as far as the current research is concerned. 2. 3. 3 Anne Roe’s Personality/Need Theory Akinade, Sokan and Oserenren (1996) posit that this theory see one’s need as the main determinant of the nature of an individual’s interests including vocational interest.This theorist was of the view that career choice is based on childhood orientation or experience at home to satisfy ne eds; and that people choose occupation that satisfies important needs. This theory attempts to understand, make meaning of, and utilize individual motives, purposes and drives to support career development. She believed work can satisfy needs in different ways hence classification of occupation into eight groups. According to Roe (1956) cited in Zunker (1990), the first five can be classified as person-oriented and the last three as non-person oriented. 1. Service (something for another person); 2. Business contact (selling and supplying services); 3. Organisation (management in business, industry and government); 4.Technology (product maintenance, transportation of commodities ); 5. Outdoors (cultivating, preserving natural resources); 6. Science (scientific theory and its application); 7. General culture (preserving and transmitting cultural heritage) & 8. Arts and Entertainment (creative art and entertainment) Anne Roe’s theory was based on Abraham Maslow’s hierarc hy of needs stated in this order: 1. Physiological needs 2. Safety needs 3. Need for belongingness and love 4. Need for importance, respect, self-esteem and independence 5. Need for information 6. Need for understanding 7. Need for beauty and aesthetic 8. Need for self-actualization

Emotion and Stress – Does Guilt and Sympathy Affect Helping Behavior?

Helping behavior is perceived as socially acceptable and highly appreciated. Therefore, people tend to praise others when they have helped the needy. We used to think that only those people with positive personality, such as sensitive and kind, perform helping behaviors. Nevertheless, whether one acts good or not also greatly depends on his or her emotional states. Through this psychology project, I found that people are more likely to perform a helping behavior when they feel guilty or sympathetic. Emotion is an indispensable part of humanity. It is a way for people to understand what they feel towards events and people around.Unlike lower-order animals, emotion helps people to act like a human. Serial killers are emotionless. People with emotionless may probably feel nothing when they are hurting or harming others which are highly unacceptable in society. Since people tend to engage more when they are happy but withdraw from daily activities when they are upset, we can see that our behaviors are always determined by our emotions. Yet, people tend to perform more helping behaviors when they feel guilty or sympathetic. How do these negative emotions push people to help their neighbors?Guilt is an emotion that occurs when people believe that they have violated a moral standard while sympathy is the feeling of being sorry for somebody showing that people understand and care about somebody’s problem. They are both negative rather than positive emotions. People do not feel good when they are guilty or sympathetic towards somebody. Is that true people involve more in altruistic behaviors when they are guilty or sympathetic? There is an experiment conducted by Jean Decety (2009) who is a neuroscientist studying the relationship between guilt, sympathy and helping.He is a professor of Psychology at the University of Chigago and is specialized in affective neuroscience. In the study, student subjects are required to observe their coworkers receiving shock. Some of them are made to think they are responsible for the coworker’s suffering (guilt condition), while others merely observe the suffering (observer condition. There is also a group working with coworkers receiving no shock. Later the three groups are given opportunities to help a third party who is not in the original experiment.The result shows that subjects in the guilt and observer condition are more likely than the control group to give their helping hand to the third party. The finding suggests that the feeling of guilt and sympathy and the willingness in engaging in an altruistic act is highly correlated. Subjects are more willing to help others when they feel sorry for a third person even they do not responsible for their unfortunate. At the same time, altruism may aroused merely by witnessing one’s suffering. There are three reasons for people who feel guilty and sympathetic to engage in helping behaviors.Altruism is a form of disguised self-interest and helps i n mood management while restoring one’s self-image. People help others for their own benefits. It is always unpleasant to watch another organism suffer. When one empathizes because of their misfortune, strong negative emotion is arisen. People are actually seeking to alleviate the unpleasant feelings that their distress arouse in them. It is a kind of internal self-reward. This can reduce the negative feeling by saying they have at least done their part in helping the unfortunate. Therefore, altruism is the attempt to reduce the empathetic feeling that arises in people.Besides, people help others when they are guilty and sympathetic for mood management. Both guilt and sympathy are negative emotions which are unpleasant. Therefore, they can be reduced by performing a helpful act or any other positive means. In a study (Decety, 2009), subjects who had inflicted or witnessed an unfortunate situation received an unexpected monetary reward. The result shows that subjects who recei ved rewards are less likely than those who do not receive any and remain in bad mood in engaging helping behaviors. This indicates that helping is just one of the positive means which can uplift one’s emotion.People are motivated to engage in altruistic act in order to alleviate the negative emotion associated with guilt and sympathy. Apart from that, when people feel guilty, they have probably done something wrong and regret for their actions. For instance, students have cheated in an examination. Their self-images are broken due to the negative behaviors performed. They understand that their behaviors are unacceptable and they do not want to be perceived as bad. In order to restore the self-image in others’ eye, people will perform more pro-social behaviors.This is to prove that they are still the good guy. It seems to be upsetting that if humanity performs a helping behavior just for reforming their own self-image rather than from a genuine feeling of guilt in helpi ng others. Fortunately, it is not the case. Research suggests that unwitnessed transgression causes the same amount of donation as witnessed transgression. Therefore, it is acceptable to conclude that people perform altruistic act are at least partly caused by the feeling of guilt but not a need to repair their own self-image in others’ eye. Undoubtedly, there is a use for these findings.Since many charitable organizations know very well the psychology of human, many of the fund-raising activities we can see in daily lives make use of people’s empathy. It is common to see volunteers showing photos of the needy in the less-developed countries persuading pedestrians to donate money to them. Guilty may arises as people may recall they have wasted a lot of resources and sympathy may arises as living conditions in those less-developed countries are really poor. With the arousal of these negative emotions, people may therefore engage in altruism.It is true that one’s personality largely determines the likeliness in performing helping behaviors. Yet, our willingness in performing these behaviors also depends on the emotional states at that moment. The experiment done by professor, Jean Decety, proves that the feeling of guilt and sympathy can definitely facilitate altruistic behaviors. As a result, organizations may make use of this psychology as we know that even the meanest person may have the experience in helping others provided that they are at the right emotional state.

social pariahs Essay

social pariahs Essay social pariahs Essay Olivia Niemann American studies 3rd September 30, 2013 Social pariahs In this day in age social pariahs are all around us in many different ways. A social pariah is someone who is considered an outcast or â€Å"shunned† from a certain group for an undesirable reason or choice he or she has made. With social media and societies standards there will always be a person or group of people that is ostracized for the decisions and choices they have made. Some ways people have been seen as â€Å"social pariahs† or ostracized from the group are for scandalous reasons, race, political views, religious beliefs, and being bold. One example I found was of Tiger Woods who was the number one ranked golf player in the word. In 2009 Tiger woods openly announced to the public about cheating on his wife for 32 months with a cocktail waitress. This was a very devastating social blow to one of the world’s most popular athletes who was considered a marketable family man with two kids and his unblemished social life until the accident. With all the tal k about Woods affair scandal he lost over 25 million dollars in endorsements with companies. His affair caused a very terse life style for Tiger while he was trying to make up for his mistake. Woods scandal was all over the news for many months and was a very hot topic. He was ostracized and shunned from the golf world. Many hyperboles were made before the real facts of the scandal came out, and for a while no one knew what the truth was. He lost many peoples respect for him not only as an athlete but also as a father figure and husband. His loss I endorsements cost him millions. His affair with this woman not only cost him extreme amounts of money and time but the respect and loyalty of his devoted fans and fellow esteemed golf members. Tiger Woods was the center of many lampoons for a while before the scandal died down and blew over. I agree that with fame comes a certain standard you are held to since you are always in the public eye. You’re in a fishbowl world where eve ryone finds out your mistakes and now with social media they spread much faster. I don’t approve of what Tiger Woods did because he broke his promise to his wife and family and with that he had to accept the consequences that came along with his decisions. His consequences were much

April Raintree Reflection Essays

April Raintree Reflection Essays April Raintree Reflection Paper April Raintree Reflection Paper Reflection on April Raintree Novel by Beatrice Culleton April Raintree Reflection: Chapter 1 The first chapter in the novel April Raintree by Beatrice Culleton gives a very intriguing background to April. We learn about her mother, father and most importantly her younger sister April. We are introduced to her living situation and how terrible it is. It is given from the view of a child, leaving the reader to use their common sense to fill in the blanks. I found myself feeling very sorry for April at the beginning of the book, having to raise her sister all by herself because she thought her parents were sick and needed medicine to get better. When her parentâ„ ¢s would take this medicine I just wanted to tell April what was really going on and to go talk to someone. Even though they got taken away from their family during the chapter I still feel terrible. I hate how young Cheryl is, because if she knew what was going on with her family, she wouldnâ„ ¢t be able to understand even if she wanted to. If I were in April or Cheryls situation I donâ„ ¢t think I could cope with all the stress at such a young age. It seemed obvious that they would get taken away from their family, just because the story had to move forward and there had to be conflict but I didnt want it to happen. Nobody wants to be separated from their family, no matter how bad or neglecting they are towards you. Everyone needs someone to love, and be loved back whether they show it or not. I didnt find this chapter the most interesting of the novel, but it kept me interested in the story and kept me flipping the pages. April Raintree Reflection: Chapter 9 In the ninth chapter April has already married Bob and moves to Toronto to move in with him. She is overwhelmed with the parties, mansions and most importantly her complete and total loneliness. Cheryl comes to her house for Christmas and April is excited and nervous for Bobs mothers reaction. They also get a chance to catch up with each other and Cheryl finds out that April went searching for her parents and didnt tell her. I found that this chapter was the turning point for April and Cheryls relationship. Looking back on the novel I feel that it only got worse from this point. This is to be expected because even though they are blood related they were raised in two different families, which allowed them to become two totally different people. Cheryl has been able to live without her sister for a long time, and I think it becomes clear that she doesnâ„ ¢t want to live with April anymore. I think their different opinions about the Native people are a lot more important than the re ader thinks at this time. I think that because it is such a big part of their lives that it hurts Cheryl to see April not care, and hate those people. To Cheryl, itâ„ ¢s like hating yourself, and your heritage. If I were Cheryl, I would probably be just as upset because I would have it written on my face if there was anyone to hate it, it should be the person who is judged all the time with it. April Raintree Reflection: Chapter 11 This chapter is the most intense chapter in the book. April gets raped, and it is described so perfectly to make the reader feel exactly how scared; humiliated and distraught April was during this terrible time. Just thinking about this scene in the chapter makes me want to cringe and scream at the same time. I want to cringe because I hate being a bystander in those situations, but I also want to scream so I can help her and save her because I know how much it is going to affect her life from that day on for the rest of her life. On the news when you here about children that are getting raped, they donâ„ ¢t go into full detail and I now understand why. I canâ„ ¢t imagine how anyone can go to sleep at night with those vicious memories inside their head. It makes me so angry that people would sink so low to hurt someone so terribly emotionally and physically without thinking. Those people should be hurt just as bad because they will never know how those experiences affect the r est of their victimâ„ ¢s life. I have no sympathy for rapists; no matter what their situation is or even if they were threatened. There should be absolutely no reason for someone like this to get away free, and if there is a death penalty this situation should be the ones where they use it. I know this may seem very harsh, but what they did is more than harsh, it is disgusting, disrespectful and just an overall terrible thing to do. I feel so much for April in this chapter and I feel bad judging her because I dont know what its like to have something so traumatic affecting my day to day life. April Raintree Reflection: Chapter 12 In chapter twelve Cheryl apologizes to April for making her go out to get her things, April goes out with Roger and April and Cheryl buy a house together. If I were Cheryl, the guilt I would feel for letting my sister go out into that part of town would never leave me, but I dont think Cheryl saw it as being that bad. I think this because Cheryl was a prostitute and it probably wasnt that abnormal for those things to happen to people walking on the street, especially young women. I was happy that April and Cheryl decided to move in together because I think that at that specific time in their lives they needed emotional support to help them get through. Even though they are both adults at this stage I always think itâ„ ¢s important to have someone to come to just in case there is no one else to turn to and living with your sister would give you that feeling of comfort and security. Although April was the one who just recently gotten raped I still think Cheryl is the dependent one i n their relationship. She comes across as someone who does her own things and marches to the beat of her own drum but I believe that deep down she just wants someone to love her for who she is and will support her through all her decisions. We could automatically put the blame on April for not being a good sister but I think it boils down to Cheryl and how stable she is as a human being. In the novel, Beatrice Culleton makes her come across as stubborn, smart and dependent. We never see Cheryl as being anything but wanting to be with her sister. Later in the novel we find out that she learns to depend on whiskey to solve her problems because she loses faith in her sister. It is hard to judge Cheryls actions because we donâ„ ¢t know what her life was like from her point of view, only Aprils. April Raintree Reflection: Chapter 14 Chapter fourteen mostly takes place in the courtroom where April is questioned about her rape and is forced to answer questions about it, making her uncomfortable and making her relive that terrible evening. Cheryl decides to support her sister by coming to the trial. In the chapter, we find out what Cheryls job was when April was in Toronto. She is a prostitute and they thought it was Cheryl they were raping, not April. When April heard the news, she couldnt force herself to believe it. Its as if her mind went blank and she couldnt process anything else at that moment. Cheryl had told April that it was all her fault from the very beginning, and it turns out that it was true. It says in the book when April asked Cheryl if it was true that Cheryl just sat there and said nothing like she was expecting it. If I were April I wouldve smacked my sister across the face a few times. I wouldnt be able to control my anger. Iâ„ ¢d probably have steam coming out of my ears, Id be so furious. A bit later in the chapter one of the rapists goes to the stand and claims that he was drunk and didnt know what he was doing. I threw the book across the room at this point. I was so upset, and angry with everyone and I felt so bad so April. April has done absolutely nothing to deserve people like this in her life. All she does is try to make her life enjoyable for herself and does what is right for her, which is how everyone should live his or her lives. No one, no matter what his or her situation is, should have those things happen to him or her. Its not something you wish upon someone. Its the last thing you want to happen to anyone, even your worst enemy. April Raintree Reflection: Chapter 15 Chapter fifteen is not too long of a chapter but it certainly has a lot in it. The main event in this chapter is the fight between April and Cheryl. Recently, Cheryl has been drinking quite often and not staying at home either. Cheryl comes home one afternoon completely wasted and says things to April that are so rude and disrespectful itâ„ ¢s hard to imagine that Cheryl is Aprils sister. Cheryl, in the earlier chapters seems like the one who has her head on her shoulders and could stay away from this stuff but I guess she proved us all wrong. It makes me upset to see a girl with such drive and motivation to throw it all away for a bottle of whiskey which only makes her feel that much worse about life. I can understand how she is upset and is going through a hard time but alcohol is not a permanent cure. It might make you feel like everything is okay for a few hours but after, when you pass out and wake up, you are still right where you started and you then realize that nothing ha s gone away. Itâ„ ¢s actually gotten worse because now you have to deal with a major hangover as well. In the end, Cheryl slams the door and walks out. Even though it may seem like this is a good thing I beg to differ because when someone is drunk it is better to take care of him or her instead of letting him or her go on the street where they could be taken advantage. April Raintree Reflection: Chapter 16 When I read this chapter, I cried for a good half an hour. It is so emotional for the reader I cant even describe how I felt reading it. At the end of the chapter when we find out that Cheryl jumped off the bridge just like her mother did, my heart fell into my stomach. I felt like April did. I felt alone, like a part of me has been lost and could never be found again. She was the character you couldnt help but love throughout the whole book, and you just wanted to tell her that so she would rethink this selfish act. Suicide is something that I cannot understand personally because I have never experienced such depression. I cant imagine how the author felt writing this knowing that her two sisters went through this very same thing. I am honestly speechless about this ending. Its so sad that it took death for April to realize what Cheryl had been trying to get across for so long. Cheryl did not deserve this life, or to die this way. I want her to come back to life and change her life for the better but maybe this is the way it was meant to be. Maybe, this is what wouldve happened no matter what path shed taken. Its one of situations that you cant even question, you just have to take a deep breath and let it sink in. April Raintree Overall Reflection At the beginning of the book I had to force myself to read it because I couldnt get into it, but as they started to get older I couldnt put it down. I fell in love with the characters and their differences and how they complimented each other so perfectly. I wish we got to see both sides of the story, from April and Cheryls point of view. However, I think that in order for us to believe Cheryls end result there had to be another side of Cheryl that both April and the reader never see. Its a realistic story which makes it that much spookier. People actually live this life and for people like us, who have food to eat and a stable home life it is impossible to comprehend. It would seem so easy to just leave home if things were bad, but when you grow up in that situation from such a young age it is normal to you. Throughout the book we mostly heard about Aprils story, which I think was used as a distraction from Cheryls life to create more mystery. When I was reading about Aprils fabulou s rich life I was always worrying about Cheryl and what she was up to. She was the underdog that you wanted to come out on top and make a difference just like she said she would when she was younger. I think I lost all hope in Cheryl when later in the book she came home drunk. Seeing anyone you care about loses all control and just not care anymore, makes you worried but also makes you not care anymore. It shouldnt be your responsibility to make someone realize why his or her life is worth living; they should know that by themselves without being told. Even though I lost all hope, I still wished, in the back of my mind that she would surprise me and make me smile like she did when she sent April that letter with all the spelling mistakes in it. This novel clearly shows the ups and downs of living the way these girls did. It showed the constant struggle to succeed and be better than their names, and the colour of their skin. It starts off as such a hopeful book, and in the end is a h opeful book as well. There a lot of events that occur during the novel that make you lose hope but even when Cheryl dies, April find hope, and promises to continue what Cheryl has wanted from the very beginning.