Leadership with integrity: A personal perspective

Conclusion In closing, the imperative remains to develop a presidential scorecard that focuses on the elements of leadership that truly further the great work of higher education. The academy requires leaders who are committed to quality, self-renewing change, and integrity in order to weather the current storms of uncertainty and forge a new model for higher academic achievement.The poet, Heinrich Heine, wrote in a letter: When I lately stood with a friend before the Cathedral Amiens, he asked me why we can no longer build such piles. I replied, Dear Alphonse, men in those days had convictions. We moderns have opinions, and it requires something more than an opinion to build a Gothic cathedral. The present and future leaders of America's colleges and universities must have convictions that rival those of the builders of old. Indeed, the work to be done transcends mere bricks, mortar, flesh, and blood. The mind is the agent and the object of our labors; it is both scaffold and structure, chisel and stone, giving shape and substance to human achievement. If the work of the academy is to stand the test of time, the construction must be sound-the builders must build with integrity.Charles J. McClain is currently Commissioner of Higher Education for the state of Missouri. He has held a variety of positions in a long and distinguished career in education. He has been teacher, principal, superintendent, and university president. He founded Jefferson College in 1963 and was president of Northeast Missouri State University for 20 years.     

Donald Super: A perspective on career development

This interview with Donald Super focuses on life stages, determinants, role of career counselors, matching vs. developmental emphasis, multicultural and women's issues, current applications of theory, and a comment on future directions.This interview was videotaped at the University of North Carolina at Greensboro in April, 1991. It has been edited for clarity and ease of reading.     

论个人信息保护与个人信息利用之平衡

如今是一个信息爆炸的时代,个人信息受到侵害的问题十分严重,严重损害了信息主体的权利,同时也严重威胁社会秩序与公共利益。但若过分强调保护,则不利于信息的有效利用。故本文将梳理个人信息的相关概念,分析个人信息之保护与利用的必要性,同时提出了平衡保护与利用二者之间的若干思考和相应对策。     

Evolving issues in early childhood education: A personal perspective

This article describes the issues in early childhood education that were most pressing during the past two decades. It indicates whether each issue has been settled and outlines urgent new issues for today. In 1967 the most salient issues were the importance of early childhood for education, when early education should begin, whether it could compensate for childhood experience at home, and whether the effects of early education were permanent. In 1972 the central issue was the best kind of early educational program. By 1977 attention had shifted to ways that early education could be done most efficiently and cheaply, whether parent education was the answer, and how it worked. By 1982 a new issue had arisen: the effects of full-time day care on preschool children's development. Today's most pressing issues seem to be finding ways to maximize the fit between programs and participants, the implications of the superbaby trend, and the effects of day care on infants' development.     

A career advancement program for women administrators

Conclusions Although it is too early to evaluate progress toward the distal goal of the CLD Program, this local program has been successful in meeting the four proximal goals (open access, career and leadership enhancement activities, career counseling, and fiscal training). Thus, it has been demonstrated that a variety of local resources can be utilized to address career needs that were not being met by national programs.Marilyn Haring-Hidore is Associate Professor of Counseling and Specialized Educational Development at the University of North Carolina at Greensboro. Address requests for reprints to the author at the School of Education, University of North Carolina at Greensboro, Greensboro NC 27412.I gratefully acknowledge the financial assistance for this program which was provided by the Z. Smith Reynolds Foundation and by Women Administrators in North Carolina Higher Education, as well as in-kind support from the University of North Carolina at Greensboro. I also thank the members of the project staff: Suzanne Freeman, Susan Phelps, Ray Wooten, and Tammy Biddix-Lyle.     

A career transition program for older persons

The Second Careers program undertaken by the George Washington University School of Medicine and Health Sciences during 1975–1976 was designed to help older persons seeking second careers in the health care field make realistic career decisions. The program grew out of an awareness that persons over 45 are not adequately served by American educational institutions and frequently are denied opportunities to embark upon second careers in which they can make significant contributions. The age group 45–65 now makes up 20% of the American population. This group of persons is increasingly well educated, politically active, and relatively healthy; many are not inclined to settle for retirement or continued participation in jobs they may have outgrown. This population includes the early retiree; the homemaker returning to the marketplace either from choice or necessity; and the individual who seeks counseling, training, and education to support a midlife change to a new career. Second Careers was established for this large and educationally underserved group. This article describes a model program, conducted over a one year period, which combined classroom work and field experience with individual and group counseling. It involved twelve part-time students, all of whom made significant career decisions by the end of the year. Although this effort focused primarily on exploring career opportunities in the health care field, the model can be adapted to almost any educational setting. This paper is offered as a guide for individuals and organizations involved in or contemplating similar educational, counseling, and/or service programs for older persons.This article reprinted with permission fromEducational Gerontology An International Quarterly Vol. 4(1) Hemisphere Publishing Company.     

The value of failing in career development: a chaos theory perspective

Failing is a neglected topic in career development theory and counselling practice. Most theories see failing as simply the opposite of success and something to be avoided. It is contended that the Chaos Theory of Careers with its emphasis on complexity, uncertainty and consequent human imitations, provides a conceptually coherent account of failure in career development. The benefits of failing are outlined. The counselling implications of failure and ways for it to be addressed and utilised with those confronting career development challenges are also discussed.     

Facilitating engagement in new career goals: the moderating effects of personal resources and career actions

Goal engagement in young adults is variable. We recruited university students to test whether general personal characteristics (educational ability, core self-evaluations, and well-being; study 1, N = 195) and career adaptive variables (career confidence, exploration, and planning; study 2, N = 152) facilitated career goal engagement. Goal engagement was associated positively with goal disengagement in study 1. Moderating effects showed that the positive relationship between engagement and disengagement was stronger when core self-evaluations and well-being (satisfaction) were high, and when career confidence, exploration, and planning were high. Results are discussed in the context of transitions and promoting adaptable career goals.     

A structured career intervention program for academically challenged students

A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students’ career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and control groups. The test was carried out on eight schools in the state of Kedah in Malaysia. Eight school counselors were trained to facilitate the assignment to the experimental groups and to collect data. A total number of 335 students with low academic achievement participated in this study. This number included male (43.6 %) and female (56.4 %) students who were aged 15–16 and a half. Modes of measurement used consisted of a career planning inventory (measuring career planning skills), an academic learning motivation scale (measuring attitude toward academic learning), and an academic study skills test (measuring academic study competencies). Analysis was performed using t-tests and the multivariate analysis of variance to examine the differences in the mean scores. The results show that the sample’s career academic score improved significantly from the pre-test to the post-test. A simple regression analysis was also performed to see the effect of the intervention program on the three dependent variables, which revealed that the career intervention program has positive and significant effects on the three variables. However, further studies on the career program for academically challenged students are highly recommended to support the present study.     

The use of career information delivery systems in the states

Conclusion The ever increasing demands on guidance and counseling programs has added new responsibilities to the tasks of the counselor specifically in the area of career development. Along with this increase in responsibility, the issue of accountability has been added. Career information delivery systems assist the counselor in meeting the need for accurate, relevant occupational and educational information that can be disseminated in a timely efficient manner. Therefore, CIDS should be a vital part of all comprehensive career guidance and counseling programs.Mary Elizabeth McCormac is an Occupational Information System Specialist, National Occupational Information Coordinating Committee, Washington, D.C.     

From career information to career knowledge: Self,search, and synthesis

Conclusion To say we are living in the information age is now a cliche, yet phrases often become cliches because they encapsulate a complex idea in an easily understood and remembered manner. Certainly, counselors have more information for their clients than ever before. Computer-based systems, video recorders, videodiscs, and fax machines greatly increase the power of the counselor to inform. However, the role of the counselor goes beyond informing to facilitating the growth of attitudes and behaviors associated with healthy, productive, autonomous lives. A crucial aspect of this facilitation is helping people use information so that for each individual it becomes the knowledge he or she needs in life.It is hoped that the model of self, search, and synthesis provides a way of looking at clients and information that is helpful to counselors. In the poem with which this article began, the seeker does have a fleeting moment of sight beyond the surface picture. Although it does not last, the seeker is able to conclude, perhaps triumphantly, For once, then, something.Deborah Perlmutter Bloch is Assistant Professor, Department of Education, Baruch College, City University of New York, 17 Lexington Avenue, New York, New York, 10010.     

Introduction to web information retrieval: A user perspective

In this article, we describe Web Information Retrieval (WebIR) and issues in searching the World Wide Web from a user perspective. We review different kinds of search engines and the features they offer. With the help of examples, we show how these features can be utilized to narrow down on the search results.