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The Petersons have a limited amount of equipment in their homes and all the items are unsuitable for the family. Here is a conclusion as to why the devices are unsuitable, and how the situation could be improved.

The family is equipt with a Pentium II computer with a 32mb of ram, a 2Gb hard drive and a 2mb graphics card. This is very unsuitable for this busy family as the computer would be extremely slow and has very little space to install new programs and save the documents the family would need. This is a very old type of computer, and would not be able to run some of the latest software. A faster, and more update computer, such as a Pentium 4 Processor would be much more appropriate for this family.

With the computer is a 14-inch monitor capable of 640 x 480 screen resolutions, which is also inappropriate for the likes of this family. A 14-inch screen is very small and most of the more dated computer monitors are less able to adjust. With a low and small screen could cause health problems for the family, such as neck and back pains. The low screen resolutions would be a problem when trying to run newer software, which needs a higher resolution. A more suitable choice would be a larger, and higher resolution screen, and possibly flat screen too.

The computer has a black and white dot matrix printer, which is very unsuitable for members of the family who wish to print documents in colour. Dot matrix printers produce a low quality print too, the document may seem unclear and patchy compared to a laser colour printer, which would be more advisable for the families needs.

The computer only has a 28k modem that is not capable of sending faxes. The most obvious disadvantage to this is that the family cannot send faxes form the home office. However, with a 28k modem, the computer would also have ridiculously slow Internet connection. Most computers on sale at the moment have a modem included in the package, however they can be bought. The standard modem is 56k, which would provide fast access to the Internet.

Windows 95, and Office 95 are both very dated versions and desperately need to be updated. The setup would be slow and unable to cope with large quantities of data and the users would be restricted on what software they could use. Office 95 would have a very limited amount of programs available, and would not satisfy all the day-to-day needs of a family. Most new computers come with Windows XP, which would mean a fast setup and more programs available for the family to use.

The family only have floppy disks as a backup for the computer, which is an unwise choice. If the computer fails, and the disks cannot be located or the disk does not work, it is sure that the data will be lost. However, a larger problem would be fitting large files onto a floppy disk, which has on a 1.4k capacity, which would not be enough for the likes of graphics files, or picture files that are very large. Also, if there is a large amount of data to be stored, one would have to use many disks to store all the information, this may make the data hard to locate. A more ideal solution would be to store the information on re-writable disks, which store a large amount of data. However, this would also mean the family would need to invest in a CD-ROM drive, which now comes free in addition with all computers sold.

With no gaming equipment the family would be unable to play games to their full satisfaction, or in some cases, the game may not run at all. This would mean that the computer could not be used as a gaming machine. There is a lot of gaming equipment available at the moment, but the most popular is a Joystick, which is useful for the majority of games.

Many games and programs that are on the market have sound features for added effect. Of course with no speakers attached to the computer, no sound can be heard. This is a problem for interactive programs, where instructions are given verbally. Also, watching DVD’s, or listening to music form CD’s or MP3’s is impossible. With no speakers, you also cannot use recording equipment such as microphones, as there will be no feedback. All modern computers now come with a speaker sound system, sometimes including sub-woofer, but they can also be sold separately.

The family have access to a standard TV with no digital capacity and an analogue satellite receiver. This means that the family can only pick up some satellite and analogue stations that are broadcasted. The digital channels would not be available on the television or via the satellite, as they have no digital capacity. The family could invest in a digital decoder or a new television with digital capacity. If the family bought a digital decoder, then they would not be able to interact with some of the features available on the channels, however with a new television, or a digital channel receiver, the family would be able to interact.

There is an old hifi which has no CD player, or mini disc player, which is not suitable for this family. Most music on sale at the moment is sold on CD; therefore it may be hard to get hold of music on cassette or record. Cassettes and records produce a low quality of sound, and are not as reliable as a CD. More and more records are now becoming available on mini discs, which are compact, and can store a lot of music, and record music easily, also providing quality sound. All good stereo systems come complete with a CD player, and some with minidisk players, along with tape players and radios.

In this section I will be comparing between the working class and the middle class. I will also be looking into the comparisons within the classes. Finally I will be showing evidence that the gap is closing between the classes.

The following will also explain the vast differences between the home of Mr Jones the dentist, which is top of the middle class, and the Widow, which is the bottom of the working class. Mr Jones lives in 4 Ravensworth Terrace and the Widow lives in 4 Francis Street

Mr Jones’s house was situated opposite to the park and near to the town. This was useful for work, because he owned 2 houses. One of them was his living house and the other was his dentistry house. On the other side of the museum there was the colliery village. There was a row of pit cottages here. In number 4 lived the Widow with her 2 children. The house was near the pit; this meant that the air was dusty, smoky and murky. This was also a noisy place to live, all because of one thing, the pit. The pit owned the pit cottages; these were for the families of the pit workers. They were also given free coal for working in the mine. This is a big difference to Mr Jones. He owned both of his houses. This shows that Mr Jones had a beautiful surrounding to his house and that the widow was worse off.

Mr Jones lived in a house with a ground floor, first floor and an attic. On the ground floor is where Mr Jones’s kitchen, living room and utility room were. On the first floor there was a master bedroom, the bathroom and a nursery. In the attic lived the maid. This is because the Jones’s were more important. Outside they had a privy that only the maid used and a coal shed. This is compared to the widow’s bungalow, which had a kitchen, living room/bedroom and an attic.

In the widow’s house there were several uses for the rooms. The front room was used for sleeping and entertaining visitors. This would only be used on special occasions like Christmas or weddings. The kitchen was used for cooking, cleaning, sleeping, bathing and drying clothes. The loft was one room, which was where the children slept.

Mr Jones’s house is totally different. His kitchen was used purely for cooking and cleaning, the bathroom for sanitation etc. So where as the widow’s house was compact Mr Jones’s house was spacious.

The gardens for Francis Street were large. This is because they needed to grow fruit and vegetables, because they could not afford to buy fresh produce. On the other hand Mr Jones had a small garden because he could afford to buy fresh fruit and vegetables each day. In his garden he was able to grow flowers and shrubs.

The sanitation of the houses was different. The widow’s toilet was an ash pit privy outside. For toilet paper they used newspaper cut into squares. Mr Jones’s was very different. He had a plumbed in bathroom with shower, bath, sink and flushing toilet. They also had an outside privy, which was purely used by the maid. The plumbed in bathroom was for family only. This is compared to the widow who had a tin bath hanging on the wall outside and had a cold-water tap in the utility room. Mr Jones was totally different because he had hot and cold taps inside and a plumbed in bath too.

In the widow’s house there was only candle light, she also had a fire lit 24 hours a day, six days a week, 365 days a year. The reason for the fire not being on for 7 days a week was so that the family could clean it. This provided heat to cook on and boiled water. It also lights up the kitchen and also heats the house up. Mr Jones on the other hand had electric lighting in every room with electric heaters. He only had one need for an open fire because he needed it for appearances and heating. He also had a cooker fire, which was used for cooking.

This shows the vast differences between the top of the middle class and the bottom of the working class.

I am comparing 2 and 4 Francis Street. In number 2 lived The Methodist family, and in number 4 lived the Widow. I will explore the main differences between each. The families were both working class and lived in pit cottages. There were a lot of differences between them.

Firstly I will be explaining the bedding, which each family had. In both houses they had 3 beds. One in the front room, one in the attic and one in the kitchen. In the widows house 1 child would sleep in the kitchen, the other child would sleep in the loft and the widow would sleep in the double bed in the front room. This was the same for the Methodist Family, except that the Mum and Dad would have slept in the front room.

In the widows house she had thin sheets in the kitchen, because of the heat from the fire. The bed in the loft would have thin sheets too; this is because they had an open chimney. The bed in the front room would have a homemade quilt and she had hooky mats for extra warmth. This is compared to the Methodist’s, their beds in the kitchen and loft would be the same, but the bed in the front room would have a thick white duvet. This showed wealth, because after the miners came home from work they would be covered in coal dust, so their covers will get dirty more often.

Now I will extract the differences between the furniture of each house. The widow had a brass double bed; this was the cheapest at the time, a sofa, and a table; with floor mats as a tablecloth. This shows that the widow didn’t have enough money to buy new objects. This is compared to the Methodist’s. I will start with their half-tester bed; this was a bed, which had 2 posts with cloth draped over the top. They had a chest with a showcase with pottery and books on show, also a couple of tables with tablecloths, a rocking chair and a fireplace. This shows that they have more money to spend on luxuries. There is a huge difference in the furniture.

Now I will look into the different floors in each house. In the widow’s house she had stone floors with a lot of hooky mats. These were all different because the family did not have enough money to afford carpets. Now I will look at the Methodist family. They had fitted carpets and carpets up the stairs. This shows the family is well off because they could afford the carpets to be fitted.

Now I will evaluate the differences in lighting in each house. The widow has oil lamps; the only problem was that she could not afford to use them. Instead they had to use candles. They could not afford oil because they barely had enough money to get by. This is compared with the Methodist family. They too had oil lamps; they used their oil lamps regularly. This shows they had money to spend.

Looking at the income of each household, the widow had to work for extra income just to get by together with the low income from her two mining sons. She made her extra income by making and selling hooky and proggy mats, organising a quilting club in her home where other working class women sat around the fire and made quilts for a small charge. She also took in washing from other people, which added to her income. This compared to the Methodist family who had adequate money from the husband and children who worked down the pit. They needed no extra income to add to their wages.

All the information above shows that even though the Methodist family and the widow are in the same social class their lives are totally different.

In the next section I will be explaining how different Mr Jones’s houses were to Miss Smith’s house. Even though they are both in the same class their homes were very different. Mr Jones lives at 4 Ravensworth Terrace and a couple of doors down lived Miss Smith at No 2.

First I will be explaining where each houses money came from. Miss Smith’s money came from her music teaching. She charged 6d per half hour. This is 2 1/2 pence in today’s currency. Whereas the dentist, Mr Jones, charged 15 shillings for a filling; �1 7s 6d for a false tooth; and �10 10s (10 guinea) for a full set of false teeth. This shows the huge difference in one days work.

The difference between both heating and cooking in each household are that in Mr Jones’s house he had a gas cooker and a fire range. For heating he had electric heaters around the home. This is being compared to Miss Smith’s home where she had an open fire in the front room and her bedroom. This would only be lit if she were ill in bed. Her maid cooked on a coal fire range in the kitchen.

The lighting in each house varied because Mr Jones had electric lighting in each room throughout each of his houses. This shows that he was wealthy because he could afford to have this installed. This is compared to Miss Smith who only used oil lamps through her house.

The sanitation which each house had was different because Mr Jones had a fully plumbed in bath, flushing toilet and shower in the bathroom as well hot and cold water taps. He also had an outside toilet, which only the maid used. This is a vast difference to Miss Smith. She had an outside toilet and a tin bath hanging from the outside wall. They brought this in front of the fire range. For the morning wash the maid would fetch a hot bowel of water to each bedroom.

Mr Jones had several stained glass windows, a gramophone and a nursery for the children. This is compared with Miss Smith’s luxuries, which were 7-1/2 octaves piano, carpets fitted up the stairs, biblical plaque readings and a stained glass window.

The next comparison area is the servants in each house. Miss Smith had a level maid. This means that the maid lived on the same floor was her. Miss Smith’s maid used the same washing and sanitation as herself. This is compared to the maid of Mr Jones. He had a maid, which slept in the attic and could not wash or use his plumbed in bathroom. She had to use a tin bath and the outside toilet.

Even though they were in the same social category there were a lot of differences between them.

I have explained earlier the vast differences between the top of the middle class (Mr Jones) and the bottom of the working class (the widow). Also I have explained the differences between the two working class houses and the homes of the two middle class houses. I will be looking in more depth between the middle class home of Miss Smith and the working class home of the Methodist family and finding similarities.

For example both houses were of Victorian d�cor. This was dark colours, dark fabrics for curtains and drapes and bold wallpaper. This was unusual because in 1913 the most common d�cor was Georgian.

In each of the houses there was a coal fire, this was the heat source for both. This was also used as the method of cooking. They both had fitted carpets up the stairs and around the house. Their ornaments and pictures were also very similar. Each house had two matching china dogs and several portraits of the Royal Family of the time.

The lighting for each house was oil lamps. Unlike the widow both families could afford to use it, but they could not afford electricity. The similarities of sanitation were that each house would have a tin bath, cold tap and an outside toilet.

From the information I have gathered and presented I have found a hierarchy of families. They are:

* Mr Jones the dentist

* Miss Smith the music teacher

* Methodist family

* The Widow

Miss Smith could not live like Mr Jones because she had something called “old money”. This is money, which she inherited when her parents passed away, whilst Mr Jones had “new money”. This is money, which he had earned. Mr Jones had a constant supply of money from work whereas Miss Smith’s money would eventually decrease.

The widow could not afford to live in the same condition as the Methodist family because she only had her sons bringing in wages from the pit. If her husband were still alive she would be able to live more like the Methodist family.

So, I think that the gaps between the classes were closing at this period of time. This is because their houses were very similar. Their style of decoration, heat, light etc was of the same standards.

The first steps onto the property lead to a lavish driveway. There is a huge automated gate in front for privacy. Running parallel to the cream colored concrete driveway are trees on both sides. The large booming trees shade the driveway when it is sunny out. Down the driveway put off to the side is a massive garage. The garage, like the home, is built with brick. Set off to the right, the garage can hold up to five cars. The doors of the garage are a maroon color that matches the window sills of the home. Moving back to the left, walking upon the home, there is a wide porch.

It takes five steps to get to the top, and to see two pillars standing guard by the door. The pillars stand short and stocky, colored like ivory pearls. Pushing through the heavy red door with an odd shaped black iron door handle leads to the spacious foyer. Beside the left of the door inside the roomy foyer rests a hefty table to be used for mail and other things from the outside world that do not require immediate attention. To the right there are hooks to hang coats and keys. Also below the hooks is a rack for shoes that sits on a polished wood floor.

Moving along through the foyer there is a large expansive staircase. The staircase slightly curves and leads into a hallway of rooms. There are three rooms on each side of the stairs. The first door on the right side of the stairs is brown. The room is painted a very bright green color with auburn carpet. Inside the room there are many toys. There are toys of all kinds; there are stuffed animals, dolls, cards, board games, and more. The door across from the toy room is a little brighter then the others. Walking in this door, there appears to be not much in it.

The walls are the color of a soft blue sky with clouds and a nice light brown bamboo floor. It has large expanding windows for the sunlight to easily come in. There are many chairs to lounge in and a few spa chairs in the back corner. There is a closet on the right of the room that is filled with towels, lotions, creams, and etc. Leaving this room, there is one door left at the end of this side. Here is the largest room to explore yet. The walls are a calm and mature dim red like the color of blood. The floors are a dark polished bamboo. There are bright white carvings into the wall that make bookcases.

Each wall is lined with them and is stocked with books. In the very back of the room there is a fireplace with a shaggy green rug in front of it. Two narrow long windows stand at the side of the fireplace. There are two brown armchairs spilt by a love couch in the middle of the same color. In the middle of the room, there are also a few low level bookcases filled with books. Leaving this room and entering the first room on the left side of the stairs, there is a full bathroom. The walls are a brilliant blue color with eggshell colored tiles. There is a closet to the left full with toiletries.

The his and her sink is an intense red along with the toilet. The shower, which is also a tub, has a stainless steel door. The towel rack on the door holds blue towels that match the blue rug placed in front of the shower. Right between the door and the sink, a woven light brown hamper is placed to throw dirty clothes in. Out of the bathroom and moving along to the room across the hall is a door full of pictures. Inside the room there are vivid golden walls and bamboo flooring. Covering most of the floor is a gigantic purple rug. There is a desk in the top left corner of the room encased with papers and projects.

A computer and mouse struggle to stay on top of all the work. Arranged in the right corner is a queen sized bed with a huge mahogany chest in front of it. The ceiling has a glow-in-the-dark universe full with stars and planets. There is one large dresser by the door stuffed with clothes. The closet on the other side is filled with shoes, coats, and dresses. The last room to explore upstairs is also quite massive, but not as giant as the room full of books. It has a queen sized bed in the middle where the floor is elevated. On one side there are two medium sized dressers lining the shady orange wall.

On the other is an entertainment system full of the latest gadgets and a flat screen TV. There is a closet spewing clothes and shoes. The floor is tan colored carpet. Going back down the stairs and through the foyer is the kitchen. The kitchen has a large stainless steel refrigerator full of the healthiest and some of the most unhealthiest foods. Next to the refrigerator is a gas oven. There is an island in the middle with three bar stools. In the island there is also a stainless steel sink and cabinets underneath. The cabinets around the kitchen are mahogany colored to set off the pale white walls.

They are filled with pots, pans, spices, and food. Also in the kitchen to match most of the house are more bamboo flooring. Through the kitchen to the right is the dining room. A sturdy dinning room table stands center with many chairs encasing it. The room has tan walls and polished dark flooring. There is an abstract arrangement of light fixtures hanging above the table for decoration. There is another bathroom behind the dining room that resembles the previous one mentioned. Back through the kitchen and to the left is the largest room in the house. It is the living room.

Full of everything that is in a living room like a fireplace, TV, entertainment system with a stereo, and etc. The walls are a calm green color, and the floors are bamboo. Through the living room going back to the front of the house, there is the master bedroom. It contains a king-sized bed for everyone to crawl into. There are two large dressers, a walk-in closet inside a walk-in closet, and a bathroom that replicates the upstairs bathroom but twice the size. The main difference is the whirlpool hot tub in the far back. The other way through the living room, heading to the back of the house, leads to a patio.

The patio holds sitting chairs and is a place to relax. It has a great view of the swimming pool and the enormous backyard. The yard contains a mini play-set with swings, a slide, and a jungle gym. A tree house was built in the far perimeter of the owned land property. There is a bevy of grass area for kids and pets to run around on. Also the tennis and basketball courts are on the far right side of the lawn. Next to the patio there is a spiral staircase that leads to the basement. The basement is a storage area filled with cold concrete flooring and unpainted drywall. It has one small room for guest with just a bed and a small dresser.

Next to it is a small bathroom with just a standing shower, a toilet, and a sink which are all pearly white. Going back up the spiral staircase directs to the rear of the home. It illustrates the expansive lifestyle of the owners. Having six rooms upstairs used for multiple purposes, only two being bedrooms, and one a bathroom is a great deal. Along with the large living room, master bedroom, kitchen, and dining room, there are oodles of chores to be kept. Keeping maintenance in the abundant amount of rooms is hard work. Not to mention the total outside area that also needs to be well kept. This is an ideal home for families.

Research has shown that nursing home abuse is prevalent all across the United States. Nursing home abuse and neglect is an issue that continues to haunt the elderly population. One third of the 1,600 nursing homes in the United States have been cited for abuse (Whitaker, 2001). According to Hooyman & Kiyak (2005) neglect is defined as caregiver not providing goods and services necessary to avoid physical harm or mental anguish.

According to Pillemer (1988) elderly abuse is synonymous to maltreatment, which is defined as deviance from socially accepted standards (legal or regulatory) for management of the interpersonal process, carried out with the intent to harm the patient. This being said I still feel that it is something in which the general public is unaware. Moreover, what makes this issue even more tragic is that it is something that can be prevented. I feel that stopping the abuse from spreading lies in the hands of the family and friends of the elderly individual.

The prevention begins at the first moment a nursing home is researched and visited. I think too often people do not ask the right questions and do not have enough knowledge to identify the signs related to abuse. It may be difficult to spot signs of abuse, however, because people tend to define abuse as different things. Signs are defined as the physical evidence able to be seen by others and symptoms are what the victim reports to others (not observable measures).

Unfortunately, staff that are the abusers usually use excuses such as the victim is clumsy or accident prone when accused of being negligent. These same staff members have been found to be angry and rough with the residents on a regular basis (NHARC, 2006). According to Nursing Home Abuse Resource Center (2006) frequent visits to the emergency room coupled with unusual bruises in locations such as chest, abdomen, neck and thighs are hard to find yet still are important signs that the elder is being abused.

I believe the best solution to this problem is for communities to make information about all nursing homes known for public consumption. Instead of people having to research many different nursing homes on the internet, or looking up phone numbers and calling each one individually, I believe it would be beneficial for the community to make some sort of brochure with information about all of the nursing homes in the area. This would obviously not give statistics on how many cases of neglect or abuse a said nursing home has had, but I do believe it would be a helping starting point.

The brochure should have information such as the statistics of staff to patients, services offered, reviews and comments from past and present residents and families’, and general information about each institution. It would also be beneficial to offer the website information leading to websites which grade nursing homes, giving tips on how to read and understand the information given. The obvious drawback of my plan is that it may be unlikely nursing homes would agree to have this information printed side by side with other nursing homes for comparison.

They may also not want their bad news aired for the public to know, so they may not want information pertaining to informational websites posted for people to find out about. I think the benefits of this would be that friends and families’ of people moving into nursing homes would be given ample information to get them started in the right direction. They would be given the opportunity to compare many nursing homes, and also given information showing them how to further research each place to find out more statistics.

Some unanticipated consequences of this may simply be the reactions of the community and residents in said nursing homes. The community may think it is a good idea and warm up to it easily, or the community may appalled by the information they find out and cause problems for everyone. I think it is important for everyone to be aware of the problem of nursing home abuse and neglect, but giving people the power to find out such things may cause problems that never would have surfaced if they remained ignorant. Sometimes, knowledge is power; sometimes, it is fuel to the fire

Everyone should eave an honest occupation” (Rosenstein & Steinberg, cited in O’Brien, 1996, p. 3). Every student carries the unique history of their past and this determines how they view the world. That history created, in part by the student’s environment, personality, and opportunity, will determine how students make career choices. It then follows that how the student perceives their environment, personality, and opportunity also will determine the career choices students make. Factors in Career Choice The first factor in career choice, environment, may influence the career students choose.

For example, students who have lived on an island may choose a career dealing with the water, or they may choose to leave the island behind, never to have anything to do with water again. Maybe someone in the student’s life has made a significant impact or impression, leading to a definite career choice. Parents’ educational background may influence student views on whether or not to continue their education. Someone they saw on television may have influenced the student,or parents may have demanded that they assume a family business. These are various environmental factors that would lead a student to a chosen career.

How students have seen themselves in a role in which personality is a determining factor may influence a chosen career. Some careers demand that you have the personality to match the qualities of the occupation. For example, sales people have to be outgoing. Speller (1977) said “personality’ plays an important role in the choosing of the right career. A student’s personality must be a self-motivated type, as to investigate career possibilities from early on in their lives, and not the procrastinating type that waits until they are compelled to decide.

Students must take seriously the role grades play n limiting opportunities in the future. Speller went on to say, “It is important for you to have a good understanding of yourself, your personality, if you are to make intelligent career plans” (Speller, 1977, p. 12). Opportunity is the third factor that has shaped career choices for students. Opportunity may influence how students have perceived their future in terms of the reasonable probability of a future in particular career fields. The issue of poverty has played an important determining role in the opportunities available to all.

The income level of high school families may determine hat career a student chooses during a specific time in the student’s life; choices that will determine a large part of that student’s future. Some students will have to budget education according to their personal income. Thou (1969) addressed those in desperate need, “Where necessary, these persons [Individuals described as living under the pope level] must be assisted through special training programs to overcome educational and social handicaps so that minimum Job standards can be met” .

Students in many cases will need the proper mentoring opportunities to succeed. These support groups will be another opportunity that if properly implemented, can help a student in the career choice process. The support system must have been in place and readily available for the student to utilize. The creation of support groups will have to be in place to sustain the student through times of financial, emotional, and educational need. In a dissertation by Thomas O’Brien (1996), the subjects were based on case studies of six different high school students ‘interested’ in enrolling into a program titled Workaround.

Workaround is considered an opportunity only available to some students during their high school experience. The perceptions of these students upon entering a structured cooperative work program varied from “eager” to “skeptical and suspicious” to “a resume’ builder. ” Students see the world in many different ways according to O’Brien. The various views were described in the interviews that took place during implementation of that Workaround program. Opportunities that students pointed out in these interviews motivated students to pursue future career choices with every one of theses students.

These motivational values will affect them for the rest of their lives. The perceptions and eventual decisions these students made were based on the siroccos of the previous opportunities during the first seventeen to eighteen years of their lives. These formative years include the history from which students draw, to make decisions concerning the rest of their lives. That is not to say there isn’t a time later on in life for modifying and re-grouping; however, this will not come without cost.

In an attempt to see how students took advantage and followed through on opportunities, the researcher interviewed University Wisconsin-cutout’s Assistant Director of Admissions, Barbara Touché, who indicated that students take the path of least resistance to enter the University. If a parent had exerted enough pressure on the student to enter a particular career field and the student had no current plans, then students followed their parents’ suggestion. Touché thought that students should be thinking about career decisions in their senior year of high school.

It should become apparent at that time that the student will have to do something. Touché stated that the environment plays a large part in a student’s career choice. Students traditionally stay at home to either obtain education or start employment. Touché mentioned that marriage also played a large part in career decisions. She stated that the economics of marriage either solidified the commitment to go on to higher education or stopped career plans short, depending on the stability of the marriage (B. J. Touché, personal communication, June 18, 2002).

Examples such as these are opportunities that can play a large determining factor in student’s career choice. The researcher chose Germantown High School (GOSH) as the research study area.. GOSH is located in a suburb northwest of Milwaukee, Wisconsin. There are 1,250 students attending GOSH, grades nine through twelve (Germantown, 2002). High school noirs of this school should already have started to make decisions on career choices. These choices will be based on perceptions of their environment, their opportunities, and their perceived personalities.

Environmental determinants in Germantown have included the economics of the student’s neighborhood. Germantown students nave access to academic, technical, public and private colleges in the area. Other environmental determinants would include recreational facilities and articles the student has seen in local papers or on the television. The student’s support system made up of parents, relatives, siblings, peers, teachers, and unsolder may be the most environmental factor. Industry provided many opportunities for the students of GOSH in the local area. In an interview with the researcher, Mr..

Kenneth Hines, president of KOHL Industries in Germantown, stated that he wished there would be a more ongoing effort to motivate, educate, and direct students in the direction of the machine trades. He felt that students were not being told on an equal basis, by career counselors, the success stories of those in the trade at present; compared to those that pursued a traditional four year college profession. Some of his employees had at one time floundered in a previous career. Eventually frustration took these students down the path of investigating the technical trades more thoroughly.

With the education they received at the technical college, along with the support of business, they then attained a much better quality of life than before (K. L. Hines, personal communications, May, 2002). Educational opportunities for high school seniors at Germantown High School include the Wisconsin State College system, many private colleges, and three technical colleges, including Milwaukee Area Technical College (MATCH), Waukesha County Technical College (WAC), and Moraine Park Technical College (EMPTY).

There is a rich diversity of Jobs available, from manufacturing, service, health, military, and the full gamut of professional positions. MATCH is the technical college that students from Germantown High School would most likely attend upon graduation. MATCH boasts a curriculum that offers 150 associate degrees, and that students could benefit from career planning, counseling, and employment development through career counseling at (Milwaukee Area Technical College, 2002). The students at Germantown High School are likely to have considered MATCH in their exploration to determine a career path.

MATCH should be considering GOSH students as potential students, getting information to the high school students ready to graduate. As we can see, there are many opportunities or paths to be explored by high school students. High school seniors will have accomplished choosing a career choice if a complete, thoughtful, educated decision was made evaluating all of the factors possible in career choice process. Statement of the problem There is no clear process that students at Germantown High School have used to aka career choices.

Students at Germantown High School should have the opportunity to explore all of the choices available in order to make a logical, educated plan when choosing a career. Purpose of the study The three major areas affecting career choice were environment, opportunity and personality. 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. Identification of these factors obtained through a survey instrument will assist in the dissemination of information to Germantown

High School students utilizing factors that students have chosen.

Research questions

• The questions of the research were the following: How significant were doctors to the environment in making career choices?
• Significant were factors of opportunity in making career choices?
• How significant were factors of personality in making career choices?
• Which factor, environment, opportunity, or personality, was most significant to students at Germantown High School? Significance of the study The significance of the study was as follows:
• Some students did not begin to explore ‘real’ career possibilities until after radiation.

Academic colleges, technical colleges, industry, and armed forces could provide students with relevant information earlier in their schooling. They could be more aggressive, giving students information they could test and use in their daily studies and apply to their career choice.

Before graduating, some students have not considered enough alternative choices in career selection to Justify making an informed decision. Sources of influence such as parents or mentors could be brought into a circle of counseling and discussion, to help the student form a comprehensive career plan or outline. Industry could examine where, why, and when it could be beneficial for them to invest resources to train and educate students. If career planning were implemented in an efficient manner, students would at the very least be following a career plan of informed decision-making, rather than one of happenstance.

Introduction

Vocational/ technical education are among the vital tools an individual can use to be developed. It is a training for useful employment in trade, industries, agriculture, business and home making etc. The emphasis on vocation. Technical; education is to prepare one for self reliance.

American vocational association (1971) sees vocational subjects as those designed to develop skills, abilities, understanding, attitude, work habit and appreciation encompassing knowledge and information needed any workers to enter and make progress in employment on a useful and productive basis. It contributes to the production of good citizens by developing their physical, social, civic, cultural and economic competencies. The advent of formal education in Nigeria neglect vocational and technical education entirely. Despite all efforts made to recognize it, yet little or no attention was given to it.

No meaningful development was made in the area of vocational education until 1981, when the National policy on Education was published. Due to total neglect, vocational education suffered a major decline in quality, number, policy and directive in Nigeria due to the total neglect. It was after the oil boom era asses that it dawned on the nation that there was acute scarcity of skilled manpower. Usual (1999) emphasized that the term either technical or vocational education has no single universally accepted definition but what is common is the various definitions is its goals and objectives that remain the same.

Technical education has been defined as that phase of education which seeks to help the people, students and the populace acquire specific mechanical or manipulative skills required in industrial arts or applied science. The aims of vocational and technical education The national policy on education (2004), stated the goals and objectives of vocational and technical education as tolls:

1. to provide trained manpower in applied science, technology and commerce particular at sub-professional grades.
2. to provide technical knowledge and vocational skill necessary for agriculture, industries, commercial and economic velveteen.
3. to give training and impact the necessary skills leading to the production for craft-man, technicians and other skilled personnel who will be enterprising and self-reliant.
4. enable our young men and women to have intelligent understanding of the increasing complexity of technology.
5. to give an introduction to professional studies in engineering and other technologies.

Hole (1986) reported that occupational areas within which vocational and technical educational education subjects fall largely into are: Agriculture, Home economics, Business and mechanics, capacity, countering, Arts etc. However, Agriculture and carpentry remain improper choices because they do not attract much interest amongst the students. Anchovy (2000) emphasized that Home economics is a unique and dynamic field of study. Its central theme is the improvement of lives of individuals, field of study that draws knowledge from many disciplines including science and humanities in order to fulfill its objectives.

Being a vocational subject that focuses on the welfare of individuals, families and societies, Home economics contributes meaningfully to the solutions of the problems of the society such as unemployment, poverty, malnutrition (Allocation 2000). Usual (1992) also stressed that Home economics as a vocational subject is required to equip the learner with the knowledge of skill and attitude necessary for threw effective management of the home, it requires skills, wisdom, dedication, care, intelligence, unusual patience and very strong power of observation and imagination.

Therefore, a student that has these qualities should study vocational/ technical subjects especially Home economics rather the reverse is the case. Federal Government wants vocational/technical education to occupy a prominent position in our secondary schools, Nigerian schools pay little or no attention to sectional/technical subjects. Teachers and students seem not to understand what it is all about and consequently, develop some contempt and aversion for the subjects. As such of vocational/technical subjects remain unhealthy. Many of the occupations and trades are regarded as ignoble and unbecoming.

An average Nigerian parents does not want his son to earn a living as a full time farmer, a watch-repairer, a plumber, a house painter, for many Nigerian, these Jobs are for the poor and underprivileged. Padding (1994) stressed that typically the higher the occupational status of the students parents, the positive their attitude towards science. This is to say that higher occupational parents would want their child to be doctors, engineering etc. Without considering if the child would actually read science subject to achieve that.

The influence of parents in the development of students interest in vocational/technical subjects cannot be over emphasized this is because parent seem to have much influence on children’s choice of educational career. The socio- economic status of parent of a child determines the type of career one choose to do, some parents have biased and rigid thoughts regarding the occupational choices of a hill/children. Parents forgot that every type of work, once it is beneficial to the individual and society, is worthy and noble. (Know 1 ).

The result to this is a quasi calculated attempt to frustrate the good intention of the federal and state government about vocation/technical education. The quality sign of potential success in students vocational pursuits require the identification of the students interest, aptitudes, abilities, values and Judgments, if these will be discovered, it requires a guidance counselor who will give the appropriate occupational information to the dent with proper exposition to various opportunities available in the would of work. It is not surprising that students are not interested in vocational/technical subjects.

Usual (1992) opined that, at the heart of our society and economic problem is a national attitude that implies that vocational/technical subjects are designed for somebody else’s children and is meant primarily for the children of the poor. This same attitude is shared by students. Thus, it makes the students lack interest in the study of vocational subjects particularly Home economics. The skill that teachers exhibit in teaching influences the student enrolment in sectional/technical subjects. Monika, (1981) postulated that the method of approach is very vital in any teaching/learning situation.

The way the teacher presents the subject matter to the learner may make a student like or dislike a subject. Unknowing (1989) pointed out the need for blending theoretical and practical work in teaching of subjects as to stimulate students interest more especially on vocation technical subjects . The greatest single SINS 2240-0524 Journal of Educational and Social Research Volvo. 1 (2) September 2011 51 factor in teaching learning id the teacher. No technique, no method, no device, no gadget can guarantee success, but only an effective qualified teacher can adequately execute these. (Okapi, 1987).

Thus the greatest motivating device yet discovered is the highly motivated teacher of students are to be involved actively in teaching and learning process in a way of projects, field trips, directed field activities etc, note learning and subject centered orientation should be changed to a more practical and child centered out-look. The increase in qualities and quantities of outputs should be primarily due to improvement in the quality of the teacher. It is therefore the trust of this study to explore the influential factors that affects the students on the study of vocational subjects in Nigerian secondary schools.

Problem Statement Vocational/Technical education subjects ought to attract many students because of its laudable importance but reverse has been the case. The reasons for this probably is due to people’s perception that it does not require specialized kind of training. The students have the feeling that even if one is at home at the requite skills needs to learn have to cook, farm, etc can be acquired without formal training. People are anorak of the importance of the vocational subjects which could help males and female students receive formation and be able to work solution to problems.

Also, it enables the students to acquire skills, abilities essential for independent life met up with personal and family needs more especially in this economic difficulties. Purpose of the Study The study was meant to investigate the influential factors that affects the attitude of the students towards the study of vocational subjects in secondary schools. Specially to:

1. determine the influence of student’s interest towards the study of vocational/ chemical subjects.
2. Determine the influence quality of the vocational/technical teachers and instruction.
3. Determine the intelligence parental and socio-economic status influence on students choice of vocational/technical subjects.
4. Determine the influence of gender in the students choice and enrolment in vocational/technical education.
5. Determine if the students are effectively counseled on the choice of vocational subjects.

Research questions

The following research questions guided the study

1.  what are the level of students interest in the study of vocational/technical education/sub]sects.
2. What are the influence of teacher qualification on the attitude of vocational/technical subjects.
3. What are parents socio-economic status influence on the attitude of students on the study of vocational/technical education/sub]sects.
4. What are the influence of gender/sex on the students choice of vocational/ technical education/sub]sects.
5. What are the influence of guidance counselor on the students attitude towards the study of vocational/technical education/sub]sects.

A CASE OF UNITED STATES INTERNATIONAL UNIVERSITY USIA-AFRICA) submitted by Joyce. Atone on wed, 2013-02-13 17:00 The purpose of this study was to establish factors influencing career choices among female students in tertiary institutions in Kenya. The study was guided by the following research objectives: to establish academic factors that influence career choices of female students in USIA, to determine socio-cultural factors that influence career choices among female students, to establish economic factors that influence career choices among female students and to establish the influence of individual characters on career choices among female students in USIA.

Cross-sectional research design was used for the study. The population for the study was students at USIA. There are a total of 2743 female students in the institution out of which 623 were final year students. The study targeted final year female students in the institution. A total of 100 students were sampled for the study out of which 90 responded giving a response rate of 90%. Both Purposive and simple random sampling techniques were used to sample the respondents for the study. Questionnaires were used as instruments for data collection. Statistical Package for Social Sciences (SPAS) was used to analyze the quantitative data.

Descriptive statistics such as frequencies and percentages were used to describe the data. The analyzed data was presented in form of tables. The study found that academic factors influences career choices among students as indicated by 90% of the respondents. On the influence of socio-cultural factors on career choice, the study found that 87% of the respondents indicated that socio-cultural factors influences career choices among students in USIA. The study also found that 91% of the respondents indicated that economic factors influences career choices among students.

The study finally mound that 84% of the respondents indicated that the individual characteristics influence career choices among female students in SUSIE. The study concluded that academic factors, socio-cultural factors, economic factors and students’ characteristics interlines career choices among tamale students in SUSIE The study recommended that career guidance and counseling in Universities should be heightened to enable students to make sound career choices instead of leaving them at the mercies of other factors which may not be appropriate.

The researcher recommended that another study be carried out in other universities to determine he challenges facing students in choosing their career. Mom section Living Well Family & Relationships Education & Activities Parenting More oho Featured: Tax Time Life’s Moments Spring Clean

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A career choice is a decision that affects the rest of your life. Natalie M. Ferry, coordinator of special program initiatives at Penn State University, reports that career hoicks are pivotal points in adolescents’ lives. So no matter if they are headed for work or for college, there are factors that affect their career decisions. Other People Are Reading Supply Chain Management Schools Factors Influencing Career Choices 1. Role Models o Role models influence adolescents.

If students have a good teacher who makes an impression or a family member who is a pharmacist or a carpenter she looks up to, she may decide on the same career. Another way role models affect the lives of adolescents is by discussing career decisions with them and making suggestions for consideration. Peers Sometimes adolescents choose a career Just because “everyone else is doing it. ” So if a teenager particularly if he is a leader decides to Join the Army, he might find that all his buddies are going to boot camp with him.

Friends may decide they want to go to the same college and study art. O Grades o Dropping out of high school without a diploma has a direct bearing on the work and career options open to adolescents. So, too, do the final grades at the end of high school. Students with high averages have the option of going to college, while those with very low grades have to do remedial study or find entry-level Jobs that are open o them. Economics o Money plays a key role in career decisions, particularly for students from lower socioeconomic backgrounds.

So even though a high school student has the intelligence to be a Harvard lawyer, unless she gets a full scholarship, she may have to resign herself to a career of working in a daycare center. Location o In a study of science students in Western Australia, Deirdre J. Young reported that students from rural and urban schools had different educational cultures. Even though students considering careers may all be American, they look at the choices ND possibilities differently if they live in New York than they do if they come from Deadwood.

Time Orientation o According to Ferry, adolescents who choose to go to college have more off future orientation than those who choose unskilled labor or vocational careers. Students who enroll in a four-year program know they won’t be in the workforce until they graduate, but they will have more career choices than those without a postsecondary education. Related Searches References Journal of Extension: Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvania; Natalie M. Ferry Factors Influencing Care oho. Mom Bottom of Form Your Cart Log in Recent Publications Catalogue FAQ Links Factors Influencing Career Choice Among Secondary School Students: Implications for Career Guidance By Bridget Genomes Owes. Published by The Social Sciences Collection Format Price Article. Pant $USIA. O Article: Electronic $US. O The study was carried out to determine the doctors intelligence career choice among secondary school students. It was a survey of 100 secondary school students randomly selected from four secondary schools in Region 4 in Guyana, South America. Questionnaire was used to collect data.

Percentage and mean were the statistical tools used to analyze the data for the study. The result of the study showed that the choice of career was gender biased and the factors that influenced the students’ choice of career were: interest, life ambition, challenging nature of the career, prestige attached to profession, intellectual ability, high salary potential and prospects of Job opportunity. The result drew implications on the need for every secondary school in Guyana to have qualified school counselors to employ their expertise to determine the aptitude and interest of students in their career choice.

This therefore emphasized the need for the University of Guyana to include Guidance and Counseling in its Teacher Education Programmer in order to produce qualified school counselors. Keywords: Career Choice, Career Guidance, School Counselors, Guidance and Counseling International Journal of Interdisciplinary Social Sciences, Volume 5, Issue 2, up. 451-460. Article: Print (Spiral Bound). Article: Electronic (PDF File; 611. KEBAB). Dry. Bridget Genomes Owes Lecturer, Department of Curriculum and Instruction, School of Education and

Humanities, University of Guyana, Georgetown, Guyana I am lecturing in the school of Education and Humanities, Department of Curriculum and Instruction, University of Guyana, South America. I am currently the Head of the department. I am engaged in both academic and administrative duties. I am responsible for the staff and students of the department. I am always working towards developing team spirit among them. This has been quite fruitful. I enjoy working with them. As a lecturer, I am involved in teaching, supervision and research. ‘ teach at the under graduate and post graduate levels.

can be a stressful experience for young people Nowadays, many young people don’t want to live with their parents because they think if they live along, they can do whatever they want. But maybe few months later, they will find some problems that they never know how to do before because their parents always do everything for them when they are at home. At that time, they will feel stressful. However, I think it’s a good way to teach them how to live by themselves, especially for teenagers.

They can’t be dependent on their parents all of their life so they have to learn many things and do many things by themselves. Moving away from home not only can be a stressful experience for young people but can also be a good way to let them learn how to become independent. The other reason that young people will feel stressful when they move away from home is they don’t know many people in the new place or even they don’t know anyone there.

When they have something they can’t solve, they don’t know they can ask who or who can help them. They will feel so lonely and upset in the beginning, especially for someone who has nothing is smooth. In conclusion, moving away from home is a stressful experience for young people but also it is a helpful experience to them because they can learn many things by this kind of experience.

1. Follow the instructions of the teacher.
2. Stay with your group and avoid going to the other groups.
3. Assign each task to every member.
4. Prepare the materials and ingredients needed.
5. Wash your hands before cooking.
6. Wear an apron and for the girls, they should tie their hair.
7.  Handle the sharp materials with care to avoid accidents.
8. Clean your place after cooking. 9. use the materials according to Its functions. 1
9.  Turn off faucets and stoves when not used.

TOCINO

Ingredients: 3 lbs boneless pork shoulder roast cup lemon-lime soda (sprite or 7 up) 1/3 cup of soy sauce 2 cups brown sugar 1 h cups pineapple juice h ketchup 1 tablespoon garlic, minced 2 tablespoons of salt 1 teaspoon of black pepper.

Procedures:

1. Cut h Inch slices of pork shoulder and place In a one-gallon zip-lock plastic bag.
2. In a separate bowl, mix the rest of the ingredients and then add to the meat. Seal the bag, while trying to remove excess air. Let the pork cure Inside the refrigerator for 4-5 days, turning the bag over every day.
3. After curing, you can either cook the meat or portion them off Into smaller bags and freeze.
4. To cook the Toclno, add a little water, marinade and a few slices of meat to a skillet. Over medium heat, let the liquid boll off and then fry the meat for a couple of minutes to carmelize It. Make sure not to burn the meat.

PICKLED VEGGIES WITH CHILLIES white radish 3 carrots 3 chillies 2 cups vinegar sugar 1. 1 lb salt 1 OF2

1. Slice the carrots and radish vertically. (finger size)
2. Slice the chillies diagonally
3. Put all the vegetable in a container.
4. Add some salt and leave it for 5 minutes.
5. Squeeze the vegetables to release its mixtures.
6. Rinse it with water.
7. Put sugar and boil it.
8. Cool it off for 5 minutes.

MANGO JAM Mango ascorbic acid water

1. Prepare the materials and the ingredients.
2. Slice the Mango.
3. Mix the Mango, sugar, and water.
4. After mixing, boil it and add 2 tablespoons of ascorbic acid.
5. Mix it until it becomes sticky and golden brown.
6. After 20-15 minutes, get it and it is ready to serve.