Employment Prospects for Biologists

S diversity is being lost in habitats that are increasingly diminished by development, fragmentation, and urban runoff; the sensitive species drop out and a few aggressive ones persist, at the expense of others. Alarmed by declining biodiversity, many conservationists and researchers are asking what happens to ecosystem functioning if we lose species, how diverse communities can be restored, which (if any) particular species are critical for performing ecosystem services, and which functions are most critical to ecosystem sustainability. In southern California, 90% of the coastal wetland area has been destroyed, and remaining wetlands continue to be damaged; even the region’s protected reserves are threatened by highway and utility-expansion projects. The fate of biodiversity in these diminished wetlands serves to warn other regions of the need for continual assessment of the status and function of both common and rare species, as well as the need for experimental tests of their importance—before they are lost. This article synthesizes data for tidal marshes of the Californian biogeographic region, which stretches from Point Conception near Santa Barbara south to Bahia San Quintin in Baja California. We focus on the broad marsh plain, which is dominated by eight species of halophytes (salt-tolerant plants; Figure 1). From regional censuses, we document the recent loss of short-lived species from several wetlands. From eyewitness accounts of tidal-exclusion events at Estero de Punta Banda and Tijuana Estuary, we link species loss to the interruption of tidal influence. And from experimental plantings of marsh halophytes in a bare restoration site, we document the difficulty of restoring plant diversity, demonstrate Joy B. Zedler, Aldo Leopold Chair of Restoration Ecology, Botany Department and Arboretum, 430 Lincoln Drive, University of Wisconsin– Madison, Madison, WI 53706, is a wetland ecologist who has studied southern California coastal wetlands for about 30 years. John C. Callaway, assistant professor in the Department of Environmental Science, University of San Francisco, San Francisco, CA 94117, conducts field research at Tijuana Estuary and San Francisco Bay; he is a wetland ecologist whose research focuses on sediment and vegetation dynamics in restored wetlands. Gary Sullivan is a wetland ecologist with experience in freshwater lakes and streams, estuaries, and salt marshes; his current focus is on restoring large wetlands along the Illinois River for a nonprofit organization, The Wetlands Initiative, Chicago, IL 60604-3703. © 2001 American Institute of Biological Sciences. Declining Biodiversity: Why Species Matter and How Their Functions Might Be Restored in Californian Tidal Marshes

Resolution of Respect: Paul Risser, 1939–2014

Robert Lewis Burgess 1931–2002

<i>Annual Reports To Council</i> Ecological Society of America August 2009

&lt;p&gt;本研究旨在發展適用生涯發展不利弱勢學生之同儕支持生涯服務方案並評估其實施成效。研究採行動研究法，根據訪談及參考生涯、差異化教學與同儕支持概念，發展方案，計有14個單元，包含：相見歡、成長回顧、自我探索、讀書與學習策略、優勢整合、生涯資源蒐集應用、科系探索、職業探索、未來目標、生涯抉擇、履歷製作、時間管理、行動計畫、以及回顧與祝福等單元。本研究與二個非營利組織合作，共有25位青少年參與配對服務，每週進行一次，每次一小時，並得依參與者需求提供彈性的差異化服務，平均每人使用服務次數為10.76次。經重複測量，發現方案介入可以顯著改善參與者的生涯自我效能及其五個因素包括：目標選擇、自我評估、解決問題、作出計畫、蒐集資料以及生涯適應及其生涯關注、生涯好奇二個因素，惟生涯控制與生涯信心雖有進步但未達顯著。結案追蹤訪談，發現參與者對此方案皆抱持肯定態度，認為方案有助其瞭解自我、認識科系與職業及找到未來方向。依量尺技術評分，其平均滿意度高達90.64。另外，參與者也表達同儕陪伴像朋友之間的支持，更容易接近彼此。研究並根據結果提出建議。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Many studies support the idea that the gap in income achievement between high- and low-income families can have direct and indirect influences on children’s academic achievement and social opportunities. Considering disadvantaged students’ career development pathways, as a result of low economic resources, poor living environment, and poor physical and mental health conditions, disadvantaged students tend to show low selfesteem, autonomy, and control, and experience more helplessness, hesitation, and anxiety about career choices and career adaptation. In addition, for disadvantaged students, economy is often the primary factor of consideration for career choice rather than their &amp;quot;interest.&amp;quot; These reasons make it difficult for these students to practice career tasks, or avail necessary social support when encountering career difficulties. Two deficiencies are concluded in disadvantaged students’ career dilemma: lack of knowledge about career planning, and not knowing how to plan their own career. From the perspective of social justice, every student, especially those with disadvantaged career development, should have equal opportunities to use career services suitable for them, so as to strengthen their ability to reduce the negative impact of social inequality and develop their own life stories. The aim of this study is to develop and evaluate a peer support career service program for underprivileged youth with career difficulties. This is an action research study that uses both qualitative and quantitative approaches. The career service program has 14 units, including meet and greet, growth review, self-exploration, reading and learning strategies, strengths integration, data search and application, major department and career exploration, goal setting, decision-making, resume production, time management, action plan, and blessings. The design of this study combines the teaching nature of career education with the counseling nature of career guidance. In terms of career education, pre-service teachers play the role of experts who guide and explain the concept and method of career planning, and design teaching plans based on the needs of disadvantaged students to enhance their career planning knowledge. In the guidance aspect, emphasis is placed on personal career obstacles. Pre-service teachers act as catalysts and guides who accompany disadvantaged students in self-exploration and development of career planning skills. This study adopted an amoeba-style design, emphasizing adjusting the proportion and method of career education and career guidance according to the needs and reactions of each student. Working with two non-profit organizations, 25 participants were included in-person in a one-on-one service. The average time for which each participant used the service was 10.76 hours (1 hour per session). The data were analyzed through repeated measures analysis. The results showed significant differences in goal selection, self-evaluation, problem solving, planning, data collection, career self-efficacy, career concern, career curiosity, and career adaptability domains. However, there was no significant difference in career control and career confidence, although there was an improvement. In addition, the results of the follow-up interviews showed that participants held a positive attitude (90.64 on a 0&amp;ndash;100 scale) toward the program and considered that the program helped them understand themselves, their department and work, and to find their future direction. In addition, participants also stated that peer support was similar to friend-to-friend support, making it easier for them to build relationships with each other. Research recommendations include promoting and extending the peer support career service mode to more disadvantaged youths, continuing to develop differentiated career service strategies and skills, forming a career service community in cooperation with universities and institutions, exploring the influence of pre-service teachers in helping disadvantaged students in their career planning, and observing the impact on disadvantaged students’ future education and employment. In addition, it is also recommended to compare the effectiveness of using peer support career services with that of taking career courses in senior high schools.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Authors

This study sought to gain insight into the benefits, barriers, and supports that first-generation (or first-gen) students experienced in their career development by answering these questions: (1) How did first-generation students who are juniors and seniors engage with the career development programming offered at the University of Missouri College of Health Sciences? (2) How did they perceive the benefits of career development programming offered by their college? (3) What were the barriers that reduced their access to career development opportunities? (4) What other support systems do first-generation students rely upon for their career development? This embedded qualitative case study recruited 12 first-generation junior/seniors to create a visual map and participate in a semi-structured interview. Using open and axial coding, the identified themes were academic, career planning, institutional, financial, mental health and disability support, and other support systems. The data highlighted important findings: that faculty members are critical partners in promoting career services and its programming. First-gen students understand career services to be expansive, more than just the office titled "career services" Peripheral resources help students to know they have additional resources that provide support. Overall participants found value in career services and were prompted to engage when a career-related action was required, such as updating their resume or the need to find an internship. Aspects such as navigating college, the need to work, building a network, and managing personal health were barriers students shared and sometimes these barriers delayed students entering their career due to the necessity of taking a bridge year or 2 to work or to save money, for instance. Participants overwhelmingly shared that their families were a significant source of support. These findings provide insight and actionable steps to minimize barriers experienced by first-generation students in accessing career services within the health sciences.

Digitalization of Career Services: Design Thinking Method in Developing Learning Management System for Career Space. Career services at the senior high school level play an important role in helping learners plan advanced careers. Learners need to understand their potential to be able to plan and make advanced career decisions. The limited time and hours of counseling services at school is one of the obstacles for counseling teachers in providing career services thoroughly. In addition, there are still many students who do not understand their potential, so they are not able to plan and make career decisions. BK teachers in schools need career service media that can accommodate the career service needs of students. This research aims to design a digital-based career service media using a learning management system (LMS) that contains literature related to college information, majors, considerations about self-potential and accumulates these data as consultation materials for counseling teachers. This research is a qualitative descriptive study using the design thinking method in designing the career space LMS. In design thinking there are five phases, namely, empathize, define, ideation, prototype, and test. The results of the design with the design thinking method carried out, in the Career Room LMS there are three courses, namely career exploration, career planning and career decision making. (1) Career exploration contains career-related information. (2) Career planning contains RIASEC, DISC and multiple intelligence personality tests. (3) Career decision making is a digital-based consultation room. Keywords: Career Services, Design Thinking Method, Learning Management System.

Agronomy JournalVolume 46, Issue 12 p. 557-559 Article Behavior of the Interspecific Hybrid and Amphiploid of Avena abyssinica ✕ A. strigosa1 Charles M. Brown, Charles M. BrownSearch for more papers by this authorH. L. Shands, H. L. Shands Formerly graduate student in Agronomy, University of Wisconsin, now in the Agronomy Department, University of Illinois; and Professor of Agronomy, respectively. The writers express sincere appreciation for the aid given by Dr. E. R. Sears, Field Crops Research Branch, A.R.S., U.S.D.A. at the University of Missouri, for doubling the chromosomes of the triploid hybrid described in this paper. Photographs are by Eugene Herrling.Search for more papers by this author Charles M. Brown, Charles M. BrownSearch for more papers by this authorH. L. Shands, H. L. Shands Formerly graduate student in Agronomy, University of Wisconsin, now in the Agronomy Department, University of Illinois; and Professor of Agronomy, respectively. The writers express sincere appreciation for the aid given by Dr. E. R. Sears, Field Crops Research Branch, A.R.S., U.S.D.A. at the University of Missouri, for doubling the chromosomes of the triploid hybrid described in this paper. Photographs are by Eugene Herrling.Search for more papers by this author First published: 01 December 1954 https://doi.org/10.2134/agronj1954.00021962004600120006xCitations: 6 1 Contribution from the University of Wisconsin Agr. Exp. Sta. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume46, Issue12December 1954Pages 557-559 RelatedInformation

Career Development Interventions in the 21st Century

Recently Published Dissertations on Community and Junior Colleges

The Andrew Christie Award

UNIVERSITY OF PITTSBURGH-Milton Allan Dickie, A.B., Washington and Jefferson College, 1909; A.M., ibid., 1910; (German): Reinold Solfer. Lotte Olga Lohstoeter, A.B., University of Pittsburgh, 1923; A.M., ibid., 1925; (German): Zinzendorf: An Evaluation. UNIVERSITY OF SOUTHERN CALIFORNIA-Emma Reynolds Hutchison, A.B., University of Southern California, 1917; A.M., ibid., 1918; (French): The Sources of Rotrou's Early Plays (1628-1634). Charles Oran Stewart, A.B., Nebraska University, 1907; A.M., University of Missouri, 1908; (French): The French Element in the Writings of James Russell Lowell. THE UNIVERSITY OF TEXAs-Robert Clarence Stephenson, A.B., University of Texas, 1916; (Spanish Language and Literature, French Literature and Language, and English Literature): Miguel Sanchez: A Contemporary Terentian Influence upon Lope de Vega. THE UNIVERSITY OF WISCONSIN-Ewal Paul Appelt, undergraduate work in Germany; A.M., Northwestern University, 1926; (German and Education): Sprache und Stil Eichendorffs nach seinen Prosawerken. Rebecca Punchard Flint, A.B., Wellesley College, 1914; A.M., University of Wisconsin, 1923; (French and Italian): The Attitude of Brunetiere toward the Novelists and Poets of his Age Cameron Charles Gullette, B. Music, Ohio University, 1918; A.B., ibid., 1920; A.M., University of Wisconsin, 1927; (French and Spanish): The Growth of Realism in Alphonse Daudet. Ellsworth Andrews Morgan, A.B., University of Oregon, 1909; A.M., University of Wisconsin, 1927; (German and Education): Ernst von Wildenbruch as Nationalist. YALE UNIVERSITY-Robert Chapman Bates, A.B., Yale University, 1923; (Romance Languages): Le Conte dou Barril. Samuel Frederic Will, B.S., University of Virginia, 1923; A.M. Indiana University, 1925; (Romance Languages): Jean de Morel, his Family, his Friends.

Advisors are familiar with students who are in various places on their ways to thinking and deciding about their academic and career-related futures. All students are in some stage of academic and career planning; that is, they are in various phases of exploration and decision making. Some are just beginning to think about the career and life decisions they will need to make, while others are taking action to implement the ones to which they have made a commitment. How students go through these developmental phases during their college years is unique to the individual.This chapter and the next two outline a career-advising framework that entails three aspects of the career-advising process. The 3-I Process integrates the career component into academic advising. INQUIRE, INFORM, and INTEGRATE are natural phases in the academic and career decision-making process. (See Figure 1.)The 3-I Process is based on many decision-making frameworks but most closely resembles that of a theoretical construct developed by Tiedeman and O'Hara (1963). These theorists espoused a paradigm for decision making that includes a planning stage and an action stage. In the planning stage, students move through exploration, where they have vague ideas about the future, have no plan of action yet, and no negative choices. As they move into the crystallization stage, they are making progress toward a choice, begin to recognize alternatives, and weigh the advantages and disadvantages of each. They eventually make a definite commitment in the choice stage and feel satisfied and relieved. They also consider the consequences of their decisions and begin further planning. In the planning stage, students engage in the process of closure about their commitments and plan the details and next steps that need to be implemented. Students' self-images and images of the future are elaborated and perfected. The 3-I Process encompasses the planning stages of Tiedeman and O'Hara's paradigm. Although not included, Tiedeman and O'Hara's action stage involves individuals living out their decisions by becoming part of the new environments they have chosen (for example, college or workplace). They begin to identify with their new environments by assimilation of the environment's values and goals; become highly involved and interact assertively, not passively, in the new environment; and eventually synthesize the group's purpose with their own. This whole process of planning and action, according to Tiedeman and O'Hara, is ordinarily progressive, but regression and recycling are possible. It is important to understand that the different phases in the 3-I Process are fluid and flexible.In the 3-I Process, students might bring academic and career concerns in any of these three phases:Although all students in time pass through all these processes, they may contact advisors while engaged in any of them. For example, advisors may use only the INQUIRE process with students who are just beginning the exploration process. Advisors may need to help other students through two processes, INFORM and INTEGRATE, as they begin to gather information and then need assistance in making sense of what they have learned. Advisors need to recognize the phase in which each student is engaged and adjust their approach accordingly.The next three chapters suggest the type of career concerns that students might bring to these different stages of career exploration and planning. Advisor responses are suggested for each part of the process. The 3-I Process should not be viewed as rigid or linear. It designates three interactive phases that students might be passing through as they explore different academic and career possibilities, make decisions, and begin to implement them.The INQUIRE phase of the decision-making process involves identifying students' academic and career concerns, clarifying their needs, and making appropriate responses that help them move to the information-collecting phase. Academic advisors expect students to ask them questions. How advisors listen, interpret, and answer questions effectively is an art. For example, a student may want to drop a course because of financial stress, family problems, or failure in a course. Each of these reasons prompts a different set of questions that advisors might ask to clarify the student's situation. Each of these reasons has implications for the student's academic status, personal life, or career goals. Failing required courses in some competitive majors may mean a student needs to rethink his or her choice. Financial or family problems may lead to a delay in rescheduling a course sequence in some career preparation curricula, such as nursing or architecture. Although advisors are usually astute in discussing the academic implications of dropping a course, they also need to consider how it might affect the student's career plans and goals.Academic advisors are in an ideal position to help students understand the relationships between their academic and career decisions and the impact these decisions have on their futures. Career advising is not just helping English majors identify possible jobs that might appeal to their interests and abilities. Career advising encompasses the whole realm of factors that students confront as they make academic choices that will influence career-related opportunities. Some academic decisions have an impact on not only students' immediate college experiences but their future lifestyle as well.Many academic advisors are aware of students who have chosen a particular major because they think it will lead directly to a job after college. Some parents encourage their students to select these areas because the parents are concerned about security or good salaries. Such jobs, of course, don't always work out. Some students change majors and must rethink their academic and career goals. Students who are undecided about a major when they enter college may hesitate to select the ones they are interested in because the job connections aren't obvious. When academic advisors don't acknowledge the major-occupation connection in students' thinking, they miss an opportunity to become full partners in the academic decision-making process. The bridges need to be built, and advisors can be the initial support for doing so. There are as many career questions as there are students asking them. Some possible career-related questions and advisor responses are offered in this chapter.In the real world of advising, there are different types of advisor-student contacts and settings. Some advisors experience the one-stop or “McAdvising” situation. When students ask career-related questions, it is often tempting to refer them immediately to the career services on campuses. It is important at this juncture to ask students to return when more time is available or refer them to a campus resource when the problem demands immediate attention. Career concerns, whether simple or complex, should never be ignored.Advisors who are fortunate to work with a student on a long-term basis or have more time to work with others during appointments have an opportunity to engage in career advising in more depth. Career concerns are not always obvious but may emerge as students share their reasons for requesting academic help. Given the time constraints on most advisors' time, it is imperative that they become proficient in identifying core career-related concerns from the questions students ask.Career-related problems fall into at least three general areas: information deficits, general indecision, and personal concerns. Some examples follow.Students may:Students may:Students may:It is obvious that some of these concerns, such as those related to indecisiveness or obvious levels of high stress or depression, are not within the purview of academic advising. A problem for some advisors is knowing when to refer, especially when it pertains to career-related problems that are more personal in nature. Some stated career concerns may disguise a personal concern that the student is consciously (or unconsciously) covering up. Other students may need help with family or more personal problems that are impinging on their career decision-making processes. Advisors should sense when they are ill equipped to help students solve more personally related career problems. At times they must rely on their instincts (as they do with more personal academic concerns) to determine if the problems are severe enough to warrant referral to a personal counselor. The best adage may be when in doubt, refer.It hardly needs to be said that today's campuses reflect the diverse populations that make up our current society. The career concerns of different types of students are as diverse as the students themselves. Although for many years campus career services were designed for traditional-age undergraduate students, these services have changed dramatically over the past few decades.It is always dangerous to generalize about specific groups of students since individuals often differ within a group even though environmental and cultural differences are similar. Each student brings a distinctive set of characteristics and backgrounds that place his or her career concerns into their particular context. Although this applies to all students, some examples of students who may bring more specific concerns to the career-advising process follow.DeVaney and Hughey (2000) indicate that racial identity influences the vocational process in terms of “career maturity, perceptions of racial climate, work, adjustment, and work satisfaction” (p. 234). It has little impact, however, on content variables such as needs, interests, or college major. Cultural differences exert strong influences on some ethnic minority students' career choices as well as their decision-making styles.According to Sharf (1997), African Americans are “less likely to envision themselves in particular occupations, perceive a more limited range of appropriate jobs, and are less likely to take ownership of their career decisions” (p. 239). Faculty mentoring programs have had a positive effect on minority academic achievement and retention (Campbell & Campbell, 1997), and faculty advisors are important sources of both academic and career information. DeVaney and Hughey (2000) recommend that advising in a broader life-planning process rather than a narrow occupational focus can help African American students acquire planning skills that will transfer into other family and worker roles.Although Asian American students are from many cultures, they share a common worldview. Generally, they place a high value on occupational prestige, financial success, and job security. This causes some Asian American students to not consider certain occupations, such as teaching, law, and politics (DeVaney & Hughey, 2000). Mau (2004) found that Asian American students perceived more difficulty with career decision making than other groups, while White Americans perceive the fewest difficulties. She concluded that individual-oriented cultures are more conductive to fostering independent, rational approaches to career decision making than are collective-oriented cultures.Career indecision in Asian American women, according to Sharf (1997), may stem from a lack of vocational information and role models. They may experience internal conflict when they consider career fields that are personally appealing but culturally inappropriate. Sharf suggests advisors help them develop study and decision-making skills, build confidence, and consider a broad range of occupational fields. According to Leong (1986), Asian American students may present academic and career issues to their faculty advisors when the real concerns are interpersonal in nature.Hispanic students' attitudes toward work are similar to those of White students when they enter college, but expectations for success and occupational aspirations tend to decline later (DeVaney & Hughey, 2000). Advisors must recognize the strong influence of traditional cultural values, especially family expectations, when helping Hispanic students make academic and career choices.Since familial and societal expectations often influence career decisions, making a choice is not always done by the individual but by many people (for example, family, friends, significant others). Some minority students may consider a narrower range of occupations because they are considered inappropriate in their culture. Some are less likely to take ownership of their career decisions, as well. Advisors also need to be aware that a future orientation is not a cultural value shared by all students (Carter, 1991). A focus needs to be on career information; when advisors help students use the Internet to search for information, they may be teaching valuable technology skills as well.Brown (2000) points out that one very important factor in advising minorities is language. Linguists have documented important differences among cultures in both verbal and nonverbal communication: “Rapidity of speech, verbal expressiveness, use of interpersonal space, tolerances for silence and many other variables differ across cultures” (p. 373). Minority students who persist in college tend to interact more extensively with faculty than White students interact with faculty (Sharf, 1997). Faculty advisors have an excellent opportunity to address career concerns and issues in these contacts.There are many other special needs students who by virtue of their unique situations require different types of career information and advice. People with learning and other disabilities have been part of higher education for many years, but there has been a surge in enrollments in the past fifteen years (Hitchings & Retish, 2000). Zunker (2001) lists some of the special problems of disabled students, such as social/interpersonal skills, attitudinal barriers, lack of role models, and self-concept. Although many advisors refer their disabled advisees to the appropriate campus resources, they might also refer them to the excellent information that the U.S. government provides about how specific occupations will accommodate their specific disability (http://www.disabilityinfo.gov).Adult students return to college for many reasons, many of them career related. Since adults have supposedly gained knowledge from previous experience, it might be assumed they need little help. Some research has shown, however, that they are similar to traditional-age students in their knowledge of career decision principles, knowledge of preferred occupations, and level of career indecision (Luzzo, 2000). Advisors need to be aware of the multiple roles older students play and the work, family, and community responsibilities they are juggling in addition to their college work. Adult students need academic advice throughout the term, advice about prior learning assessment, and help in negotiating the academic process when family or career interferes with academic progress (Banta, Hansen, Black, & Jackson, 2002). Responding to career concerns may require e-mail or telephone contact, but many adult students might appreciate referrals to specific academic- and career-related Web sites or other online resources.Federal laws and executive orders bar discrimination in employment based on race, color, religion, sex, national origin, age, and handicap. Niles and Harris-Bowlsbey (2002) warn that “many women, people of color, persons with disabilities, gay/lesbian/bisexual individuals regularly experience discrimination practices in hiring and promoting, insufficient financial resources, and a lack of role models and mentors” (p. 99). Advisors who work with students with discrimination concerns should be aware of the information and other campus resources that can help them.Regardless of the type of student or the type of career concern that needs to be addressed, communicating with students is at the heart of advising. It has been said that 90 percent of a working day is spent in some form of communication, such as listening, speaking, writing, and reading. Advisors may be the most informed people on campus in certain areas, but if they cannot communicate effectively, their knowledge will not be useful. Good communicators are able to:As advisors work with students who have career-related concerns, there are certain communication skills that are especially important.Effective listening is a critical skill, especially in today's technological world. How students present their concerns is as important as the words they use. Tone and inflection of voice as well as nonverbal movements reveal a great deal about a student's feelings and attitudes. Listening requires being sensitive to the meaning behind the words, since there can be layers of meaning behind a simple question or sentence. As advisors listen to students' concerns, they are automatically assigning meaning to the words and formulating questions to clarify what they are hearing. They also need to listen for the career content implicit in what students are expressing. At times even students are not aware of the career implications of their questions until advisors call them to their attention.For some expressed concerns, only a simple solution is required. But as most advisors are aware, one question may raise many more questions. Questioning, like listening, requires skill. Advisors can ask questions for information or to clarify what the student has said. In many situations, questioning beyond the surface problem may uncover facts and emotions that students might hesitate to reveal at first. Advisors must also be sensitive to and refrain from asking questions the student is not ready to answer. This is especially important with minority students, since some may have cultural issues with self-disclosure (Sue & Sue, 1990).To summarize, much of the communication between an advisor and student involves identifying a problem, exchanging information, and arriving at a resolution. This process may take five minutes, an hour, a week, or even more. In the time-restrictive environment in which many advisors work, there is a tendency to provide answers too quickly without involving the student in the process. How information is relayed is as important as the information itself. Although advisors may not always want to delve too deeply into some issues, they should never ignore those that might have a real impact on the student's academic and career situation.A great deal of communication between advisor and student today is done through technology. Ninety-five percent of all college students access the Internet on a weekly basis and spend at least twenty hours a week online (http://wordofmouse.com).Steele and Gordon (2001) found that, overall, most advisors profess a positive attitude about performing advising duties by e-mail but that 69 percent of the academic units within which the advisor respondents worked had no policies regarding the use of technology in advising.Some advisors establish a listserv or an e-mail program so their advisees can ask questions or share concerns. They can provide career information links on their Web sites and offer career-related information through e-mail newsletters and electronic bulletin boards. Advisors can also assist students who are requesting career information by helping them search over the Internet (Sotto, 2000). Providing a list of career Web sites relevant to their academic major can not only offer sources of helpful information but will encourage students to take responsibility for their own exploration.Advisors are often the first professionals on campus to hear a student express a career concern. Who else on campus is in a more advantageous place in intercepting students who have no one to talk to about their career thoughts and plans and don't know where to go for help? Advisors can act as a sounding board to help students think through all the ramifications of their problem and possible ways to resolve it. Just as important is how they refer students to a career resource so that it is targeted to the student's specific, timely need.When advisors sense that their students are struggling with career decisions, they may want to ask a series of questions. Examples of questions advisors might ask in the areas of self-knowledge, occupational information, and decision making follow.Self-knowledge questions:Occupational information questions:Decision-making questions:By asking these types of questions, a clearer picture of the student's career concern can be determined. How the student answers will reveal what the student has done to resolve the problem so far and what parts of the problems still need to be addressed. Advisors can help students determine what actions need to be taken to move the process along or resolve it.Inquiring not only involves questions that students ask but also the questions that advisors ask in response. The questioning phase is sometimes taken for granted since it is such a natural part of communicating. This is a critical part of the career-advising process because:Much of advising is problem solving, and questioning is its first step. John Dewey (1910) offered some steps in problem solving:Dewey's first step involves feelings and his last step involves acceptance. Although a linear model, his steps in problem solving include the other important elements of questioning, information gathering, and identifying solutions and their consequences.The proposed framework for career advising used in this book consists of three phases that, while flowing into one another, offer a sequence of tasks in which students are involved as they solve career problems and make decisions. A student's first contact with an advisor about a career concern will usually begin with questions. Advisors' responsibility at this point is to help students clarify their concerns by asking probing questions so that both advisor and student can begin to address the problem precisely. After the INQUIRE phase, advisors and students move into the INFORM aspect of the career-advising process, where the focus is on gathering and processing information. Advisors may find some students are just beginning to need help in identifying and gathering the kind of information they need, while others have all the information required but need assistance in INTEGRATING it into a coherent whole. Chapter 4 concentrates on helping students identify the information they need, where to find it, and how to process it within their personal context.

Planning a career in high school students can be developed with the implementation of services appropriate to their talents, interests and personal circumstances. This study aims to describe the contribution of information about career services and career placement services to the distribution of students' career planning is. This study includes a descriptive study, with a quantitative approach. Population were students of SMA Negeri 16 Padang class XI Academic Year 2012/2013 (243), with a total sample of 151 people, selected by simple random sampling technique. The instrument used was a questionnaire enclosed with the model using a Likert scale. The findings of the study is information about career services and placement services distribution contribute to the achievement levels of students are planning careers in the high category, it can be seen from the attitude toward career planning, career exploration attitudes, career decision making and understanding of information about the world of work.