School Climate Analysis Free Essays

How important is a school’s climate to student success? Research suggests that it is a key element in influencing student achievement, second only to quality instruction. A school’s climate has the ability to either support or impede learning greatly. School climate refers to the â€Å"day to day operational procedures which determine the culture of a school: warm, friendly, cold, supportive, helpful, etc. We will write a custom essay sample on School Climate Analysis or any similar topic only for you Order Now †(Federal Way Public Schools, n. d. , figure 30) To what extent does a school’s climate affect student learning, and how can a school’s climate be improved? Let us take a loser look. School climate is a significant element in today’s schools. Positive climates can solve problems such as bullying, inter-student conflict, suicide, and character education; however, there are many things in our society today that interfere with school climates. This includes decreased family values, increased tolerance to violence on television and in video games, and an overall breakdown in communication between parents, students, and schools. Schools must continually work to overcome these barriers. The social emotional climate of schools is predictive of mother’s reports of their school age children’s alcohol use and psychiatric problems. Research has also revealed a relationship between school climate and student self-concept. †(Center For Social and Emotional Education [CSEE], n. d. , p. 1) Schools with positive climates have fewer students with anxiety, depression, and loneliness. A positive, nurturing school climate also lea ds to effective risk prevention and health promotion. In a positive school climate the people within the organization feel a connectedness to one another. That connectedness is a powerful predictor of adolescent health and academic success. â€Å"Safe, caring, participatory and responsive school climates tend to foster great attachment to school, as well as providing the optimal foundation for social, emotional, and academic learning. Numerous studies have shown that positive school climates lead to higher grades, engagement, attendance, expectations and aspirations, a sense of scholastic competence, fewer school suspensions, and on-time progression through grades. (Michigan State University, 2004, p. ) In order to significantly improve student behavior and academic performance, schools must improve their overall climate. There are four main elements that impact school climate. They are as follows: A physical environment that is welcoming and conductive to learning, a social environment that promotes communication and interaction, an affective environment that promotes a sense of belonging and self-esteem, and an academic environment that promotes learning and self-fulfillment. (Michigan State University, 2004, p. ) These four environments cannot operate independently of one another. Each is interrelated to the others. How can school climate be improved? Change requires â€Å"moving individuals and organizations along a continuum from ‘at risk’ to ‘safe’ to ‘thriving’. This process takes time to accomplish. †(Michigan State University, 2004, p. 6) The new federal legislation of the No Child Left Behind Act is essentially a long-term effort to change school culture, requiring teachers and schools to be held accountable, and adopting the notion that all students can and must learn. Change begins with the superintendant of the district and the central administration, along with backing from the school board. â€Å"Their decisions on building size, budget allocations, selection of staff, as well as communication of the school district’s mission, training priorities, and promotional activities, all play a part in encouraging change. †(Michigan State University, p. 6) Other approaches to change at the school level include increasing the number of counselors and mentors in schools, and using smaller teacher-student ratios. It is also important to note that many schools are moving away from competition in favor of cooperation to avoid having winners and losers. In addition, schools need to provide professional development on such issues as cultural and class differences, emotional needs of other children, parental involvement, and bullying and harassment. Research also suggests that schools should provide â€Å"multiple and varied opportunities to participate in extracurricular activities. †(Michigan State University, p. 7) The physical appearance of the facility is another important component of school climate. While it is common sense that teachers and students feel better about themselves when working and learning in an inviting and pleasant environment, research also supports this fact. A well-designed learning environment sends the message that learning is important. â€Å"Not only does a school’s architecture signal what is important; a school’s architecture also motivates students and employees, provides a message of deeper purposes and values, and can tie a community together. (Holt Smith, n. d. , p. 53) Interestingly enough, even though research suggests that the physical environment is an indicator of school climate, a report issued by the National Center for Education Statistics indicates that three out of every four existing public school buildings is in need of repair. Another important element in school climate lies in the decision making process. Schools that promote share d decision making have a greater sense of belonging among staff members and stakeholders, and therefore promote a more positive and cohesive school climate. Shared decision making also promotes mutual support and ongoing communication between staff members as well as members of the community. This type of decision making increases school climate because it increases the level of trust among stakeholders. â€Å"Trust is developed when people come to expect and predict the way others will act. When a school commits the time and energy to involve stakeholders in developing shared organizational values and people live out the shared values on a day-to-day basis, conjecture and suspicions about actions are dispelled. (Else, 2000, p. 1) It is important for schools to continually assess the overall climates within their organization. There are various instruments designed for this purpose. Most of these instruments are surveys that are designed for students, teachers, and parents. Results of these surveys are then analyzed and disaggregated to assess the overall climate, and identify areas of improvement. Although classroom level measures may be appropriate for the assessment of schools at the elementary level, this is not the case for middle and high school. The students at this level move throughout the day from classroom to classroom, are surrounded by many different groups of peers, and are confronted with varying teaching styles. For this reason middle and high schools require assessment measures that capture student’s experiences throughout the entire school day. Assessing school climate and using that data to identify areas of concern is, and should be, as important as test data in today’s schools. In this week’s reading, we read about a scenario that is present in many schools around the country. That is dysfunctional thinking. In this scenario, veteran teachers and new teachers are facing off in deconstructive power struggles. Because of their varying levels of experience, and their different eras, they do not see eye to eye. In this scenario, the new teacher obviously is better equipped to chair the event. She has had experience doing this event in the past, and she has demonstrated her competency in the area. The veteran teacher doesn’t really want to chair the event; she just doesn’t want a new teacher to have that kind of control. As an administrator, I would initiate a conversation with this veteran teacher. Seeing as she is very popular among the staff, this would have to be handled carefully. The conversation would begin with a sincere appreciation for everything she does, as teachers need to be recognized for their contributions; however, I would stand firm on my decision to assign the newer teacher, Mrs. Farmington, as the chair of the event. The information presented on the table on page 71 of our textbook would provide useful information when handling this situation. It would be important for the administrator to understand, and be respectful of, each individual’s background and values. It is important for an administrator to acquire the commitment of their followers, and based on how this scenario is acted upon, it could enhance or interfere with that commitment. The dialogue that takes place between the administrator and the veteran teacher must be well thought out and respectful. In addition, the newer teacher, too, must be made aware of the importance of allowing for shared decision making throughout her event, and allow for the veteran teachers to be heard and made a valuable a part of the event as well. In conclusion, students learn best when they are in an environment that is physically and emotionally safe. Teachers teach best when they are working in an environment in which they feel valued and connected. Parents feel secure sending their students to school when they know their children are being cared for and given quality instruction. Today so many parents have trouble trusting in their children’s schools, and too often circumstances arise where parents and schools are battling one another. This is not constructive to school climate, and is not in the best interest of children. It is important for all stakeholders to share the decision making process so that everyone has a vested interest in the overall well-being of the school climate. Teachers, parents, and administrators should be partners, working together to ensure that students needs is being met, and that they are academically successful. At the end of the day, we all want the same thing, and that is what is best for our children. Working together, rather that independently, is the best way to make this happen. In the words of the old African proverb, it takes a village to raise a child. Our schools, along with parents, are the â€Å"village† that our children need. References Center For Social and Emotional Education (n.d.). School Climate Research Summary. Retrieved November 14, 2008, from http://nscc.csee.net/effective/school_climate_research_summary.pdf Else, D. (2000). School-Based Shared Decision Making. Retrieved November 14, 2008, from http://www.uni.edu/coe/iel/sdsum.html Federal Way Public Schools (n.d.). Federal Way Public Schools Glossary of Terms. Retrieved November 14, 2008, from http://www.fwps.org/info/glossary Holt, C. R., Smith, R. M. (n.d.). The Relationship Between School Climate and Student Success. Retrieved November 14, 2008, from http://normes.uark.edu/erps/erps_journal/ERPS%20VOL%202%20N2/pdf/52-64.pdf Michigan State University (2004). Best Practice Briefs: School Climate and Learning. Retrieved November 14, 2008, from http://outreach.msu.edu/bpbriefs/issues/brief31.pdf How to cite School Climate Analysis, Papers

Competing on Action Business Models

Question: Discuss about the Competing on Action for Business Models. Answer: Introduction The business models are mainly for the large body work which also includes the ideal forms to work on the static, dynamic and the system view. These involve the proper understanding of the linkage in between the global business ecosystem as well as the related subsystems. (Gassmann et al., 2016). The practice is based on the stimulation process mainly for the business models. This includes the details of the model where the methods are set to generate the revenue as well as handling the selling of the products, with the services or the charging of the subscription fees. It is also able to create the revenue opportunities where the model shows the factors for the operations of the business as well as the higher margins than the competitors, where there is a lower cost source of supply. The major importance is based on the current customers who can be profitable depending upon the marketing like an advertisement. The major focus has been on the product development where the communication moves on the web. (Berglund et al., 2013). The business plan works on the scrutinizing that is used to implement the model along with using the people and capital, where the projections are based on the results of implementing the model. Conceptualisation business models as systems. The conceptualisation of the business models where the block terms are the nine building blocks that have been highlighted to describe the business model where the approach is easy to describe to visualize, assess and then change the business model. In the dynamic view, the functions are based on the power over time, with a proper understanding that leads to the profitability in a higher value creation over the longer stretches. The conceptualized forms are the design themes which includes the novelty, lock-in complementarities, and efficiency, designing elements that are for the business models with the encouragement of the holistic forms with critical thinking. (Hartmann et al., 2016). The business models can be used for handling the static problems in the way where the objective of the system is based on creating a better value for the customer through the use of the firm resources. In turn, there are certain non-monetary forms of the value of the firm, which needs to be conceptualized with the building blocks. It includes the setup through the canvass approach where there is an easy way for the visualization, assesses and the change to the business model process as well. Hence, the static processes are for the change over the longer period, where the scope of implementation is based on the improvement of the process as well as the automation of workflow, and the data gathering. (Madhok et al., 2013). The benefits are set to handle the utilization of the knowledge with the one-time basis in the process. For the dynamic structured problems, there is a way to choose the components where the business models are made of the functions where the power is set at the time. It is also important to understand the combinations of the different input forms that will lead to the profitability in the short-medium terms. This includes the higher value creation over the longer stretch of time. (Smith et al., 2010). Static: Business model generation nine components according to Osterwalder Pigneur, 2010 Business models to understand how firms partner. The business model mainly comprises of the standards where the value of the customer or the partner is based on the value proposition. As per Klein, 1996, inter--organizational systems have been used for the analysis where the firm tends to operate. The value of the network is based on complementing and amplifying for the own resources of the firm. There is a bridge component that refers mainly to the decisions as well as the working for the value network. (Sandstrom, 2010). The firm needs to work on the value proposition that also implies on offer to the customers that also contain the partners who can easily fulfill the value proposition for the customers. For the business model innovation process, there is a need to focus on the customer needs as well as realigning of the resources, processes and the profit formulas. (Zott et al., 2010). There is a need to understand the identity, core resources and the target markets which are focusing on the offers for the specific customers or the segments. (Schloderer et al., 2016). The channel strategy is mainly to reach the customers with identification with the choices for managing the customer relationship. Explain Itami and Nishino's (2010) arguments. The activity-based model of Itami and Nishino is based on the delivery system with the profit models. With the conceptualisation, the profit model is the best way that has been used by the firm to make sure about the ability to earn profits. The former tends to also work on the summarization of how the value can be created for the customers with the value that has been for the firm. (Itami and Nishino, 2010). The customer tends to offer the choices for the products and the services that have been identified mainly to create the value for the customers as well as solving the problems to meet the specific needs and the desires. (Itami and Nishino, 2010). The supply chain strategy and the product services include the delivery of the product to the customers at a particular cost. Example, the major profit model, and the business model comprise of the system where it is important to make a clear level of the delivery system where the activities are for the firm by the external partners. The learning system has been mainly for the understanding of how the business model ends up with being changed mainly for the strategic reasons. It has been clear that the delivery system is set where the learning occurs based on the activities in the firm. (Itami and Nishino, 2010). Hence, it is important to handle the external partners as well as the value chain of the firm. The system also includes the incorporating of the internal and the external learning in an efficient manner. Identify the helping article The work from Kodama has been impressive as the business model where he tends to integrate the knowledge integration firm. It has been seen that there are certain coordination and the collaboration based on the Japanese firms with proper organizational boundaries that are aimed towards the technological and the marketing innovation. Hence, for this, there is a renewal of the accumulated path dependent knowledge, where the dynamic approach is set in and out of the firm. (Kodama, 2004). The study is also based on the clarification, which includes the performances with the differentiation competencies that have been characterized based on the use of the semiconductors or the mobile phones. It has also been made clear that the firms with the different types of the business models tend to work on the ability to develop the core competencies. Here, the major focus is on the technological change and how to integrate the heterogeneous knowledge in the internal format within the boundaries. Kodama also includes the knowledge of the integration model, where the identified the across system models and between the s ystem model for the organization. It has been completely networking-centric where the process is mainly through the networks in and out of the firm. Hence, for this, there is a need for handling the internal networks and the knowledge which will be important for the processes to create a better sense of knowledge through the corporate boundaries. (Kodama, 2004). The empirical study has been about how to work on the prominent factors where the Japanese firms tend to involve the dynamic forms of the human network as well as the architecture that involves the integration process for the knowledge development. (Kodama, 2004). Conclusion As per the analysis, the value chain is not only for the value activities, but it also focuses on how the firms can integrate the knowledge patterns along with working with the partners. (Wirtz et al., 2016). The delivery of the value to the customers tend to include a proper draw on and develop the internal resources that have been set with the hyper-innovation. It is based on ensuring that the values could easily be created by the firm and does not get diminished by the others. Reference Berglund, H., Sandstrm, C. (2013). Business model innovation from an open systems perspective: structural challenges and managerial solutions.International Journal of Product Development,18(3-4), 274-285. Gassmann, O., Frankenberger, K., Sauer, R. (2016). Conclusion: Opening up a New Debate on BMI. InExploring the Field of Business Model Innovation(pp. 107-111). Springer International Publishing. Hartmann, P. M., Hartmann, P. M., Zaki, M., Zaki, M., Feldmann, N., Feldmann, N., ... Neely, A. (2016). Capturing value from big dataa taxonomy of data-driven business models used by start-up firms.International Journal of Operations Production Management,36(10), 1382-1406. Itami, H., Nishino, K. (2010). Killing two birds with one stone: profit for now and learning for the future.Long Range Planning,43(2), 364-369. Kodama, F. (2004). Measuring emerging categories of innovation: Modularity and business model.Technological Forecasting and Social Change,71(6), 623-633. Madhok, A., Marques, R. (2013). Competing on action: business models and the competitiveness of emerging market enterprises. Sandstrm, C. G. (2010).A Revised Perspective on Disruptive Innovation: Exploring Value, Networks and Business Models. Chalmers University of Technology. Schloderer, F., Mezias, S. (2016, January). Knowing Pains: Identity Based Market Control and the Creation of the Hollywood Studio Business Model. InAcademy of Management Proceedings(Vol. 2016, No. 1, p. 10713). Academy of Management. Smith, W. K., Binns, A., Tushman, M. L. (2010). Complex business models: Managing strategic paradoxes simultaneously.Long range planning,43(2), 448-461. Wirtz, B. W., Pistoia, A., Ullrich, S., Gttel, V. (2016). Business models: Origin, development and future research perspectives.Long Range Planning,49(1), 36-54. Zott, C., Amit, R., Massa, L. (2010). The business model: Theoretical roots, recent developments, and future research.IESE business school-University of Navarra, 1-43.

Believe In Myths Essays - War Gods, Shapeshifting, Zeus, Mythology

Believe In Myths Every race of humans and most cultures believed in a myth or type of myth at one time. Sometimes a myth can be something small like a teacher who's said to be an alien. Yet some are quite big and still believed in today like the loch ness monster. Myths have been around since the beginning of time and will be there to the end. All of us no one, and we've all told one. Probably the biggest myth of all that was believed in by two different cultures was that of Greek and Roman mythology. The list of gods go on and on, to name few I'd have to say Zeus, Artemis, Atlas, Athena, Cronus, Hera, Rhea, Hermes, Hades, and the god of the sea, Poseidon. In Roman myth they just changed the names to names like Jupiter, Saturn, Mercury, Venus, Mars, Pluto, and Uranus. There was also Demo-gods who were half-man half-god; these were usually heroes like Hercules and Achilles. The strongest of these gods was Zeus who wielded the mighty thunderbolt. He was the king of the gods. His wife was originally his sister and her name is Hera. She was the goddess of birth. Some of the most told Greek stories were these as I found out in the book Greek and Roman Mythology from A to Z. They told the story of Atlas, doomed to hold the sky forever (21). Medusa, if you looked at her you turned to stone (77). Yet some of the most popular stories were of Zeus and his love affairs which all together he had thirteen (125). Scandinavia had many myths as well called Norse mythology. I learned from the book Norse Gods and Giants that According to them Ymir the Blackstone 3 Frost giant was the first living thing (1). After that men grew from his fur during his sleep. Odin was their leader (14). He rode and eight-legged horse and claimed that the frost giants are evil and therefore should be destroyed (154). Odin had a son named Thor, he was the strongest of the Norse gods. They called Thor the god of thunder and sometimes the hammer thrower. Unlike Greek and Roman myth the Norse gods did not meddle in human affairs. Most stories of gods didn't include humans. When there was a story of a great hero the gods were not involved almost at all. Most myths have been proven to be false but some still exist today. They were improved on by some cultures at times but eventually they faded away because most never really believed in them in the first place. We study them to get a feel for what it was like for that culture at the time and the way people acted. Myth's still exist but does not play the role it once did. Bibliographies 1. Rosen, Donna. World Mythology Chicago: National Textbook Company, 1986. 2. O' Flaherty, Wendy D. Hindu Myths Aylesbury Bucks, England: Penguin Books, 1975. 3.Ions, Veronica. Indian Mythology New York: Peter Bedrick Books, 1984. 4.D'Aulaires. Norse gods and giants New York: Double day, 1986. 5.Daly, Kathleen, N. Greek and Roman Mythology A to Z New York: Facts On File, 1992.

Describe with Examples How Different Aspects of Development Affect One Another Essay Essays

Describe with Examples How Different Aspects of Development Affect One Another Essay Essays Describe with Examples How Different Aspects of Development Affect One Another Essay Essay Describe with Examples How Different Aspects of Development Affect One Another Essay Essay Question:Describe with illustrations how different facets of development affect one another. Answer: When turning up kids learn many things and at times these can overlap and go intertwined with each other. I have wrote a brief description of these different facets of development and what they mean in general footings: Behaviours – The manner in which one acts or conducts oneself. particularly towards others. Communication – The conveyance or exchanging of information by talking. composing. or utilizing body linguistic communication. Emotional – The feelings and/or reactions of an individual’s fortunes. temper. or relationship with others. Intellectual – The module of concluding and apprehension. Language – The method of communicating. i. e. written or spoken. which has been structured to be understood. Physical – Relates to the organic structure and non the head. Social – Relates to how one works in partnership with others and the demand for company and communicating. Example: When my girl was a babe. she learned that the things she did prompted different reactions from her pa and I. such as smiling when she smiled. and coming to her when she cried. In this manner she was get downing to larn that physical Acts of the Apostless. are a method of pass oning and a manner of showing emotion’s such as felicity and unhappiness. Through this she gained the mind to understand that shouting agencies she is sad and as she got older she came to understand that other people are sad when they cry excessively. The more contact she has had with people. the more her ain societal assurance has expanded and as such she will now travel to household members and seek to pass on and acquire positive reactions through her good behavior such as clapping her custodies when happy. She is now a twelvemonth old and trying to larn what words are and what they mean. as she has observed that this is how adults communicate through spoken linguistic communication. I have used my girl as an illustration to demo how different facets of development affect each other and can happen at about the same clip. If we hadn’t smiled back at her when she smiled. she may non hold attached this physical motion as an look of her emotion’s. which would hold impacted her ability to socialize with others and sympathize with their emotion’s every bit good as communicate her ain. In small ways such as that. each facet of development can impact each other and as these chief phases of development continue to impact kids as they learn and grow. it finally affects the individual the kid will go. Children are influenced by those around them such as parents. friends and instructors who the kids will emulate and larn from through observation and so put into pattern in their ain societal brushs.

Reasons Gillette Is The Best A Brand Can Get Assignment

Reasons Gillette Is The Best A Brand Can Get - Assignment Example The researcher states that the mark-up that a brand commands without sacrificing on market share shows us the value attached to that particular brand by the consumer since he is willing to pay the extra amount for that particular brand because he associates the great value to it. Based on this criterion, there are a handful of brands that come to mind that charge a very big mark-up, however very few global brands come close to the mark-up commanded by Gillette. The razor series by Gillette commands a mark-up ranging from 3000% to a whopping 4750%. This mark-up is huge if we are to compare it with other global brands of our times. The cosmetic industry average is 80% to 90%, while that of brands like Coke is in the range of 300% to 600%. The mark-up of Gillette is all the more significant because in its field of operations it has a market share of close to 70%, which proves the value that the consumer sees in the brand. On another front, it proves the profitability of the brand. The h uge margin that Gillette products have clearly indicated to us that the brand is a star in the portfolio of companies P&G has. Thus the mark-up along with the market share it has and with no clear competitor insight makes Gillette the most enviable brand in the world today. The important factor in analyzing the company’s marketing strategy is to understand the 4Ps in their entirety and not as separate entities and more importantly one has to understand that every strategy comes from the vision and mission the company has and in the case of Gillette the vision is â€Å"to establish a brand value by delivering consumer value faster through innovation in customer leadership†.

Poverty and Suggested Solutions Essay Example | Topics and Well Written Essays - 1000 words

Poverty and Suggested Solutions - Essay Example In fact, â€Å"of the world’s 6 billion people, 2.8 billion—almost half—live on less than $2 a day, and 1.2 billion—a fifth—live on less than $1 a day, with 44 percent living in South Asia† (World Bank). Countries that are economically well-off are not absolutely without cases of poverty too. When the global financial crisis hit these, their poverty levels also grew substantially. However, when compared to the developing and underdeveloped countries, these are still far better. Poverty becomes more glaring and reprehensible if it exists while there are a few that enjoys immense wealth. It is the economic inequalities that actually make people conscious of their impoverished situations. According to the World Bank report â€Å"the average income in the richest 20 countries is 37 times the average in the poorest 20 – a gap that has double in the past 40 years† (2001). The global financial crisis that gravely affected the economies of the developed countries did not level the economic conditions or reduced the gap. While the developed countries did suffer from the crisis, those that are poorer were also badly affected. What happens is that when an economic recession of a global scale occurs, the most developed countries get badly hurt but it is the underdeveloped majority in Africa, Latin America, and most of Asia that get the worst beating. It is necessary to define poverty accurately so that determining its existence and severity in every society is made possible. If it is not defined in the most objective and precise manner, there is the tendency to exaggerate it or to ignore its seriousness. In many underdeveloped countries with less democratic governments, the tendency is to deny its severity in attempts to make themselves unaccountable for the impoverishment of their respective citizens. Timo Airaksinen â€Å"distinguishes relative and absolute poverty, explaining relative poverty as the inability to r each an ‘acceptable’ and ‘average’ standard of living, whereas for absolute poverty, the words used are ‘minimal’ and ‘bare survival’† (Axinn, 1985, p.59). The World Bank, on the other hand, that poverty generally means being in the state of hunger, lacking in shelter and clothing, not having access to healthcare and education. Airaksinen may be right when he stressed that poverty can be relative, considering that this becomes more pronounced when there are a few that are enjoying extreme affluence. While it may be appropriate to describe poverty as it is, analyzing it further for the purpose of achieving an accurate definition may lead to consider relativity. The fact is that people tend to feel the pain of poverty more if they had experienced living a relatively more affluent lifestyle before or if they see that there are others who are. The World Bank report pointed out the three dimensions that are prominent among the imp overished (2001). First is the lack of economic capabilities in the form of income from productive activities and assets or properties. It is because of this poor people do not have the purchasing power needed to acquire the basic necessities such as food, shelter, and clothing, as well as the fundamental health services and education. The second is their apparent powerlessness in the political sphere. Even in countries that claim having a political system modeled after the key democracies in the West,

Homosexuality In Schools And Education Sociology Essay

Homosexuality In Schools And Education Sociology Essay Itll be okay, Blake said to himself, Its 2010, nobody will have a problem with it. As he walked through the doors of his high school, there was a sense of belonging and that truly everything would be okay. Halfway through the day, Blake had already met a handful of nice people and decided to sit with them at lunchthis is when things took a turn for the worst. Towards the end of lunch, he told one of his new friends he was gay. Instantly, his new friends face went stark with disgust. Shortly after a group of football players walked towards the table they were sitting at and began harassing Blake until the bell rang. This is the world that gay and lesbian youth are being exposed to on an almost daily basis. There are more homosexual people in the United States than there are Asians; with those estimates you would believe that there would be more acceptance and understanding amongst society towards homosexuals. The only way to combat these vicious attacks on GLBT youth is to educate their peers as well as counselors and teachers. Given that more and more adolescents who are gay or lesbian are now coming out and identifying their sexual orientation, disregarding that American society continues to exhibit bias and even hostility toward gays and lesbians, counselors working with this population must take a proactive role in providing much needed support (Callahan, 2001). Gay and lesbian youth, according to Callahan (2001), are at greater risk for school failure and suicide. They are often harassed and need counselors who will understand while working with them without passing judgment. Court cases demonstrate the liability of schools that fail to protect gay and lesbian students from harass ment. Counselors, because of their position as student advocates, must take the lead role in identifying any and all incidents of violence, abuse, or harassment directed toward gay and lesbian students. Counselors must also help to sensitize faculty and staff to issues impacting upon gay and lesbian students while simultaneously educating heterosexual students as well. Counselors are key actors in identifying the type of resources and curricular materials that should be included in school programs to help reduce homophobia, discrimination, bias and prejudice directed at gay and lesbian students. Garbo (2001) reported on the results of a Massachusetts Department of Health study which revealed that gay and lesbian high school students, compared to their heterosexual classmates, were four times as likely to attempt suicide. In a survey of 4,000 high school students in Massachusetts, the investigators found that lesbian, gay, and bisexual youth are not predisposed to suicide and are no more me ntally unstable than other students. However, because students in this minority population tend to be susceptible to all types of victimization by their peers, suicidal ideation and attempts may be more commonplace than is the norm among adolescents. Anti-gay politicians and parents do not see a benefit of adequately creating informative programs for school officials dealing with homosexuality. They believe acknowledging homosexuality in such a way would further send the message that being gay or lesbian is okay. In their eyes, homosexuality is a choice and should not be accepted amongst society as a social norm. Conservative State Rep. Sally Kern was quoted saying at a Republican organization, studies show no society that has totally embraced homosexuality has lasted more than a few decades. This coincides with the logic that teaching in schools that homosexuality is okay at an early age will destroy our society from within itself. When looked through their perspective, without delving research it would seem that acknowledging homosexuals in the sense of legal rights and protection would promote more people to be homosexual. But that is not the case. During my interview with a Graduate social worker, he shed light on what is currently being implemented into schools and his thoughts on how things should be handled. He currently provides therapy services at schools in rural communities and volunteers at his local LGBT organization: This is my interview with Mr. Johnson, Myself: What is your viewpoint on harassment against homosexuality? Do you think that it is a notable issue worth spending time and money on? Mr. Johnson: My view on harassment on homosexuality well, its not just harassment against homosexuality. Its against even perceived characteristics of a sexual minority anything that varies from the most stereotypical gender norms. Mr. Johnson:Gay and faggot have become terms that get thrown around now in judgment of any less manly qualities. Mr. Johnson: So is it a notable issue worth spending time on? I say yes. Time and money. Both by way of having competent training for teachers and administration, competent counseling staff, and local community-based resources for LGBT youth to have social and emotional support. Myself: At what age do you feel it important to implement these strategies? Mr. Johnson: I volunteer with a local LGBT center and they have started to implement training in some of the local schools as early as Kindergarten, however theres been a lot of controversy with this training as they dont specifically talk about LGBT issues or terms (its focused on empathy skills). Developmentally, their sexual development isnt quite present enough to be effective at Kindergarten. Perhaps by 5th grade, concurrent with when some schools implement initial classes in sex ed., there should be general implementation of targeted curriculum on issues related to sexuality and gender identity. Myself: What are your feelings on persons who believe that informing youth of homosexuality or letting it become social norm will inevitably lead to more homosexuals? Mr. Johnson: Ha. This is hard. The issue is so engrained in the socio-political context that we have surrounding legislation, public education, and the supposed separation of church and state. I can get tied up in jargon all I want to, but sticking our tongues out and saying the opposite doesnt further the process. Mr. Johnson: I would go to the studies that demonstrate the development of sexuality and parenting (that obviously many homosexuals come from straight parents devoid of homosexual influence), studies regarding increased rates of depression, marital issues, and divorce for males who come out later in life. Myself: Do you think federal government should be involved in these improvements or local? Mr. Johnson: Its my perspective that the multiple levels of government must work to protect students. Looking at the SNDA (Student Non Discrimination Act) which currently does not protect LGBT students in their protected classes is a clear sign that the values of the country are not inherently separate from the religious values of the majority. What argument against homosexuality is there if not based on religious beliefs. That said, there should be no opposition to the SNDA expanding to include issues of gender and sexual orientation in its protection. After the interview concluded, I walked away with more knowledge than I would have expected to learn on the subject. Several studies in the literature focus on counselors responsibilities with respect to gay and lesbian high school students. Callahan (2001), for example, recommends that a key action which must be taken by school counselors is to curb any harassment directed against gay and lesbian students. Strategies for doing this include; using inclusive language, challenging anti-gay slurs, designating persons who would be supportive of this population, making resources available and visible, educating staff members, making appropriate referrals, and referring parents of gay and lesbian students to organizations like Parents and Friends of Lesbians and Gays (PFLAG). Callahan (2001), along with Stone (2003), assert that the role of the counselor with gay and lesbian students is of enormous significance. This would make sense being that children always need an adult to look up to o r relate to during their adolescent years. Also noting that counselors must be educated about homosexuality to the Nth degree. Callahan (2001) claims that counselors must function as advocates who work on school curricula. Including information about gay and lesbian people to promote awareness is essential. This helps to provide gay and lesbian students with role models and to demonstrate to the mainstream population that gays and lesbians lead viable and productive lives. Counselors must support and protect sexual minority youth by making it safe for gay and lesbian students, promoting policies that protect this minority population, and develop the culturally sensitive skills needed to serve gay and lesbian students in the counseling relationship. Legal support for advocacy on behalf of gay, lesbian, and bisexual students was mandated in a May 1999 Supreme Court ruling. This ruling, coupled with recent interpretations of the Title IX statute, strengthens the position for a more humanistic school environment. School counselors both can and should take a lead role in facilitating such an environment. The Arlington Gay and Lesbian Alliance (2003), a Virginia-based advocacy group working with local public schools, strongly recommends that school counselors should be provided with additional training and education so they can become more effective in working with students from sexual minority groups. This is also the position taken by Pearson (2003) who calls for targeted seminars and courses for graduate level counseling students who intend to have careers in the public school system. In Massachusetts, the Department of Education has created a Safe Schools Program which addresses issues relevant to the safety and counseling needs of gay and lesbian students (Research notes, 2003). Counselors in this program take a lead role in developing school and district-wide programs to educate faculty and students and to provide for those policies and programs that support gay and lesbian students while creating safe school environments.