10 Best Formats for your Company History Book - The Writers For Hire

10 BEST FORMATS FOR YOUR COMPANY HISTORY BOOK Given all that goes into starting and successfully running a business, chances are that your company has a story to tell. Have you been tasked with sharing it? Maybe you have a milestone anniversary to celebrate, a legacy to preserve, or a great brand origin to share. Whatever the reasons, if youve thought about chronicling your company history, you may have discovered there are several styles and formats to consider. If you don’t know where to begin, here are 10 company history books to get your creative juices flowing: 1.Beyond the Pale – The Story of Sierra Nevada Brewing Co. Ken Grossman’s memoir chronicles his personal experience as a homebrewer turned mega-successful craft brewer. In some 250 pages, Grossman shares not only his adventures and anecdotes but also the approach and mindset that built his brand. The book also contains a section of full-color photography depicting his journey, serving as a well-done combination of memoir and illustrative history. 2.Kaufman Fruit 100th Anniversary Book In this 145-page history, the Kaufman family includes a wide variety of family and product photographs, more than 50 fruit recipes, and stories based on 30 interviews – a style to consider if your family business has interesting anecdotes to share. 3.Anadarko 20th Anniversary Book This 165-page company history may look standard at first glance, but what stands out is the use of large, high-end photography, sometimes spanning a page or a full spread, as well as the incorporation of employees, past and present. If you have a strong culture and/or strong company imagery, this may be a style to consider for your book. 4.Behind the Cloud – The Salesforce.com Memoir Written by the founder of Salesforce.com, this memoir reads like nothing else on our list. In fact, it’s more like a playbook on how the startup became one of the worlds fastest-growing software companies. If sharing industry or entrepreneurial knowledge is more your thing, this may be the history book style for your company. 5.The Cullen Way – J.P. Cullen 125th Anniversary Book Family owned businesses and construction companies will want to consider this corporate history commissioned by three brothers in honor of their late father. In 155 pages, the book highlights the company’s construction project portfolio, a family tree, and a history that not only chronicles the business but also the family, dating back to the 1800s. 6.Aerojet 100th Anniversary Book If the l ength and level of detail of some anniversary books make you shy away from the idea, take a look at Aerojet’s concise compilation of history and photos in just 45 pages. Bulleted copy and a timeline make the book easy to comb through, and there is no shortage of imagery, from products to personal photographs, to advertisements and newspaper clippings over the years. 7.Korte Company 50th Anniversary Book If your company history archives include plenty of tangible mementos, consider a scrapbook-style chronicle. For this 145-page book, everything from drawings and floorplans, to newspaper clippings, to hand-written notes were scanned in and used to illustrate a 50-year history. 8.Godiva 90th Anniversary Coffee Table Book As you might expect, Godiva Chocolate’s anniversary book is a decadent journey through the company’s craftsmanship over the years. Unlike many of the others on our list, this one takes a coffee-table-book approach, full of attractive product p hotos and pitched as the perfect gift for chocolate lovers – an angle to consider if you have an aesthetically pleasing product or service (think architecture, food, fashion, travel). 9.Black Hills Corporation 125th Anniversary Book This 200-page company history includes a nice balance of text and imagery, but unlike some of the other books featured here, its design relies heavily on the energy company’s corporate colors – a great example of what can be done through graphic design should your business be lacking on photography. 10.Wild Company: The Untold Story of Banana Republic In this memoir penned by the founders of retail great Banana Republic, husband-and-wife team Mel and Patricia Ziegler write in alternating voices to tell their remarkable story. The nearly 100-page book is filled mostly with text supplemented by black-and-white photography and artist illustrations. Said by reviewers to read like fiction, this book may be a good example for companie s with a charismatic voice and a surprising story to inspire entrepreneurial success.

systematic analysis of art essays

systematic analysis of art essays The title of this brilliant composition is Girl Before a Mirror by Pablo Picasso. Picasso was a Spanish painter from Malaga, Spain, but spent the majority of his life in France, where he produced this portrait of his beautiful mistress Marie Therese Walter in 1932. Girl Before a Mirror was painted with Oil on canvas, 64 x 51 1/4", and is now property of The Museum of Modern Art, New York. The piece was a gift of Mrs. Simon Guggenheim. During the year of 1932, Picassos productivity increased dramatically, a direct result of Picassos pleasure with his newest love, Marie Therese Walter. Captivated by Walter, Picasso commenced a luxuriant series featuring her face and profile, which progressively became more harmonious and lyrical. In the case of the girl before the mirror, Picasso is telling a story of their love. Walter is portrayed in two forms: herself as Picasso sees her, and her reflection. Her eyes are properly on opposite sides of her nose; however, as we look at her face, it changes like an animated cartoon, from a beautiful, evocative face seen full on, shining like a full moon, to a calm pensive profile, to subtle differences in whether shes seen as looking right at the painter or half looking toward the mirror. The whole effect is as if her head were seen in the process of turning from a deep gaze into the mirror to glance inquisitively (and affectionately) toward the observer. A quote from John Berger (1965) What makes these paintings [the portraits of Marie Therese] different is the degree of their direct sexuality. They refer without any ambiguity at all to the experience of making love to this woman. They describe sensations and, above all, the sensations of sexual comfort. I couldnt have said it any better myself. The curvilinear lines signify the voluptuous curves, giving it a feeling of feminine sensuality. The roundness of her abdomen raises the idea of pregnan ...

H.W Essay Example | Topics and Well Written Essays - 1000 words

H.W - Essay Example The cultural clash in the novel is seen both at the individual level and at the communal level; at the communal level, the cultural values and traditions of the Ibo people such as their traditional system of governance and ritual rights are greatly undermined by the arrival of the Europeans. The annual ceremony in honour of the earth deity among the Ibo people, when the clan’s ancestors that had been â€Å"committed to Mother Earth at their death (Achebe 186)† would emerge as â€Å"egwugwu† from tiny ant-holes is one of the Ibo’s sacred rituals that was challenged by Christianity. Okonkwo, Achebe’s most tragic character, clearly demonstrates the cultural clash at the individual level, when he out rightly resists the new political and religious order introduced by the Europeans because he perceived them not to be manly enough for the Ibo people. The Ibo culture places high regard on personal achievement and masculinity, attributes which were greatly opposed to the Christian values of equality of all people, irrespective of their gender and personal achievements. Achebe’s famous opening line â€Å"Okonkwo was well known throughout the nine villages and even beyond† clearly explains Okonkwo’s fame which, in Achebeâ₠¬â„¢s words, â€Å"rested on solid personal achievements† (Achebe 1). Okonkwo’s self-worth comes under great attack by the introduction of the new religious and political order by the Europeans, particularly because his identity was greatly pegged on the Ibo cultural standard. The Europeans’ misconceptions of the Ibo people are clearly expressed through Reverend Smith’s criticisms of the Africans. Unlike his predecessor Mr. Brown, Reverend Smith openly condemns the African cultural traditions and values by terming them barbaric and heathen; he has no desire to tolerate and accommodate the African rituals and cultural practices. Mr. Brown

Genesis 1-11 is structured in such a way to reflect certain Essay

Genesis 1-11 is structured in such a way to reflect certain distinctive Israelite articles of faith. Discuss - Essay Example and as, it introduces not only the beginnings of the world but specifically, the formation of Israel as God’s chosen people giving them a sense of religious identity (Gooder 2000, p. 2). The book of Genesis, which in Hebrew is ‘Bereshit’, generally translated as ‘In the beginning’ (Zucker 2005, p. 31), can be divided topically into two parts: the Primeval History (1-11) and the Patriarchal History (12-50) or genealogically into 11 parts: general creation (1:1-11: 3), man’s creation (2:4-4:26),Adam-Seth’s generation (5:1-6:18), Noah-Shem’s generation (6:9-9:29), Noah’s sons’ generation (10:1-11:9), Shem’s generation (6:10-11:26), Terah- Abraham, the chosen seed (11:27-25:11), Ishmael’s generation (25:12-25:18), generation of Isaac-Jacob, chosen seed (25:19-35:29, Esau’s generation (36:1-37:1) and generations of Jacob-Joseph, chosen seed (37:2-50:26); or according to general subject analysis: generation (1-2), degeneration (3-11), and regeneration (12-l); or into its 2 major divisions: Human Race History (1-11) and Israel’s – the chosen nation’s history (12-50) (Evan s 2009, pp. 11-14). Generally, seven major themes characterise the Book of Genesis: origins, order/meaning in history, blessing, covenant, punishment, sibling conflict, and test of faith. It is filled with various tensions that essentially centre on individual survival: ‘fertility and barrenness’; antagonistic sibling rivalry; hostile interfamilial struggles; jealousy; wives competing for attention from the same husband; starvation; ‘incest, rape and murder;’ threatened and real total destruction; ‘love and exile’. (Zucker, 2005, p. 32-33) For the Israelites, the Book of Genesis stands out from the rest of Torah, and between its topical parts, its Primeval History (Gen 1-11) provides the very foundation of the Israelites monotheistic religion. Genesis 1-11 sets Judaism apart from all other religions with regards to its belief in one omnipotent, omniscient,

Theory And Practice Of Supervision

Theory And Practice Of Supervision Supervision theories and practices began emerging as soon as counsellors started to train other counsellors (Bernard Goodyear, 2009). Several different theoretical models have developed to clarify and support counselling supervision. The focus of early models of supervision had generally been based on counselling theories (such as Cognitive Behavioural Therapy, Adlerian or client-centred), but these orientation-specific models have begun to be challenged as supervision has many characteristics that are different to counselling. Competency as a counsellor does not automatically translate into competency as a supervisor, and when supervisee/supervisor orientations differ, conflicts may arise (Falender Safranske, 2004). More recent models of supervision have integrated theories from psychology and other disciplines, for one-to-one, peer and group supervision. As supervision has become more focused, different types of models emerged, such as developmental models, integrated models, and agency models. As a result, these models have to some extent replaced the original counselling theory models of supervision, and supervisors may utilise several different models to qualify and simplify the complexities of supervision (Powell, 1993). This paper will briefly look at a definition of supervision, and an outline of two different models agency and developmental. What is Supervision? Supervision is the process where by a counsellor can speak to someone who is trained to identify any psychological or behavioural changes in the counsellor that could be due to an inability to cope with issues of one or more clients. A supervisor is also responsible for challenging practices and procedures, developing improved or different techniques, and informing clients of alternative theories and/or new practices, as well as industry changes. The supportive and educative process of supervision is aimed toward assisting supervisees in the application of counselling theory and techniques to client concerns (Bernard Goodyear, 2009). The supervisor is responsible for monitoring the mental health of their supervisee, in turn protecting the public from unhealthy counsellors. Counsellors can face issues such as transference and burn out without any recognition of the symptoms. A supervisor should notice the symptoms before the counsellor (Australian Counsellors Association, 2009). Supervision is a formal arrangement for counsellors to discuss their work regularly with someone who is experienced in counselling and supervision. The task is to work together to ensure and develop the efficiency of the counsellor/client relationship, maintain adequate standards of counselling and a method of consultancy to widen the horizons of an experienced practitioner (ACA, 2009). The supervisors primary role is to ensure that their clients are receiving appropriate therapeutic counselling. By ensuring the counsellor continually develops their professional practice in all areas, the supervisor ensures a counsellor remains psychologically healthy. The supervisor is also responsible for detecting any symptoms of burn out, transference or hidden agendas in the supervisee. The Australian Counsellors Association (2009) recommends that supervisors cover the following as a matter of course: Evaluation Supervisees counselling; Developing process of self-review; Quality assurance; Best practice; Service outcomes of service delivery; Identifying risk for supervisee and clients; Referrals; Follow up on client progress; Helping the counsellor assess strengths and weaknesses. Education Establishing clear goals for further sessions; Providing resources; Modelling; Explaining the rationale behind a suggested intervention and visa versa; Professional development; Interpreting significant events in the therapy session; Convergent and divergent thinking; Use of self; Topping up; Facilitating peer connection; Duty of care; Legal responsibilities. Administration Procedures; Paperwork; Links; Accounting; Case planning; Record keeping; Insurance. Support Advocate; Challenge; Confront; Empower; Affirm; Availability; Empowering; Use of self. A range of different models have evolved to provide a framework for these topics within which supervisors of can organize their approaches to supervision, and act as an aid to understanding reality (Powell, 1993). Agency Model of Supervision Kadushin Kadushin describes a supervisor as someone to whom authority is delegated to direct, coordinate, enhance, and evaluate on-the-job performance of the supervisees for whose work he/she is held accountable. In implementing this responsibility, the supervisor performs administrative, educational, and supportive functions in interaction with the supervisee in the context of a positive relationship (Powell, 1993). In educational supervision the primary issue for Kadushin is the counsellor knowing how to perform their job well and to be accountable for work performed, and developing skills through learning and feedback. The object is to increase understanding and improve skill levels by encouraging reflection on, and exploration of the work (Tsui, 2005). In supportive supervision the primary issue is counsellor morale and job satisfaction, as well as dealing with stress. The stresses and pressures of the coaching role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisors role is to help the counsellor manage that stress more effectively and provide re-assurance and emotional support (Tsui, 2005). The administrative function is the promotion and maintenance of good standards of work and adherence to organisational policies and good practice. This includes reviews and assessments. The interpretation here is that the supervisor inducts the counsellor into the norms, values and best practices. It is the community of practice dimension ensuring that standards are maintained (Tsui, 2005. Not every supervision session will involve all three areas or functions, and at different times there may be more of a focus on one area rather than another. The supervisor cannot avoid the pressure that arises from their responsibility to the workplace, other staff, and to clients. No simple model of supervision is to be expected to be practical in every situation. Supervisors are expected to adapt approaches to the developmental level of supervisees, and both must adapt to the varying demands of any professional situation (Powell, 1993). For this model, the focus of supervision is as a prompt for behavioural change and skill acquisition. The emphasis is on persuading staff to learn how to use oneself in counselling to promote behavioural change in the client (Powell, 1993). The supervisors attention should be on the activities of the supervisee rather than on study of the supervisee themselves. With a focus on the activity, rather than the worker, it allows the supervisee to listen to constructive criticism rather than feeling compelled to defend themselves from a personal attack (Tsui, 2005). This model has several strengths in that it is very flexible, and open to exploration and experimentation. It is also more challenging for both the supervisor and supervisee. This style of supervision can be tailored to meet different needs and variables. This model may prove unsatisfactory when the supervisor has insufficient experience to be able to provide proper direction and support, and where supervisor skills do not allow for appropriate evaluation of the supervisee (Powell, 1993). Developmental Models of Supervision Erskine Underlying developmental models of supervision is the notion that as people and counsellors we are continuously growing and maturing; like all people we develop over time, and this development and is a process with stages or phases that are predictable. In general, developmental models of supervision define progressive stages of supervisee development from novice to expert, each stage consisting of discrete characteristics and skills (Bradley Ladany, 2000). For example, supervisees at the beginning or novice stage would be expected to have limited skills and lack confidence as counsellors, while middle stage supervisees might have more skill and confidence and have conflicting feelings about perceived independence/dependence on the supervisor. A supervisee in a later developmental stage is expected to employ good problem-solving skills and be reflective about the counselling and supervisory process (Haynes, Corey, Moulton, 2003). Erskine (1982) identifies three stages in the development of the skills of a therapist, each of which represents specific characteristics and responds to specific training needs. In the beginning stage of training, therapists have operational needs as they are developing professional skills, a sound theoretical reference system, and intervention techniques. They also have emotional needs: to feel comfortable in their professional role, to be reassured of their ability to do the work, and to feel adequate to act in this new undertaking. This is the stage at which trainees most need positive motivations centred on their skills so that they can know their strengths and on which they can build their skills. Erskine (1982) suggests temporarily ignoring what the trainee does not do well so as to reduce any feelings of inadequacy and to support self esteem, provided this does not cause harm to the trainee or clients. During the intermediate stage of training, Erskine proposes that trainees need to reinforce their personal identity as therapists, learn to define the direction of treatment, and draw up a treatment plan. At the personal level, their goal is to integrate their sense of self and to work on their emotions in order to understand and solve any personal difficulties that might create obstacles to their contact with clients. According to Erskine, in this second phase, trainees personal therapy is of highest importance (Bradley Ladany, 2000). During the advanced stage of training, trainees need to learn various approaches and to integrate theoretical frameworks, to recognise alternative interventions, and to choose among them so as to encourage flexibility. Trainees must also practise self-supervision and learn to differentiate between observations of behaviour, and theorising about observations (Stoltenberg Delworth, 1987). One of the potential drawbacks of developmental models is that not only do people learn in different ways but they also develop at diverse speeds, in varied areas. The development model does not show how the supervisee develops and moves from one stage to the next, and how this progress is connected to the supervision process (Bradley Ladany, 2000). For this model, it is necessary to modify the relationship to meet the supervisees needs based on their current developmental level. Supervisors employing a development approach to supervision need to be able to accurately identify the supervisees current stage of development and provide feedback and support appropriate to that developmental stage, while at the same time assisting the supervisees advancement to the next stage (Stoltenberg Delworth, 1987) Commonalities Regardless of the model used or theoretical background, any model or theory of supervision should cover some common fundamental principles. Supervisors are responsible for the professional developmental of those under supervision. These responsibilities involve issues such as informed consent, confidentiality, and dual relationships (ACA, 2009). Ethical and legal concerns are central to supervision. The balance between a supervisory relationship and a therapeutic one only becomes a problem when the supervisor discovers that personal problems hold back the supervisee. The supervisory relationship becomes a dual relationship if the supervisor tries to become the students therapist. A dual relationship is considered unethical (Powell, 1993). Dual relationships can occur in different ways. A supervisory relationship can develop into a close, emotional relationship between supervisor and supervisee. The supervisory relationship will in this situation be less effective and supervision should not continue. In consensual relationships the emotional relationship can continue; however, the professional relationship has to end. The supervisory relationship needs to be governed by the same ethical principle as is the therapeutic process (Powell, 1993). Different ways of evaluating the supervisory process are important both for the supervisor and the supervisee. Establishing a contract for the supervisory relationship makes evaluation easier. The contract should include the students developmental needs, the supervisors competencies, and supervisory goals and methods (Stoltenberg Delworth, 1987). Throughout the supervision process, the supervisor is responsible for evaluating the quality of the supervisory relationship (Powell, 1993). This responsibility especially comes to bear when a conflict arises or an impasse develops. Investigating problems and challenges often begins with asking questions about various aspects of the supervisory relationship. When asking these questions, it is important to consider not only how the counsellor may be contributing to a problem but also how the supervisor may be contributing. The supervisor has a responsibility to ensure that confidentiality is maintained, and any information obtained in a clinical or consulting relationship is discussed only for professional purposes and only with persons clearly concerned with the case (ACA, 2009). Conclusion Supervision is not a senior counsellor watching over the shoulder of a new or junior counsellor. Nor is it a conversation between two practitioners, or a dialogue of personal matters with a counsellor. It is a distinct intervention, to enhance professional functioning and monitor the quality of counselling services being provided (Bernard Goodyear, 2009). Clinical supervision is a complex activity; it can be education or support, assists with confidence or doubts, it can process through different levels or stages. The competent clinical supervisor must embrace not only the domain of psychological science, but also the domains of client service and trainee development. The competent supervisor must not only comprehend how these various knowledge bases are connected, but also apply them to the individual case (Bradley Ladany, 2000). The purpose is to help identify obstacles that prevent the supervisee from learning, growing and ultimately helping their client. No matter what theoretical framework is used, supervision can be used as a means to develop professionally. Like any other relationship in life it is not perfect, nor is it an answer to every problem. Like any other relationship, it is necessary to be honest, consistent, and dependable, and work hard to build trust. Supervisors and supervisees have to work together to make it successful. Powell (1993) theorised that the emphasis should not be on why a counsellor feels a certain way, but on being able to put a end to behaviours that inhibit change. Powell advises professionals to develop their own model of supervision in order to understand what one is doing and why. Whatever model of supervision if employed, a supervisor should seek to encourage ongoing professional education, challenge the supervisee to improve their skills and techniques A supervisor should intervene where client welfare is at risk, and ensure that ethical guidelines and professional standards are maintained. A supervisee should endeavour to uphold ethical guidelines and professional standards, be open to change and alternative methods of practice, maintain a commitment to continuing education and consult the supervisor in cases of emergency. Supervision, regardless of any model used, should enable counsellors to acquire new professional and personal insights through their own experiences. REFERENCES Australian Counsellors Association (2009). Professional Supervision. Accessed 2nd February 2010. http://www.theaca.net.au/docs/Supervision_Complete.pdf Bernard, J. M., Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.). Needham Heights, MA: Allyn Bacon. Bradley, L.J., Ladany, N. (2000). Counsellor Supervision: Principles, Process and Practice. Philadelphia, PA: Brunner-Routlege. Erskine, R. G. (1982). Supervision for psychotherapy: Models for professional development. Transactional Analysis Journal, 12, 314-321. Falender, C. A., Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association. Haynes, R., Corey, G., Moulton, P. (2003). Clinical supervision in the helping professions: A practical guide. Pacific Grove, CA: Brooks/Cole. Powell, D. (1993). A developmental approach to supervision. In Clinical supervision in alcohol and drug abuse counselling. (p. 58-84). New York, NY: Lexington Books. Stoltenberg, C. D., Delworth, U. (1987). Supervising counsellors and therapists. San Francisco, CA: Jossey-Bass. Tsui, Ming-Sum (2005). Social work supervision: contexts and concepts. Thousand Oaks, CA: Sage Publications.

William Shakespeare :: essays research papers

William Shakespeare William Shakespeare was able to, through his writings , lead the readers to examine their own social corlas, judgment, and wisdom. The most remarkable quality of his works is that even when we read them today, we still examine ourselves. He was able to accomplish their task as well as any writer of any era. Shakespeare's writings allow his readers to question the social climate of their day. (Bender 13). William Shakespeare was born in Stratford-on-Avon in Warwickshire located in the heart of England on April 23 or 24, 1564. His mother, Mary Arden grew up in a much more prosperous environment than the Shakespeares. His father John, and Mary Arden were married in 1557. John Shakespeare was a wool dealer and glove maker, who became a prominent citizen and well-respected in the community. Eventually, John held a position in the public office. (Bender 13). Subsequently, John Shakespeare experienced financial problems and lost his wealth and governing positions. This, of course, had a big effect on the whole family. William was the third of eight children. The older siblings were sistets Joan, born in 1558 and Margaret in 1562. Both of William's older sisters died very young. (Bender 14). The other dive children were Gilbert born in 1566, a second Joan 1569, Richard 1573, Edmund 1580, and Anne 1580 who died at age eight. (Bender 14). William Shakespeare was educated at the local school in Stratford. Ironically, William never attended a university although virtually every English speaking universities studies his works. Bioghrapher a man educated in " the university of life." (Bender 14). His plays and other works display Shakespeare's vast knowledge of the entertainment, social mores, and culture of his native Warwickshire. William married Anne Hathaway in 1582. He was 18 and she was 26. They had twin daughters Hamnet and Judith and later their third daughter Susanna. (Bender 15). Shakespeare lived in an England that was overwhelmingly rural and had virtually no mechanized industry. It was a society very different from the one we enjoy in the U.S. today. Death and disease were the common experiences of all families during this era in England. (Andrews 67). This society was one in which a vigorous and youthful population was growing with unusual rapidity. The resulting economic development. (And rews 72). The manner in which the English made their living at that time seemed to be greatly influenced by region. The regional differences can be divided by an imaginary line from Bristol in the southwest to Hull in the northeast.

Bully Prevention Program Essay

This program has become successful at the Midway elementary school in Utah, because it is ran off of four hallmarks which are: Lead to systematic change, garner commitment for all, teach comprehensive strategies and skills and continue year after year. Within the paper, I will discuss my belief of the succession of this type of program in an elementary school setting in inner city Philadelphia schools. Bully Prevention Program In recent years, bullying within schools has become one of the most serious issues we have been faced with. Data shows that children as young as age 11 have committed suicide because they were no longer able to deal with the pressure of being bullied. Because of this and other factors involving school bullying, congress have begun to work on a legislation called the safe school improvement act, which require schools to collect data and establish certain guidelines regarding disciplinary actions and they must also come up with a system to register complaints to combat bullying within their schools. However, since this is not a law that has been enacted, Brent Burnham, a school counselor at Midway Elementary School in Midway, Utah has decided to implement her own school wide bullying prevention program at her school. The bully prevention program at Midway elementary was implemented 7 years ago. Within the program, Burnham has developed four core principles that she believes has made their program successful. The first of the four principles is, lead to systematic change. This principle says that there must be a change within the school at all levels and there must be a change ithin the community as well, because in order for the program to be successful, you must change the culture of the schools environment. The second principle that Burnham implemented was garner commitment for all. This principle says that all of the schools staff, including the school bus driver, should be on board with the implementation of the program for the program to be a success. The third principle in the bully prevention program is, to teach comprehensive strategies and skills. This principle says that effective programs must be comprehensive and there are certain skills that are required by the staff so that they can identify a bullying situation. And the final principle is to continue year after year. In order for the program to be a full success, it must be consistent in what it provides. Often times, schools will start a program but will not follow through with it year after year and the program will then fizzle out. The bully prevention program at Midway elementary also has key components which are implemented sequentially. These components are, administrative support: you must have the support from the staff and the school administration, and a strong support team. Data: proper record keeping must be kept; also the program should be evaluated. Staff training: all staff should be trained on how to recognize and identify bullies and their victims and also be able to determine if a situation is a true violation of the no bullying policy that has been set forth. Student awareness and education: all should be fully aware of the bully policy and clear on the consequences if the policy is violated. There should also be lessons taught to the students about bullying and bully prevention. Critical social skills training to the students: Once the basics have been taught to the students, they will still need additional training on this policy so continuous guidance lesson plans will need to be developed and taught throughout the school. Lastly, targeted intervention for bullies and victims: by keeping proper records of the bullying incident that occur within the school, it will be easy to identify bullies and their targeted victims. Once these children are identified, there will be specific programs for these children. The bullies will express why it is they bully and help will be provided to those students and the victims so they can try to get over the fear they may have. After reading this article, I find that there are some pros and cons to this type program being implemented at inner city schools in Philadelphia. One pro of having this type of program would be to lower the crime rate within the schools. Often times, children bullying other children lead to more violent crimes, for instance, the shooting that happened at Columbine High School in Columbine, Colorado. Two students embarked on a massacre killing 12 of their classmates and one teacher because they were fed up with being bullied. By having this type of program and addressing these issues early, these types of crimes or less serious crimes can be prevented. Another pro to this type of program is that it teaches children social skills and teach them how to manager their anger and behavior. This program can increase the children’s level of awareness on how bullying can extremely affect their victims and themselves. Another pro to the bully prevention program is that it offers training to the staff. This is a great idea so that everyone will be on the same page in the fight to eliminate and prevent bullying. Also, providing intervention to the bullies is great as well. You have to teach children things while they are young. If this type of program is successfully implemented in elementary schools and in middle and high schools, bullying can be virtually eliminated. However, with pros, there are also cons to the program. One con is trying to get everyone on board. Within the city of Philadelphia, it is historically known that many parents do not partake in their child’s education in the manner that they should, this is one reason why the high school dropout rate is so high. So; trying to get parents on board for the no bullying program may be hard. Since this program is set up for all stakeholders to be involved, without parents help, the program may not be as successful. Another con to this program is the term and definition of bullying being misunderstood and misinterpreted by the staff that is to put into action the consequences for this behavior. What you do not want to happen is, children who are simply horse playing or just kidding around with one another being accused of bullying when that was not the case. The training to the staff must be thorough and put into clear plain terms so little is left to be assumed. With bullying becoming an epidemic, I believe this type of program is definitely needed and has the potential to be successful within all levels of schools within the School District of Philadelphia. The program may need to be tweaked for each grade level (elementary, middle and high school) but if it is implemented properly it could be a success. School counselors are in a unique position with having to put in place such a program and to be sure that it work, but this is why they are trained very well to address these types of social emotional behaviors. Although the pros of having such a program out weight the cons, the major problem that could be a potential road block for implementing the program is funding. The School District of Philadelphia has reached a plateau in its budget deficit and recently laid off many of its employees including the superintendent. However, with the right proposal for the program, I can not see this being turned down by the board. I think this is something that is definitely needed so that we as counselors can save our children and our community. References Burnham, Brent. (2011, July 1). School wide bully prevention program. http://schoolcounselor. membershipsoftware. org/article_content. asp? article=1215.