05439nam 2200637 450 991046048560332120200520144314.01-119-02634-21-119-02621-0(CKB)3710000000357824(EBL)1873107(SSID)ssj0001421008(PQKBManifestationID)12539516(PQKBTitleCode)TC0001421008(PQKBWorkID)11408372(PQKB)10031967(MiAaPQ)EBC1873107(Au-PeEL)EBL1873107(CaPaEBR)ebr11022808(CaONFJC)MIL769973(OCoLC)903584480(EXLCZ)99371000000035782420150305h20122012 uy 0engurcnu||||||||txtccrDeveloping & managing your school guidance & counseling program /by Norman C. Gysbers, Patricia HendersonFifth edition.Alexandria, Virginia :American Counseling Association,2012.©20121 online resource (550 p.)Description based upon print version of record.1-55620-312-8 Includes bibliographical references at the end of each chapters and index.Developing & Managing: Your School Guidance & Counseling Program; Table of Contents; Preface; Acknowledgments; About the Authors; Part I: Planning; Chapter 1: Evolution of Comprehensive Guidance and Counseling Programs: From Position to Services to Program; Planning-Building a Foundation for Change; Beginnings of Guidance and Counseling in the Schools: The First Two Decades of the 1900's; Work of Frank Parsons; Work of Jessie B. Davis; Early Purposes of Guidance and Counseling; Position of Vocational Counselors; Vocational Guidance Spreads Across the Country; Challenges to Vocational GuidanceEarly Concerns About the Position of Vocational Counselor Guidance and Counseling in the 1920's and 1930's: Challenges and Changes; Changes in Purpose of Guidance and Counseling; What Should Be the Duties of the Counselor?; Services Model of Guidance and Counseling; Counseling Service Predominates: Student Adjustment Is the Focus; Vocational Guidance Continues to Be Defined; Federal Initiatives Begin; A Growing Interest in Psychotherapy; Important Federal Legislation in the 1940's and 1950's; Vocational Education Act of 1946; National Defense Education Act of 1958New Challenges and Changes: Guidance and Counseling in the 1960's Pupil Personnel Services Become Dominant; Focus on School Counselors, Not on Guidance and Counseling; Search for Identity: Educator or Psychologist?; Elementary Guidance and Counseling; Calls to Change the Position-Services Model; Comprehensive Guidance and Counseling Programs Emerge: The 1970's; Basic Ideas, Vocabulary, and Systems Thinking; Beginning Models for Guidance and Counseling Programs; Integrating Career Development Into the Curriculum; A National Project to Develop State Models; Model Development ContinuesPutting Comprehensive Guidance and Counseling Programs Into Practice in the 1980's and 1990's Comprehensive Programs Gain Acceptance; Importance of Legislation; State Models Are Developed; Moving Toward Full Implementation of Guidance and Counseling Programs: The Promise of the 21st Century; ASCA National Model; Comprehensive Programs: Direct or Indirect Services; Selection and Training of School Counselors; Federal and State Legislation; Leadership and Supervision Issues and Models; Comprehensive Guidance and Counseling Programs: Five Foundation Premises; Your Progress Check; ReferencesChapter 2: A Comprehensive School Guidance and Counseling Program: Getting Organized to Get There From Where You Are Planning-Getting Organized to Get There From Where You Are; Decide That You Want to Change; Understand the Necessary Conditions for Effective Change; Some General Conditions to Consider; Some Specific Conditions to Consider; Getting the Program Idea to Stick; Sample Timetable of Tasks Involved in the Change Process; Expect Resistance to Change; What Is Resistance to Change?; Expressing Resistance to Change; Appreciate the Challenges InvolvedDevelop Trust Among Counselors, Teachers, and AdministratorsThe fifth edition of this bestseller expands and extends Gysbers and Henderson's acclaimed five-phase model of planning,designing, implementing, evaluating, and enhancing Pre-K-12 guidance and counseling programs. This enduring, influential textbook has been fully updated to reflect current theory and practice, including knowledge gained through various state and local adaptations of the model since publication of the last edition. Exciting additions to this new edition are increased attention to diversity and the range of issues that students present,counselor accountability, and the roles and resEducational counselingUnited StatesElectronic books.Educational counseling371.4/220973Gysbers Norman C.863773Henderson PatriciaMiAaPQMiAaPQMiAaPQBOOK9910460485603321Developing & managing your school guidance & counseling program1927886UNINA03603 am 2200565 n 450 9910131365203321201412242-11-139909-4(CKB)3710000000491070(FrMaCLE)OB-deps-119(oapen)https://directory.doabooks.org/handle/20.500.12854/48264(PPN)189313900(EXLCZ)99371000000049107020150708j|||||||| ||| 0freuu||||||m||||txtrdacontentcrdamediacrrdacarrierLes galeries d’art contemporain en France en 2012 /François RouetParis Département des études, de la prospective et des statistiques20141 online resource (12 p.) Les galeries d’art contemporain jouent un rôle essentiel dans l’émergence et la construction de la notoriété des artistes et, partant, dans la vitalité de la scène artistique française. Pourtant, l’analyse de leur activité est malaisée en l’absence d’une activité référencée dans la nomenclature d’activités française, ce qui oblige à croiser les sources. L’étude a opté pour une méthodologie inédite qui permet de dénombrer et caractériser les galeries d’art contemporain. Inégalement réparties sur le territoire, regroupées à Paris (48 % du total des galeries françaises), leur activité est significativement concentrée : 12 % des galeries totalisent 72 % du chiffre d’affaires annuel total. L’ancienneté de la galerie et sa présence sur le marché international sont des facteurs explicatifs importants de l’ampleur de son activité. Une typologie et une trajectoire type des galeries complètent l’analyse. Contemporary art galleries play an essential role in the emergence and construction of artist’ renow and, consequently, in the vitality of the French arts scene. However, in the absence of a bench mark activity in the French statistical classification of economic activities (NAF), it is hard to analyse, necessitating cross-referencing of sources. This study uses an original methodology which enables contemporary art galleries to be both counted and categorised. Distributed unevenly across the territory and clustered around Paris (containing 48 % of the total of French galleries), activity is highly concentrated : 12 % of galleries account for 72 % of their overall annual turnover. How long a gallery has been inexistence and its status on the international market are important determining factors on the extent fits activity. The analysis concludes with a typical gallery trajectory and typology.ArtSociologyéconomie de la culture et de la communicationart contemporaingalerie d'arttypologiecontemporary artgallerieseconomics of culture and Communicationeconomics of culture and Communicationgalleriescontemporary artArtSociologyéconomie de la culture et de la communicationart contemporaingalerie d'arttypologiecontemporary artgallerieseconomics of culture and CommunicationRouet François746151FR-FrMaCLEBOOK9910131365203321Les galeries d’art contemporain en France en 20123027132UNINA