Mini Case11/20/18Chapter 2 Mini CaseSituationJenny Cochran, a graduate of The University of Tennessee with 4 years of experience as an equities analyst, was recently brought in as assistant to the chairman of the board of Computron Industries, a manufacturer of computer components.
During the previous year, Computron had doubled its plant capacity, opened new sales offices outside its home territory, and launched an expensive advertising campaign. Cochran was assigned to evaluate the impact of the changes. She began by gathering financial statements and other data.Computron's Balance Sheets (Millions of Dollars)20182019AssetsCash and equivalents$ 60$ 50Short-term investments10010Accounts receivable400520Inventories620820Total current assets$ 1,180$ 1,400Gross fixed assets$ 3,900$ 4,820Less: Accumulated depreciation1,0001,320Net fixed assets$ 2,900$ 3,500Total assets$ 4,080$ 4,900Liabilities and equityAccounts payable$ 300$ 400Notes payable50250Accruals200240Total current liabilities$ 550$ 890Long-term bonds8001,100Total liabilities$ 1,350$ 1,990Common stock1,0001,000Retained earnings1,7301,910Total equity$ 2,730$ 2,910Total liabilities and equity$ 4,080$ 4,900Computron's Income Statement (Millions of Dollars)20182019Net sales$ 5,500$ 6,000Cost of goods sold (Excluding depr. & amort.)4,3004,800Depreciation and amortizationa290320Other operating expenses350420Total operating costs$ 4,940$ 5,540Earnings before interest and taxes (EBIT)$ 560$ 460Less interest 68108Pre-tax earnings$ 492$ 352Taxes (25%)12388Net Income $ 369$ 264Notes:a Computron has no amortization charges.Other Data20182019Stock price$50.00$30.00Shares outstanding (millions)100100Common dividends (millions)$90$84Tax rate25%25%Weighted average cost of capital (WACC)10.00%10.00%Computron's Statement of Cash Flows (Millions of Dollars)
Bart Kreps: The statement of cash flows provides information about cash inflows and outflows during an accounting period.
2019Operating Activities Net Income before preferred dividends$ 264Noncash adjustments Depreciation and amortization320Due to changes in working capital Change in accounts receivable(120) Change in inventories(200) Change in accounts payable100 Change in accruals40Net cash provided by operating activities$ 404Investing activities Cash used to acquire fixed assets$ (920)
Bart Kreps: Make sure to add back annual Depreciation to Net PP&E.
Bart Kreps: The statement of cash flows provides information about cash inflows and outflows during an accounting period.
Change in short-term investments90Net cash provided by investing activities$ (830)Financing Activities Change in notes payable$ 200 Change in long-term debt300 Payment of cash dividends(84)Net cash provided by financing activities$ 416Net change in cash.
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This document provides a summary of the questions from the FIN 515 Week 4 Midterm exam, including 10 multiple choice questions and 1 long question involving capital budgeting analysis of multiple projects. The questions cover topics such as asset turnover, retirement planning calculations, loan and investment growth calculations, capital structure, bond yields, risk and required returns.
This document provides a summary of the questions from the FIN 515 Week 4 Midterm exam, including 10 multiple choice questions and 1 long question involving capital budgeting analysis of multiple projects. The questions cover topics such as asset turnover, retirement planning calculations, loan and investment growth calculations, capital structure, bond yields, risk and required returns.
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This document provides a summary of the questions from the FIN 515 Week 4 Midterm exam, including 10 multiple choice questions and 1 long question involving capital budgeting analysis of multiple projects. The questions cover topics such as asset turnover, retirement planning calculations, loan and investment growth calculations, capital structure, bond yields, risk and required returns.
This document provides a summary of the questions from the FIN 515 Week 4 Midterm exam, including 10 multiple choice questions and 1 long question involving capital budgeting analysis of multiple projects. The questions cover topics such as asset turnover, retirement planning calculations, loan and investment growth calculations, capital structure, bond yields, risk and required returns.
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FIN 515 Week 6 Project Calculating the Weighted Average Cost of Capital (Nike)
A GUI design elements is a combination of technology and equipment.docxevonnehoggarth79783
A GUI design elements is a combination of technology and equipment to provide users with a platform that allows users to interact with it. A series of GUI components follow a visual language to represent the information stored in the computer. The most common elements include a combination of components such as model WIMP (window, icon, menu, pointing device) in the personal computer.
1. (TCO A) An advantage of the corporate form of business is that _____. (Points : 5)
it has limited life
its owner's personal resources are at stake
its ownership is easily transferable via the sale of shares of stock it is simple to establish
2. (TCO A) When a corporation distributes a dividend, _____. (Points : 5)
the most common form of distribution is a cash dividend the Dividends account will be increased with a credit
the Retained Earnings account will be directly increased with a debit the Dividends account will be decreased with a debit
3. (TCOs A, B) Below is a partial list of account balances for Denton Company:
Cash $7,000
Prepaid insurance 700
Accounts receivable 3,500
Accounts payable 2,800
Notes payable 4,200
Common stock 1,400
Dividends 700
Revenues 21,000
Expenses 17,500
What did Denton Company show as total credits? (Points : 5)
$30,100 $29,400 $28,700 $30,800
4. (TCOs B, E) A small and private company may be able to justify using a cash basis of accounting if it has _____. (Points : 5)
sales under $1,000,000 no accountants on staf
insignificant receivables and payables all sales and purchases on account
5. (TCO D) In a period of increasing prices, which inventory cost flow assumption will result in the lowest amount of income tax expense? (Points : 5)
FIFO
LIFO
The average cost method
Income tax expense for the period will be the same under all assumptions.
6. (TCOs A, E) Equipment was purchased for $60,000. Freight charges amounted to $2,800 and there was a cost of $8,000 for building a foundation and installing the equipment. It is estimated that the equipment will have a $12,000 salvage value at the end of its 5-year useful life. Depreciation expense each year using the straight-line method will be _____. (Points : 5)
$14,160 $11,760 $9,840 $9,600
7. (TCOs D, G) Lopez Corporation issues 500 ten-year, 8%, $1,000 bonds dated January 1, 2007, at 96. The journal entry to record the issuance will show a _____. (Points : 5)
debit to Cash of $500,000
credit to Discount on Bonds Payable for $20,000 credit to Bonds Payable for $480,000
debit to Cash for $480,000
8. (TCO C) Accounts receivable arising from sales to customers amounted to $35,000 and $40,000 at the beginning and end of the year, respectively. Income reported on the income statement for the year was
$120,000. Exclusive of the efect of other adjustments, the cash flows from operating activities to be reported on the statement of cash flows is _____. (Points : 5)
$120,000 $125,000 $155,000 $115,000
9. (TCO F) Which one of the following is not a tool in fin.
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FIN 515 Week 2 Project Financial Statement Analysis (Nike)
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FIN 515 Week 7 Project Capital Budgeting Analysis (Nike)
The document appears to be a multiple choice exam covering various topics in finance and accounting, including financial statements, cost behavior, capital structure, valuation, budgeting, and analysis. It contains 40 multiple choice questions testing understanding of concepts such as the balance sheet, fixed and variable costs, net present value, cash flow analysis, and accounting principles.
Monte Carl Simulation is a powerful and effective tool when used properly helps to navigate the expected Net Present Value NPV. This presentation helps to improve the pattern to ackowlege onthe Odessa Investment by Decision Dres.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
Assignment
Marginal Revenue Product
Marginal revenue product is defined as the change in total revenue that results from the employment of an additional unit of a resource. A producer wishes to determine how the addition of pounds of plastic will affect its MRP and profits. See the table below, and answer each of the questions.
Pounds of plastic (quantity of resource)
Number of assemblies (total product)
Price of assemblies ($)
0
0
-
1
15
13
2
30
11
3
40
9
4
55
7
5
58
5
a. The marginal product of the 3rd pound of plastic is ________.
b. The marginal revenue product of the 3rd pound of plastic is ______.
c. The price of plastic is $135 per pound. To maximize profit, the producer should produce
__________________.
d. The price of plastic is $135 per pound. To maximize profit, the producer should buy and use:
________________.
Grading Criteria Assignments
Maximum Points
Meets or exceeds established assignment criteria
40
Demonstrates an understanding of lesson concepts
20
Clearly presents well-reasoned ideas and concepts
30
Uses proper mechanics, punctuation, sentence structure, and spelling
10
Total
100
Case Study
C&MDS, Inc.
Some time ago, at the beginning of 2010, an entrepreneur named Richard Alestar started a small business as a sole proprietor in Oregon - a business that manufactured sensors for cameras that could be used in motion detection systems. The business was very successful and he decided to incorporate in the latter part of 2011 under the name C&MDS, Incorporated. He wanted to name it Camera and Motion Detection Systems, but his marketing manager convinced him it was too difficult to remember. Alestar’s long-term plan was to obtain public funding to support growth anticipated in about 4-6 years. In the meantime, he hired electrical engineers and a solid management team capable of building an organization that would enable the company to eventually go public. He thought his proprietary sensors and equipment could not be duplicated for a number of years. There was only one competitor in the market niche where he competed that had a significant market share, but they were a follower, not a leader. Besides, he planned to grow the market himself, based on the increased focus and attention in the public arena on crime prevention, detection and surveillance using cameras with his sensors. He also was developing a host of other potential applications.
Alestar had developed a good relationship with his investment banker Sophia Pound, and had just begun discussions with respect to obtaining additional capital required to position the company to go public. These discussions also involved the chief financial officer (CFO), Mitch O. Dinero, who had brought up the issue of the appropriate capital structure (target capital structure) that C&MDS should consider. They both thought the current mix in the capital structure was close to optimal, and that only minor changes would be necessary. However, they would defer to the investment banke ...
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
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1. (TCO A) An advantage of the corporate form of business is that _____. (Points : 5)
it has limited life
its owner's personal resources are at stake
its ownership is easily transferable via the sale of shares of stock it is simple to establish
2. (TCO A) When a corporation distributes a dividend, _____. (Points : 5)
the most common form of distribution is a cash dividend the Dividends account will be increased with a credit
the Retained Earnings account will be directly increased with a debit the Dividends account will be decreased with a debit
3. (TCOs A, B) Below is a partial list of account balances for Denton Company:
Cash $7,000
Prepaid insurance 700
Accounts receivable 3,500
Accounts payable 2,800
Notes payable 4,200
Common stock 1,400
Dividends 700
Revenues 21,000
Expenses 17,500
What did Denton Company show as total credits? (Points : 5)
$30,100 $29,400 $28,700 $30,800
4. (TCOs B, E) A small and private company may be able to justify using a cash basis of accounting if it has _____. (Points : 5)
sales under $1,000,000 no accountants on staf
insignificant receivables and payables all sales and purchases on account
5. (TCO D) In a period of increasing prices, which inventory cost flow assumption will result in the lowest amount of income tax expense? (Points : 5)
FIFO
LIFO
The average cost method
Income tax expense for the period will be the same under all assumptions.
6. (TCOs A, E) Equipment was purchased for $60,000. Freight charges amounted to $2,800 and there was a cost of $8,000 for building a foundation and installing the equipment. It is estimated that the equipment will have a $12,000 salvage value at the end of its 5-year useful life. Depreciation expense each year using the straight-line method will be _____. (Points : 5)
$14,160 $11,760 $9,840 $9,600
7. (TCOs D, G) Lopez Corporation issues 500 ten-year, 8%, $1,000 bonds dated January 1, 2007, at 96. The journal entry to record the issuance will show a _____. (Points : 5)
debit to Cash of $500,000
credit to Discount on Bonds Payable for $20,000 credit to Bonds Payable for $480,000
debit to Cash for $480,000
8. (TCO C) Accounts receivable arising from sales to customers amounted to $35,000 and $40,000 at the beginning and end of the year, respectively. Income reported on the income statement for the year was
$120,000. Exclusive of the efect of other adjustments, the cash flows from operating activities to be reported on the statement of cash flows is _____. (Points : 5)
$120,000 $125,000 $155,000 $115,000
9. (TCO F) Which one of the following is not a tool in fin.
STR 581 Capstone Final Examination, Part 2 - STR 581 Capstone Final Examinati...Transweb E Tutors
Transweb E Tutors provides the finest assignments and Homework help for STR 581 Capstone Final Examination, Part Two. Come to get the all Course matters and weekly assignments of STR 581 Capstone Final Examination of all part at the Transweb E Tutors. Find the STR 581 capstone final examination part 2 questions and their answers for free.
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Fin 515 Education Redefined - snaptutorial.comDavisMurphyC88
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For more course tutorials visit
www.newtonhelp.com
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FIN 515 Perfect Education/newtonhelp.combellflower163
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The document appears to be a multiple choice exam covering various topics in finance and accounting, including financial statements, cost behavior, capital structure, valuation, budgeting, and analysis. It contains 40 multiple choice questions testing understanding of concepts such as the balance sheet, fixed and variable costs, net present value, cash flow analysis, and accounting principles.
Monte Carl Simulation is a powerful and effective tool when used properly helps to navigate the expected Net Present Value NPV. This presentation helps to improve the pattern to ackowlege onthe Odessa Investment by Decision Dres.
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This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
Assignment
Marginal Revenue Product
Marginal revenue product is defined as the change in total revenue that results from the employment of an additional unit of a resource. A producer wishes to determine how the addition of pounds of plastic will affect its MRP and profits. See the table below, and answer each of the questions.
Pounds of plastic (quantity of resource)
Number of assemblies (total product)
Price of assemblies ($)
0
0
-
1
15
13
2
30
11
3
40
9
4
55
7
5
58
5
a. The marginal product of the 3rd pound of plastic is ________.
b. The marginal revenue product of the 3rd pound of plastic is ______.
c. The price of plastic is $135 per pound. To maximize profit, the producer should produce
__________________.
d. The price of plastic is $135 per pound. To maximize profit, the producer should buy and use:
________________.
Grading Criteria Assignments
Maximum Points
Meets or exceeds established assignment criteria
40
Demonstrates an understanding of lesson concepts
20
Clearly presents well-reasoned ideas and concepts
30
Uses proper mechanics, punctuation, sentence structure, and spelling
10
Total
100
Case Study
C&MDS, Inc.
Some time ago, at the beginning of 2010, an entrepreneur named Richard Alestar started a small business as a sole proprietor in Oregon - a business that manufactured sensors for cameras that could be used in motion detection systems. The business was very successful and he decided to incorporate in the latter part of 2011 under the name C&MDS, Incorporated. He wanted to name it Camera and Motion Detection Systems, but his marketing manager convinced him it was too difficult to remember. Alestar’s long-term plan was to obtain public funding to support growth anticipated in about 4-6 years. In the meantime, he hired electrical engineers and a solid management team capable of building an organization that would enable the company to eventually go public. He thought his proprietary sensors and equipment could not be duplicated for a number of years. There was only one competitor in the market niche where he competed that had a significant market share, but they were a follower, not a leader. Besides, he planned to grow the market himself, based on the increased focus and attention in the public arena on crime prevention, detection and surveillance using cameras with his sensors. He also was developing a host of other potential applications.
Alestar had developed a good relationship with his investment banker Sophia Pound, and had just begun discussions with respect to obtaining additional capital required to position the company to go public. These discussions also involved the chief financial officer (CFO), Mitch O. Dinero, who had brought up the issue of the appropriate capital structure (target capital structure) that C&MDS should consider. They both thought the current mix in the capital structure was close to optimal, and that only minor changes would be necessary. However, they would defer to the investment banke ...
FIN 515 NERD Education for Service--fin515nerd.commamata26
FOR MORE CLASSES VISIT
www.fin515nerd.com
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FIN 515 Week 3 Project Financial Statement Analysis (Nike)
FIN 515 Week 6 Project Calculating the Weighted Average Cost of
Similar to Mini Case112018Chapter 2 Mini CaseSituationJenny Cochran, a grad.docx (20)
JW House FundraiserJourney Through the Enchanted Forest Ga.docxpauline234567
JW House Fundraiser
Journey Through the Enchanted Forest Gala
Silent Auction
Table Decor
Specialized cocktails for Event
Three Screens will be Placed for Optimum Viewing by all Attendees
New House Announcement
Happy 30th Birthday, JW!
Auction
Isle down Center Allows Fundraising Auctioneer to Engage Audience
Balloon
Drop
S’mores Sponsored by Largest Corporate Donor
Finish the Evening with Dancing & Beverages
Image Sources
http://springfields.net.au/media/catalog/category/_2_43.png
https://s-media-cache-ak0.pinimg.com/originals/36/fa/fe/36fafee1408521530bfa23368e604d55.jpg
https://www.thegirlcreative.com
http://ballooncity.com/wp-content/uploads/2013/09/danceFloorFlipPNG.png
https://t3.rbxcdn.com/ea203ae8bb1787569f5e375cde0a93b2
http://jwhouse.org/wp-content/uploads/2017/07/jwPortraitStory.jpg
http://royalcandycompany.com/wp/wp-content/uploads/2016/04/Smores-Buffet.jpg
https://lhueagleeye.files.wordpress.com/2015/11/crowd_20080505124150.jpg
www.socialtables.com
https://media-cdn.tripadvisor.com/media/photo-s/03/0d/c8/a7/santa-clara-convention.jpg
https://s3.amazonaws.com/assets.winspireme.com/LPP/Buy-it-Now-Logo.png
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https://vignette.wikia.nocookie.net/piratesonline/images/b/b3/Chest.png/revision/latest?cb=20090707201032
http://pngimg.com/uploads/question_mark/question_mark_PNG126.png
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
JP Morgan Chase The Balance Between Serving Customers and Maxim.docxpauline234567
JP Morgan Chase: The Balance Between Serving Customers and Maximizing Shareholder Wealth
Penelope Bender
William Woods University
BUS 585: Integrated Studies in Business Administration
Dr. Leathers
Abstract
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing wealth.
It is an exploratory study done through literature review.
Often financial institutions, like JP Morgan, put profits ahead of the interests of those they serve.
The paper contributes to better understanding of corporate culture.
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth. This exploratory study is done through a literature review to answer why financial institutions, specifically JP Morgan, often put profits ahead of those they serve. The study will provide evidence of the complex nature of balancing client interests over maximizing shareholder and individual wealth and the need for tighter internal and external oversight. This paper contributes to a better understanding of why corporate culture encourages profit over stakeholders’ interests.
2
Research Question
Why does JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth?
Employees of JP Morgan Chase and other large banks work in their best interests to increase wealth and succeed by meeting management goals. However, because of the complex nature of large banks, an individual(s), unethical behavior can go unchecked.
3
Problem Statement
JP Morgan Chase competes globally and faces competition from other large banks in the US and abroad.
JP Morgan Chase is part of a complex system of regulation, self-interests, and wealth creation.
The interests of shareholders and investors is sometimes overshadowed by agents working in their own best interests.
Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
The study is not meant to be a moral or ethical analysis but merely why the complex relationship exists and will continue to exist in capitalist society. This paper contributes to a better understanding of why capitalism or financialism’s (Clarke, 2014) fundamentals encourage wealth creation. Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
4
Literature Review
The literature review showed a connection between self-interests, regulators, competition, and risk, which all lead to a complex system of conflicting agendas.
5
How Self-Interests Influence Behavior
Ross (1973) explains that all employment relationships are agency relationships and moral hazards are generally .
Interpret a Current Policy of Three CountriesInstructionsAs .docxpauline234567
The document provides instructions for an assignment analyzing the immigration systems of three countries. It requires:
1) A SWOT analysis of the US immigration system and two other country systems, evaluating strengths, weaknesses, opportunities, and threats.
2) An analysis of immigration benefits for each system to determine the best fit for the student's state.
3) A plan for implementing the chosen immigration program.
The analysis should compare immigration approaches in the US and two other countries. The completed assignment must be 12-15 pages long with a minimum of seven scholarly references using current APA standards.
INTRODUCTIONWhen you think of surveillance, you may picture tw.docxpauline234567
INTRODUCTION
When you think of surveillance, you may picture two police officers camped out in an unmarked car, watching the comings and goings at a suspect’s apartment building. Or you may imagine an investigator trailing a car on the highway or tapping a suspect’s phone to listen in on potentially incriminating conversations. Surveillance is all these activities, but in the 21st century, it is also much more.
Consider video surveillance of local businesses, streets, and highways; cell phone data; and the reams and reams of digital information gathered on everyday activities—from social media and computer use to credit card transactions.
This week, you analyze concerns related to this new era of surveillance, such as privacy and legal requirements.
LEARNING OBJECTIVES
Students will:
Analyze issues related to privacy and surveillance
Describe surveillance
Differentiate between legal and illegal surveillance
Analyze legal requirements for conducting surveillance
PRIVACY VERSUS PUBLIC SAFETY
The average citizen today may feel as though they are constantly being watched and their actions recorded. And perhaps rightly so. After all, social media sites market personalized products based on how you use the Internet, cell phones pinpoint your location, and fitness trackers transmit your health and fitness activities to the cloud. This sense of being “spied on,” however, does not negate the important use of surveillance techniques in solving and preventing crime.
For this Discussion, you analyze how to balance two sometimes opposing sides in surveillance work: the expectation of privacy and the goal of public safety.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
YOU WILL FIND THE READING FOR THIS ASSIGNMENT IN THE ATTACHED READING MATERIALS PLEASE GO THERE AND READ BEFORE TRYING TO COMPLETE THIS ASSIGNMENT SO YOU WILL UNDERSTAND WHAT IS NEEDED TO COMPLETE THE WORK….
Post a response to the following:
When conducting surveillance, explain how to balance an expectation of citizen privacy with legitimate investigative procedure that has public safety as its goal.
Explain whether citizens should differentiate between government intrusion and private companies who use citizens’ online data to surveil their movements and activity.
.
Interviews and Eyewitness Identifications AP PhotoMat.docxpauline234567
Interviews and
Eyewitness
Identifications
AP Photo/Matthew Apgar
OBJECTIVES
After reading this chapter you will be able to:
• Identify the evidence collected
by investigators in the BP
gas station robbery and
discuss its role in the
identification and apprehension
of the perpetrator.
• Discuss the advantages and
disadvantages of using facial
identification software and
forensic sketches to create
composite pictures of
suspects.
• Identify and discuss the
rationale of the recommended
lineup procedures.
• Discuss the research that
has been conducted on the
accuracy of hypnotically elicited
testimony. • Identify the difference between
primary and secondary
witnesses and give an example
of each.
• Discuss the value of eyewitness
identifications in establishing
proof. • Compare and contrast the
cognitive interviewing approach
with standard police interviews.
• Identify and discuss the
methods of eyewitness
identifications.
• Identify the three phases of
human memory and discuss
how factors at each phase
may affect the retrieval of
information from witnesses.
• Discuss the contributions
of cognitive interviewing in
enhancing memory recall.
From the CASE FILE
BP Gas Station Robbery
The introduction to this chapter consists of a police
report (edited for length) of the investigation of an
armed robbery of a British Petroleum (BP) gas station
that occurred on August 22, 2011, in Germantown,
Wisconsin (a suburb of Milwaukee). The report serves
as an example of a criminal investigation case report
and also highlights issues discussed in this chapter,
such as the value of eyewitness identification. Issues
discussed in other chapters, including the important
role of patrol officers in investigations, crime scene
photographs, investigation of robbery and auto theft,
and the value of DNA, are also present in this report.
Incident Report Number: 11-014277,
Report of Officer Toni Olson
On Monday, August 22, 2011, I, Officer Olson, was
assigned to investigate and respond to a robbery, which
had just occurred at the County Line BP, located at 21962
County Line Road. Officers were advised that the c I erk at
the BP gas station had called the non-emergency number
reporting that a younger wh ite male came into the store and
hit him over the head with an unknown object before taking
money out of his cash drawer and leaving in a red SUV or
truck, northbound on Bell Road. A possible registration
of 583RIB was given out for the suspect vehicle. I, along
with Lt. Huesemann, Officer Brian Ball, and Officer Daniel
Moschea of the Germantown Police Department responded.
Upon arriving on scene, officers were advised that witnesses
reported the suspect veh icle leaving the scene of the
robbery northbound on Bell Road into a subdivision. The
witnesses also stated that they had not seen the suspect
vehicle leave the subdivision, which only has two ways to get
in and.
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
INT 220 Business Brief Template Course Project.docxpauline234567
INT 220 Business Brief Template
Course Project
Section One: Drivers for Global Entry
Going global would afford the company many benefits including increased sales and revenues. Japan is a developed market and thus the purchasing power of the consumers is high, which implies that many consumers will be able to purchase our products. Expanding to Japan will enable increased profits that can be reinvested in research and development of new technology and innovation that will create a competitive advantage for both domestic and international market. In addition, entering the foreign market will help the business to tap into new market segment. According to International Data Corporation (IDC), Apple was the largest smartphone brand in 2020 in Japan with a 47.3 percent market share (Sudarshan, 2021). The data shows that Japan would be an ideal market for quality phone cell cases due to high purchase of smartphones. Therefore, the company will benefit from increased sales and profits.
Section Two: Market Profile
Cultural Profile
CategoryUnited StatesJapan
Commonly Spoken Languages
English
Japanese
Commonly Practiced Religions
Christianity
Shinto
Power Distance Index (PDI)
40
54
Individualism Versus Collectivism (IDV)
91
46
Masculinity Versus Femininity (MAS)
95
62
Uncertainty Avoidance Index (UAI)
92
46
Long-Term Orientation Versus Short-Term Normative Orientation (LTO)
88
26
Indulgence Versus Restraint (IVR)
42
68
Political and Economic Profile
CategoryUnited StatesJapan
Political System
Representative democracy
Constitutional monarchy
Current Leaders
Joseph Biden president
Fumio Kishida prime minister
Economic Classification
Developed
Developed
Economic Blocs Impacting Trade
World trade organization
World trade organization
Gross Domestic Product
23 trillion USD
4.9 trillion USD
Purchasing Power Parity
22,996.08
100.412
Gross Domestic Product Per Capita
69,287.54 USD
39,285.16 USD
Human Development Index
Very high 0.921
0.919
Human Poverty Index
$26,246 for a family of four
Poverty headcount ratio at $5.50 a day
In terms of economic development, both countries have developed economy, thus making them ideal for business. Consumers have high purchasing power which means that they are able to purchase new products. US has a higher GPD compared to Japan, however, this can be attributed to the size and population of U.S. compared to that of Japan. Furthermore, both countries are members of World Trade Organization, which means that their trade operations with other nations are regulated and subject to WTO regulations. The culture in Japan is hugely different then the culture in America. Americans are self-motivated while the Japanese culture embraces more of a group mentality and looks for approval from their superiors before making big decision. Both cultures work long hours and take very little breaks. For the most part Japanese culture is more formal in the work place then in the U.S.
Section Three: Market Consideratio.
Instructor Name Point Value 30Student NameCATEGORY .docxpauline234567
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
InstructionsThere are two high-level types of distribution cha.docxpauline234567
Instructions
There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains.
Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company.
Your APA paper should be at least 1,000 words in length.
.
InstructionsNOTE If you have already reviewed this presentation.docxpauline234567
Instructions
NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below.
____________________________________________________________________
If you have not reviewed this presentation in a previous class, please proceed.
Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week!
Presentation Four: The Research Process & Choosing a Topic
Presentation Five: Types of Sources
Presentation Six: Search Strategies & Techniques
Presentation Seven: Evaluating Information
Presentation Eight: Ready to Shine!
When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below:
STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE.
.
InstructionsRead two of your colleagues’ postings from the Di.docxpauline234567
Instructions:
Read two of your colleagues’ postings from the Discussion question.
Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues.
Timia Brown (
She/Her)
In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication.
Scenario 1
Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home.
In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently.
Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The
Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care.
References
Altabbaa G, Kaba A, Beran TN. Moving from structure.
InstructionsRespond to your colleagues. Respond with a comment .docxpauline234567
Instructions:
Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues.
Reynaldo Guerra
As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." (
What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about.
This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else.
Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me.
References
Walden University. (n.d.).
What kind of social change agent are you? Lin.
Instructions
Procurement Outsourcing (PO) Strategies:
PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved.
You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant.
Level of writing: Exemplary
.
InstructionsPart Four of Applied Final Project,Playing with Ge.docxpauline234567
Instructions
Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves:
"Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words)
All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870
Purpose: Act Analysis
In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender:
Section One (minimum 500 words):
1. Describe your act:
2. What did you do?
3. Where did you do it?
4. How did you prepare for it?
5. What responses did you get while performing your act?
6. How did you feel while performing your act?
7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently?
8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) (
PLEASE see attached for document):
Mack et al. (2005). "Module Two: Participant Observation," from
Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from
https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf
Section Two: (minimum 700 words):
(Please see attached for document listing the sources)
Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3
and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society):
· Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research?
· How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
· Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism?
· Was your act an act of activism? That is, could it help to create social change? If so, how?
Please see attached for Project 1, 2 & 3 for information and assistance.
Qualitative
Research
Methods:
A DATA CO L L E.
InstructionsClients come to MFTs because they want to change, .docxpauline234567
Instructions
Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change.
Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4.
For each item, be sure to address the following:
· Record a direct quotation that defines the concept or describes the assumption.
· Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept.
· Provide an original example (not one you read about in the course resources) of the concept or assumption.
· Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept.
Should you have questions or need clarification on any items, please contact your professor to discuss it.
Length: 1-2 pages (completed template). Additional resources/reference page is not required.
Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Upload your document, and then click the
Submit to Dropbox button.
Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT
Background of Systemic Thinking
Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.
INST560, Internet of Things (IoT)UNIVERSITY OF NORTH AMERICA.docxpauline234567
INST560, Internet of Things (IoT)
UNIVERSITY OF NORTH AMERICA
Lecture 3: Fall 2022
Professor Aliakbar Jalali
[email protected]
1
Internet of Things Enabling Technologies
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Overview
Introduction
Evolution of the Technology
Some significant statistics
IoT Technology
Risks of IoT Technologies
Use Cases of IoT Technology!
What are IoT Enabling Technology
Conclusion
References
2
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day.
Technological advances are fueling the growth of IoT.
Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago.
IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come.
3
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation.
The competition will primarily define in the coming decade as how companies take advantage of innovative technology.
However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT).
4
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing.
We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things.
Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more.
5
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Technology is changing the world!
Technology is changing the world.
It is changing the way we communicate, shop, learn, travel, play and of course the way we work.
http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/
6
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
6
Introduction: Technology is changing the world!
7
Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia.
High Speed Internet!
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Social Media is Changing societies!
8
Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.
Insert Prename, Surname of all studentsWinter Term 202223Theo.docxpauline234567
Insert Prename, Surname of all students
Winter Term 2022/23
Theory Factsheet: Insert name of theory
Level of analysis
Insert levels of analysis, e.g., organisation, individual, social
Dependent construct(s)
Please insert the dependent construct(s) of the theory
Independent construct(s)
Please insert the independent construct(s) of the theory
Short description of the theory
Please describe the theory in full sentences.
Cause-Effect Model
Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available).
Applications of the theory
Please describe for which purposes / in which fields the theory has been applied.
Which relevance does the theory have for digitalization in organizations?
Criticism
Describe alternative views, potential critique, and open discussion on the theory.
References
Insert sources and references used in this factsheet in APA 7th style.
Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it.
1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.)
2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc)
Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc)
3. REFERENCES (could be ppt, movie, article, web, book)
The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required
https://owl.english.purdue.edu/owl/section/2/10/.
Reading listWinter semester 2022/23
Version 24.09.2022
Reading
Package
No.
Theories Papers
Information Systems Foundational Theories
Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398-
427.
Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2),
143-169.
Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85.
Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization
Studies 18 (1): 93-118.
Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on
organizations learn from each other? MIS Quarterly, 25(2), 145.
Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.
Informative SpeechCourse COM103 Public SpeakingCriteria.docxpauline234567
Informative Speech
Course: COM103 Public Speaking
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Introduction / 10
Material / 8
Transitions / 10
10 points
Introduction
contained a
strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
7 points
Introduction
contained 3 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
4 points
Introduction
contained 2 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
0 points
Introduction
contained 1 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
8 points
Material was
clear AND
well organized
5.6 points
Material was
either clear
OR well
organized
3.2 points
NA
0 points
Material was
neither clear
and well
organized
10 points
Transitions
were clear and
used after the
intro, between
each main idea
and before the
conclusion
7 points
Transitions
were clear, but
were not used
in all areas:
after the intro,
between each
main idea and
before the
conclusion
4 points
Transitions
used after the
intro, between
each main idea
and before the
conclusion,
but were not
effective
0 points
Transitions
were not used.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
1 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Conclusion / 8
Time limit / 8
Preparation
outline
uploaded
/ 8
8 points
The
conclusion
contained a
strong closing
AND the
speaker
signaled the
end of the
speech
5.6 points
The
conclusion
contained a
strong closing
OR the
speaker
signaled the
end of the
speech
3.2 points
The speaker
needs
improvement
signalling the
end of the
speech and a
stronger
closing.
0 points
The
conclusion
neither
contained a
strong closing
and the
speaker did
not signal the
end of the
speech
8 points
The length of
the speech
was between
5 and 6
minutes
5.6 points
NA
3.2 points
The length of
the speech
was shorter
than 5 minutes
or longer than
6 minutes
0 points
NA
8 points
The
preparation
outline was
uploaded with
the speech
5.6 points
The
preparation
outline was
uploaded after
delivering the
speech
3.2 points
The
preparation
outline was
not in a
preparation
outline format
0 points
The
preparation
outline was
not uploaded.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
2 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Eye Contact / 10
Delivery / 10
Non verbals / 10
Overall
preparation
/ 8
10 points
The speaker
had strong eye
contac.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Mini Case112018Chapter 2 Mini CaseSituationJenny Cochran, a grad.docx
1. Mini Case11/20/18Chapter 2 Mini CaseSituationJenny Cochran,
a graduate of The University of Tennessee with 4 years of
experience as an equities analyst, was recently brought in as
assistant to the chairman of the board of Computron Industries,
a manufacturer of computer components.
During the previous year, Computron had doubled its plant
capacity, opened new sales offices outside its home territory,
and launched an expensive advertising campaign. Cochran was
assigned to evaluate the impact of the changes. She began by
gathering financial statements and other data.Computron's
Balance Sheets (Millions of Dollars)20182019AssetsCash and
equivalents$ 60$ 50Short-term investments10010Accounts
receivable400520Inventories620820Total current assets$
1,180$ 1,400Gross fixed assets$ 3,900$ 4,820Less:
Accumulated depreciation1,0001,320Net fixed assets$ 2,900$
3,500Total assets$ 4,080$ 4,900Liabilities and
equityAccounts payable$ 300$ 400Notes
payable50250Accruals200240Total current liabilities$ 550$
890Long-term bonds8001,100Total liabilities$ 1,350$
1,990Common stock1,0001,000Retained
earnings1,7301,910Total equity$ 2,730$ 2,910Total
liabilities and equity$ 4,080$ 4,900Computron's Income
Statement (Millions of Dollars)20182019Net sales$ 5,500$
6,000Cost of goods sold (Excluding depr. &
amort.)4,3004,800Depreciation and amortizationa290320Other
operating expenses350420Total operating costs$ 4,940$
5,540Earnings before interest and taxes (EBIT)$ 560$
460Less interest 68108Pre-tax earnings$ 492$ 352Taxes
(25%)12388Net Income $ 369$ 264Notes:a Computron has no
amortization charges.Other Data20182019Stock
price$50.00$30.00Shares outstanding (millions)100100Common
dividends (millions)$90$84Tax rate25%25%Weighted average
cost of capital (WACC)10.00%10.00%Computron's Statement of
2. Cash Flows (Millions of Dollars)
Bart Kreps: The statement of cash flows provides information
about cash inflows and outflows during an accounting period.
2019Operating Activities Net Income before
preferred dividends$ 264Noncash adjustments Depreciation
and amortization320Due to changes in working capital Change
in accounts receivable(120) Change in inventories(200)
Change in accounts payable100 Change in accruals40Net cash
provided by operating activities$ 404Investing activities
Cash used to acquire fixed assets$ (920)
Bart Kreps: Make sure to add back annual Depreciation to Net
PP&E.
Bart Kreps: The statement of cash flows provides information
about cash inflows and outflows during an accounting period.
Change in short-term investments90Net cash
provided by investing activities$ (830)Financing Activities
Change in notes payable$ 200 Change in long-term debt300
Payment of cash dividends(84)Net cash provided by financing
activities$ 416Net change in cash and equivalents$ (10)Cash
and securities at beginning of the year60Cash and securities at
end of the year$ 50a. (1.) What effect did the expansion have
on sales and net income? (2 pts)a. (2.) What effect did the
expansion have on the asset side of the balance sheet? (2 pts)b.
What do you conclude from the statement of cash flows? (2
pts)c. What is free cash flow? Why is it important? What are
the five uses of FCF? (2 pts)d. What is Computron’s net
operating profit after taxes (NOPAT)? What are operating
3. current assets? What are operating current liabilities? How
much net operating working capital and total net operating
capital does Computron have? (7 pts)Net Operating Profit After
TaxesNOPAT is the amount of profit Computron would generate
if it had no debt and held no financial assets.2019NOPAT =
EBITx( 1 - T )= x= 2018NOPAT = EBITx( 1 - T )= x= Net
Operating Working CapitalThose current assets used in
operations are called operating current assets, and the current
liabilities that result from operations are called operating
current liabilities. Net operating working capital is equal to
operating current assets minus operating current
liabilities.2019NOWC = Operating current assets−Operating
current liabilities= −= 2018NOWC = Operating current
assets−Operating current liabilities= −= Total Net Operating
Capital (TNOC)TNOC = NOWC + net operating long-term
assets2019TNOC = NOWC+Fixed assets= += 2018TNOC =
NOWC+Fixed assets= += e. What is Computron’s free cash
flow (FCF)? What are Computron’s “net uses” of its FCF?
(4pts)Free Cash FlowComputron's Free Cash Flow calculation is
the cash flow actually availabe for distribution to investors after
the company has made all necessary investments in fixed assets
and working capital to sustain ongoing operations.2019FCF
=NOPAT−Net Investment in Operating Capital= −= Uses of
FCF2019After-tax interest payment =Reduction (increase) in
debt =Payment of dividends =Repurchase (Issue) stock
=Purchase (Sale) of short-term investments =Total uses of FCF
=f. Calculate Computron’s return on invested capital (ROIC).
Computron has a 10% cost of capital (WACC). What caused the
decline in the ROIC? Was it due to operating profitability or
capital utilization? Do you think Computron’s growth added
value? (6pts)Return on Invested CapitalThe Return on Invested
Capital tells us the amount of NOPAT per dollar of operating
capital.2019ROIC =NOPAT÷Operating Capital= = 2018ROIC
=NOPAT÷Operating Capital= = Operating ProfitabilityThe
operating profitability (OP) ratio shows how many dollars of
operating profit are generated by each dollar of sales.2019OP
4. =NOPAT÷Sales= = 2018OP =NOPAT÷Sales= = Capital
UtilizationThe capital utilization (CR) ratio shows how many
dollars of operating assets are needed to generated a dollar of
sales.2019CR =Total Op. Cap.÷Sales= = 2018CR =Total Op.
Cap.÷Sales= = Operating profitability declined and the capital
utlization worsened, each contributing to the big decrease in
ROIC.g. What is Computron's EVA? The cost of capital was
10% in both years. (4pts)Economic Value AddedEconomic
Value Added represents Computron's residual income that
remains after the cost of all capital, including equity capital,
has been deducted.2019EVA =NOPAT−Operating Capital
xWACC= −x= 2018EVA =NOPAT−Operating Capital
xWACC= −x= h. What happened to Computron's market value
added (MVA)? (2pts)Year-end common stock
price$50.00$30.00Year-end shares outstanding (in
millions)100100Market Value AddedAssume that the market
value of debt is equal to the book value of debt. In this case,
Market Value Added (MVA) is the difference between the
market value of Computron's stock and the amount of equity
capital supplied by shareholders.2019MVA =Stock pricex# of
shares-Total common equity= x-= 2018MVA =Stock pricex# of
shares-Total common equity= x-= i. Assume that a corporation
has $87 million of taxable income from operations. It also
received interest income of $8 million and dividend income of
$10 million. The federal tax rate is 21% and the dividend
exclusion rate is 50%. What is the company's federal tax
liability? (2pts)Operating income =$87millionInterest income
received =$8millionDividend income received
=$10millionFederal tax rate =21%Dividend exclusion rate
=50%Taxable dividends=millionTaxable income
=millionFederal corporate tax liability =millionj. Assume that
you are in the 25% marginal tax bracket and that you have
$20,000 to invest. You have narrowed your investment choices
down to municipal bonds yielding 7% or equally risky corporate
bonds with a yield of 10%. Which one should you choose and
why? At what marginal tax rate would you be indifferent? (4
5. pts)Taxable vs. Tax Exempt bondsAmount to
invest$20,000Corporate interest rate10%Municipal interest
rate7%Tax Rate25.0%After-tax interestCorporate = Pre-tax
interest - tax on interest=Muni =Pre-tax interest=There is no
tax on the muniTax rate at which you would be indifferentAfter-
tax yield on muni versus corp bondMuni Yield =Corp Yield *(1-
Tax rate)Solve for TTax rate =1 - (Muni yield / Corp yield)Tax
Rate =
What You Need to Know
Readings
Use your
Career Development and Counseling: Theory and
Practice in a Multicultural Worldtext to read about career
development intervention programs:
· Chapter 14, "Adult Career Development." pages 351–372.
Multimedia
View this video on chaos theory of careers (start at minute 3:10)
to understand how it can be applied to adult clients:
· GradLeaders. (2019, July 29).
Chaos theory of careers [Video] |
Transcript. YouTube.
https://www.youtube.com/watch?v=iGorz_vSmUk
Riverbend City Counseling Center
Learn more about the challenges faced by the clients at
Riverbend City Counseling Center (RCCC) by reviewing the
"Week 6 - Adult Issues" tab.
·
Riverbend City: Career Counseling.
6. 1
Career Development Program Plan
Your Name
Capella University
COUN 5279: Life Planning and Career Development
Instructor’s Name
Due Date (Month, Date, Year)
Abstract
Here you are to summarize the contents of this paper. This
summary should be one short paragraph that includes the
purpose of this assignment, and the list of this assignment's
components in narrative (not list) form.
7. Career Development Program Plan
Start writing your introduction here (1 paragraph). An effective
introduction prepares the reader by identifying the purpose of
the paper and providing the organization of the paper. Please
8. double-space and remember to indent all paragraphs throughout
your paper (not block form). Aim to keep your writing objective
using third person. Unless required for the specific assignment,
please do not include a table of contents, as it is not APA style.
Review paper guidelines on page requirements and the number
of sources required. Unless citing a classic work, aim to cite
research articles and texts published within the past five years.
Please use the following headings throughout your paper that
are consistent with the paper’s scoring guide (that way you
ensure you are adequately addressing all required areas.).
Diverse Population
Define the diverse population. Provide a detailed understanding
of the general issues and how they vary from the majority
population (e.g., characteristics of this particular population,
the number/ percentage of people estimated in this population,
overall strengths and challenges with life,
age/ethnic/gender/regional/educational/SES makeup if
applicable)
Describe the population’s needs related to career development
that may differ from the majority population (e.g., financial,
education, training, skills, availability), prevalence of the issues
within the population, and scope (e.g., #s, %, etc.).
Utilize scholarly literature to support your response. Review the
evaluation categories in the scoring guide should you wish to
address the “distinguished” category for all sections of your
paper.
Career Development Program Planning
(This section does not need to be in paragraph form. Use the
following headings to organize this section.)
Career Development Program Name
(Example: C-YA Program: Career Transitions for Young
Adults with Intellectual Disabilities)
Program Goal
One sentence, overarching mission of the program
(Example: Improve the career transition from high school to
adult life for young adults with intellectual disabilities.
9. Objectives
1. Include three measurable objectives that meet the needs of
your population that you identified in the preceding
section.
2. (
Example: By the end of year one, 20 young adults in the
C-YA program will complete an internship experience with a
local employer.)
3. If you do not feel confident writing measurable objectives,
please search for resources on the Internet.
Program Delivery
Address how the program will be delivered. This section can
include the format (face-to-face, online, etc.), modality
(individual, small group, classroom, cohort, etc.), how many
sessions will you hold and how will they be scheduled?
(Example: The C-YA program will be delivered in a face-to-
face, cohort model. A certified counselor and graduate student
will co-lead a small group of approximately 8-10 young adults.
The small group will meet approximately twice a week for one
hour for 12 months. The C-YA program also requires an
internship that participants will begin in month 6. The
participant will also receive weekly on-site job coaching from
their counselor or graduate student from months 6-12.)
Personnel Needs
Describe basic staffing needs.
Budget Needs
Provide a basic budget. I do not expect this to be accurate.
You are counselors-in-training, not accountants or human
resource managers!
Program Promotion
Provide a brief description of how you will recruit individuals
to participate in your career development program.
(Example: The Director of Special Education in nearby school
districts will disseminate information about the C-YA program
to the special education staff at local high schools.
Additionally, the C-YA staff will hold a number of
10. informational sessions for school staff and parents at local
high schools.)
Career Development Program Implementation
(Use a chart to organize this section. The example below is
abbreviated. Make sure the number of sessions you mention in
your program delivery in the preceding paragraph are included.
Based on current research, it is recommended that you include
at least 8 sessions. Ensure that your counseling activities and
strategies are aligned to the program objectives.)
Session Number
Topic
Counseling Activity or Strategy
1
Who Am I?
Personal Awareness
Participants will share their “About Me” poster that was
developed in collaboration with their person-centered planning
team members before the small group started.
2
What are my Strengths?
Personal Awareness
Group interpretation of Assessment Scale for Positive Character
Traits - Developmental Disabilities (ASPeCT-DD; Woodard,
2009)
*Note this is an abbreviated table. Include the number of
sessions you listed in your program delivery.
Career Development Program Evaluation
(In this section, describe how you will assess the effectiveness
of your career development program.)
Process-oriented Data
Identify an objective assessment that is related to your program
objectives. Process-oriented data is collected directly from
participants regarding knowledge gained or attitudes or beliefs
held. This information is usually discovered through the use of
surveys and evaluations in pretest/posttest format. (School
11. counseling learners: ASCA refers to this type of data as
perception data.)
(
Example:Objective 2:By the end of year one, 20 young
adults in the C-YA program will complete an internship
experience with a local employer. Internship completion in the
C-YA program is dependent on the participant maintaining a
70% on their monthly Employability Skills Checklist when
evaluated by their supervisor and job coach during months 6-
12.)
Outcome Data
Identify how you will measure results on a larger, long-term
scale. Outcome data is related to your program goals.
(
Example: In order to assess the program goal (Improve
the career transition from high school to adult life for young
adults with intellectual disabilities), the program will conduct
bi-yearly employment checks on former participants for up to 5
years after program completion. Long-term success will be
measured by a career attainment rate of 65% for C-YA alumni.)
Conclusion
Please provide a conclusion that summarizes the main ideas of
your paper. When you finish writing your paper, re-read it to
check for errors and make sure your ideas flow well. A helpful
tip is to read your paper aloud to yourself. If it does not sound
right to your ear, it is not working on paper! Please submit your
papers to SafeAssign (linked in the course) to check for
plagiarism. Also, remember as a Capella learner you have free
access through Campus to personal tutoring services with
Smarthinking.com.
References
Begin your references on a separate page with the heading
above. For this paper, you are to have a minimum of at least
three references including your text.
12. You must have a reference for each source cited in your paper.
Do
not list a reference that was not cited in your paper.
Consult your APA manual for proper examples on citing and
referencing APA style. The Capella University Writing Center
also has helpful tutorials.
351
14
ADULT CAREER
DEVELOPMENT
Jane Goodman
Traditionally career development was seen as a process in
which young people devel-
oped the maturity, knowledge, and understanding to make a
career choice—note the
singular word, choice. Today, however, we recognize that career
choices take place over the
course of a lifetime, and therefore development is a continuous
process. Helping adults
with their career development draws on theories and practices
used with young people
but adds elements particular to adults, draws on their life
experiences, and employs the
understanding that this is an ongoing, not one-time, process. In
this chapter, we will
summarize career theories as they relate to adult career
development, discuss theories that
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352 Career Development and Counseling
• recognize issues related to the stress of losing employment;
and
• be able to describe a variety of retirement scenarios so as to
help adults plan for
and carry out the one(s) best suited to them.
TYPICAL ADULT DEVELOPMENT NEEDS
The more we learn about brain development, the more we learn
that the brain remains
plastic well into adulthood and even into old age. That means
that adults learn, change,
and, yes, develop throughout life. The idea of career maturity as
a fixed destination does
not jibe with these new understandings. Rather, career maturity
needs to be defined as
the ability to respond to the changing needs of the workplace,
changing internal needs,
and the changes necessitated by relationships with others.
Theories of career development
and career counseling are elucidated extensively elsewhere in
this volume. Here we wish
only to focus on how these need to be adapted to the needs of
adults.
16. Erik Erikson (1950) was one of the first prominent theorists to
discuss develop-
ment beyond early adulthood. His tasks include occupational
identity, generativity,
productivity, and after age 60, integrity (vs. despair). Super
(1980), Havighurst (1972),
Levinson (1986), and others also discussed stages and
developmental tasks of adult-
hood. All of these classical theorists, however, considered
adulthood a time of consol-
idating and maintaining. The postmodern world, however, does
not usually allow for
adulthood to be static in that way. That is either exciting or
challenging, depending on
one’s point of view—and for most it is probably sometimes one,
sometimes the other,
sometimes both.
JOB LOSS
Often the reason that adults are seeking career assistance is
because they have lost their jobs.
Organizations downsize, relocate, change focus, and retool in
response to changing market
needs, a changing economy, or changing demographics. Adults
who have been performing
successfully may still find themselves out of work as a result of
these societal changes. Adults
who have not kept up with technology, or who for other reasons
have been not performing
adequately, are even more likely to lose their positions. The
experience of job loss can be
profound. Responses have been described as resembling the
stages of grief (Kubler-Ross,
1969) and can be troubling to both the adult experiencing them
and to those around them.
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Chapter 14 ■ Adult Career Development 353
counselors need to both recognize and allow that, along with
providing a helping hand
for the climb out.
ADAPTABILITY
As he got older, Super modified his career development phases
to see later adulthood as a
time for flexibility rather than decline. Goodman (1994)
discussed Super’s (1980) coining
of the term “career adaptability” to describe the
inappropriateness of using the construct
career maturity for adults as they needed to respond to changing
internal and external
conditions. Super and Knasel (1981) pointed out that a critical
difference between youth
and adults is that adults are engaged in work whereas youth’s
awareness is largely antici-
patory. Hall (1986) made the case that mastery of adaptability
led to adults seeing them-
selves as active participants rather than passive victims of
circumstances. Strategies for
developing adaptability have been suggested by Gelatt (1991,
2014, 2015) and Mitchell,
20. Levin, and Krumboltz (1999), among others.
HB Gelatt’s Positive Uncertainty
Originally proposed in 1991, the theory of positive uncertainty
has found resonance
with adults, who, in my personal experience, feel that it
describes their lives and the
struggle to make decisions in the face of a world where the pace
of change is accelerating.
Briefly, the theory says that one must decide and be prepared to
change. Waiting for cer-
tainty will lead to paralysis; sticking with a decision in the face
of change may lead to a
loss of adaptability. Gelatt (2015, March 15) has added to and
updated his theory through
a series of blogs. He restated his strategies for adaptability as
Top Ten Tactics:
Do different.
• Do different things and do things differently.
• Get off your paradigm—get out of your box, rut.
• See the big picture.
• Use a telescope—take the long view.
• Use a wide-angle lens—look for the larger implications.
Act like a child.
• Do something foolish, spontaneous, child-like.
• Put your imagination in high gear—and soar.
23. • Try rose-colored glasses—try the six thinking hats.
• Change your viewpoint—get a second and third opinion.
Look at past performances.
• Review and revise the past—consider it a set of raw materials.
• Write your future history—think backward.
Rewrite the rules.
• Slay some sacred cows—invent new rules of thumb.
• Eliminate obsolete standard operating procedures.
Seek serendipity.
• Look for surprises—expect the unexpected.
• Listen for the knock of opportunity—then answer.
Stick your neck out.
• Do something risky—play the giraffe.
• Try to fail at something—if you keep succeeding, move the
target.
Dream some impossible dreams.
• Dream precisely—stop dreaming vaguely.
• Imagine your ideal future—and ask how.
Gelatt (2014) also suggested that change happens to you and
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Chapter 14 ■ Adult Career Development 355
Counselors who are working with adults around career issues
can use Gelatt’s ideas to
help their clients be among those who “make it happen.” They
can help clients develop
a sense of agency about their career plans, help them be active
on their own behalf, and
help them not only develop a vision of their preferred future but
also acquire the tools to
make that vision a reality. Those tools include decision-making
strategies and implemen-
tation strategies. Implementation strategies may include
networking; filling out applica-
tions; designing resumes for online submission as well as
printed versions; identifying job
openings; and preparing for telephone, Skype type, or in-person
interviews; and follow-up
strategies. These practical components have sometimes been
seen as outside the realm of
career counseling, but it is not enough to know where you are
going, it is important to
know how to get there.
Planned Happenstance
27. Mitchell et al. (1999) described adult career life as a series of
events, some planned and
some unplanned. They believed that adults who took advantage
of the unplanned events
were the ones who prospered. Their theory of planned
happenstance described how indi-
viduals capitalized on chance events to create new
opportunities. The inventions of such
diverse products as Wite-Out, Velcro, and Penicillin are
described rather as discoveries,
deriving from making connections and chance observations. The
happenstance part of
the equation is clear. But what of the planned part? People
frequently describe career
opportunities as having been “in the right place at the right
time.” But few of us are as
lucky as Cinderella, who could just wait for her prince to come.
The rest need to live by
being in many places, in hopes one of them will be the “right
place.” Mitchell et al. (1999)
suggest five approaches to using chance events to improve the
chances of career success:
1. Curiosity: exploring new learning opportunities
2. Persistence: exerting effort despite setbacks
3. Flexibility: changing attitudes and circumstances
4. Optimism: viewing new opportunities as possible and
attainable
5. Risk Taking: taking action in the face of uncertain outcomes
(p. 118)
28. Adult career planning, then, needs to add using and creating
chance events to its
repertoire of skills. Redefining indecision as open-mindedness
has become another hall-
mark of this theory (Krumboltz, 1992). This use of classic
reframing encourages adult
career changers to embrace their uncertainty. Rather than
thinking they are inadequate
decision makers, they can see themselves as open to
opportunity, learning, and growth.
Changing perspective in this way is particularly useful for
adults whose first career deci-
sion(s) may have been made more restrictively, by narrow
information or following soci-
etal or parental restraints.
Ebberwein, Krieshok, Ulven, and Prosser (2004) also examined
the qualities needed
by adults for successful career adaptability. Using qualitative
methods, they conducted
extensive interviews with 18 people who were in career
transition, nine women and
nine men. They summarized the results of their research into
three themes: adaptive
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responses, contextual challenges, and insights into the
transition. Some of the adap-
tive responses included: approaching “job loss with a sense of
urgency,” picturing “the
details of [the] next career move—even when no transition is in
sight,” getting “ready to
make changes when career transitions seem imminent,” treating
“decisions about stop-
gap employment cautiously,” and setting “realistic goals and
outlin[ing] steps to achieve
them” (pp. 297-301).
Contextual challenges were described as follows: “Financial
resources, or the lack
of them, strongly influence how one copes with job transition.”
This was found to be
the most important contextual factor. “Family life significantly
interacts with work
life.” “An employer can have a significant impact on the
experience of the transi-
31. tion (beyond getting it started, of course)” (pp. 301-303).
Finally, insights into the
Latisha Forbes had been a librarian for the
whole of her working life. Now 55, she had stud-
ied library science directly after completing her
undergraduate degree. Her parents, as well as
she, herself, had seen library work as appro-
priate for a woman. She also felt that she would
be able to combine this work with her hoped-for
roles as wife and mother, and indeed that plan
panned out. She was able to have part-time work
when her children were young and only returned
to full-time employment when the youngest
entered high school.
Suddenly, it seemed to her, things had
changed. The university library where she
worked had embraced technology enthusiasti-
cally, and although she had learned enough to
manage her responsibilities, she found she no
longer enjoyed what she did. Her youngest child
would finish college in a year, she and her hus-
band planned on working another 12 to 15 years
before retirement, and she felt that was too long
to stay in a job where she no longer looked for-
ward to going to work. Latisha decided to see a
career counselor to help in making a decision as
to what to do next.
Her counselor had recently been to a work-
shop about planned happenstance, positive
uncertainty, and open-mindedness, and thought
these would provide a good framework for
Latisha, whose original choices had been con-
32. strained by perceived necessity, her parents and
advisors, and her own beliefs about appropri-
ate roles for women. After developing rapport
and learning a bit about Latisha’s situation, the
counselor began by explaining to Latisha the
above-mentioned theories. Latisha understood
the ideas but was uncomfortable with not being
able to be certain about her choices. She wanted
to know for sure that she was making a good
decision. Dealing with her discomfort with ambi-
guity became a subtext of their sessions together
as Latisha explored, for the first time in many
ways, her interests, values, temperament, skills,
and hopes for the future.
Discussion Questions
1. What assessment tools might you use to
help Latisha explore her career options?
2. How would you prepare Latisha for the
ageism she might encounter if she decides
to search for another job?
3. How would you help Latisha examine
her transferable skills from her previous
experience?
CASE ILLUSTRATION 14.1
THE CASE OF LATISHA FORBES
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transition were summarized thusly: “Needs and responsibilities
sometimes conflict
with the ideal occupation. . . . Adults in transition want
counselors who attend to the
big picture. . . . Personal transitions are rooted in significant
changes in the world of
work itself ” (pp. 303-304).
The conclusions drawn by Ebberwein et al. (2004) are that
planfulness pays off, even
when there is not an obvious need in sight, and that the context
can influence success in
navigating a transition, for good or ill. We are reminded of the
dental model (Goodman
35. 1992). This model is predicated on the idea of the periodic
career checkup, even when
things are going well. It also suggests ongoing career
maintenance where updating one’s
resume and nourishing a career network are the equivalent of
flossing and brushing.
Postmodern society has made it unusual for a person to choose a
career and stay in it for
the rest of one’s working life. Adults need to understand this
reality, which may be differ-
ent from what they expected when they were younger. Engaging
in continuing education,
networking, and staying abreast of developments in one’s career
area and related career
areas are all part of this ongoing career maintenance. Career
management programs pro-
vided by some organizations often emphasize these skills. But
most individuals do not
have these kinds of programs; they need to be self-directed in
keeping current with trends
in the employment market as well as keeping their own
employability active.
Managing Transitions
Schlossberg (Anderson, Goodman, & Schlossberg, 2012)
developed her transition
theory out of recognition, backed by research, that it was the
transitions in people’s
lives that were more salient than their age or stage of life. Thus,
an individual looking
for a first job faced many of the same challenges and emotional
experiences whether
they were 20 or 60. Similarly an individual losing a job
experienced many of the same
thoughts and feelings whether a young married person or a
36. worker close to retirement.
She considered nonevents also to belong to the category of
transitions. Thus, not
getting a promotion or not getting into graduate school can be
treated as transitions,
because they require a redefinition of roles, hopes, and dreams.
Counselors can use
transition theory as an assessment process. Identifying where
clients are managing
their transitions well and where they need assistance can form
the basis of a counsel-
ing plan of action.
Schlossberg found that there were four components, all
beginning with an S, to con-
sider when assessing someone’s experience during a transition.
These were the character-
istics of the individual’s situation, the psychological self of the
individual, the support
obtainable, and the strategies available to be employed. In
assessing the situation, one
needs to look at the trigger, timing, source of the transition,
who is in control, what role
change happens as a result, and what the person’s previous
experience with a similar
transition is. In considering the self, the areas to look at are the
individual’s personal
characteristics—for example, mental health or ego strength—
and their psychological
resources—that is, the balance of assets and liabilities that
support or hinder their psy-
chological well-being. Furthermore, when assessing the self in
relation to adult career
issues, it is important to consider the salience of work in
individuals’ lives; the balance
among work, family, and community life; and individuals’
39. overall self-esteem; it can be
external, that is; received from other people; or it can be
provided by institutions, mem-
ories, or faith or spirituality. People can provide
encouragement, information, referrals,
practical help, and love and intimacy. Institutions can provide
practical help, also, such
as unemployment insurance, resume assistance, or job leads.
One’s spirituality or faith
can provide a sense of comfort, belonging, and hope. From the
foregoing it is clear that
having adequate support is an essential component of successful
weathering of a work-
related transitions.
Finally, strategies form the fourth leg of Schlossberg’s
transition theory. Strategies can
consist of changing the situation, for example, finding a job;
changing the meaning of a
situation, for example, not getting the promotion allows me to
spend time with my fam-
ily; and/or managing the stress of the transition. Assessing
which strategies are already in
the arsenal of the individual and which need to be added can be
a critical component of
the career counseling process. For those without good stress
management skills, teaching
these is also a useful part of successful service.
LEARNING ACTIVITY 14.1
1. List all the work and career transitions you
can think of. Consider events and nonevents.
For example, losing one’s job, not getting
into graduate school, or having one’s spouse
accept a transfer in a different city. Try to have
40. at least 15 examples.
2. Consider what counseling interventions
might be helpful for each transition, for
example, grief counseling for the job loser or
dual-career counseling for the spouse of the
transferee.
3. How would the Schlossberg 4S help you to
conceptualize these situations?
Juan Baez is a 48-year-old man who has just lost
the only job he has ever had. Juan was hired by a
small manufacturing company, Tools, Inc., when
he was 19, just out of high school. He worked his
way up to being a shift manager and was making
a good living at this trade. When Tools, Inc. went
bankrupt, Juan was unprepared and had no Plan B.
He began collecting unemployment compensation
and was able to live on that and his wife’s earnings
along with some savings during the time the unem-
ployment compensation lasted. When that ran out,
he was in a near panic, as he had no idea what to
do next. Juan was used to being independent and
in charge of his life. He had worked his whole life
and always felt confident in his ability to support
himself and his family. His wife’s income helped to
CASE ILLUSTRATION 14.2
JUAN BAEZ
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and practice in a multicultural world. SAGE Publications,
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Guidelines for Individuals’ Career Mastery
A search of national career development guidelines leads to the
National Career
Development Association website (https://ncda.org). There the
guidelines are listed by
topic but are not specifically delineated between youth and
adults. This is perhaps rec-
ognition that all skills can be required and or mastered at
different ages, but it implies
less focus on adults than did the original guidelines, which
specifically included an adult
43. component.
The guidelines include three domains:
1. Personal social
2. Educational achievement and lifelong learning
3. Career management
Each domain includes goals, and each goal follows the structure
of Bloom’s taxonomy
(Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956), comprising
knowledge acquisition,
application, and reflection competencies. Knowledge
acquisition is defined as, “They can
recall, recognize, describe, identify, clarify, discuss, explain,
summarize, query, investi-
gate and compile new information about the knowledge.”
Application is defined as fol-
lows: “Youth and adults at the application stage apply acquired
knowledge to situations
and to self. They seek out ways to use the knowledge. For
example, they can demonstrate,
buy luxuries, but he never felt they depended on it
for living expenses. He is a proud man and finds
asking for help to be very difficult.
Juan and his wife have one daughter. She has
just finished college and is working in her first job
as a teacher. She is living at home while she and her
fiancé save money for a down payment on a house.
She and Juan are close, and he says he will miss
her when she gets married next year. Juan has a
brother, who lives 1,000 miles away near his par-
44. ents, who are elderly and need a lot of help, finan-
cial and instrumental. Juan feels bad that he has
not helped much financially since he lost his job.
During his first months of unemployment,
Juan stayed active in his softball league and
with The Elks, where he was the coordinator of
monthly luncheon programs. After a while, he
let both of these go, telling the counselor he was
embarrassed that he couldn't afford to be a part
of the activities. His only other leisure activities
were solitary ones, gardening and taking care
of their house. Juan went to the unemployment
office, and they referred him to a job-counseling
center, where he met with a job counselor. She
used the Schlossberg 4S model to assess Juan’s
assets and liabilities. Juan said that he felt he had
no idea what to do next. Seeing a counselor was
a big step for him, as he thought that made him
seem weak, but he was desperate. He had no idea
how to look for work and even less of an idea of
what work he should be looking for. In thinking
about Super’s developmental levels, his coun-
selor thought Juan, despite being an adult, was at
the exploration stage.
Discussion Questions
1. What else does the counselor need to know
to use the 4S model as an assessment tool?
2. What other information would be useful as
she prepares to help Juan?
3. What personal issues do you see
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employ, perform, illustrate and solve problems related to the
knowledge.” Reflection is
described thus, “Youth and adults at the reflection stage
analyze, synthesize, judge, assess
and evaluate knowledge in accord with their own goals, values
and beliefs. They decide
whether or not to integrate the acquired knowledge into their
47. ongoing response to situa-
tions and adjust their behavior accordingly.”
For example, under the personal social domain an overall goal
is to develop under-
standing of self to build and maintain a positive self-concept.
Within that goal are
knowledge—to “identify your abilities, strengths, skills and
talents”; application—to
“demonstrate use of your abilities, strengths, skills and talents”;
and reflection—to
“assess the impact of your abilities, strengths, skills, and talents
on your career
development.” Another goal under the personal social domain is
to develop posi-
tive interpersonal skills including respect for diversity. The
competencies subsumed
under that goal are knowledge—to “recognize that the ability to
interact positively
with diverse groups of people is often essential to maintain
employment”; appli-
cation—to “explain how the ability to interact positively with
diverse groups of
peoples is often essential to maintain employment”; and
reflection—to “analyze the
impact of your ability to interact positively with diverse groups
of people on your
employment.”
The domain of educational achievement and lifelong learning
includes the goal of
attaining a level of educational achievement that is needed to
reach one’s goals as well
as participating in lifelong learning to function effectively in a
diverse and chang-
ing economy. And the career management domain includes
48. creating and managing a
career plan as well as the skill of using accurate, current, and
unbiased information for
career planning.
MULTICULTURAL ISSUES
Effective career counseling requires one to be knowledgeable
about one’s own culture
as well as about the cultures of those different from oneself.
When working with adults,
these cultural differences are both greater than and less than the
differences when
working with young people. The term multicultural is often used
to describe race and
ethnicity, but it can be seen to be much broader. Adults
typically identify with several
different groups. These may involve race and ethnicity, but they
also include gender;
age; religious beliefs (or lack thereof); level of education;
urban, suburban, or rural;
family structure; and others that are determined individually.
With greater age comes
more opportunities to establish multicultural identities. The
United States, for one,
has been described as a land of groups. Consider, for example,
people who bowl, or
scrapbook, or play golf, or own a certain breed of dog. All of
these differences, whether
central to identity or relatively trivial, affect an adult’s
worldview, approach to work,
leisure, civic engagement, or family life. Career counselors
working with adults need
not only to understand their own cultural identities but also to
have a heightened
awareness of their clients’ cultural identities in order to ensure
that they are not inter-
51. circumstances” (Rossier, 2015, p. 334). He stated that
adaptability comprises four
resources:
1. The ability to look ahead and be aware of one’s own future
(concern)
2. The ability to control one’s career and life trajectories
(control)
3. The ability to explore a variety of situations and roles
(curiosity)
4. The self-confidence of one’s ability of reaching his or her
aspirations (confidence)
The life design framework, discussed in the approaches section
that follows, is one
way of facilitating individuals’ adaptability (Savickas, 2012).
Income level and social
class are often ignored when diversity discussions are on the
table. There has been a
persistent myth that the United States is a classless society, but
the disparity in income
and restriction of the opportunity structure make it clear that
this is not true. In 2013,
77% of adults from families in the top income quartile earned at
least bachelor’s degrees
by the time they turned 24, up from 40% in 1970, according to a
new report from the
University of Pennsylvania’s Alliance for Higher Education and
Democracy and the Pell
Institute for the Study of Opportunity in Higher Education. But
9% of people from the
lowest income bracket did the same in 2013, up from 6% in
1970 (Korn, 2015). Although
52. a bachelor’s level college degree may not be the best goal for
everyone, family income
should not be the determinant of who goes to college and who
does not. When helping
adults make career decisions, it is important for counselors to
look at past decisions and
determine if they were made freely, with full access to the
opportunity structure, or if
they were constrained. Constraints may come from external
barriers or from internal
ones. Being the first in one’s family or community to attend
college, for example, may be
LEARNING ACTIVITY 14.2
1. List as many of your own cultural identities as
you can. For example, you might be female,
fortyish, single, heterosexual, Guatemalan
born Hispanic, highly educated, urban, and
caretaker of elderly parents.
2. Indicate the influence each of these identities
has on your worldview and your career
selection. For example, you might say as a
city dweller you had a wide range of career
choices; as a single person, you are able
to enter into work that requires travel;
or as a Spanish speaker, you can work in
communities that require one to be bilingual.
On the restrictive side, being caretaker for
your parents may mean that you are not
geographically mobile.
3. For each of the identities listed in number 1,
indicate how that might help or hinder a
55. Samuel Chung came to Mary Garcia’s counsel-
ing office one of the evenings that she held open
for working adults. Sam was well dressed, in the
“uniform” of a successful stockbroker: suit, white
shirt, tie, with well-polished shoes and recently
cut hair. He told Mary that he wasn't exactly sure
why he was there. He had a good job and made
good money, but he just wasn't sure that this
work was right for him anymore. Mary thought
about Hansen’s (1997) tasks as she listened to
Sam’s story.
Sam told her that he was turning 50 in a few
months. He was fairly recently divorced, and he
had 2 children who had both graduated college
and who had managed to find jobs. He joked that
they both had jobs with health benefits, so he now
felt free to pursue his own interests. His ex-wife
had a good job, they were on decent terms, and
he had no alimony to pay. Sam had never been
a churchgoer, but he had recently joined a local
men’s group that met in a church, and he was
considering joining the choir.
As Mary listened to Sam, she sensed a yearning
to be engaged in work that connected more closely
to the spirituality he was discovering in himself.
She asked Sam to tell her what had drawn him to
finance and being a broker. His reply told her a lot
about the young man he had been. He said that he
had majored in business in college, because his
parents thought it was a good idea. He did well in his
business classes and enjoyed them. He was offered
a job with his present company after interviewing
through the college placement office, and he had
56. been there ever since. He had been successful, and
he enjoyed the life that his high income allowed.
Now, however, it just didn't feel like enough. He
also said that the upcoming 50th birthday felt like
an important milestone—kind of like it was his last
chance to do something he wanted for himself. He
just didn’t know what it was.
Discussion Questions
1. What else would you like to know about
Sam to help him with his current dilemma?
2. How would you apply the theories of adult
development you have read about thus far,
that is, how would you conceptualize his
issues?
3. What would be your treatment plan for
helping Sam?
CASE ILLUSTRATION 14.3
THE CASE OF SAMUEL CHUNG
both external—no funds or for people in rural areas no access—
or it may be internal—
no one I know has ever done this, why do I think I can? When
past career constraints
have been identified, it is incumbent on the career counselor to
look at remediation,
advocacy, and other empowering activities to provide an adult
client with opportunities
that may have been missed when they were younger.
MODERN THEORIES OF CAREER
DEVELOPMENT APPLIED TO ADULTS
59. lives. It is important to keep in mind throughout this section
that a critical difference
between adults and young people is that adults are able to look
back on their experiences
to inform future decisions, that is, to be retrospective, whereas
young people can only
look ahead to an imagined future, that is, to be prospective.
Life Design
Savickas (2012) proposed linking constructionism and narrative
approaches into a
system called life design. In that system there is a process of
assisting clients to clarify
their identities through telling stories, often small or micro
stories. Using these, the client
and the counselor can construct the client’s identity. They can
then deconstruct, recon-
struct, and coconstruct a new identity that is congruent with a
new career identity. Let us
look at each of these in turn as Savickas does.
Construction
Building on the work of Cochran (1997), Savickas (2003)
suggests that counselors
assist clients in telling their stories. Some of the questions that
can be used to elicit these
stories include the following:
1. Whom do you admire? Whom would you pattern your life
after? Whom did you
admire growing up? How are you like this person? How are you
different from
this person?
60. 2. Do you read any magazines regularly? Which ones? Do you
watch any TV shows
regularly? Which ones?
3. What do you like to do in your free time?
4. Do you have a favorite saying or motto?
5. What is your earliest recollection?
These stories may then be used to help individuals understand
their career history
from a thematic perspective, understanding that can then lead to
considering what next
steps will work within, or as appropriate, counter to, these
themes.
Deconstruction
Many adults have grown up with narrow ideas as to their
possible career areas.
These self-limiting ideas may come from parental dictates,
teachers’ comments, or
cultural messages from the media or the community. Taking
apart stories to uncover
these biases is a way of freeing adults from inappropriate
constraints. For example, a
woman may have been told that physical labor is “not for girls,”
or a Hispanic man
may have been told that he was not “college material.” Even
more positive stereotypes
may be hindering as, for example, an individual may have been
expected to go to a
four-year college and become a professional, when his or her
passion was for fixing
cars or fine carpentry.
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Reconstruction
As its name implies, putting stories back together to form a
more complete and accu-
rate narrative is the next task of the career counselor following
Savickas’s structure. The
French term for construction, bricolage, often cited by Peavy
(1997), one of the early
63. proponents of constructionism, provides English speakers with
an image of brick by brick
building of a new narrative. The counselor’s role is to identify
themes, an overarching
plot, and an explanatory macronarrative that can then help an
individual make decisions
from a knowledgeable, adult perspective, free of inappropriate
constraints and informed
by adult understanding.
Coconstruction
This stage of the work of the career counselor involves joining
with the client to cre-
ate a new narrative, one which paves the way for effective
career choices that solve the
problem presented by the client who has come to counseling.
Savickas (2005) has said
that that career selection offers us a chance to “actively master
what we passively suffer.”
Integrative Life Planning
Hansen (1997) formulated an approach to adult career
counseling that she termed
integrative life planning. She proposed a six-step process,
described in detail in Chapter 5.
Her six propositions foster a counseling process that looks at
career in context—context of
social life, personal life, and community life. Seeing these as
steps to a satisfying life, rather
than simply a satisfying career, leads the adult client to a
broader view of career decision
making, one that includes family and social responsibility. Let
us look at each of these
in turn.
64. Finding Work That Needs Doing
Entrepreneurship is said to be the fastest growing segment of
the economy. Even
within organizations, so called intrapreneurship, innovation,
leadership, and the ability
to be self-directed are prized attributes. For an adult choosing
or needing to change
jobs, the idea of creating work may be foreign or daunting.
Counselors who can con-
nect adult clients with programs to help them explore these
options are doing their
clients an important service. Many small businesses fail, usually
because of lack of a
meaningful business plan or because of undercapitalization.
Expert advice can help
adults make meaningful plans and explore if this is a good
option for them. Free advice
can often be obtained through SCORE (https://www.score.org).
They describe them-
selves as follows:
The SCORE Association “Counselors to America’s Small
Business” is a nonprofit
association comprised of 13,000+ volunteer business counselors
throughout
the U.S. and its territories. SCORE members are trained to serve
as counselors,
advisors, and mentors to aspiring entrepreneurs and business
owners. These
services are offered at no fee, as a community service.”
(retrieved from https://
www.sba.gov, August 21, 2015)
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Chapter 14 ■ Adult Career Development 365
Many local educational institutions have low-cost classes on
starting small businesses.
The important message from Hansen’s task is not just to look
for job openings but also to
see where a community’s needs are and to look for a way that
using one’s skills can meet
that these needs.
Weaving Our Lives Into a Meaningful Whole
Holistic thinking about life has been eloquently presented by
67. Myers, Sweeney, and
Wittmer (2000), who developed the Wheel of Wellness, a
holistic model with 16 charac-
teristics of healthy functioning. The researchers emphasized the
characteristics of healthy
functioning as a major component of wellness and outlined five
major life tasks that
can be identified with each component of the Wheel of
Wellness. Somewhat parallel
to Hansen’s (1997) tasks, they identify five components of
wellness: spirituality, self-
direction, work and leisure, friendship, and love.
Connecting Family and Work
The decisions that adults make regarding work are usually more
complex than
younger people because they often have partners and children.
They usually have recur-
ring expenses such as mortgages and childcare or educational
expenses for their children.
They may have aging parents who need their help, instrumental
or financial. Their part-
ner may have work that needs to be considered when, for
example, deciding about a trans-
fer or new job in another location. Career counselors often offer
dual-career counseling
for couples who wish to have help in sorting out priorities and
plans.
Another aspect of connecting family and work is that of having
time for family while
meeting demands of a work milieu that increasingly expects
24/7 involvement. A cur-
rent car ad shows a man leaving the office at 5:00. It states,
68. “When did it become an act
of courage to leave work on time?” Technological accessibility,
leaner workforces, fewer
unionized workplaces, and a high unemployment rate have all
contributed to many peo-
ple working long hours and taking fewer vacation days. All of
these issues contribute to
creating a challenge for workers in balancing work and family
life. Career counselors can
help clients include balance issues in their decision-making
process.
Valuing Pluralism and Inclusivity
Hansen’s fourth task is more of a statement of values than a
task. It reminds us that
having a social conscience and a concern for other people and
the world are an import-
ant component of life planning, and yes, career development.
Expanding this idea to
other areas of social justice, Peter Plant (2014) made the case
that most career theories
focus on a Western, middle-class view of career development as
based on individual
decision making and achieving autonomy. Sharma (2005)
categorized life goals devel-
opmentally as, “achieving personal satisfaction, self-realization,
and serving others.”
Plant (2014) exhorted us to define career choice “in terms of
ecology rather than just
economy” (p. 313).
The idea that adults consider the societal impact of their career
choices may be rad-
ical, but it fits within a developmental perspective,
acknowledging that life choices are
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366 Career Development and Counseling
not made in a vacuum, and that adults as they mature are more
likely to look outward
toward a communitarian point of view.
Managing Personal Transitions and Organizational Change
Personal transitions have been discussed at length in earlier
sections, so let us now
71. address organizational change. For many adults, a visit to a
career counselor is not about
wanting or needing to change jobs but more about how to
handle the current job, as it
morphs into something different. That the pace of change has
accelerated is a cliché,
but it is true nonetheless. Some large organizations have career
centers or areas within
human resources where employees may receive assistance in
planning their careers or in
managing the job they have. These programs may include
individual counseling, group
meetings, mentorship programs, tuition assistance, and the like.
Unions also provide career programs for represented workers,
and there have been
some joint union management programs, such as the programs
supported by the so-called
nickel an hour funds that provided educational assistance, and
in some cases, counseling
to represented workers. The unions supported these funds as
they provided opportunities
for their workers to achieve and perhaps advance; management
supported them because
they resulted in a better-trained workforce, one with the
flexibility to meet the demands
of technologically advanced manufacturing.
Exploring Spirituality and Life Purpose
Spirituality was mentioned in the section under holistic living;
here is the focus
of a life-planning task. Although young people certainly are
interested in finding life
purpose, the need for purpose and meaning seems to grow with
adulthood. There is
72. an old joke about why an elderly grandmother was reading the
bible so much. Answer:
“I’m studying for my finals.” The recognition that life is finite
seems to peak in late
middle age, prompting many to consider their contribution or
legacy. As lives develop,
many people begin looking for ways to make a difference within
their work life or
outside of it. Jimmy Carter is often held up as a model of a past
president, whose
work on behalf of Habitat for Humanity and The Carter Center
is almost universally
respected and garnered him a Nobel Peace prize in 2002.
Although we believe that it is
cruel to always expect the newly unemployed to “make
lemonade out of lemons,” there
can be an opportunity for meaning making after the grief and
anger have subsided.
Reflecting back on our discussion of Schlossberg’s (Anderson et
al., 2012) third S, the
support dimension, we can see that although support can come
externally, from people
and other entities, it can also come internally, through
spirituality, meaning making,
and faith.
Chaos Theory
Bright and Pryor’s (2008) work on applying chaos theory to
transitions is particu-
larly appropriate to adults as they navigate both transitions and
the rapidly changing
world of work. Focusing on the uncertainties of the future, they
look at the skills needed
for adults to manage this environment. They coined the term
shiftwork to encapsulate
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Chapter 14 ■ Adult Career Development 367
chance opportunities, and find meaning in their occupational
pursuits. They suggest that
counselors work with clients to find patterns in complex
situations, be open to chang-
ing circumstances, and accept with hope and optimism that
unpredictability is part of
75. the human condition. They support using stories—narrative—to
tease out these pat-
terns and develop an attitude of expected mastery of the
complicated and ever-changing
decision-making ground. We can see the connections to positive
uncertainty, happen-
stance, and transition theory described earlier, but chaos theory
adds an important com-
ponent. It recognizes that it may not be possible to move with
certainty through the
decisions that adults will find necessary in a world of constant
change. There is comfort
in knowing that this uncertainty is real, not solely a
psychological state, and that there are
strategies for working within the uncertainty, although one
cannot eliminate it.
Identity Renegotiation
The transitions discussed in all of the foregoing assume an
individual is making
choices in an autonomous fashion, responding to the
vicissitudes of the world at large
but largely independent from its influences. Blume’s (2002,
2010) theory of identity
renegotiation is based on situating identity within one’s cultural
milieu. He stated that
all identities are based on an interaction with others, that is
relationships, and that
these are moderated, for better or worse, by one’s cultural
setting, that is, the context
in which one operates. The implications of Blume’s point of
view for career counsel-
ors are profound. They lead us directly into multicultural
considerations and require
expanding the career counseling process from one of simply
76. working with an individ-
ual toward making good choices—tentative or at least
temporarily fixed. Instead, this
concept requires counselors to learn about a client’s context—
social, cultural, ethnic,
and so forth—in order to understand how this context mediates
the client’s identity.
Because career transitions usually require a change of work
identity, and often a change
of many other aspects of identity, this understanding is critical.
As we have discussed
earlier, although identity was once seen as fixed, current
thinking sees it as more fluid,
mutable, and open to influence. Career counselors, then, must
help their clients exam-
ine not only their own interests, values, goals, and so forth but
also look at the world
in which they express these values, including their family, their
community, and the
increasingly global society at large.
RETIREMENT
Atchley (2000) described several phases of retirement. Meant to
be a broad brush, these
stages are not always followed in sequence, nor is each of them
always a part of an indi-
vidual’s experience. Nonetheless, they provide a schema that
can be useful in helping
a client plan for and navigate the retirement transition. Whether
a client is looking for
preretirement planning or looking for help in managing a
retirement already in existence,
career counseling is an appropriate intervention. Occasionally,
individuals describe them-
selves as retired when in actuality they have lost their jobs. Job
loss after a certain age—
79. focusing on the financial aspects as well as planning how and
when to disengage from
their current paid work. Increasingly, out of desire or necessity,
individuals are return-
ing to paid work after retirement from a primary occupation.
They may still describe
themselves as retired, may be collecting a pension and/or social
security, but have not
completely disengaged from the workforce. When adults seek
career counseling prere-
tirement, it is important to check if they have a spouse or
partner and if they have made
joint retirement plans. The so-called out of sync career
commitment curve (Goodman
& Waters, 1985) describes what happens when two members of
a couple are on differ-
ent career trajectories, with one ready to wind down and one
still planning on staying
involved in work. It is also important to investigate visions of
retirement and how they
mesh or do not mesh. One person’s vision of a cabin in the
woods may not fit with the
other member of the couple’s vision of driving an RV across the
country. One person’s
fantasy of volunteering at the local zoo may not fit with the
other’s plans to spend half of
the year visiting family out of state.
Phase 2: Retirement
Atchley (2000) describes three types of retirement:
1. The honeymoon path, characterized by leisure activities,
often including
travel
2. Immediate retirement routine, characterized by continuing the
80. active and
involved nonwork activities established before retirement
3. The rest and relaxation path, characterized by very low
activity—sometimes
called the “rocking chair” phenomenon
Schlossberg (2004) describes six retirement paths:
1. Continuers—more of the same, but different
2. Adventurers—something new
3. Searchers—looking for your niche
4. Easy gliders—content to go with the flow
5. Retreaters—giving up
6. Combination paths
Each of these paths come from a different set of needs,
possibilities, and plans, as well
as all of the usual aspects of a career decision such as looking
at interests, values, temper-
ament, and so forth.
Tang, M. (2018). Career development and counseling : Theory
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Chapter 14 ■ Adult Career Development 369
Phase 3: Disenchantment
For some, the end of the honeymoon period leads to a sense of
disenchantment. This
may be when the reality sets in that one is not on an extended
vacation but that this is
one’s permanent reality. There can be a loss of status, of feeling
productive, of identity,
of a structure to one’s day, of all of the aspects of a working
life discussed in the section
on job loss. Western, and particularly American, individuals
often define themselves by
what they do. “Who are you?” is usually answered by a job title
or descriptor. After retire-
ment people may say, or feel internally, “I know who I was, I
don’t know who I am now.”
Schlossberg (2009) adds the word mattering to this discussion,
describing the status of
83. feeling that what one does makes a difference to oneself, others,
and the community. The
state that Atchley describes as disorienting may lead individuals
toward the next stage,
reorientation, or may lead to prolonged dissatisfaction and even
depression. Counselors
are advised to consider the missing career aspects in the lives of
depressed older adults.
Phase 4: Reorientation and Phase 5: Retirement Routine
Individuals at this stage are in a place to realign their needs and
priorities and to make
decisions about how to spend what may be as many as 20 to 30
years. They may decide to
become involved in their communities through volunteer work,
serving on local boards,
becoming active in their faith community, and so forth.
Successful retirees work this out
and have satisfying retirement years. People who are not
successful at reorientation may
stay in the disenchantment phase and may be very unhappy.
Career counseling can be an
important component of successful reorientation.
Phase 6: Termination of Retirement
This seems like a logically impossible stage. Termination may
come at death, but it
may also come with disability or illness, leading to a need to
focus on taking care of self
rather than on activities related to an active retirement.
Summary: Challenges and Opportunities
Virtually all adults work, for much or all of their
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370 Career Development and Counseling
during which, he said, he came in contact with
people who lived paycheck to paycheck, an
important understanding for a political strate-
gist. Journalism occupied more of his career exis-
tence before he headed into politics. Benenson’s
message is as follows:
Don’t think about what you want to do
for the rest of your life. Think about
what you want to do next. Maybe you
have a big goal out there and pursue
it, but along the way, that line from A
to B is not a continuum. The key will
be identifying what you are passionate
about in each of those steps along the
way. (Bruni, 2015, p. 3)
The dental model (Goodman, 1992) has
become even more the mode, and career coun-
selors may find themselves working with adults
in all aspects of career decision making at any
age. The information in this chapter has been
87. provided to offer some assistance in facing
those challenges and being of the most possi-
ble help to adults who seek career counseling
services.
Keystones
• Adult career development needs are not
static as previously perceived; instead, these
needs are varied and changing depending on
both individuals and contextual factors.
• The modern theories of career development
applicable to adults have common features of
flexibility, adaptability, and active creativity.
• Counselors can help their adult clients
develop a sense of agency about their
career plans, help them be active on their
own behalf, and help them not only develop
a vision of their preferred future but also
acquire the tools to make that vision a reality.
• Adult career planning, then, needs to add
using and creating chance events to its
repertoire of skills, self-directed in keeping
current with trends in the employment
market as well as keeping their own
employability active.
• Counselors can use Schlossberg’s transition
theory to identify where clients stand in
managing their transitions and form the basis
of a counseling plan of action.
90. ed
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99. Career Development Program Plan
A Career Development plan outlines long-term and short-term
goals that are meant to assist current or future employees to do
well in the line of duty. This considers a variety of experiences
that current or future employees must learn to make it possible
for them to achieve the goals they have set for themselves.
Career development programs are meant to enhance skills, give
insights into the need to strengthen or develop current and
future employees, and make it possible for career advancement
in a situation where the opportunity arises. This article outlines
career development plans for people with limited English
proficiency.
Diverse Population
In the United States, many students have limited English
proficiency (LEP). These students are not able to speak, read, or
write in English. They are exposed to a communication
disadvantage in the country using English on all platforms of
life. The LEP originate from non-English speaking cultures and
countries. This makes these students different from other
students in public and private institutions. Currently, the
number of LEP in the United States is approximately 5 million
students in public schools. Big numbers of these students are
found in cities with a large number at the elementary level of
education. The majority number of the LEP speak Spanish but
there are those speaking other languages like Arabic, Chinese,
100. and Vietnamese (Rabie, et.al. 2021). This makes it difficult for
these groups of students to take instructions given in their
classes and can constantly fail to understand what is being
taught like the students who understand English. This makes the
students feel bad about themselves and tend to be isolated. This
makes the LEPs feel embarrassed, lack interactions with their
native language speakers, and overthink how to improve their
situation. These issues affect LEPs' self-esteem, become
demoralized, disengaged, and end up being misplaced in the
elementary academic setting.
The teaching process of these students should embrace cultural
diversity using various strategies to assist the LEPs. To develop
the English language capabilities of this group efforts should be
made through a career development plan. This should consider
teaching more about literacy skills, critical reading, writing,
grammar, sentence construction, learning skills, and vocabulary.
An instructor should focus to enhance pronunciation, essay
writing, and vocabulary learning for the LEPs. Administering
this career development program can be affected by the fact that
many regions have poorly trained and untrained teachers to
handle LEPs. The numbers of LEP are in regions with low-
performing schools that have poorly trained or untrained
teachers. The United States is facing a shortage of teachers to
teach the growing number of LEPs in the country. This career
development program focuses on language improvement for
LEPs at Woodland school of California.
Career Development Program Planning
The career development program planning for LEPs in
woodland California should effectively manage language
development by applying key learning behaviors. The learning
process should focus on the strengths, work style, interests,
values and preferences. There should be attention to knowledge
development and skills on how to do it.
Career Development program name
Career development program for students with limited English
proficiency in California Woodlands.
101. Program Goal
The goal of the program is to enable students to develop and
comprehend spoken English, increase the ability of students to
use English in their daily lives, understand the skills of
skimming and scanning, as well as expressing themselves in
simple English. This program will ensure that LEPs in
Woodlands school are competent in English writing,
vocabulary, communication, critical reading, literacy skills, and
sentence writing skills.
Objectives
1). Enable English learners in Woodlands to comprehend the
spoken form of English by the end of the first year through the
implementation of English literacy skills, vocabulary, and
communication.
2). Developing the ability of students to be able to apply
English in real-life situations at the end of the first learning
year through the implementation of advanced literacy skills.
3). Ensure that students can understand written text and can
apply skimming and scanning skills at the end of the first 8
months of learning (Schlaman, 2019). Through the
implementation of critical reading and writing career
development learning topics.
4). Ensure students in woodlands develop simple English
writing skills to express their ideas by the end of the first year
of learning through sentence writing, writing, and vocabulary.
5). Enable students in Woodlands to cope with frustrations in
the learning process by teaching life skills like time
management, working independently, listening, and critical
social skills.
Program Delivery
The programs will focus on developing English proficiency for
learners by teaching writing, vocabulary, learning skills, social
skills, critical reading, literacy skills, sentencing, and
communication. This will offer a structured transition of LEPs
102. to bilingual education in Woodlands school. The program will
target English learners from Pre-K to 12 education level. The
programs will cultivate culturally responsive relationships.
Teaching will be done through planning and consistent
messaging to comfort the learner's emotional and intellectual
risks. A creative supportive environment champions diversity.
Teaching staff will conduct home visits to engage the student
families to learn ways of incorporating particulars like (pets,
favorite sports, etc) of students’ life in the learning process.
Through these teachers will be able to create culturally
competent relationships with stakeholders.
The process of learning will focus on language skills to enable
students to acquire rich academic content in all subjects.
Students will be exposed to content from other subjects to
reinforce the learning process. The program will emphasize
productive language by first focusing on listening and reading
skills first. This will ensure all reluctant learners are supported.
Throughout the program, the teacher will speak slowly and have
an increased waiting time. The learning sessions will be
recorded for students' reference as well as a need for teaching
adjustments. The teaching process will incorporate the students’
native languages to leverage the native language as a foundation
for learning the new language. The program will embrace
technology by using helpful tools like Google Translate as a
quick way to enable students to translate words. This will be
keenly tough to avoid a situation of increased dependency.
The career development program will be delivered in a face-to-
face cohort model. The program will be led by a qualified and
certified counselor. The cohort will be divided into groups of 6
students who will have a graduate student as a co-leader
assisting the counselor. The small groups of 6 will have to meet
twice a week and the whole cohort meet after every two weeks.
Each session will be 1.5 hours long running for 12 months. The
program will also require students to participate in fieldwork
sessions for six months. Students will be assigned duties at the
institution in various departments as well as duties in a nearby
103. multidimensional center for learning experience in English
language application in real life.
Personnel Needs
To administer the program, the following personnel is needed.
An elementary teacher (Immediate), Two integrated instructors
(noncredit), a Senior vocational instructor, Adjunct English
speakers of other languages (ESOL), Part-time faculty – English
as a second language teacher with one-year experience in
teaching English as a second language, an academic instructor
to provide instruction to LEPs.
The total number of personnel needed is seven. The cohort will
have six groups at each group will require a graduate student to
lead the weekly sessions having two graduate students will work
well. There should be a social worker and school counselor to
assist in needs outside class work. The administration will all
be needed in the process of administering the program. The total
number of personnel needed to handle the day-to-day students
learning needs is six including the social worker and counselor.
Budget Needs
The budget line will cover the reading, writing, listening, and
speaking sessions in various lessons. School supplies like chalk,
white erase boards, white erase markers, staplers, permanent
markers, name tags, and paper clips. Other requirements include
registration forms and application forms. This will require a
budget of $600. Curriculum development will require basic
textbooks, chats, pictorial dictionaries, and pronunciation
contrasts in English. This will require a budget of $500 whole
class. There will be snack breaks that should be procured from
local bakeries and groceries. A budget of $300. Training
expenses will also be included in the teaching staff's
compensation. A budget line of $10000.
Program Promotion
The information about the program will be disseminated by the
director of a nearby multi-dimensional center and through the
director of special education programs in the district covering
all the local public schools in the region (Rabie, et.al. 2021). To
104. ensure all stakeholders understand the program objectives
meeting will be held with school staff and parents at local
public schools for sensitization.
Career Development Program Implementation
Session No.
Timeline
Session Topic
Career Strategy
Learning activities
1
First three months of the program.
1st session for all the cohorts
Literacy skills
Teaching language skills
Participants will; identify topics, supporting details, main ideas,
and sequences and also answer comprehension questions.
Use common material for references like dictionaries, atlas, and
computer search.
Recognition of different purposes of reading.
Monitoring self-reading and comprehension.
2
First 8 weeks of the program
Compute skills
Incorporation of technology and student’s native language
Participants will learn how to us computers. Learn on using
web-based tools for English learning like translator.
2
From week 9 to week 16
Advancing literacy skills
Emphasizing productive language
Use of context clues
Read passages independently
Structural analysis of compound words, affixes, stress, and
contradictions.
3
105. From week 9 to week 24
Critical reading
Speaking slowly and increase waiting time
Learn of drawing conclusions
Express and support opinion in a text.
Detect tone of a passage
Detect emotions of a character
Distinguish between opinions and facts
4
From week 25 to week 35
Advancing in critical reading
Speaking slowly and increase waiting time
Summarizing written stories, articles, songs, and poetry.
Reading critically
Compare and contrast
Evaluating own comprehension – reflection writing (Walqui, &
Heritage, 2018).
Identification of writers’ point of view.
5
Week 6 to week 52
Writing
Teaching language skills using the curriculum
Editing
Summarizing main ideas
Personal writing
Descriptive writing, narrative, and exposition paragraphs.
Drawing sessions
6
Week 6 to week 52
Skills of writing sentences
Teaching language skills using the curriculum
Identification of simple and compound sentences
Use of simple and compound sentences in paragraphs
Punctuation
Proper use of subject verb agreement (Walqui, & Heritage,
2018).
106. Use of dictionary as tool for pronunciation.
7
Week 25 to week 35
Learning skills and strategies
Social skills
Emphasize productive language
Time management
Homework assignments
Enhancing learning skills; stress management and problem
solving.
Listening skills
Critical thinking
Active participation is class discussions (Walqui, & Heritage,
2018).
Working independently
Identification of personal strengths
Work organization
8
Week 6 to week 52
Communication activities
Differentiate and use multiple modalities
Role playing
Debating
Gathering information
Group narrative writing
Giving students the opportunity to deepen the understanding of
work.
Speaking session
9
Week 6 to week 15
Vocabulary development
Emphasize productive language
Interview sessions
Role play targeting language areas (Walqui, & Heritage, 2018).