Myanmars Challenges Essay -- Burma

State building and the implementation of policy is a central process to the legitimacy of government worldwide. These critical facets of government institutions have been thoroughly challenged throughout Myanmar’s history, a country with an awful human rights record. In this essay I will focus on the last decade in particular, where Myanmar’s state capacity and political institutions have been challenged immeasurably. This essay will focus on the implications that pose a challenge to Myanmar’s state capacity and development. First, I will discuss the military coup d’Ã ©tat, which was followed by military junta heading the Burmese state for several decades. I will then examine the issue of internally displaced people and the resulting ethnic and religious conflict. Lastly, I will investigate the issue of drug trafficking and slave labour in Myanmar. State capacity is an enduring and central process for state autonomy. The state is famously defined by Sociologist Max Weber as the ’human community that claims the monopoly of the legitimate use of physical force within a given territory.’ Therefore, state capacity is the rule of enforcement: ‘the ability of states to plan and execute policies, therefore being able to enforce laws cleanly and transparently.’ The capacity of the state is central to the legitimacy of the state, which can be challenged and measured by a countries internal coherence, stability, collection of tax, and security of the state of the enforcement law. O’Neil continues to say a state is weakly institutionalised if it must exercise force in order to ensure compliance. A military junta has been in power in Myanmar since the coup d’Ã ©tat in 1962, which overthrew the government and opened the ‘Burmese road to Soci... ...: Routledge, 2008. Miller, Rebecca. Human Trafficking in South East Asia. in South East Asian Development Routledge, London, 2008. 126. The National Coalition Government of the Union of Burma (NCGUB) on Media Press on ‘ Saffron Revolution’. Accessed April 5, 2012 http://www.ncgub.net/NCGUB/staticpages/index2fad.html?page=announcements Pedersen, Morten (2008): Burma’s Ethnic Minorities. Critical Asian Studies, 40:1, 45-65. O’Neil, Patrick. Essentials of Comparative Politics. New York: W. W. Norton & Company, 2010. Smith, Martin. State of strife: the dynamics of ethnic conflict in Burma Singapore: Institue for Southeast Asian Studies. 2007. Smith, Martin. Burma's Ethnic Diversity Anti-Slavery International 1994. 35-44. U.S. Department of State "Burma." International Narcotics Control Strategy Report. 2010. Academic OneFile. 5 Apr. 2012. P.170.

Evaluate and Reflect Upon Practice in Early Years Settings in Supporting Children’s Social Development

This rationale will discuss the issues around gender and whether or not as parents, teachers or practitioners we influence children into their gender identity or whether it is inherent within our genetic makeup. I will be evaluating the complexities of my role as a practitioner in supporting children’s social development and reflecting upon how I could improve and modify my practice. There are differing views when it comes to defining gender. Some use gender to focus on biological differences such as sex, physical differences or hormones (Guarian 2002: 20).Others refer to ‘gender’ as the social constructions of masculinity and femininity (ATL 2004: 9 and Francis et al 2005: 73) meaning boys’ and girls’ behaviours and attitudes, which are not necessarily fixed by their biological make up. There is therefore a need to realise that ‘gender’ can be and often is regularly an interchangeable term that can be suited to both of these definitions . Kohlberg (1966) in (Harris and Butterworth 2002) suggests that there are three stages of gender identity beginning around the age of two to three years.The first stage is Gender Identity, where children become aware of sex. A child will say ‘I am a boy’ for example but not necessarily know what being a boy means. The second stage is Gender Stability which happens around the ages of three and a half to four and a half years old. In this stage children will develop awareness and understanding of the durability of their own gender and of others, this is generally focused on the physical appearance and a child may think that a person who dresses in typically opposite gender clothing has also changed sex (Emmerich et al 1977 in Harris and Butterworth 2002).The third of Kohlberg’s stages is Gender Consistency. This usually happens around the age of four and a half and upwards and this is when children begin to realise that regardless of their appearance people remain male or female. When looking at gender within education, there is a need to consider what effect it has on a child’s achievement. The DfES (2007: 1) states that there is a gender gap within English, Maths and Science from Foundation Stage through to Key Stage Three, where girls are outperforming boys.The attention on gender and children’s achievement has been present both within the media and schools for many years. Recently this emphasis has been geared towards the underachievement of boys. Siraj-Blactchford (2001: 72) in (Sharp et al 2006) states: Recently we have heard a good deal in education debates about (working class) boys’ underachievement. The results from the school league- tables suggest some boys do underachieve in basic literacy. This is portrayed by the media as ‘failing’ and suggests that girls are outperforming boys in education.It may not necessarily be that boys have a low achievement rate, rather it could be that they are simply not yet reaching their full potential (Warrington et al 2006: 39). I feel therefore the media has over inflated the idea that boys are underachieving. Instead of focusing on the failure, the emphasis on underachievement here should be looking at which boys (or girls) are not reaching their full potential. From my experience I have seen that teachers and practitioners also act in ways that maintain and maybe even extend the gender roles that are taught at home.It seems they often emphasise gender distinction with labelling that promotes gender stereotyping. It seems that boys do get more attention than girls, whether it is good or bad, as teachers generally seem to think that because a girl is quiet they do not need their attention. Francis et al (2005: 92) reiterates the idea that boys’ underachievement is due to feminisation and female teachers however within my setting there are five male teachers and two male teaching assistants.I feel that this has a good impact on some of the children. In today’s society there is not always a mother and father within the family environment. There is an increase of fathers being absent within the child’s life. Having so many male teachers within my setting has encouraged children to see that it is acceptable to participate in what children perceive as stereotypical activities and even enjoy them without being teased by their peers.Stetsenko et al (2000) states that male and female brains differ from each other suggesting that boys generally excel in spatial tasks such as sport and girls are generally better academically. According to Blum et al, (1989: 16) boys’ brains have more cortical areas dedicated to the spatial mechanical functioning and they use on average only half the brain that females use for verbal – emotive functioning which essentially means that females are predominately seen as better talkers and listeners and males are doers.Having worked for nearly ten years in childca re and education and being a parent myself I have also realised that boys and girls do behave in different ways Mothers and Fathers are responsible for the initial gender socialisation of their children. As suggested by Bowlby (1969) in (Johnston and Nahmad- Williams 2009) family is the first and most important influence on a child’s social development. Many of a child’s early family experiences shape their initial motivations, values and beliefs.Bandura’s social learning theory (1963) suggests that boys learn how to behave from observing and imitating masculine behaviours especially from their fathers and girls learn from imitating their mothers. When children imitate same sex behaviours they are rewarded but imitating the opposite sex may result in threat or even punishment (Bandura 1963). This behaviour is mainly displayed by fathers when they come to pick up their sons and find them playing dress up or pushing a pram.This is a barrier that is still on-going within my setting but only with the fathers. Mothers do not seem to have a problem with this type of behaviour. I explain that the boys are only expressing themselves and generally not acting in a stereotypical way but having fun with the situation whereas when a girl dresses up she tends to pretend to be a mother figure. What the fathers do not tend to see is that although the boy is playing with the pram he is using it in a way that would not usually be displayed by a female.Even before a child is born and when parents know the sex of their child there is a tendency to buy and receive toys and clothes in either pink for a girl or blue for a boy. This is reinforced when the child is born and the hospital attaches either a blue or a pink wristband depending on the sex of the child. Research shows differences in the ways that boys and girls are treated by caregivers from the moment of birth. According to Archer and Lloyd (1982) baby boys are handled less gently by their caregivers be ing bounced and roughhoused, whereas baby girls are generally talked and sung to.It is suggested by Gervai et al (1995) and Woods et al (2001) that fathers more than mothers encourage â€Å"gender-appropriate† behaviour, and they place more pressure to achieve on sons than on daughters. In the early years parents are more likely to undertake activities such as drawing, reading books and singing with girls than boys (Siraj-Blatchford and Sammons 2004). I feel that only having a son I cannot make a fully informed judgement on this statement however I do feel that within my setting I allow girls to engage in rough and tumble play as much as the boys do.I feel that this is an important part of their social development. I also encourage all children to participate in more creative activities such as painting, cooking and making things. Through the growing process of a child, the toys that are given to them begin to define whether or not they are going to be typically and strongly masculine or feminine. Girls will generally play with dolls while boys choose cars and trucks (Kanazawa 2008) which suggests that maybe boys’ and girls’ toy preferences may have a biological origin.Studies with Vervet monkeys in 2002 showed the same sex typical preference as humans yet there was no influence from humans and they had not seen the toys before. What was even more remarkable was that the monkeys knew how to play with the toys in the same way a child would. Kanazawa (2008) states: It is becoming less and less likely that â€Å"gender socialisation† is the reason why boys and girls prefer different toys, and more and more likely that there are some genetic, hormonal, and other biological reasons for the observed sex differences in toy preference.The media also plays a role in gender socialisation and impacts on children’s play from an early age (Burke 2006). Parents of a girl would be more likely to put on programmes such as â€Å"My Little Po ny† and ‘Dora the Explorer’, whereas parents of a boy might show their child ‘Bob the Builder’ or ‘Postman Pat’. When a child is sitting in front of the television, they often see commercials with ladies either cooking or shopping and men working, driving or lifting. I feel that this portrays a universal image of what society thinks is right for males and females to do.Discussions with children have led me to believe that within their family environment it seems to be that mothers are now working longer hours than was the norm and fathers are spending more and more time taking care of their children and also carrying out tasks typically known as female roles by preparing food and going shopping. Through observation in my setting this seems to be the case. Sweden is unique in the value it places on gender equality (Berk 2006).They state that both genders are equal in the workforce, childcare and the home environment and men and women have the same rights including paternity leave and pay. According to several indicators the Swedish family model is very successful (Berk 2006). I feel that the United Kingdom is working towards the same model but because of all the old traditions that man has continued over the decades in the U. K. I feel that as a society we are less likely to let go and that it is up to the individual to form their own gender identity.Experience with children, wider reading and lectures in college have led me to develop the opinion that there are numerous influences on children regarding their gender identity and that there is a need for staff to be appropriately trained to enable them to meet the needs of both boys and girls. I feel that practitioners can be gender biased and may be likely to make general assumptions regarding gender issues. These assumptions would be stereotypes in themselves even though they are required to treat each child as an individual (Bignold 2006).Having this knowledge has helped me to develop my setting by having exciting resources which engage and motivate both individuals and gender groups. I feel this can have a positive impact on what children choose to take part in and help children step away from what they have been told is right for boys and girls. The design and layout of my setting is very important. It creates an environment where children can decide what and who they wish to play with by offering complete freedom of choice as far as toys and activities are concerned.This encourages a non-stereotypical environment in which boys and girls can interact comfortably and self-assuredly. It seems that nurseries, schools and the media are putting one gender against the other when it comes to academic levels. This has only highlighted an equality issue with regards to the differing achievement between genders. I feel that this emphasis needs to move away from comparing achievements according to gender but to focus on which children are underachievi ng in terms of both attainment and reaching their full potential.I feel that in order for me as a practitioner to achieve gender equality within my setting I need to make myself and my colleagues aware of any preconceptions I or they may hold. It is also vital that I create an environment and ethos where gender is not an issue. Children regardless of their gender are to be viewed and treated as individuals and given equal opportunities and experiences. Where the opportunities to access all areas of the curriculum are the same and gender stereotypes are challenged and deconstructed, it will become possible to move away from comparing gender gaps and focus on individual achievements instead. .

Emotional Intelligence The Key to Career Development - Free Essay Example

Sample details Pages: 9 Words: 2790 Downloads: 1 Date added: 2019/05/16 Category Psychology Essay Level High school Tags: Emotional Intelligence Essay Did you like this example? Intelligence doesn’t mean that someone is simply â€Å"smart.† It does not mean that someone is intelligent if they have a high IQ or gets straight A’s on their report card. It also does not mean that someone with intelligence can do all things well. There is more to intelligence than what our society has portrayed it to be over the years. Don’t waste time! Our writers will create an original "Emotional Intelligence The Key to Career Development" essay for you Create order Myers DeWall (2017) define intelligence as having the â€Å"ability to learn from experience, solve problems, and use knowledge to adapt to new situations (p. 238).† There are several components to intelligence mentioned in the definition that goes above and beyond what grades someone makes in school. To be intelligent you need the ability to learn from your experiences, use problem-solving skills, and apply your knowledge to adapt to your environment and circumstances. Rather than the regurgitation of facts and figures, true intelligence would reflect that there is deeper comprehension where connections are made and concepts have been applied to other aspects of life. Memorizing the medical terminology in Anatomy and Physiology class is one thing, it is another to be able to see how everything works together to understand functional and dysfunctional movement. Many might agree with the definition of intelligence but determining which theory of intelligence is more appropriate has become controversial. There are several theories of intelligence that are debated in psychology (and in Compass Honors High School PSYC 101 class). It originated with Charles Spearman’s theory of general intelligence (g) and then it developed over time with Howard Gardner’s theory about multiple intelligences, Robert Sternberg’s incorporation of creativity, and the concept of social or emotional intelligence. Every theory has is its fans as well as its naysayers depending on each’s perspectives of intelligence. However, cognitive psychologists are looking for answers to questions regarding one general ability or multiple abilities, how intellig ence should be measured (or can it be measured), and which one is more valuable for success. Types of Intelligence General IntelligenceCharles Spearman believed that people have a general intelligence (g) that can be measured on an intelligence test. The theory is that someone who has a high score in one area will have a high score in other areas. This is based on factor analysis, a statistical tool that searches for clusters of related data. Biologically speaking, general intelligence is like the concept of numerous neural networks in the brain that work together to enable our abilities to perform as a whole (Myers DeWall, 2017). A familiar assessment for general intelligence is the IQ test. A criticism is that humans are complex and a general intelligence test is too simplistic. It is also argued that the IQ test is formatted without considering ethnicity, culture, and gender. Multiple Intelligences In opposition to the theory of general intelligence, Howard Gardner theorized that people have multiple intelligences rather than an overall intelligence. Individuals’ aptitudes are measured by eight (now nine) areas that are independent within themselves: naturalist, linguistic, logical-mathematical, musical/rhythmic, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and existential (Myers DeWall, 2017). If someone is high or low in one area, it does not mean that they will be the same in the other areas. It also does not give an indication of the individual’s overall intelligence. For example, if an individual has a high level of spatial skills, it does not automatically mean that they will have a high level of logical, kinesthetic, musical, etc. Each individual has their specialty (ie. a professional athlete has a high level of kinesthetic intelligence). Just like general intelligence, multiple intelligence can be measured by taking an assessment. It survey s interests and abilities towards each intelligence area. Criticisms towards multiple intelligence is that it measures abilities which to some is not considered an intelligence. Also, there is a â€Å"chicken or the egg† argument. Is someone high in musical intelligence because that is a natural ability or is it because it is something that they have worked on for years? Or one might argue that it does not matter which comes first, the individual is still exhibiting musical intelligence.CreativityCreativity is another type of intelligence that incorporates aptitude with the ability to produce new and valuable ideas (Myers DeWall, 2017). In other words, having creativity means that you can think outside the box; to not be limited by specific paradigms or traditional ways of doing things. The intelligence of creativity is not how crafty or artistic an individual might be (though a creative person might be those things). Instead, there are five characteristics that measure creativity: expertise (having a solid knowledge base), imaginative thinking skills, a venturesome personality, intrinsic motivation, and holding a creative environment (Myers DeWall, 2017). A criticism for considering creativity as an intelligence is that it is difficult to measure unlike general intelligence and multiple intelligences. Also, creativity is considered to be more subjective rather than objective. Emotional Intelligence Emotional intelligence (EI or EQ) is the ability to perceive, understand, manage, and use emotions (Myers DeWall, 2017). It is considered to be more of a social intelligence rather than an achievement or aptitude but yet it is still seen as a necessity for life success especially in the workplace and in relationships. Emotional intelligence measurements can indicate overall EI as well as the following components of EI: Perceive (recognize emotions in faces, music and stories), Understand (predict emotions, how they change and blend), Manage (express emotions in different situations), and Use (utilize emotions to adapt or be creative) (Ahmad, 2009). An individual can be high or low in each of the components. Measurement of each component will inform the individual which area is a strength and which area is a challenge. It should be noted that some measurements are self-reported so the scores would depend on the individual’s own perspective on the EI components. One might think that they are good at reading emotions but in reality they are not. Another aspect to be mindful of in regards to measuring EI is the motivation or intent of an individual’s emotional regulation. Before judging whether someone has or is lacking in EI, one must understand that the context of the situation might differ their EI use. For example, if a worker dislikes his/her coworker, they may not be as motivated to use their EI to handle conflict or manage their interactions. However, the worker may be more likely to use EI when interacting with their boss since his/her opinion is more important in keeping their job. Factors in Emotional Intelligence Biologically, studies have found that there are specific parts of the brain that are linked to emotional intelligence. Pan, et al. (2014) found that the specific regions of the brain that are involved with this social and emotional information processing include the areas involved with understanding and controlling emotions such as the superior orbitofrontal cortex and cerebellum. Karle, et al. (2018) studied the facial expressions and voice modulations which are an important part of communicating and interpreting emotions. They found that there was cerebral processing in the limbic emotion-processing areas. Therefore, it can be assumed that part of how well someone uses the EI components may be due to neurological development, or lack thereof. Individuals with disorders such as Autistic Spectrum Disorder (ASD) may be ones that are more challenged by emotional intelligence due to their atypical neurological development. For example, individuals with ASD are lower in areas where they express their emotions and can have empathy (Gokcen, Petrides, Hudry, Fredrickson, Smillie, 2014). Numerous studies have been done regarding the different environmental factors that contribute to emotional intelligence. For instance, researchers have looked at gender, culture, and socioeconomic status. A study done by Akbar, Shah, Khan, Akhter, and Riaz (2011) resulted in finding five different factors of EI (birth order, literacy, location, socio-economic status, and gender). The results showed that: first born students scored high on EI, students with literate parents scored high on EI, students from urban areas scored high on EI, students from upper socio-economic status scored high on EI as compared to students from lower socio-economic status, and female students scored high on EI.The previous study was supported when Naik (2014) found that socio-economic status significantly affects emotional intelligence. More specifically, students who are part of the upper socio-economic status have higher EI than middle and lower socioeconomic status students. The study found though that there were no significant relationships between gender and EI. Interestingly, one study did find differences in gender but was able to distinguish between emotional intelligence components. Salami (2010) discovered that females were better at â€Å"emotions appraisal† and â€Å"use of emotions† whereas males were better at â€Å"use of emotions† and â€Å"regulation of emotions.† The researcher attributed the differences to societal expectations of how men and women should and should not handle emotions. In regards to culture, Shao, Doucet, and Caruso (2014) found which emotional intelligence components were more universal versus cultural specific. Emotion perception, emotion understanding, and emotion regulation were both universal and culture-specific. Additionally, emotion perception was the most universal domain of emotional intelligence and emotion understanding and emotion regulation were the more culture-specific. For exa mple, research found differences between South Korean and Chinese students in regards to emotional intelligence. Chinese students were better at perceiving and regulating their own emotions and assessing others’ emotions than the South Korean students (Jiang, 2014). This difference was contributed to the cultures’ response to uncertainty, China being more accepting and South Korea being more avoidant. Another example regarding culture affecting emotional intelligence is the difference between a collectivist culture and an individualistic culture. It was found that cultures with higher collectivist orientation were more likely to have better EI (Bhullar, Schutte, Malouff, 2012). In this particular study, the researchers used India as the sample for a collectivist culture and Australia as the sample for an individualistic culture. Emotional Intelligence and Career Development It is presumed that emotional intelligence is a tool to manage one’s life and to use it to create the person’s reality in regards to how they interact with others as well as themselves. One of the most significant aspects of managing life is in regards to making a decision about one’s career, therefore, emotional intelligence is key to successful career development. Studies have shown that there is a relationship between high levels of emotional intelligence and higher career decision-making self-efficacy. Self-efficacy is the confidence in your ability to carry out a task (Dubrin, 2017); therefore, career decision-making self-efficacy is an individual’s confidence in their ability to make a decision about their career. Salami (2010) found that having a high ability to perceive emotions, use emotions, understand emotions aids in successfully completing career-related tasks. Jiang (2014) found that college students with increasing EI had more confidence in making decisions about their career because they were able to evaluate and manage their own emotions as well as the emotions of others. Furthermore, the study found that understanding of emotions was the strongest EI factor affecting career-making self-efficacy. Another study confirmed that people who are better able to understand and manage their own emotions would be more likely to predict the emotional consequences of a potential career choice (Afzal, Atta, Shujja, 2013).Since emotional intelligence is foundational for career development, it is important for educators and career counselors to incorporate EI in school. Salami (2010) suggests that counseling psychologists should consider teaching students how to regulate emotion and the use of feelings to motivate, plan and achieve their career goals. Students need to learn that emotions, negative and positive, can be tools to support the decision making processes that they will encounter. Since this type of education has been found valuable, schools need to find formal programs to assist them in adding EI into their classes. Yale Center for Emotional Intelligence has developed such a program to help students grow in their EI. The program is called RULER (recognizing, understanding, labeling, expressing, and regulating emotions) for all the components within emotional intelligence. Since this author is a College Career Counselor at a high school, a program like RULER would be highly beneficial in promoting post-secondary success. RULER has created secondary student curriculum that promotes to help students build greater self-awareness, build a vision and set goals, identify strengths and challenges, engage in self-reflective practices, and learn how to achieve their goals (Nathanson, Rivers, Flynn, Brackett, 2016). However, one thing to consider in teaching students about emotional intelligence, is thatit can be used as a tool to manipulate others. With understanding of emotions within oneself and in others, there is the opportunity for individuals to abuse that knowledge. With the popularity of emotional intelligence increasing, there has been research coming out regarding this so-called â€Å"dark side† of EI. One study found that high levels of EI were significantly related to emotional manipulation for both males and females (Grieve Panebianco, 2013). The study looked at factors such as psychopathy, social skills, aggression, empathy, and self-serving cognitive distortions. The combination of factors for manipulation were different depending on whether the individuals were male or female. Another study compared other factors such as delinquency, Machiavellian Tactics, behaviors like inauthenticity and concealing, as well as managing emotions of others. Bacon and Regan (2016) found t hat high-EI females reported higher levels of delinquency, high levels of Machiavellian Tactics, and high levels of prosocial enhancing and diverting behaviors, as well as inauthentic and concealing social behaviors. For males, they found that high-EI males reported generally low levels of delinquency with high levels of managing emotions of others behavior and low levels of non-prosocial behaviors, concealing and inauthenticity. Needless to say, with the variety of factors involved, more research needs to be done regarding the negative effects of EI. This is especially important since so many schools are incorporating and promoting the benefits of high EI. Schools should not be found negligent in educating students about emotional intelligence but there should also be measures in place for monitoring students that fit the profiles of emotional control, delinquency, narcissism, and psychopathy. An easy addition for schools in regards to bullying behaviors, harassment, and victimization is to consider the components of emotional intelligence in the handling of these incidents. With that said, another concern regarding the ethics of emotional intelligence is the tendency to regulate and monitor peoples’ emotions. A formal EI program can end up arming people with the tools to judge emotions, demand conformity, and expect adherence to inflexible protocols. Neophytou (2013) believes that EI is â€Å"shaped through a bipolar context and discourse of inclusion and exclusion where ‘positive’ emotions are welcomed and ‘negative’ emotions are banned and considered as deficits (p. 148).† The caution is for educators to not shame students on their lack of EI but to consider the context of the situation, the culture and generation in which the student is raised in, the character of the student, and to focus on the purpose of educating and growing these skills. Educators also need to be taught that there should not be a label of negative or positive emotions, or ones that you should or should not feel, but rather teaching and mod eling how to understand and manage the emotion regardless of the worth one puts on it. For example, Kristjansson (2006) states that the â€Å"aim should not invariably be to cool down anger or extinguish it, but rather to experience it in the right proportion, at the right time (p. 48)† and use it in a constructive manner. Therefore, it would be wise for counselors to train teachers before implementing an EI program in the classroom. Teachers should have a foundational psychological understanding of emotions, how they work, and how to articulate it back to students. Administration cannot assume that teachers have an understanding of EI and have the confidence to teach the students about a multi-layered concept. In conclusion, regardless of the controversy about what is considered intelligence, there is plenty of research that shows that a key importance to career decision-making self-efficacy is related to emotional intelligence. It is this author’s job and passion to help prepare students for their post-secondary journey. Therefore, it would befit the author to include emotional intelligence into the other set of tools already being used for career development. For example, there is a five step process proposed by Liptak (as cited by Gliebe, 2012) for students to be able to use emotional intelligence for career purposes: First, students must understand why emotional intelligence is important; second, students must identify EI skill deficits in themselves; third, students must comprehend how these deficits hinder career development; fourth, students must be taught to use EI skills effectively; lastly, students must be given the opportunity to practice EI skills. A process like this can be used to organize curriculum to meet the objectives of the College Career Development program.