Personal financial literacy 2e by joan s ryan

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Personal
Financial
Literacy

2e

Joan S. Ryan
Clackamas Community College
Oregon City, Oregon


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Personal Financial Literacy
Second Edition
Joan S. Ryan
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LibraryPirate


Contents
Chapter 1

Chapter 4

How Your Choices Affect Income

1

Financial Decisions and Planning 117

1-1 Personal Skills and the Job Market 2
1-2 The Economy and Your Education 11
1-3 Job Application Skills and Tools 21
Exploring Careers in Journalism 34
Chapter 1 Assessment 35

4-1 Resources and Choices 118
4-2 Basics of Budgeting 125
4-3 Personal Financial Planning 134
Exploring Careers in Manufacturing 143
Chapter 4 Assessment 144

Chapter 2

Chapter 5

Income, Benefits, and Taxes

38

The Banking System

148

2-1 Earned Income and Benefits 39
2-2 Unearned Income and Payments 51
2-3 Taxes and Other Deductions 61
Exploring Careers in Tax Collection 72
Chapter 2 Assessment 73

5-1 Checking Accounts 149
5-2 Saving Accounts 162
5-3 Banking Services and Fees 172
Exploring Careers in Banking 181
Chapter 5 Assessment 182

Chapter 3

Chapter 6

Your Purchasing Power

76

3-1 Inflation and the Value of Money 77
3-2 Prices and Consumer Choices 86
3-3 Getting More for Your Money 93
3-4 Consumer Rights and Responsibilities 101
Exploring Careers in Education 113
Chapter 3 Assessment 114

Personal Risk Management

185

6-1 Risk Assessment and Strategies 186
6-2 Protecting Income 194
6-3 Protecting Property 205
Exploring Careers in Insurance 215
Chapter 6 Assessment 216


apter 7

ying Decisions

Chapter 11
219

Saving and Investing Options

Designing a Buying Plan 220
Getting Started with Credit 228
Computing the Costs of Credit 236
loring Careers in Credit 245
apter 7 Assessment 246

11-1 Low-Risk Choices 344
11-2 Medium-Risk Choices 354
11-3 High-Risk Choices 363
Exploring Careers in Computer Technology
Chapter 11 Assessment 373

apter 8

Chapter 12

eserving Your Credit

249

apter 9
279

Resolving Credit Problems 280
Bankruptcy Choices 290
Consumer Protection Laws 298
loring Careers in Architecture 308
apter 9 Assessment 309

12-1 Researching Investments

and Markets 377
12-2 Buying and Selling Securities 389
12-3 Regulatory Agencies and Laws 397
Exploring Careers in Agriculture 406
Chapter 12 Assessment 407

Glossary

410

Glosario

419

Index

apter 10

sics of Saving and Investing

372

Buying and Selling Investments 376

Identifying Financial Issues 250
Long-Term Debt Repayment 258
Credit Management 267
loring Careers in Law Enforcement 275
apter 8 Assessment 276

edit Problems and Laws

343

312

1 Reasons for Saving and Investing 313
2 Principles of Saving and Investing 323
3 Strategies for Saving and Investing 331
loring Careers in Marketing 339
apter 10 Assessment 340

429


Reviewers
Johanna Bodenhamer
Business Teacher
Saluda High School
Saluda, South Carolina
Dwionne R. Cannon
Business Teacher
North Atlanta High School
Atlanta, Georgia
Terry Casparro
Career Tech Facilitator
Westerville City Schools
Westerville, Ohio
Debbie Castles
Business Teacher

Stratford High School
Goose Creek, South Carolina
Brian Chalk
Business Teacher
Cooper City High School
Cooper City, Florida
Glenda Eichman
Business and Technology
Teacher
Manhattan High School
Wamego, Kansas
Tammy Fehringer
Business Teacher
Peetz School
Peetz, Colorado

Jan Goddard
Business and Computer
Science Teacher
Norcross High School
Norcross, Georgia

Lisa E. Norrington
Patapsco High School
Business Department Chair
Baltimore, Maryland

Linda Mapes
Business Teacher
Westerville South High School

Westerville, Ohio

Diana Pine
Business and Technology
Teacher
Jurupa Valley High School
Mira Loma, California

Alice Matthews
Business Teacher
Charlestown High School
Jeffersonville, Indiana

Kenneth Reed
Business Teacher
Blackman High School
Murfreesboro, Tennessee

Margarita McClain
Business Teacher
Elkhart Central High School
Elkhart, Indiana

Julie Rosa
Business and Technology
Teacher
Jurupa Valley High School
Mira Loma, California

Stephanie McCall

Career and Technical Education
Department Chair
Business Teacher
Northview High School
Johns Creek, Georgia
Carol Miller
Business and Computer Science
Department Chairperson
Hatboro-Horsham
Sr. High School
Horsham, Pennsylvania

Judith P. Sams
Business and Information
Technology
Program Specialist
Virginia Department of
Education
Richmond, Virginia

About the Author
Joan Ryan, Ph.D.
Joan Ryan has taught personal finance
for more than 20 years. While teaching
at Willamette High School in Eugene,
Oregon, she developed the original personal finance course materials for publication. Dr. Ryan currently is a faculty

member in the business department at
Clackamas Community College, Portland, Oregon. She also teaches accounting at Portland State University and is a
Certified Managerial Accountant.   

Develop Good
Financial Habits
for Life!

L

ife is filled with choices. Those who have the best
est
er
and most complete information have the power
to enhance their own lives and to positively
ffect the world around them.

ersonal Financial Literacy, 2e is designed to
elp students learn and apply valuable life skills in
oney management, career planning, saving and
vesting, credit management, and retirement
anning. By exploring successful strategies to
ow and protect wealth, students will discover the
chness of information available to manage their
es and their resources.

his financial life skills textbook contains twelve
hapters, each divided into three or four
ssons that systematically cover financial
eracy standards as developed by the
mp$tart Coalition, National Business
ducation Association, and other state and

ational organizations.

n skills
ature boxes in each chapter cover communication
ss skills (such as dealing with stress and
stening, reading, writing, and speaking) and success
me management). Students will read short, concise articles focused on the economic realies and trends of today’s marketplace; they will explore potential career choices (linked to
e 16 Career Clusters); and they will view the latest online information tags that relate the
ademic content to their world and take a peek at what they can expect in the future.

ch lesson contains end-of-lesson activities that review key terms, check basic concepts, and
ncourage critical thinking. With end-of-chapter assessments, students will make academic
onnections in areas such as math, communications, research, social studies, economics,
hics, and law. Each chapter ends with “Take Action,” an ongoing project or application to
elp students explore a major or related topic or activity.


NEW! Concepts covered in this
search skills and online job
• job
applications
• interviewing techniques
• preparing resumes and cover letters
benefits and challenges of
• the
entrepreneurship
rights and responsibili• consumer
ties in the marketplace
• charitable giving and philanthropy
care providers, services,

• health
and fraud
• simple and compound interest

©Edward Bock, iStock

edition include

Financial success begins with good
career planning, goal setting, and an
understanding of income sources and
taxes. Students will explore methods of getting more for their money and the basics of good
financial planning, using the banking system, and getting started with saving and investing.
As income is earned and wealth is accumulated, students learn how to assess risk and protect
assets, how to use credit wisely and minimize its costs, and how to resolve credit problems.
Saving and investing principles lead students to effective buying and selling strategies and
an understanding of financial markets, regulatory agencies, and laws that affect consumers
and businesses. Incorporated into good decision making are basic economic concepts such as
inflation, monetary and fiscal policy, the business cycle, and pricing strategies.
This entire package of textbook, website, student workbook, chapter tests, and instructor’s
resource CD, provides a resource bank designed to reach students where they are and
encourage them to move boldly into the future, armed with financial literacy skills,
information, and knowledge to help them make good financial decisions for a lifetime!


Features for
Student Success!

uccess Skills feature
provides information

to help students be
successful in school,
work, and personal
activities.

Building Communications
Skills feature focuses on
crucial soft skills, such as
listening, reading, speaking,
and writing, necessary in
today’s competitive
workplace.


NEW! Net Bookmark
feature provides
opportunities for
students to use the
most current, relevant
information through
online research.

Focus On…feature
highlights specific
topics related to
chapter content and
supports students’
participation in
student organizations.

NEW! Exploring Careers in…feature presents
specific information about careers in the areas
identified by the U.S. Department of Education
as the 16 Career Clusters.

C H E C K P O I N T 444

How are hard skills different from soft skills?

NEW! Checkpoint feature provides a
question or activity for application of
chapter topics.

NEW! Take Action feature provides

tudents with the opportunity to synthesize
he concepts by participating in an ongoing
project throughout the text.

ONLINE RESOURCES

Personal Financial Literacy

Website :

www.cengage.com/school/
pfinance/pfl

Data Files

Key Terms Flashcards
Flash Games
Chapter 1 Supplemental Activity
Web Links

Companion Website contains more information and
activities related to the textbook, including data files,
games, links to relevant websites, and more!


Assessment is Key!
End-of-Lesson Assessment
Key Terms Review helps students
understand and apply key lesson terms.
Check Your Understanding ensures
students’ comprehension of lesson
concepts.
Think Critically encourages students
to use critical thinking skills to evaluate and
apply what they’ve learned.
Extend Your Learning provides students
with additional questions and activities to
extend their understanding of concepts.

End-of-Chapter Assessment
Summary provides a concise wrap-up
of chapter topics to help students
synthesize the information.
Make Academic Connections relates
chapter concepts to the “four core”

curriculum areas of Language Arts, Math,
Science, and Social Studies.


Supplements for
Complete Instruction!

upplements

xt

978-0-840-05829-4

notated Instructor’s Edition

978-0-840-05864-5

dent Workbook

978-0-840-05865-2

amView

978-1-111-42570-8

tructor’s Resource CD

978-0-840-05870-6

bsite

978-1-111-47767-7

panish Supplements

ossary of Student Edition terms has been translated into Spanish to help
students master the important terminology associated with personal
ancial literacy.

W! Spanish Guided Practice CD is a new teacher resource which
vides Spanish speaking students with Student Workbook questions and
ivities in Spanish to support learning. Teachers may print out and assign
estions and activities to deliver personalized, differentiated instruction to
ry ELL student.


CHAPTER

1-1 Personal Skills
and the Job
Market
1-2 The Economy
and Your
Education
1-3 Job Application
Skills and Tools

©Andresr, 2010/Used under license from Shutterstock.com

How Your Choices

Affect Income

The choices you make now while you are still in school will affect your
income later in life. The personal values and goals that you set for yourself
will influence the way you will
prepare for your future, from
education to job skills. You must
ONLINE RESOURCES
also consider the economy and
Personal Financial Literacy
how it will affect your decisions.
Website:
And as you make those choices,
www.cengage.com/school/
you will need to consider how
pfinance/pfl
you will pay for the training
Data Files
and skills you will need to enter
Key Terms Flashcards
the job market. Having a good
Flash Games
resume and job-hunting skills
Chapter 1 Supplemental Activity
will enhance your opportunities
Web Links
to successfully enter and excel in
the career of your choice.

1

Personal Skills and the Job Market

ALS

KEY TERMS

scuss the job market, how it changes over time, and
hat you can do to prepare yourself.
escribe how your education may affect the amount of
oney that you earn.

•
•
•
•
•

market the job openings
are available when you are
y to go to work

set the unique skills and
ties that you bring to the job
ket

d skills measurable physical
mental abilities that allow
to complete a job

skills nontechnical skills
ded by most workers for
ess on the job

job market, p. 2
skill set, p. 2
hard skills, p. 2
soft skills, p. 2
job description, p. 5

•
•
•
•

value, p. 6
goal, p. 6
on-the-job training, p. 7
self-training, p. 7

What Is the Job Market?
The job market refers to the job openings that are available when
you are ready to go to work. It is ever changing to meet the needs of
employers with job openings.
In today’s job market, it will be important for you to have the right
skills and be able to learn new ones when they are needed. Change is a
vital part of all aspects of life, and the job market is no exception. The
unique skills and abilities that you bring to the job market are called your
skill set. Within your skill set are specific technical

abilities, called hard skills, which are measurable physical and mental abilities that allow
you to complete a job. Examples include:
● installing a faucet
● preparing a spreadsheet
● operating a machine
● driving a vehicle
Being able to work well with
others is also important. Soft
skills are nontechnical skills
needed by most workers for success on the job. Soft skills are an
important part of your skill set.
Examples include:
● leadership skills
● effective communication
skills
● teamwork skills
● problem-solving skills
How can you learn soft skills?
● time-management skills
Some people have natural soft skills, such as leadership, while others
do not. Soft skills can be learned through education and practice. As you
pursue the learning of hard skills, you also need to develop soft skills that
will help you be successful on the job and in other areas of your life. Having both good hard skills and good soft skills will improve your earnings
potential.

©R. Gino Santa Maria, 2010/Used under license from Shutterstock.com

1-1

As new goods and services are developed, job
skills needed to create them will change also. The
skills needed for your local job market may be
different from the skills needed for the statewide
or national job market, at least in the short
run. Have you considered what you will
need to know
and be able to do
in order to get a
good-paying job in
today’s job market?
As you think about
the type of work you
would like to do later
in life, consider the jobs
Why is it important to learn about the job market?
that may exist in the future.
Will the type of work you
want to do still exist? If so, will this type of work pay well? You might
begin asking questions and reading about jobs that sound interesting to
you. You can also do online or library research about those careers.
A good place to start job market research is the Occupational Outlook Handbook (OOH). It is published by the U.S. Department of Labor
and is available online, as shown in Figure 1-1.1. From this resource, you
can learn the latest about jobs in a wide range of fields. The 2010–11 edition provides job projections in 11 career areas that include management,
professional, service, sales, administrative, farming, construction, installation, production, transportation, and armed forces careers. Which of these
career fields sounds most interesting to you?

Figure 1-1.1 Occupational Outlook
Handbook Web Page

Source: United States Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2010–11 Edition, />

JOB CHOICES AFFECT YOUR INCOME
Some jobs pay a lot more than others and are in greater demand. Generally, the more your skill set is filled with experience, training, and education, the more you can expect to earn. For example, a doctor must
have many years of education and training to qualify as a primary care
physician. Typically, doctors are well paid. A salesclerk
may need only a high school education and some
on-the-job training to prepare for an entry-level
job. A salesclerk typically earns a much lower
salary than a doctor. Look in the current OOH
for a listing of average earnings and starting
salaries for a wide range of occupations.
Today’s most popular careers often require
a bachelor’s degree or more. Figure 1-1.2 is a
short list taken from the current OOH,
listing the fastest-growing occupations,
all of which require more than a high
school diploma.
The number of jobs in a
career area can also affect the
income level of those working in that field. When many
workers compete for a few jobs,
salaries are driven down, and some
applicants will likely not find jobs in
their chosen career area.
There are careers that don’t have
high education requirements. As an
entertainer, supermodel, musician,
or professional athlete, you may
Why is your level of education an

make large sums of money.
important factor in your job choice?

Figure 1-1.2 Fastest-Growing
Occupations, 2008–18
Expected
Growth 2008–18

Education Required

Biomedical engineers

72%

Bachelor’s degree

Network, systems and
communications analysts

53%

Bachelor’s degree

Home health aides

50%

Short-term training and
on-the-job experience

Financial examiners

46%

Bachelor’s degree

Medical scientists

41%

Doctoral degree

Physician assistants

39%

Master’s degree

Skin care specialists

38%

Post-secondary skills

Source: United States Department of Labor, Bureau of Labor Statistics, />ep_table_103.htm#.

©Kurhan, 2010/Used under license from Shutterstock.com

Occupation

However, these types of careers often last just a few years. They may
require natural talent, beauty, or athletic ability that few people have.
They can also be very hard on the mind or body. For every person who
succeeds in such a career, many others do not.

Learning about Job Requirements
As you look for information about careers, you will see jobs listed by
title. A job title is a name given to a particular job. It may be a word or
phrase that describes the main duties or tasks of the job. For example,
the job title Long-Haul Truck Driver indicates clearly what the job involves. A person with this job drives a truck for long distances.
Sometimes a job title alone is not enough to tell you what a person
in that job is required to do. For example, reading the job title Systems
Analyst might leave you wondering what a person would do in that job.
A job description (called “nature of the work” in the OOH) describes
what a job would be like, including the tasks performed and skills needed.
It often contains other information, such as education or experience
required, the hours worked, or details about the work site or location.
Figure 1-1.3 is a job description for a physician assistant, a very popular
and growing career field today.

Preparing for Lifelong Learning
Learning new skills and information to help you stay qualified for a job
is important for your job security. When you are hired for a job, you will

Figure 1-1.3 Job Description
Physician Assistant
Nature of the Work
Physician assistants (PAs) practice medicine under the supervision of physicians
and surgeons. They should not be confused with medical assistants, who perform

routine clinical and clerical tasks. PAs are formally trained to provide diagnostic,
therapeutic, and preventive healthcare services, as delegated by a physician.
Working as members of a healthcare team, they take medical histories, examine
and treat patients, order and interpret laboratory tests and x rays, and make diagnoses. They also treat minor injuries by suturing, splinting, and casting. PAs record
progress notes, instruct and counsel patients, and order or carry out therapy. PAs
also may prescribe certain medications. In some establishments, a PA is responsible for managerial duties, such as ordering medical supplies or equipment and
supervising medical technicians and assistants.
PAs work under the supervision of a physician. However, PAs may be principal
care providers in rural or inner-city clinics. In such cases, the PA confers with
the supervising physician and other medical professionals as needed and as
required by law. PAs also may make house calls or go to hospitals and nursing
care facilities to check on patients. Many PAs work in primary care specialties,
such as general internal medicine, pediatrics, and family medicine.
A PA’s work schedule will vary according to the type of medical practice. PAs
in clinics usually work a standard 40-hour workweek. Hospital-based PAs may be
required to work weekends, nights, or early morning hours.
Source: United States Department of Labor, Bureau of Labor Statistics, Occupational Outlook
Handbook, 2010–11 Edition, />
job description describes what
a job would be like, including
tasks performed and skills
needed


e a principle that reflects
worth you place on an idea
ction

a desired outcome based
ne’s values for which a plan

tion is carried out

©Ken Hurst, 2010/Used under license from Shutterstock.com

If you value a certain trait, such as physical fitness, how might it affect your job choices?

probably have the education and skills you need to do that job. As time
goes by, however, new technology and advances made in your career field
may cause the skills or education needed for the job to change. You will
need to update your job skills. Life-long learning will help prepare you to
be a skilled worker and an informed consumer.

VALUES AND GOALS AFFECT YOUR JOB CHOICES
As you think about a career that you might pursue, consider the values
and goals that are important to you. A value is a principle that reflects
the worth you place on an idea or action. For example, if you think being honest is important, honesty would be one of your values.
Values are important. They define who you are. They influence the
choices and decisions you make. Think about what you want to accomplish now and later in life. For example, if you think making a difference
in other people’s lives is important, then that value could be a reason for
choosing one job over another. You might choose to be a teacher or a
counselor rather than a salesperson or accountant.
Many people set goals that they want to accomplish. A goal is a
desired outcome based on one’s values for which a plan of action is carried out. A person’s goals affect his or her behavior. If you value good
health, your goals may include eating properly and exercising regularly.
If you want to buy a digital camera, your goal may be to save enough
money for the purchase. What goals do you want to accomplish? Can
you relate these goals to your values?

CHECKPOINT
How are hard skills different from soft skills?

How Does Education Affect Your Income?

©Andrew Taylor, 2010/Used under license from Shutterstock.com

Some jobs require little education. Other jobs require training that takes
several years to complete. Education helps prepare you to do a job well.
Education can be formal or informal. Formal education involves attending classes and, often, earning a degree. Students must show that they
have learned certain skills and concepts. Informal education usually does
not happen in classrooms; it is often a
part of working. An example of informal education is on-the-job training,
or learning as you do the work. Another example is learning new skills
from reading and practicing on your
own, called self-training. Learning
to use a digital camera by reading
the instructions or teaching yourself a
computer program using written
or video tutorials are examples of
self-training. These skills can also be
listed on a resume when you are able
to perform them at an acceptable level.
The amount and type of education
you complete can affect the amount
of money you earn. Generally, people
who have a formal education earn more
than people who have less education.
Figure 1-1.4 shows you the difference
you can expect to find in your earnings potential when you complete more
How are education and

formal education. If the pay for a job is
training related to a job’s salary
high compared to the education reor worth to an employer?
quired, there is often a reason.

Figure 1-1.4 Education Pays

Source: United States Department of Labor, Bureau of Labor Statistics, />emp/ep_chart_001.htm.

on-the-job training learning as
you do the work

self-training learning new skills
from reading and practicing on
your own


Building Communications Skills
LISTENING
Listening is one of the four basic communications
skills (listening, reading, speaking, and writing).
While hearing is easy, most people have to work at
being good listeners. Listening is not the same thing
as hearing. Hearing is the ability to process sounds.
Anyone who is not hearing-impaired is able to hear.
Listening means that information is heard and understood or thought about. According to the International Listening Association, 85 percent of what we
know we have learned by listening.
Listening is an important skill that will help you
succeed at school and at work. Practice these tips to
help you improve your listening skills:

•
•
•
•
•

Face and look directly at the person who is talking
to you.
Focus on what the speaker is saying. Do not let
your mind wander to other topics.
Ignore distractions such as noises made by other
people in the room or someone passing by.
Turn off (or unplug) the phone and eliminate
other noises such as music, if possible.
When you are part of a group that the speaker
is addressing, take notes about what the

•

•

speaker is saying. Write only key phrases or
main ideas. Do not try to write every word the
speaker says.
In conversations with one or two people, give
small feedback cues, such as “I see” or “Then
what?” to let the speaker know you are listening.
Nod frequently and wait quietly during pauses.
Mentally summarize the main points of what

you have heard. Ask the speaker questions to
clarify points you do not understand. If you are
listening to someone give you instructions for a
task, repeat key phrases to review the important
points.

Try It Out
1. Ask the person next to you to tell you about his
or her most admired celebrity, public figure, or
hero. Practice listening skills listed above. Next, it
is your turn.
2. After you have finished listening to each other,
write down five new things you learned from
listening to the other person. List three listening
skills you used during the activity.

The job might require high personal risks, a short career span, or
completing tasks that others are not willing to do. For example, the
employee might have to handle dangerous materials or work in an
unstable country where a war is taking place.
Think about the type of education you want to complete and how
well it will prepare you for the career or job you want later in life.
Making choices about education is a serious responsibility. Education is
considered an investment in your future. The jobs you choose and the
education you receive will affect the amount of money you are able to
earn. How much time and effort are you willing to put forth to prepare
for the job you want? It’s never too early to start planning for your
future.

CHECKPOINT

How is formal education different from informal education?


1-1

Lesson Assessment

KEY TERMS REVIEW
Match the terms with the definitions. Some terms may not be used.
____ 1. The unique skills and abilities you
bring to the job market
____ 2. A desired outcome based on
one’s values for which a plan of
action is carried out

a. goal

____ 3. Job openings that are available
when you are ready to go to work

d. job market

____ 4. Learning new skills on your own
by reading and practicing
____ 5. A description of what a job would
be like
____ 6. A principle that reflects the worth
you place on an idea or action

b. hard skills

c. job description
e. on-the-job
training
f. self-training
g. skill set
h. soft skills
i. value

____ 7. Measurable physical and mental
abilities that allow you to complete a job
____ 8. Nontechnical skills needed by most workers for success on the job

CHECK YOUR UNDERSTANDING
9. Why does the job market change over time?
10. What is meant by a skill set? List three things you plan to have in your
skill set.
11. Explain why soft skills are important. List three soft skills that are critical
to job success.
12. What information is found in the Occupational Outlook Handbook?
13. Describe the contents of a job description.
14. Explain why lifelong learning is important to your career plans.
15. Give an example of how a person’s goals and values may affect his or
her career choices.
16. Explain why some career choices require little formal education while
others require a master’s degree or more.
17. What is meant by formal education? What is meant by informal education? Give two examples of informal education.
18. Explain how job choices affect income.
19. Explain why listening is an important skill for job success.

THINK CRITICALLY
20. Today, successful career planning depends not only on finding yourself,
but in creating yourself. As you explore the types of careers you would
like to pursue, think of ways you can stand out from your competition to
get hired for the job. Are there things you can do now, while you are still
in school, to enhance your skills for a future career? Describe what you
can do.
21. Soft skills are often more difficult to learn than hard skills. Being able to
get along with others, public speaking and listening are important soft
skills. List three soft skills on which you need to work. What can you do
to improve in these areas and make them your strengths?
22. Why do actors, athletes, and entertainers make so much money when
the education level they attain is often very low? Explain the qualities
you need to possess and the things you would have to do in order to
prepare for such a career.
23. List three values that are important to you and that are reflected in
choices you make. Based on these values, list three goals you wish to
achieve by the time you are 30. What careers would you consider that
reflect your values and goals? Explain how your values and goals influence the personal choices you make.
24. Many people appear to be very unhappy in the careers they have
chosen, yet they are unwilling (or unable) to start over in a career that
would be better suited for them. How do you know when people are
unhappy in their jobs (what signs do you see)? Why do you think they
are so unhappy? What can you do to keep this from happening to you?

EXTEND YOUR LEARNING
25. The website that accompanies this textbook contains data files, games,
links to other sites, and additional information that you will use as you
complete required activities for this course. You will probably visit the
site often. In this activity, you will explore the site. You will also create a

link to make visiting the site quick and easy.
●

Access the Internet. Enter the following address in your web browser’s address box: www.cengage.com/school/pfinance/pfl.

●

From the home page, click a hyperlink such as Student Resources.
Quickly scan the new page to see the information that it provides.
Click the Back button to return to the home page.

●

Find and click on Web Links. This page contains links to other sites that
provide additional information related to the topics in the chapter.

●

Return to the home page. Add the website to your Favorites or Bookmarks list. Use this Favorites or Bookmarks link whenever you need to
visit the site for later activities.

int Your Browser

ww.cengage.com/school/
pfinance/pfl