BCBEA Signature

BCBEA Signature
The British Columbia Business Educators Association is a
Provincial Specialist Association of the
British Columbia Teachers Federation
Volume 17
Inside this
issue:
Mar 2013
Presidents Address by Peter Noah
Hey BCBEA Members
Presidents Address
1
Conference
1
Awards-Criteria
Ideas for Promoting
your Program
2
In Memoriam
Dr. Shirley Wong
3
4-5
Mobile Aps for
Teaching and LearnWBEA Award
Winners
6
Thanking the Sponsors and Exhibitors
7
Highlights from
WBEA
8-9
Award Nomination
Forms
Nom
1012
Links, Lessons, and
More...
1220
Check us out
at
www.bcbea.ca
Please send future articles to:
[email protected]
How are you doing? By the
time you read this you will
be heading back from Spring
Break. The rest of the executive and I hope you had a
fun and safe holiday.
I remember an old teacher in
my own school days saying
that in terms of course content Christmas was the halfway mark in the year. And
now we have moved 2.5
months beyond that. When
you get back from Spring
Break, it will be all about
“can I cover all my material
in the 28 classes that are left
in the year. Nice, but scary
eh?
It continues to be a hard
time for Business Education
in our province. UBC has
taken away our Bus Ed cohort and placed the new Bus
Ed signups under the Computer Science people. This is
really bad for us for the
many reasons that I am sure
you are aware of. In response Adriana and others
have helped me draft a letter
to them asking for this to be
October 25 2013
Kwantlen
Polytecnic
University
reversed. The real problem
is that only 6 Bus Ed students signed up for our program at UBC last year. To
be objective about this, you
and I can rant and rave and
make a whole lot of noise
and maybe even get the Bus
Ed faculty member reinstated, but 6 Bus Ed candidates may not be a large
enough group to make the
position sustainable.
Couple that with the fact
that the veteran Bus Ed
teachers in the schools are
slowly retiring.
What can we do? Is business
education doomed to extinction in our secondary school
system? Some people suggest that business education
is better suited for the college or university level?
We as Bus Ed teachers disagree completely that Bus Ed
has no place in secondary
school. We know that business education is invaluable
for secondary school students. It will interest some
into going into Commerce at
college or university, but
perhaps more importantly it
will give the general populace
some basics in business. For
some of this Non-Commerce
group, it will allow them to
operate their own small store
or service business. But for
most it is a necessary
knowledge just to survive as a
consumer. Who isn’t bombarded by terms like the bottom
line, revenue and expenses,
amortization, demographics,
inflation, supply and demand,
credit card interest, credit card
default, having an underwater
mortgage, etc? These are all
terms that every single person
as a consumer in our society
needs to know. These are necessary for financial survival in
this modern world.
To learn this stuff in college or
university or good too, but
those in Arts, Science, Engineering, and Math, may never
have access to a financial literacy course.
BizTech 2013:
Business
Technology
Fusion!
Page 2
Awards– Criteria
SHEILA E. CAMERON
AWARD FOR TEACHING
EXCELLENCE IN
BUSINESS EDUCATION
“Be the person to
nominate a
fellow Business
Education
teacher….
acknowledge the
teaching
excellence and
outstanding inclass
performance ”
This award is presented to
acknowledge teaching excellence and in-class performance
and requires a letter of support
from a fellow teacher or administrator. The selection of
the award winner is determined by a committee of previous award winners, to which all
winners are invited to participate.
Criteria:
•
Excellence as a classroom teacher or volunteer, including innovative classroom
methods and strategies and rapport with
students, staff and
student teachers
•
Outstanding efforts or
accomplishments in
teaching Business
Education and supporting other teachers
•
Engaging style that
exemplifies energy,
enthusiasm and creativity in the classroom
BCBEA OUTSTANDING
ACHIEVEMENT AWARD
BCBEA PRESIDENT’S
REGIONAL AWARD
This award is in recognition of
outstanding service or contribution to the promotion and
development of Business Education within the province.
The recipient must be a
BCBEA member or former
member. The award winner is
selected annually by members
of the BCBEA Executive.
This award, selected by members
of the BCBEA Executive, recognizes the local contributions of
present or past BCBEA members. Awards are made by region. More than one recipient
per region can be selected annually.
Criteria:
•
Development and sharing of ideas and resources at school and/
or district level.
•
Mentoring of local
teachers and student
teachers
•
Professionalism in
classroom and businessrelated activities
•
Professional involvement in the BCBEA or
other business-related
organizations, associations or committees
Criteria:
•
Service and leadership within the association
•
Outstanding contribution to Business Education development at
the provincial level
•
Leadership in formulating and implementing Business Education policy or practices
•
Involvement in curriculum or resource
development
•
Sharing of ideas
through seminars,
workshops, conferences and publications
•
Outstanding efforts or
accomplishments that
promote Business
Education in BC
Ideas for Promoting Business and
Computer Science (Sarah Heath, NBEA Conference)
1.
Put screen savers on all the computers in the Media Center,
"free" labs, and business labs that say something along the
lines of "Business Education - Preparing Students for Careers and College - see Ms. XYZ in Room E101 for more
information"
2.
Send out information about your courses to the other
teachers/advisors who will be registering students
3.
Set up an information table at lunches and pass out brochures to students or show a slideshow or video of what
students do in business education courses
4.
Have the students wear Business Attire with a sticker or
sign that says "ask me about Business Education"
Bring your program information to the middle schools have students visit the middle schools, attend the middle
5.
IBM 25-YEAR SERVICE In
BUSINESS EDUCATION
AWARD
This year IBM will again honour
business educators from the
province of BC for their years of
dedicated service to Business
Education. During the BCBEA
conference in October, 2005 IBM
will present plaques to business
educators who have contributed
at least 25 years to the teaching
school "high school night"; connect with the middle school
"connections" teachers
6.
7.
Attend school sports games and fine arts productions and
set up a table with brochures about Business Education
(video, slideshow, pictures, awards, etc) near the concession area
Put advertisement in your school newsletter every week
until registration about Business Classes or to spark parent
interest
8.
Put the stats about Business majors in college on the an
nouncements and tell students if they want to get ahead - s
tart with Business Education courses today!
9.
Make T-shirts for your Business Ed teachers saying "Got
Business" or "Take Business Ed" or something similar, and
wear them on one of your "spirit" or dress down days.
Continued on Page 18
BCBEA Signature
Page 3
BCBEA Signature
In Memoriam—Dr. Shirley Wong
Dr. Wong made a very significant
cial, national and international busiimpact in the field of Business Educaness education organizations. Dr.
tion. Her expertise was in the teachWong was a strong supporter of the
ing of keyboarding skills and its apBritish Columbia Business Education
propriate touch typing techniques,
Association (BCBEA), was an active
Pitman short hand and transcription
member of the Canadian Association
skills and English grammar and proofof Business Education Teachers
reading skills. Dr. Wong has left a
(CABET) and actively attended convery large legacy in the training of
ferences hosted by the Western
business education teachers in the
Business Education Association of the
province of British Columbia from
United States and Canada (WBEA)
the early 1970s until she retired in
and The National Business Education
1997. The majority of Business EduAssociation (NBEA) and the Internacation teachers, teaching Business
tional Society of Business Education
Education in British
(SIEC/ISBE). Dr. Wong’s
Columbia schools today
involvement with SIEC/
were taught by Dr. Dr. Wong instilled ISBE was most notable
Wong.
when she hosted the
Dr. Wong instilled that teaching high annual international conthat
teaching
high
ference in
school students was to
Vancouschool
be done with a strong
ver at the
sense of communica- students was
Universition and preparing stuty of BC
dents for the business
(UBC) in
to be done
world of work required
the late
proficiencies in writing,
1980s.
spelling and grammar with a strong
As
a
with strong proofreadfaculty member at UBC,
sense of
ing skills being highly
Dr. Wong completed
essential. Shirley was a
research projects in Busicommunication ness Education and hostloyal and good person
who was “hyper dedied several teacher trainand preparing ing workshops on various
cated” to the profession of teaching busiaspects of teaching business education and to students for the ness education courses.
the implementation of
She was the author of a
the pedagogy and methtyping textbook and sevodology of teaching high school busieral other publications and wrote
ness education courses.
articles on Business Education topics
Dr. Wong felt professional growth
and life-long learning were important
for teachers and could be attained
through involvement in local, provin-
for national and international
publications.
Dr. Wong also
worked actively with publishers
to create teaching resource materials for Business Education
teachers.
Dr. Wong was highly committed to her professional career in
Business Education. She has left
many friends throughout the
world in Business Education
through her international travels,
research and publications. She
has deeply touched the lives of
many teachers in British Columbia in various ways. Dr. Shirley
Wong created the profile of Business Education programs for the
high schools in British Columbia
and maintained that vision for the
University of British Columbia
Business Education teacher training program. As teachers, we are
thankful for her contributions,
hard work and dedication to
Business Education.
Page 4
Mobile Apps for Teaching & Learning
By Ken Kuhn E-Mail: [email protected]
I hope this overview of mobile apps
helps you facilitate your students taking control of their own learning and
making your classroom a more exciting place for sharing of knowledge and
ideas. Share this information with
your colleagues…and put some of
these mobile apps into practice in your
classrooms. Please lobby your administrations for mobile access in class for
students and for more widespread
wireless Internet access for students
and teachers. We used to treat mobile devices years ago as “off and outof-sight” but we need to change that
thinking and encourage the use of
apps, similar to some of the ones listed
below, so students can take an active
part in their learning.
Google Search:
Students, as
well as teachers, find this an invaluable
information resource.
Google Earth:
Need information on geography or maps. Terrific
app!
create and manage theme-based image
collections such as events, interests,
hobbies, and more. Users can browse
other pinboards for inspiration, 're-pin'
images to their own pinboards, or 'like'
photos. Can be used for Marketing
students in group projects. Awesome!
Podcasting:
A podcast can be
used by students to record their
Google Maps: Find banks,
presentations to the class. The word
restaurants & more with detailed
podcast is derived from “broadcast”
and “iPod” from the success of the
street information.
iPod since podcasts are often listened
Mortgage & Loans Cal- on portable media. Several good apps
culator: Teaching Finance? Math? are available.
Consumer Purchasing? These apps
Blogging: Apps such as Blogger
helps students understand the princi(and many others) allow students to
pal, interest, number of payments,
time, and taxes to purchasing anything add comments that are interactive and
are identified by the person adding the
Evernote: A terrific FREE app from cars to houses. They even incomment. Encourages students to
that can be used and synced between clude a graph to help explain.
participate and learn from other stuthe iPhone, iPod Touch, and iPads.
and share opinions on various
Poll Everywhere: With this dents
The app can be used for notes, ideas,
topics. Great learning opportunity for
snapshots, or recordings between any “polling” app students can use it on
of the platforms. Different Notebooks their phone or computer. The teacher students.
can be created to keep your inforasks a question, the students vote for
Wikis: Most students use Wikipetheir answer or opinion, and the
mation organized into various topics.
graphic results are shown by means of dia for quick information on topics.
an LCD projector, and can also gener- The word wiki comes from the HawaiSkitch: I recommend adding
ian word meaning “fast” or “quick”.
ate reports. Nice! Students love it.
Evernote Skitch to add the ability to
They can be used by your students for
add emphasis arrows, or directional
notetaking, organization, or many otharrows, or highlighting to pictures you Wiffiti: With this “polling” app
er classroom learning situations.
want to highlight certain information
students can use it on their phone or Great for letting students take charge
computer. The teacher asks a queson. Terrific & fun tool!
of their learning.
tion (either choice or open-ended),
Dropbox or Box: They are the students vote or complete their Posterous: This app allows
response and the results pop up on
FREE services that let you bring all
the LCD screen for all students to see teachers to share an e-mail address
your photos, documents, and videos
with all class participants. Then anyanywhere with you between platforms the various opinions. Students are
one can share content to the e-mail
that you use. Once you install one of competitive to get their results up on address. It’s easy for students to navithe screen. All students are on task &
these apps, any file that you save will
gate on mobile devices and prefer this
automatically save to all of your com- excited.
to some other wiki or blogging apps.
puters, your iPhone, your iPad, and
Pinterest: A content sharing
even the App site in the cloud! Not
Cel.ly, GroupMe, Reonly are all your files available on any
service that allows members to "pin"
platform, they are always backed up
images, videos and other objects to
mind101: These are tools that
their
pinboard
that
allows
users
to
and safe!
teachers can use to send group re-
BCBEA Signature
Page 5
minders such as test dates or homework reminders.
Wikipanion: Free iPhone app Wikipanion searches
pumps from any city in North America. Nice to compare
BCBEA
Signature
the marketing
& business
strategies—or just get cheaper gas
while you drive around. J
Wikipedia through a fast interface. Complete with autosugTourwrist: This is an awesome app for students to
gest, landscape mode, and large, readable text, Wikipanion
offers a fantastic way to browse Wikipedia on-the-go. Cer- investigate all sorts of interesting “panos” to explore various
categories including retail, real estate, arts & entertainment,
tainly helps students do research!
points of interest (water, cultural, snow, nature, landmarks,
Twitter: Excellent way to keep your students on task indoors, historic, events, cities), hotels & resorts, dining,
services, vehicles & more. Students can even create their
or remind them of key points from the day’s lesson or
own “panos” to share with students. Lots of fun!
homework hints or test reminders. You can use a class
#hashtag so all students can retrieve all tweets from all students on a particular topic. Twitter is a very powerful tool Ask.com: Need to ask a question and get a reasonable answer? Try this app. Have your students solve their
for teaching & learning!
own questions and dilemmas.
TED: A wonderful resource for students and teachers
to listen and watch fabulous speakers (including people like Around Me: Do you want to find the locations of
Steve Jobs, Sir Ken Robinson) on various topics that will
banks, gas stations, restaurants, hotels, movie theatres,
parking, pharmacies, supermarkets, hospitals & more near
stimulate & inspire. Incredible stuff.
you? This app is what you want—whichever city you are
in…this app will find what you want…or your students.
Eat St.: A fun app for travelers in big cities to check
out the locations of the popular food trucks and menus.
Prezi.com: This app lets you and your students
This app & TV show is associated with the Funny Money
keynote speaker from the BCBEA 2009 conference, James
view—or create—Prezis for presentations to other students in the class. It is a very nice change from PowerCunningham. Check it out! Lots of business discussions
points!
possible here.
GasBuddy:
This app gives you the prices at the gas
BCBEACURRENTBUDGETASATJANUARY31,2013
The BCBEA
would like to
invite you to
BizTech 2013:
Business
Technology
Fusion!!!
Surrey, BC
October 25
2013
Revenue
Income Surplus
Membership / Subscription
BCTF Grant
Interest Income
Regional Conference Grant
Conference Pro(it (Kamloops)
TotalRevenue
Expenses
Meeting - executive
Meeting - other
Conference - Miscellaneous
TotalExpenses
18,432.89
1,719.08
0.00
129.33
2,000.00
4,890.99
27,172.29
2,484.23
338.28
107.94
2,930.45
NetIncome/Loss
$24,241.84
Page 6
Recognizing our WBEA Award Winners Feb 2013
Congratulations to the 2012-2013 WBEA Award Recipients!
PRESIDENT’S AWARD (presented by Greg Colf)
W. Neil Gailey,
Professor,
Long Beach City College, California
DISTINGUISHED SERVICE AWARD
Kris Sheets,
Former WBEA President
and member of the NBEA Executive Board, Arizona
OUTSTANDING BUSINESS EDUCATOR, POST-SECONDARY
Roietta Fulgham,
Professor,
American River College, Sacramento, California
OUTSTANDING BUSINESS EDUCATOR, HIGH SCHOOL
Christine M. Liebelt-Garcia,
Business Education Teacher and FBLA Advisor,
Metro Tech High School, Phoenix, Arizona
OUTSTANDING BUSINESS EDUCATOR, JUNIOR HIGH SCHOOL
Julie G. Thorngren,
CTE Teacher,
Snowcrest Junior High School, Eden, Utah
OUTSTANDING CAREER & TECHNICAL STUDENT ORGANIZATION ADVISOR
Laura Hilzendeger,
Business Education Teacher and FBLA Advisor,
Fife High School, Tacoma, Washington
ROBERT J. THOMPSON WBEA
MEMBERSHIP AWARD
(Presented to the S/T/P Membership Director who reaches the highest percentage of
the NBEA membership goal by June 30,
2012)Linda Cotton, Montana Business Educators Association
S/T/P NEWSLETTER AWARDS
Stacy Leitner, CBEA Bulletin, California
Business Education Association
Cheryl Fujii, HBEA, Hawai‘i Business Education Association
Alan Watts, NVBEA Bulletin, Nevada
Business Education Association
BCBEA Signature
Page 7
2012 BCBEA Conference
Budget,
BCBEA Signature
Oct. 18-20, 2012
The BCBEA would
like to thank all
participants,
speakers, and exhibitors who attended our fall
conference in
Kamloops
Many thanks to
Terry Downton
and Ishar Litt for
the organization
of the fabulous
event!
Held at Thompson Rivers
University
Income
Online Registra ons (less paypal fees)
4000
4127.03
270
270
Regional Conference Grant
3000
3000
Vendors
1650
1650
Sponsors
2500
2500
Walk Up Registra ons
11420 11547.03
Expenses
Wine And Cheese
1300
1462.48
Breakfast, Lunch and Snacks
4300
4296.79
200
215.22
1000
744.92
Execu ve Mee ngs
500
515.29
Presenter Gi5s
400
311.7
25
24.4
Total Expenses
7725
7570.8
Profit to Business Ed PSA
3695
3976.23
Office Supplies for the conference
Prizes
Saturday Morning Session
Prize Breakdown
Wine
311.7
Playbook
168.22
Gi5 Cards
$200
Business Educa on Shirts
$65
Conference Budget Submitted to
BCTF by Terry Downton
BCBEA Signature
BCBEA Signature
Page 8
Highlights of the WBEA 2013 Conference in Ogden, UT
February 14-17, 2013
Congratulations to the 2013 WBEA Confer- (The list of recipients is below in the Awards Section.) The Outgoing and Incoming
ence Committee for hosting a terrific conExecutive was also presented during the Luncheon. Ken Kuhn was the lucky winner of
ference in Ogden, UT. The Opening Sesthe iPad Mini draw.
sion keynote speaker, Keith Stubbs, kicked
off the evening with a very humorous standup comedy show that had us all laughing.
The Computer and
Outgoing & Incoming WBEA Executive Members for
iPad Hands-on Sessions and Breakout
2013-2014
Workshops were a
“Join the
nice mix of topics to
WBEA or
interest a wide audiNBEA…
ence. The Saturday
Outgoing Officers/Committee Directors
luncheon keynote
Offer BC
speaker, Alan Hall,
Greg Colf, President, 12-13
teachers
spoke about the ennetworks
trepreneurial spirit
Christy Ekroth, President-elect, 12-13
and excited the audiand
Joe McFarland, Treasurer, 11-13
ence with a very powresources
erful presentation on
Kim Bartel, Secretary, 12-14
that will
his guiding principles
for business. Aaron
make a
Roietta Fulgham, Past President, Strategic Planning, Nominating, 12-13
Bredenkamp, a Teachdifference.” ing Ambassador FelEileen Wascisin, NBEA Representative, 12-15
low for the U. S. DeAllyson Saunders, Awards Director, 10-13
partment of Education, gave a very inTerry Ertman , Legislative Liaison, 12-13
formative legislative session following up on
President Obama’s State of the Union AdCarolyn Anderson, Membership Director, 11-14
dress. The Past Presidents’ Reception was
well-attended and there were many laughs
Ken Kuhn, Newsletter Editor, 10-13
as President Greg Colf was roasted and
Eileen Wascisin, PDI Director, 11-13
toasted. Many Business Educators were
recognized for their efforts at the Awards
Darlene Marquardt, Telecommunications Director, 12-13
Banquet and Closing of the Conference.
WBEA 2014 Regional
Conference
Join us as we
"For you a Rose in Portland Grows"
DoubleTree by Hilton, Portland, Oregon
Register: http://www.wbite.org
Feb 13-17 2014
Page 8
BCBEA Signature
Page 9
Incoming Officers/Committee Directors
Christy Ekroth, President 13-14
Ken Kuhn, President-elect, 13-14
Barbara Renner, Treasurer, 13-15
Kim Bartel, Secretary, 12-14
Greg Colf, Past President, Strategic Planning, Nominating, 13-14
Eileen Wascisin, NBEA Representative 12-15
Kristina Yamada, Awards Director, 13-14
Tina Fulks, Legislative Liaison, 13-14
Linda Snider, Membership Director, 13-14
Ken Kuhn, Newsletter Editor, 13-14
Eileen Wascisin, PDI Director, 13-14
Darlene Marquardt, Telecommunications Director, 13-14
NBEA 2013 Annual Convention
April 16 - 20
Atlanta, Georgia
Register: http://www.nbea.org
Page 9
BCBEA AWARDS—please nominate a colleague!
BCBEA OUTSTANDING ACHIEVEMENT AWARD
Deadline: October 4, 2013
If you know somehow who has made an outstanding contribution to the BCBEA,
please complete the information below before the October deadline.
This award is in recognition of outstanding service or contribution to the promotion and development of
Business Education within the province. The recipient must be a BCBEA member or former member. This
award is relatively new and the recipient will be selected annually by members of the BCBEA Executive.
The undersigned wishes to nominate
________________________________________________
who is a member, or former member, in good standing of the BCBEA
and teaches at ______________________________________
to be a recipient of the BCBEA Outstanding Achievement Award for 2013.
Nominated by _______________________________
Nominator: Please provide specific information about the nominee and include dates, if possible.
Criteria:
1. Service and leadership within the association
2. Outstanding contribution to Business Education development at the provincial level
3. Leadership in formulating and implementing Business Education policy or practices
4. Involvement in curriculum or resource development
5. Sharing of ideas through seminars, workshops, conferences or publications
6. Outstanding efforts or accomplishments that promote Business Education in BC
In addition to your own document/s, please provide a letters of reference
from a fellow teacher or administrator.
Please submit this nomination form, with supporting material, to:
Peter Noah, BCBEA President & Awards Chair
David Thompson Secondary
1755 East 55th Avenue, Vancouver BC V5P 1Z7
[email protected] Ph 604-713-8278 (school)
Page 10
BRITISH COLUMBIA BUSINESS EDUCATION ASSOCIATION AWARDS
President’s regional awards
October 4, 2013 Deadline
Presidents Regional Awards are presented annually to an outstanding business education teacher in each BCBEA region. Nominees must be
members of the BCBEA.
The undersigned wishes to nominate __________________________________________
who is a member in good standing of the BCBEA and teaches at ___________________
________________________________________, to be a recipient of the President’s
Regional Award for the BCBEA Region ______________________________________
Nominated by ___________________________________________________________
Nominator: Please provide specific information about the nominee under each of the following and include dates where necessary for each of
the following:
Please be as specific as possible,
Excellence as a classroom teacher, in classroom methods, and in curriculum.
Sharing of ideas through seminars, workshops, conferences, and publications.
Professional involvement in BCBEA chapters or other organizations, associations, or committees.
Other outstanding efforts or accomplishments in business and education.
Provide a letter of reference from a fellow teacher or administrator.
The deadline is October 4, 2013. Selections will be made 7 days before the conference
Please submit this nomination form, with supporting material, to
Peter Noah, President and Awards Chair
David Thompson Secondary school
1755 East 55th Avenue
Vancouver BC V5P 1Z7
[email protected]
Page 11
SHEILA E. CAMERON AWARD
Deadline: October 4th, 2013
The Sheila E. Cameron award is presented annually to stimulate, encourage, and acknowledge outstanding
contributions and service to business education.
The undersigned wishes to nominate ____________________________,
to be a recipient of the Sheila E. Cameron Award
Nominated by _____________________________________________
Nomination must include:
Biographical data
A statement of the nominee’s outstanding and sustained contributions towards furthering the role of
business education. Statement to be prepared by the nominator.
Two letters of reference from: a current administrator and a fellow teacher.
Criteria for Judging
In judging the nominees, the Cameron/Peacock Committee will look for evidence that specifically fulfills
the purpose as outlined below. In particular, the application must reveal that the nominee has:
Provided leadership in formulating, instituting and implementing business education policies and practices, which have resulted in the improvement of teaching and learning.
Effectively demonstrated the ability to share resources and provide services to students, teachers, and/or
community.
Provided outstanding contributions to business educations development at a provincial level.
Other outstanding efforts in business education.
Eligibility
Members of the current BCBEA Executive are NOT eligible for the award. This award is decided upon by a
committee of Past Winners of the Cameron/Peacock award, not the BCBEA. The deadline is October 1th,
2012. Selections will be made 7 days before the conference.
Please submit this nomination form, together with supporting material to:
Peter Noah
David Thompson Secondary
1755 East 55 Avenue
Vancouver BC V5P 1Z7
[email protected]
Your nomination forms will be forwarded unopened to the Cameron/Peacock committee.
Page 13
Economics and Entertainment Links
TV Shows
Andy Griffith Show: Horse Trader:
(Barter) http://www.youtube.com/watch?
v=wBb6Taro5Po
I Love Lucy – Chocolate Factory
(Production) http://www.youtube.com/
watch?v=4wp3m1vg06Q&feature=related
I Love Lucy – Turo–(Absolute Advantage) http://www.youtube.com/watch?
v=tw0D-Rv_vro
I Love Lucy – Ricky asks for a Raise
http://www.youtube.com/watch?
v=9Fgln6pfzdo
I Love Lucy – Job Switching –
(Comparative/Absolute Advantage) http://
www.youtube.com/watch?
v=_SdsLZ80RPI&feature=related
“Buddy, Can You Spare a Trillion
Dollars?” http://www.youtube.com/
watch?
Part 1 --beginning to 1:17//6:00 – v=tjoshMpYfmg&feature=related
6:30
Part 2 -- 3:00 - 4:15 // 6:00 – end “Madonna: Material World” –
Wants http://www.youtube.com/watch?
Part 3 – Beginning to 1:30
v=dhwPyKRl84c
All in the Family – Edith the Job
Pep Boys: Opportunities – (Let’s
Hunter --http://www.youtube.com/
Make Lots of Money) – Choices/
watch?v=nPqZbq8DwiM&NR=1
Opportunity Cost http://
Part 1 – 1:00 – 2:15 // 2:50 –
www.youtube.com/watch?
4:00 // 6:48 - end
v=E_Ieq9bEyLA
Part 2 –0:40 – 1:05 // 1:50 –
2:16 // 3:30 – 4:30
Queen: I want it all – Choices/
Part 3 – 2:00 – 3:55
Opportunity Cost http://
www.youtube.com/watch?v=gfLDAll in the Family – Archie’s Raise
7bCtME
http://www.youtube.com/watch?
v=THZolLvh36s&NR=1
Part 1 – beginning – 1:15 // 3:19 Money Makes the World Go Around
– Liza Minelli&Joel Gray http://
– 4:00
Part 3 – 3:05 – 4:30 // 4:47 –
www.youtube.com/watch?
v=rkRIbUT6u7Q
5:11
Inflation --http://www.youtube.com/
watch?v=WoQnMft1v6U
Star Trek: Trouble with Tribbles –
(Markets/ Pricing) http://
www.youtube.com/watch?
v=TX4bK88I4Uw&p=D1177C36E8DF3D Sponge Bob – Plankton’s Regular –
EC&playnext=1&index=70
Exchange http://spongebob.nick.com/
videos/browse/clips/
start at 7:30 go to next to 1:28
Family Guy – E Peterbus Unum –
skip to 5:30 to 6:45
Taxes and Private Property http://
www.youtube.com/watch?v=9Fgln6pfzdo
The Beverly Hillbillies Jed Pays his
Taxes -- 2:30 – 4:00 // Private
Income Taxes http://
Property 6:40 – 7:30
tesla.liketelevision.com/liketelevision/
tuner/php?
Bill Cosby – Episode 1 – Pilot 1
channel=54&format=tv&theme=guide
www.youtube.com/watch?
v=nFY0HBkUm8o
Married with Children – Taxing
Problem (Part 2) http://
Jerry Seinfeld -- http://
www.youtube.com/watch?
www.yadayadayadaecon.com/
v=i50z_sGplRA&feature=related
Laverne and Shirley – The Diner aka
“Betty Please” http://
www.youtube.com/watch?v=X7oHvQudc4
Saturday Night Live: Don’t Buy Stuff
You Can’t Afford – Steve Martin
http://www.nbc.com/saturday-night-live/
video/dont-buy-stuff/27169/
Seinfeld – Latex Salesman http://
www.youtube.com/watch?
v=_T35QhLx_KI
Homer Simpson – Unemployment
http://www.youtube.com/watch?
v=2uxqGjn_Pac
All in the Family -- Mike Comes into
Money – Part 1 (5:44 -7:10) http://
www.youtube.com/watch?
v=3ZDwSXDj3zA&feature=related
All in the Family – The Bunkers and
Econ Songs
Money – Pink Floyd http://
www.youtube.com/watch?
v=Xl6NfQyNLto
Money – Money – Money – ABBA
http://www.youtube.com/watch?
v=WCkOmcIl79s
Money for Nothing – Dire Strait
http://www.youtube.com/watch?
v=lAD6Obi7Cag
The Beatles – Tax Man http://
www.youtube.com/watch?
v=_hYpAYWqiwo
Danny Kaye – I Paid my Income tax
today http://www.independent.org/blog/?
p=506&auction=edit
Cheap Tricks – Taxman, Mr. Thief
http://www.youtube.com/watch?
v=rp_qMbDmB8Y&feature=player_em
bedded#!
Cake – Rock and Roll Lifestyle http://
www.youtube.com/watch?
v=aLEG2YMAQgs
Many Thanks to the WBEA’s web and Anthony Zambelli
http://wbite.org/new/resources/resources.html
See you all in Ogden Feb 2014
Page 14
Economics and Entertainment Links Continued
Shuttin Detroit Down – John Rich
http://www.youtube.com/watch?
v=sI1TPJ4xURI
Snow White – Whistle while you
Work http://www.youtube.com/watch?
v=oY3aljAO7qU
Brooks and Dunn – Hard Working
Man http://www.youtube.com/watch?
v=VcXg8RrylII
The Big Rock Candy Mountain http://
www.youtube.com/watch?
v=JqowmHgxVJQ
Kenny Rogers – The Gambler http://
www.youtube.com/watch?
v=uzfCgycpoqs
Neil Young – Rockin in the Free
World http://www.youtube.com/watch?
v=fQccK0F1_iY
Financial Crisis http://
www.contemplatethis.com/archives/673 10 principles of economics http://
www.youtube.com/watch?
v=9xR9suV686A&feature=related –
10 principles of economics (cont)
http://www.youtube.com/watch?
v=YrZQpHHkghA&feature=related –.
Incentives http://www.youtube.com/
watch?v=u0P6r4uTQ5Q –
YouTube
The Economist - http://
www.economist.com/multimedia
CNN - http://www.cnn.com/video/#/
video/offbeat/2012/10/24/vo-psy-teachesban-ki-moon-to-dance.cnn
Poverty in America http://
www.youtube.com/watch?v=0-_LpE5nJlE
–
YouTube Down Loaders
http://player.gomlab.com/eng/
Absolute and Comparative Advantage http://www.youtube.com/watch?
v=gGej9MVvJaw –
Movies Websites
Stand Up Economics at Carolines
http://www.youtube.com/watch?
v=YgB6mFmYEcM&feature=related
Media Websites
NBC News - http://www.cnn.com/video/#/
video/offbeat/2012/10/24/vo-psy-teachesban-ki-moon-to-dance.cnn
Wall Street Movie – Greed is Good
http://www.youtube.com/watch?v=7upG01 Market Structure http://
www.youtube.com/watch?
-XWbY
v=fQccK0F1_iY –
Vin Diesel – The BoilerRoom http://
www.youtube.com/watch?v=4zakyg3thfY Monopolies http://www.youtube.com/
watch?v=TIGmU2wJm-A–
Donald Duck – Income Taxes http://
www.youtube.com/watch?v=gJ69X1qt4sQ
Principles of Economics translated
http://www.youtube.com/watch?
v=VVp8UGjECt4 –
http://www.divisionoflabour.com/music/
Child Poverty http://www.youtube.com/
watch?v=zeZhi00EQ_o –
Living on the Edge - Poverty http://
www.youtube.com/watch?
Rap, Rhyme and Rhythm: Rapsody in
v=do1QDRIhiEE&feature=related –
Hip-Hop, Rhythm And Rhyme
www.educationalrap.com/music/flatworld-economics
Music Websites
http://youtubedownloader.com/
Media Player
GOM Media Player - http://
player.gomlab.com/eng/
Some Topics you may see at
the BCBEA Annual
Conference in Surrey
Oct 25 2013
Updates and registration
found on www.bcbea.ca
http://www.moviesforecon.com/table.htm
♦
♦
http://
economicsinthemovies.swlearning.com/
♦
www.nvcc.edu/home/lbhadra/syllabus.doc ♦
Bumper Stickers at the Metropolitan http://www.doane.edu/Students/
Academic_Info/Syllabi/24818.pdf
Room http://www.youtube.com/watch?
v=pKBKLeTZbM4&feature=related –
http://www.economicsforeveryone.ca/files/
uploads/Economics_Movies_0.pdf
Inflation Explained http://
♦
♦
♦
♦
www.youtube.com/watch?
v=cHwYX_j3zuc&feature=related –.
♦
http://www-personal.umd.umich.edu/
~bhull/Movies%20with%20Economics.pdf ♦
Social medial in the classroom
Ipads and tablet Apps for all
teachers
Smartphones in your class–
are you kidding me?
Increasing Enrollment and
promoting your courses
Personal Finance
Identity Theft
Cyberbullying
Marketing and Entrepreneurship Freekenomis
New changes in accounting
Etc.
Page 15
BCBEA’s 2010 Financial Literacy Brief—Still Relevant and begging the
question: Have things really changed?
Originally prepared and submitted to the Canadian Task Force on Financial Literacy by Dr Adriana Zylmans and
Martin Runge
Leveraging Excellence: Charting a
course for action to strengthen Financial Literacy in Canada
In this brief, the British Columbia Business
Education Association (BCBEA), a nonprofit voluntary group of educators, under
the auspices of the British Columbia
Teachers’ Federation, specializing in the
teaching of business, financial literacy,
career education, and information technology, provides a response to questions
addressed in the consultation document
Leveraging Excellence: Charting a course of
action to strengthen financial literacy in Canada prepared by the Canadian Task Force
on
Financial
Literacy.
As Business Education teachers, we realize, and are concerned that the education
system is not adequately providing the
necessary financial literacy and work related skills and knowledge students need.
Financial literacy skills are essential learning outcomes and play an important role
in achieving a well-rounded education for
all high school graduates.
Executive Summary
To strengthen financial literacy skills in
Canada, the British Columbia Business
Education Association (BCBEA) propose
the following points for consideration:
1. The Planning 10 curriculum does not
adequately meet the necessary financial
skills and knowledge students need to feel
fully confident in the financial marketplace
and/or to change their behavior psychologically, socially, and emotionally in their
handling of money.
2. Make use of previous best curriculum
practices and financial literacy resource
materials already in circulation such as
resources from: the BC Securities Commission - The City, Government of Canada
- The Teaching Taxes Program, The Canadian Pension System – Classroom resource,
VanCity - Dollars and Senses and online
information on Saving Money and Budgeting, Visa Canada - Choices and Decisions,
Bank of Canada – Counterfeit Detection
Teacher’s Kit and Identity Theft, Stats Canada – classroom resources, and the many
others not listed here .
3. Create a Pan-Canada Financial Literacy program to integrate financial literacy
concepts in a more unified and accessible
means such as a single course and/or a
combination of stand-alone courses to
address increased understanding and rele-
vancy of financial information.
Synchronize the development and
distribution efforts of financial resource
materials among organizations across Canada and within each province to avoid reinventing the wheel and to minimize teacher time in selecting appropriate materials
for classroom use.
5. Admission requirements by postsecondary institutions should recognize
and give credit for finance/business courses taken in high school.
6. Offer financial literacy skills to students as often as age appropriate to provide entry points for discussion and improvement in financial literacy skills.
7. To consistently reinforce and re-visit
financial literacy knowledge, present financial literacy information to consumers in
various electronic formats including Websites, Internet, Wiki, and cell phones and
in user-friendly locations such as not-forprofit organizations, multi-cultural organizations, libraries, community centers,
shopping malls, public bill boards, and
movie theatres.
8. Minimize diverse financial products to
achieve consistency from province to
province with a simple common language
to distinguish similar financial products
from one financial institution with another.
9. Increase the focus of credit cards as
“Short-Term
Credit”
or
“Debt
Cards”. Debt can be a negative and
stressful arrangement and should be marketed such that consumers use credit
cards wisely.
10. Financial fraud information should be
presented to consumers as often as possible (as often as there are daily sports announcements).
11. Encourage financial institutions to
appear less intimidating and to simplify and
streamline their consumer offerings of
financial services and products.
4.
Introduction
Today in British Columbia, business/
financial literacy courses are elective
courses for high school students:
• approximately 15% of all high school
students in British Columbia take a Business Education course as part of their
Grade 8 to 12 graduation program, and
• 85% of 18 year old students leave
secondary education without the skills of
financial literacy, an understanding of how
businesses operate, how people create
wealth, or how the global economic system functions.
Most students never complete one full
business/financial/consumer course prior
to high school graduation, yet everyone
eventually earns a living by working and
participating in the financial marketplace.
Learning to make financial sacrifices to
save money, pay for taxes, handle debt
wisely, buy/lease a car or buy/rent a home
with confidence are basic skills and
knowledge essential for everyone, yet
there is little opportunity in high school to
be exposed to the relevant information.
Although a few years ago, British Columbia made financial literacy a curriculum
requirement in high school at the grade 10
level, with a focus of budgeting for postsecondary schooling. Most students will
be exposed to not more than 30 hours of
Financial Literacy learning outcomes as per
the Planning 10 course. The BCBEA believes these hours are insignificant and
insufficient to offer students a full understanding of financial literacy concepts required for today and tomorrow’s citizens.
The Planning 10 curriculum focuses on
financial planning for a successful transition
to post-secondary education and therefore, does not fully meet the necessary
financial skills and knowledge students
need to feel completely confident in the
financial marketplace and/or to change
their behaviour psychologically, socially,
and emotionally in their handling of money
or planning for the future. High school
students require repeated exposure to a
wide variety of financial concepts from
time to time and/or from year to year to
actually
achieve
any
measurable/
recognizable change in behavior.
The BCBEA also notes that the strategy of
haphazardly integrating financial literacy
concepts in limited depth across a variety
of courses reduces the impact of content
and importance. Completing a single
course and/or through the completion of a
combination of stand alone courses, content can be examined in greater depth and
a wider-array of topics can be addressed
with increased understanding and relevancy. Drawing upon topics most relevant to
specific and natural occurring life cycle
Page 16
BCBEA’s 2010 Financial Literacy Brief
events and as developmentally age appropriate, provides the opportunity to visit
financial literacy concepts and to create
measurable changes in financial behavior
and understanding.
Financial Literacy in British Columbia: The Historical and Political
Landscape What financial knowledge and
skills are essential for all Canadians? (As per
Section One of the Canadian Task Force
consultation document.)
Consumer Education 9/10 and Consumer Education 12 introduced in
the early 1980s and today other
courses are more important.
• September 1983, the BC Ministry of
Education introduced Consumer Education 9/10, a required course for graduation
for all high school students, giving a student a broad understanding of business
and financial literacy.
• September 1984, Consumer Education 12 was introduced as an additional
option to satisfy graduation requirements.
• In 1995, the Consumer Education
graduation requirement was replaced with
a revised mandate requiring all students to
complete Career and Personal Planning
(CAPP) courses from grade 8 to 12 instead of Consumer Education. With a
greater focus on career planning, the
learning of consumer/financial knowledge
and business employability skills became
less important.
• The CAPP requirements were morphed so that students now complete a
Health and Education program in grade 8
and 9 along with Planning 10 in grade 10,
and the Graduation Transition Requirement in grade 11 or 12 including 30 hours
of work experience, a health plan, and a
graduation transition plan.
Make use of previous best practices
and resurrect financial literacy concepts in High School
In recent years, the political changes in
education policy have affected the momentum of teaching financial literacy skills
to high school students creating an immense financial loss to BC taxpayers, students and small business. The Consumer
Education 9/10 and 12 courses were especially tailored to provide students with an
excellent grasp of financial literacy skills
along with basic consumer and business
information.
The course materials
(student textbooks and teaching resource
materials) were uniquely written for BC
with experts in the field contributing Canadian consumer and business content.
Many teachers currently in the system still
have experience in teaching financial literacy and the curriculum materials are still
available in schools; an opportunity that
can make use of some of the practices
that were successful.
The School Landscape
What would you recommend to improve and/
or build on existing financial literacy programs
and initiatives in Canada? As per Section
One of the Canadian Task Force consultation document.
Employers seek employees with business skills
As Business Education courses are elective
courses for BC high school students, there
is no guarantee to business employers that
a recent high school graduate has a working knowledge of how a business really
operates, an understanding of the financial
operations of a business, or an awareness
of employee obligations and responsibilities. Even with the current 30 hours of
work experience required for graduation
mandated by the BC Ministry of Education,
students are not guaranteed to be taught
their role as an employee in the world of
work prior to a job placement in the
workplace. All business owners would
benefit if students already had a basic understanding of business skills and financial
literacy.
Admission requirements by postsecondary institutions should recognize and give credit for finance/
business courses taken in high
school
The high school courses in Business Education, listed in school course planning
booklets each May, are all offered to students as elective courses. (Elective courses
are courses not required for graduation
and/or admission to university but are
those courses which students may elect
on the basis of personal interest.) Often
students will not select business or finance
courses in grade 11 and 12 as they are not
in the set of “mandatory courses” for high
school graduation and/or not on the list of
admission requirements to a postsecondary institution. To enhance the buy
-in, financial literacy courses must be
aligned to the requirements of graduation
and/or post-secondary entrance require-
ments. Once post-secondary institutions
grant admission credits for the completion
of high school courses in business and
finance, an immediate increase in the completion of such courses will be noted by all
educational stakeholders.
Model for financial education in Canada: create a Pan-Canada Financial
Literacy program for high schools
with recognition by Pan-Canada post
-secondary institutions
As teachers, business owners, consumers
and citizens in this global economy, we all
agree students should learn sound money
management and financial literacy skills,
the characteristics of responsible citizenship, the role of the tax system, the challenges to an economy with counterfeit
money, sound investment strategies, and
the essentials of being a healthy employee.
Clearly, if these topics were taught to all
high school students, robust business/
consumer financial literacy courses would
be the ideal implementation strategy.
The BCBEA proposes the creation of a
Pan-Canada Financial Literacy program for
all high school students and recognized by
Pan-Canada post-secondary institutions as
a significant credential to meet postsecondary admission requirements. Such
a design and implementation strategy is
vital to provide a consistent foundation for
all Canadians to acquire financial literacy
skills and knowledge.
The Development and Distribution
landscape of student/teacher resource materials for the teaching of
financial literacy learning outcomes –
What initiatives could be put in place to encourage more collaboration among the public,
private, and non-profit sectors? (As per Section One of the Canadian Task Force consultation document.)
The BCBEA recognizes the fact that several organizations have been active in producing excellent classroom resource materials for teaching business and financial
literacy concepts in British Columbia. The
problem exists that there is no one course
or distribution mechanism available to
host all these resources.
Synchronize the development and
distribution efforts among organizations across Canada and within each
province to avoid re-inventing the
wheel
Today, schools continue to receive outstanding Business Education teaching materials and support from various industry
Page 17
BCBEA’s 2010 Financial Literacy Brief
groups and private financial institutions. Teachers, unfortunately, are receiving the delivery of these resources in a
haphazard manner. Organizations are
continually seeking their own delivery
channels and mechanisms to successfully
launch their learning materials. These
individual marketing efforts by business
agencies are redundant and timeconsuming for senders of the materials
and for the receivers. For teachers, the
information is frequently overwhelming
and inadvertently intensely demanding. Much preparation time is required to
review, select, adapt, or modify materials
appropriately to sequence content for
easy classroom implementation.
The current distribution system of resource materials for classroom use recognizes that teachers, as well as organizations across Canada, are simultaneously
and repeatedly reinventing the wheel with
individual adaptations. For many organizations, their mechanism of dispensing deliverables and information is financially expensive, uncertain, and unpredictable, as
there are no guarantees that the right
subject teachers receive the materials, or
that there is a central location in the
school for storing the resource materials.
We must try and avoid an eclectic
array of materials, re-inventing the
wheel, and teacher exhaustion.
For teachers, the exercise to keep up with
the latest publications of a wide array of
materials from an eclectic array of organizations is humanly exhausting. A more
coordinated effort and structured system
for the development and distribution of
appropriate classroom learning resource
materials across Canada and within each
province is required for both teachers and
supporting organizations. Such a coordinated infrastructure will ensure the delivery of resource materials to the correct
audience and minimize cost in production
and delivery of materials among all stakeholders.
The Learning Foundation
With regard to the “life events” approach
to delivering financial information on consumer products and services, we believe
financial literacy skills must be taught as
age appropriate. What do we need to do to
make financial education universal, relevant
and accessible to all Canadians? (As per
Section Two of the Canadian Task Force
consultation document.)
Offer financial literacy skills to students as age appropriate
Teachers understand that people tend to
be more engaged and more willing to
learn new financial matters and responsibilities when approaching or entering a
new stage in their life. Providing a financial
literacy course to grade 9 and 10 students
is less useful for the majority of students
than offering a financial literacy program in
the senior years of high school. The concepts of financial literacy are more relevant to senior students as they begin to
experience “life events” such as getting a
job, buying a car, paying for their own cellphone plan, starting a summer business,
investing, entering university, and/or leaving the nuclear family, and seeking alternative accommodation. As students get
older they acquire more life experiences
and are more interested in discussing and
learning the dilemmas of being a victim of
fraud or losing a job or opening an account. Having information available at
each of these life events provides an entry
point for improving financial literacy skills
and delivering relevant, behavior changing,
and meaningful financial information.
Not-for-profit organizations, movie
theatres, libraries and community centers and booths in shopping malls are
alternative locations for providing information on financial literacy. What
other efforts would improve financial literacy
education in Canada? What parties should
contribute to financial literacy education in
Canada, and what roles should the following
participants perform? (As per Section Two
of the Canadian Task Force consultation
document.)
High school classroom learning is not the
only way of sharing financial literacy information. As many “life events” happen
outside of the classroom, delivery of financial information can take on various shapes
and be delivered at various times in ones
life. Often the greatest learning takes
place at the time of need and/or at the
greatest point of direct relevancy. For
example: a consumer sees more relevance in seeking formation about buying a
car when they are in the process of buying
a car.
Perhaps public, private and/or not-forprofit organizations or a central government website could provide financial literacy seminars to citizens. These could be
tailored to those who are thinking of buying a home, a car, getting married, or
starting a business. Although brochures
are available, citizens are often unaware of
a central location to find this information
efficiently, or the language jargon filled is
lacking in consumer-friendliness. Provincial governments could make consumer
information booths available in shopping
centers where brochures could be distributed and free seminars held. These
booths could be something similar to
tourist booths that are found throughout
the provinces. Likewise, at tax time, in
shopping malls, often tax service booths
are available for consumers to receive
immediate tax advice. Such an approach
ensures that information would be offered
in many alternative locations.
Some “life events” may take place prior to
an individual entering a post-secondary
institution.
Determining the postsecondary school, calculating the amount
of debt to incur, and determining the sacrifices or methods for repaying educational debt could be delivered either by electronic means or presented at locations
frequented by young people (movie theatres, community libraries, community
centers, etc).
Multi-cultural not-for-profit organizations,
libraries, hospitals, and school boards can
also help to improve financial literacy and
share in the responsibility. For example in
the last year, a BC teacher, on behalf of
the Canadian Foundation for Economic
Education (CFEE), contacted several notfor-profit multi-cultural organizations,
libraries, and school boards to distribute
financial materials and information about
how to apply for a Canada Learning Bond
or a Canada Education Savings Grant and
how to open a Tax – Free Savings Account or an RESP Account. The delivery
of this information directly to ESL families
or to families with newborns in hospital
and/or through school boards to parents
of kindergarten children proved much
more relevant than direct delivery of such
information to classroom students.
Diverse financial literacy initiatives aim to
reach citizens at different entry points in
their life. Also by putting a structure in
place, continuous improvement in people’s
financial literacy skills and knowledge is
ensured and ultimately helps in reaching
the goal to change financial behavior of
individuals.
Understanding Financial Behavior
Minimize diverse financial products
to achieve consistency from province
Page 18
BCBEA’s 2010 Financial Literacy Brief
to province with a simple common
language to distinguish similar financial products from one financial institution with another. What strategies
would you recommend to help consumers who
are overwhelmed by the number and type of
financial products that are available to them?
(As per Section Three of the Canadian
Task Force consultation document.)
Having noted the plethora of financial
brochures available at financial institutions,
many of them seeming to require a university degree in commerce to read and understand may be of limited use. How
helpful is product information to consumers when they do not understand the
terminology or if they are too lengthy and
time-consuming to read? Often the information about a single financial product
from one institution to another is similar
but the name used to describe the financial product makes it appear different and
comparison shopping almost impossible. With a choice-overload of financial
products, financial institutions have made
it virtually impossible for consumers to
shop, compare, and understand which
products are most appropriate for their
situation or circumstances.
The financial statements prepared by financial institutions present information in
a proprietary fashion. Some financial
statements state the person’s overall total
net worth, other statements only summarize accounts and do not list all financial
products owned by the consumer; leaving
the consumer to collect, save, and arrange
statements in various ways if at all. Financial institutions do not encourage organizational recordkeeping often making it
more difficult for conscientious consumers
to keep track of savings, deposits, and
withdrawals.
For non-financially literate customers
some financial institutions appear intimidating to the consumer leading consumers
to use Money-Marts and/or other high end
cheque-cashing services. Money-Marts
appear simple and make the consumer feel
confident in knowing the services it has to
offer.
Borrowing and debt
Credit cards are “Short Term Credit” or “Debt Cards” and should be re
-named and marketed accordingly. Debt is a negative and stressful
arrangement and should be marketed as such to encourage people to
use credit cards wisely. What changes
do you believe could be made to help people
make more informed choices when it comes
to debt and borrowing? (As per Section
Four of the Canadian Task Force consultation document.)
Teachers can help to teach students about
the costs of borrowing and debt but need
a place in the overall education of the
child. Debt can be taught at varying stages
of the developmental growth of the
child. Purchasing a cell-phone or other
technology contract and/or learning the
impact of loyalty cards with points to increase spending are only a few examples
when debt can be taught with relevancy.
Often businesses do not adequately disclose to consumers the cost of borrowing
and the cost of debt. Government policies should continue to be instituted to
clarify the cost of borrowing and interest
rates on credit cards should be controlled.
Protecting against financial fraud
Financial fraud information should
be presented to consumers as often
as there are daily sports announcements. What kind of information could
improve Canadians’ vigilance with respect to
financial fraud? How should this information
be presented, and who should deliver it to
Canadians? (As per Section Seven of the
Canadian Task Force consultative document.)
Teachers are a good source to deliver
daily fraud announcements to students;
however, without a course or vehicle to
distribute this information students may
not learn of, or hear, about the information and understand its impact and
relevancy. Perhaps the information could
be addressed as daily “money tips” and/or
daily fraud bulletins becoming the flavour
of the day announcements via TV or the
Internet. Perhaps large bill boards could
be placed throughout the community with
constant messaging or announcements
provided at shopping centers, airports,
movie theatres, and banks.
To note significant measurable changes in
financial street smarts, high school students require repeated exposure to financial and business concepts from year to
year. Varying financial literacy skills are
best introduced at age-appropriate lifeevents when they are most meaningful and
relevant.
Conclusion
In summary, teachers can play a vital role
in establishing the foundation of financial
literacy in the lives of students and future
adults. Establishing a model for the delivery of financial literacy is vital to the economic stability of the individual and the
nation. Financial information vast, complicated and constantly changing, therefore,
requires all citizens to be empowered with
financial literacy skills. With the collaboration of parents, teachers, government
and non-government organizations, postsecondary institutions, private sector organizations, and others, the job of preparing our youth with the financial literacy
skills required to be successful citizens of
the future can be accomplished creatively
and efficiently.
Much work has already been done in program planning by various interested and
dedicated stakeholders in British Columbia, providing at least a meaningful business/financial literacy program for all high
school students in the senior grades
across Canada is not a daunting
task. Through the collaboration of public,
private, and non-profit sectors, a dynamic
Pan-Canada Financial Literacy program,
with Pan-Canada post-secondary school
admission recognition, could be developed
to educate and prepare our citizens for
the world of financial literacy.
Continued from page 2
10.
Be an advocate for your program talk with your counselors, admin
team, academic teachers, and
other people - be visible in your
school
11.
Put information about your program in the school newspaper the
month before registration – have
one of the newspaper staff do an
article that spotlights the lifetime
benefits of taking business classes
12.
Make “posters” using PowerPoint
that promote your program or your
classes and post those on walls
and bulletin boards throughout the
school the week before registration
13.
Put information on the school’s
video announcements or scrolling
announcements
14.
Use the school’s web site to promote your classes – put a link on
the home page to a document or
brochure that outlines the classes
in your program
Page 19
Audacity Lesson (from NBEA conference years ago)
Audacity Activities
clip that uses 10 different audio effects.
Day 1
Spend the day exploring the Audacity Interface.
Download a music piece from
www.freeplaymusic.com and practice using as many
of the special effects as you can.
The intent is to experiment with different features of
Audacity.
Save the file with the name "10 effects .mp3" to your
Audacity folder.
Create a folder in your directory named: Audacity and You will play this piece to the class, so you must be
prepared to identify the 10 effects you added to your
put all music pieces and completed activities in this
music piece.
folder.
Homework: Bring in some of your own music –
please abide by all Dacula High and Gwinnett County
guidelines when choosing music
More specific requirements may be added during
class.
Day 7 – 11
Audacity Music Video Project (Activities Below)
Day 2 - 3
Activity 1
Create an audio file that combines multiple song bites Audacity Activities Grading Rubric
into one audio file of 1 minute and 30 seconds in
Activity 1 – 1.30 medley of 6 songs
length. Use a minimum of 6 songs.
The audio file must have fade in and fade out effects
for a smooth transition from song to song.
Save the file with the name "medley.mp3" to your
Audacity folder.
Medley includes 6 songs
20
Medley is 1:30 long
20
Transitions between songs is
20
Medley was exported and named
20
Medley has a nice sound and
10
More specific requirements may be added during
class.
Day 4
Activity 2
Choose a single song and crop it down to a 30 second clip that could be used as the background music
for a commercial.
The sound clip must have a smooth transition in and
out, but does not have to be a continuous block from
the original song file.
Save the file with the name "30 second.mp3" to your
Audacity folder.
More specific requirements may be added during
class.
Day 5 - 6
Activity 3
Your assignment is to make a new 30 second audio
Activity 2 -- :30 Sound Clip
Sound Clip is :30 in length
25
Sound Clip was exported and
named correctly in .mp3 format
Sound clip has a smooth transition in and out
Sound clip is at an appropriate
piece of the song
25
25
25
Activity 3 – 10 Effects
Sound Clip is :30 in length
20
10 Effects are Evident
20
Effects add to the song and make
20
Sound Clip was exported and
20
Entire Piece is entertaining
20
BCBEA Signature
Your BCBEA Executive 2012-2013
Page 20
BCBEA Signature
Executive Members
BCBEA President, WBEA / NBEA Rep - Peter Noah, David Thompson Secondary School
Vice-President, WBEA / NBEA Rep - Harmale Sangha, Tamanawis Secondary School
Secretary, Membership, Listserv – Mary Brinkman, Frances Kelsey Secondary School
Treasurer – Marianne Murray, Charles Hays Secondary School
Past President/Awards - Mar n Runge, Correlieu Secondary School
Curriculum Coordinator – Mar n Runge, Correlieu Secondary School
Newsle3er Editor - Mar n Runge, Correlieu Secondary School (with assistance from Colin Kam, Windermere
Secondary School and Brent Thompson, Mission Secondary School)
Website Editor – Colin Kam, Windermere Secondary School
Historian – Adriana Zylmans
Conference 2012 Co-Chairs Harmale Sangha, Tamanawis Secondary School;
Jay Mundi, Elgin Park Secondary;
Naresh Manak, Cariboo Hill Secondary
Regional Representatives
Region 1 Vancouver Island – Deborah Coulthard , Frances Kelsey Secondary School
Region 2 Vancouver North – Pat Douglas, David Thompson Secondary
Region 3 Fraser Valley – Brent Thompson, Mission Secondary School
Region 4 Kootenay –
Region 5 Okanagan –
Region 6 Kamloops Cariboo South – Ishar LiE, Sa-Hali Secondary School
Region 7 North Central – Mar n Runge, Correlieu Secondary School
Region 8 Lower Mainland South – Jay Mundi, Elgin Park Secondary
Region 9 Lower Mainland East – Naresh Manak, Cariboo Hill Secondary
New Teacher Liaison – Ashleigh Jefferson, Windermere Secondary School
To join the British Columbia Business Educators Association:
Print out and complete the applica on form.
Send the completed applica on to:
BC Teachers Federation,100 – 550 West 6th Avenue,Vancouver, BC V5Z 4P2