2013 – Issue 2 - Economics and Business Educators of NSW

Transcription

2013 – Issue 2
Journal of the Economics and Business
Educators New South Wales
Economics and Business Educators NSW Board of Directors
PRESIDENT: Mr Joe Alvaro, Marist College North Shore
VICE PRESIDENTS:
Ms Kate Dally, Birrong Girls High School
Mr Stuart Jones, Inaburra School
TREASURER:
Ms Bronwyn Hession, Board of Studies NSW and
Business Educators Australasia Inc. (President)
COMPANY SECRETARY: Ms Pauline Sheppard, Australian Islamic College
DIRECTORS:
Mr Andrew Athavle, William Carey Christian School
Ms Cheryl Brennan, Illawarra Christian School
Professor John Lodewijks, University of Western Sydney
Ms Rhonda Thompson, Catholic Education Office –
Southern Region
EDITORS: Ms Kate Dally, Birrong Girls High School
DESKTOP PUBLISHING: Ms Jill Sillar, Professional Teachers’ Council NSW
PUBLISHED BY:
Economics & Business Educators NSW
ABN 29 002 677 750
ISSN 1488-3696
3B Smalls Road, Ryde NSW 2112
Telephone: (02) 9886 7786
Fax: (02) 9886 7673
Email: [email protected]
Website: www.ebe.nsw.edu.au
“THE EBE JOURNAL” / “ECONOMICS” is indexed APAIS: Australian Public Affairs Information Service produced by the
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Access to APAIS is now available via database subscription from: RMIT Publishing / INFORMIT –
PO Box 12058 A’Beckett Street, Melbourne 8006; Tel. (03) 9925 8100; http://www.rmitpublishing.com.au;
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Information about APAIS is also available via the National Library website at: http//www.nla.gov.au/apais/index.html
The ISSN assigned to The EBE Journal is 1834-1780.
The views expressed in these articles are not necessarily those of the editor or the association. All articles published are
done so in good faith and without prejudice.
All contributions are received in good faith by the editors as original contributions of authors, and to the knowledge of
the editor there has been no breach of copyright by the publication of any articles, diagrams or figures in the Journal.
If due to the failure of an author to correctly inform that his/her work is not an original work and there is a breach of
copyright, the editors, having no prior knowledge, cannot accept responsibility.
Any books recommended by any authors of articles and internet sites in the Journal are not the recommendation of the
Economics & Business Educators NSW.
The
Journal
JOURNAL OF THE ECONOMICS AND BUSINESS
EDUCATORS NEW SOUTH WALES
2013 – Issue 2
A call for articles
Contents
President’s Report – Joe Alvaro, Marist College North Shore
5
There is always a need for articles
for “The EBE Journal”.
EBE NSW News
8
Educators (teachers in schools,
academics in universities etc.)
are welcome to submit articles,
including teaching and learning
activities and assessment tasks.
Economics and Business News Bites –
Compiled by Joe Alvaro, Marist College North Shore
19
Legal News Bites –
Compiled by Joe Alvaro, Marist College North Shore
23
International School Teacher Profile –
Rowan Peterson, Norfolk Island Central School
26
Growth, Happiness and the Environment –
29
Media Release: Commonwealth Bank Foundation
celebrates outstanding teachers 33
Q&A with 2013 Commonwealth Bank Foundation
Teaching Award winner, Nadine Saul
34
Q&A with 2013 Commonwealth Bank Foundation
Teaching Award winner, Rebecca Rounsley
36
Business Management Decision-making Exercise –
Louie Traikovski, Minaret College,
Springvale Campus, Victoria
37
Contributing to the journal is one
way to demonstrate professional
competence, accomplishment
or leadership for the purposes
of accreditation with the NSW
Institute of Teachers.
It is also an effective way to
engage in professional dialogue
and sharing with other teachers.
All sources are acknowledged and
copies of published articles can
be attached to your C.V.
All articles and/or enquires should
be directed to:
The Editors
Economics and Business
Educators NSW
3B Smalls Road RYDE NSW 2112 Telephone: 02 9886 7786
Fax: 02 9886 7673
Email: E [email protected]
Articles may be emailed with text
double spaced and proof read.
Please ensure that all tables,
diagrams and figures included
with your paper are of a suitable
quality for reproduction.
Does demand for cigarettes create supply, or does supply
create demand? And what should we do about it? –
Professor Suzan Burton, University of Western Sydney
38
Commerce Group Assessment Task for “Global Links” –
Joe Alvaro, Marist College North Shore
42
Human Resources Business Studies Activity –
Kate Dally, Birrong Girls High School
48
The EBE Journal – Journal of the Economics and Business Educators NSW 2013 – Issue 2
3
Hots Shots Cold Cases (Profile on Mark Tedeschi –
Crown Prosecuter, photographer and author) –
Caroline Baum
49
The Australian government’s Direct Action policy for
meeting carbon emission reduction targets –
Dr Neil Perry, Research Lecturer in Corporate Social
Responsibility and Sustainability, School of Business,
University of Western Sydney
51
ASX Schools Sharemarket Game 2, 2013 winners:
girls take top spots – Amanda Mior, ASX Schools
Sharemarket Game Coordinator
57
Krugman on the GFC and Austerity –
58
CPA Australia Plan Your Own Enterprise Competition 2012
National Division 1 Winner – Trip to Shanghai –
Matthew Bennett, The Canberra College, ACT.
61
Are we moving towards a cashless society – or simply less
cash? – Steve Worthington, Associate at Australian
Centre for Financial Studies
66
4
Will your next phone be Fair Trade? – Robbie Fordyce
and Luke van Ryn, The University of Melbourne 69
President’s Report to the 2013 Economics and Business
Educators NSW Annual General Meeting
(21 October 2013)
71
Economics and Business Educators NSW
Financial Statements for the year ended 30 June 2013
80
EBE NSW Professional Development Event –
“Teaching the Preliminary course (Year 11) in
Business Studies, Economics or Legal Studies for the
first time?” – 24 February 2014
99
President’s Report
by Joe Alvaro, Marist College North Shore
Welcome to the second and final edition of “The EBE Journal” for 2013.
I hope the content provides you with useful professional reading and
contributes to your professional development.
2013 EBE NSW Annual General
Meeting
The EBE NSW AGM was held on 21
October 2013. The Board of Directors
for 2013/2014 are listed at the front of
the journal. We welcomed a new Board
member at the Board of Directors
Ordinary Meeting on 2 December 2013,
with Cheryl Brennan’s nomination to
become a Director accepted unanimously
by the Board. Cheryl teaches at Illawarra
Christian School and was the recipient of
the Premier’s Macquarie Capital Economics
and Business Studies Teacher Scholarship
in 2012 (for more information visit her
website at www.hscbusinessresources.
com.au/coffeecasestudies). We currently
have a diverse Board with educators from
government, Catholic, Christian and Muslim
schools, as well as the Board of Studies
NSW and the tertiary sector. One of our
directors, Bronwyn Hession, is also President
of Business Educators Australasia Inc., our
umbrella national subject association. I
also sit on the Board of the Professional
Teachers’ Council NSW. This diversity and
these connections will enable the Board to
better serve the interests of all members
as we move forward. In this edition of “The
EBE Journal” you will be able to read the
“President’s Report to the 2013 EBE NSW
AGM” and the “Financial Statements for the
Year Ended 30th June 2013”. The association
remains in a healthy financial position
and I thank the Board and staff members,
Annette Davies and Alan Hearle, for all their
work in enabling the association to have
adequate financial resources to carry out
its vision and goals for the current financial
year. The Board meets twice every school
term . Please email EBE NSW if you have any
questions or suggestions that you would
like the Board to consider at these meetings.
EBE NSW Professional
Development Events
In this edition of “The EBE Journal” we have
reports on the following successful NSW
Institute of Teachers endorsed PD events
we have held this year:
• “Legal Update Conference” on 2 August
2013
• “Teaching Year 12 HSC Business Studies,
Commerce and Legal Studies for the
first time in Term 4, 2013/2014?” on 19
August 2013.
• “ EBE NSW Industry Visit for Teachers
– Fairfax Printers Plant Tour” on 27
September 2013.
We are currently preparing our 2014 events
calendar and this will be communicated
to members very soon. Our first PD event
for next year will focus on our foundation
preliminary senior courses – “Teaching the
Preliminary course ( Year 11) in Business
Studies, Economics or Legal Studies for the
first time?” . It will be held on 24 February
2013. For more information see the course
flyer in this edition of “The EBE Journal”.
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President’s report
National Conference 2014 in Perth
The Business Educators Australasia ( of which
EBE NSW is a member) will hold its Biennial
Conference in Perth, Western Australia next
year on 2 and 3 October 2014. This is an
opportunity to connect with colleagues from
all over Australia and New Zealand to discuss
the teaching of our subjects and plan a trip
to a wonderful part of Australia.
2013 CPA Plan Your Own
Enterprise Competition
EBE NSW congratulates all the NSW and
national winners of the 2013 CPA PYOE
Competition. EBE NSW conducted a NSW
awards ceremony on 10 October 2013 for
the PYOE NSW winners, their parents and
their teachers. More information can be
found in “EBE NSW News” in this edition of
“The EBE Journal”. Also in this edition we
include Matthew Bennett’s (2012 CPA PYOE
Competition national division 1 winner)
report on his trip to Shanghai in China as
a result of winning the competition. If you
missed Mathew’s winning business plan,
“Plug n’ Play” you can read it in “The EBE
Journal” (Issue 2, 2012) together with the
judges comments ( see the members section
of the EBE NSW website for past editions of
“The EBE Journal”). Details about the 2014
PYOE Competition will be communicated to
members very soon.
2013 ASX Sharemarket Game 2
EBE NSW congratulates Philippa Nolan from
PLC Sydney who was the national winner
in the 2013 ASX Sharmarket Game 2. For
more information see the article about
this competition in this edition of “The EBE
Journal”. Be sure to register your students for
the 2014 competition which begins on 13
March 2014. Teachers may want to use this
article with their students next year.
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2013 Commonwealth Bank
Foundation Teaching Awards
EBE NSW congratulates all the winners of
the 2013 Commonwealth Bank Foundation
Teaching Awards and their efforts in
developing the financial literacy skills of
their students. We have interviewed two of
the NSW winners in this edition of “The EBE
Journal”.
Australian Curriculum,
Assessment and Reporting
Authority (ACARA) Australian
Curriculum: Years 5 –10
Economics and Business and
Australian Curriculum: Years 3
–10 Civics and Citizenship
Both the final ACARA Australian Curriculum:
Years 5 -10 Economics and Business and
ACARA Australian Curriculum: Years 3
-10 Civics and Citizenship are due to be
endorsed by the education ministers from
each state and territory in December 2013.
However at the time of writing this has
not yet occurred. EBE NSW will continue
to monitor developments in this area. If
you missed the submissions to ACARA
from EBE NSW on both the draft Australian
Curriculum: Economics and Business and
the draft Australian Curriculum: Civics and
Citizenship, see the “The EBE Journal” (Issue
1, 2013) which is available on the members
section of the EBE website. You can also
listen and watch the two webinars EBE
NSW conducted based on the Australian
Curriculum: Economics and Business on the
EBE NSW website.
EBE NSW International Teacher
Profile
In this edition of the journal we include
another profile on an Australian teacher
who has gone out of their comfort zone
to teach in a school outside of Australia.
President’s report
Thankyou to EBE NSW member, Ms Rowan
Peterson, from Norfolk Island Central
School, who was interviewed for this edition
of the journal.
2013 Board of Studies NSW HSC
Business Studies, Economics and
Legal Studies Examinations
EBE NSW welcomes feedback from
members about the 2013 Board of Studies
NSW HSC Business Studies, Economics and
Legal Studies examinations. What did you
think? Any problems? Strengths? Please
email feedback to [email protected]
Contributions to “The EBE
Journal”
All members are invited to submit an article
for publication in “The EBE Journal” (please
email us at [email protected]). Further
information about submitting an article
can be found in this edition of the journal.
Contributing to the journal is one way to
demonstrate professional competence,
accomplishment or leadership for the
purposes of accreditation with the NSW
Institute of Teachers. It is also an effective
way to engage in professional dialogue and
sharing with other teachers.
EBE NSW Helpdesk
As always EBE NSW Directors are available to
members for advice and assistance
([email protected]) in relation
to the teaching and learning of Business
Studies, Commerce, Economics and Legal
Studies.
All good wishes for a happy Christmas and a
restful break.
Joe Alvaro
President – Economics and Business
Educators NSW
7
EBE NSW News
“Legal Update Conference”
held on 2 August 2013
The above NSW Institute of Teachers’
endorsed EBE NSW PD event enabled
teachers to update their knowledge in
relation to the legal issues in the Legal
Studies and Commerce syllabuses by hearing
from experts in the legal world. Speakers
included:
–
NSW Senior Crown Prosecutor Mark
Tedeschi AM QC (Read the article “Hot
Shots Cold Cases” in this edition of
“The EBE Journal” for a profile on Mark
Tedeschi)
Legal Update Conference
•
•
•
–
Children’s Magistrate Elizabeth Ellis
–
Parliament of NSW Education Officer,
Daniela Giorgi
•
–
NSW Attorney General and Minister for
Justice, The Hon. Greg Smith, SC MP
•
–
Rule of Law Institute CEO, Kate Burns
–
Manager of Offender Services
and Programs at the South Coast
Correctional Centre, Jean Dally
•
Business Manager at the South Coast
Correctional Centre, David Ward
•
–
Some feedback about this conference which
was received by participants included:
• “Fascinating presentation provided lots of
food for thought as a unit of presentation in
Legal Studies.”
• “Very nice presentation. Great to get an
insider practical perspective + to put a
human face on the Children’s Court.”
• “Elizabeth was captivating and full of
great cases to share. I value her stories +
information, I really enjoyed this session.
The info. was fantastic.”
• “Fantastic this strengthened my
understanding further.”
• “Very relevant to the syllabus. Very helpful
in understanding some of the key issues in
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•
•
•
•
young offenders with real – life examples.”
“Excellent posters for classroom display.”
“I will definitely use this site for teaching
Commerce. Political involvement.”
“Great ideas for teaching, resources, and
excursions relevant to making information
more accessible to students.”
“Excellent resources and ideas presented
for Commerce. I particularly like the
practical activities.”
“Excellent presenter – complex issues
explained well and with sophistication.
Great case notes. V. applicable to Prelim. +
yr.12 HRs units.”
“I had no knowledge in this area, this
presentation was great! Food for thought –
re effectiveness of prisons!”
“Great! Interesting! Love the “inside
information” which I didn’t know about
Australian gaols. Most info online is secret
and private.”
“I found the whole day a great learning
experience, of valuable assistance to Legal
Studies teaching.”
“Thankyou for the free resources +
handouts. Good variation of topics
presented today.”
“Great choice of presenters – thank
you very much! PowerPoints worked
well. Handouts were useful and can be
photocopied for students.”
“Timing was great. Choice of papers/
presenters was “spot on”. A good mix of
background information and curriculum
relevant resources.”
EBE NSW News
Teaching Year 12 HSC Business Studies, Economics or Legal Studies for the first time?
“Teaching Year 12 HSC Business
Studies, Economics or Legal
Studies for the first time ?” held
on 19 August 2013
The above NSW Institute of Teachers’
endorsed EBE NSW PD event was an
outstanding success with Year 12 Business
Studies, Economics and Legal Studies
teachers coming together to hear from
experienced subject experts and learn
from each other. EBE NSW Director Andrew
Athavle presented the Business Studies
session, EBE NSW Vice – President Kate Dally
presented the Economics session and EBE
NSW President Joe Alvaro presented the
Legal Studies session. Participants were
teachers beginning to teach the current
Board of Studies NSW HSC Business Studies,
Economics and Legal Studies courses.
The event was also open to teachers who
wanted a refresher course. Participants
were able to hear about effective teaching
and learning strategies designed to engage
students, current developments in their
subject area and assessment procedures
and techniques, and receive some teaching
and learning resources to take back to
their classroom. Some feedback received
included:
• “Presenter was excellent, knew his stuff.
Great resources. Made me feel more able to
teach this subject & calmer about it as well.”
EBE NSW Director Andrew Athavle presenting at the “Teaching Year 12 HSC Business Studies, Economics or Legal
Studies for the first time?” PD event held on 19 August 2013
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EBE NSW News
• “Excellent – I’ve learnt heaps & feel a lot
more confident.”
• “It was great to hear how it is done
from someone who does this everyday
and obviously knows how to teach
Business Studies really well. All of the
examples, suggestions and common
classroom practices were relevant, useful
and thought provoking. I’m very glad I
attended today.”
• “The presenter shared a range of strategies
and advice. Very extensive and useful.”
• “The presenter was wonderful. He had
so much knowledge that he had a lot
of suggestions and resources to help us
prepare. His advice was quite helpful.”
• “Very practical useful tips!!”
• “It is useful picking up new ideas on
teaching my subject. Also good to get
resources on assessment tasks. Useful to be
able to ask questions.”
• “Very good exposure, especially learning
from HSC exam markers.”
• “Good chance to network with other
educators from other schools. Good range
of resources.”
EBE NSW President Joe Alvaro presenting at the “Teaching
Year 12 HSC Business Studies, Economics or Legal Studies
for the first time?” PD event held on 19 August 2013
10
EBE NSW Vice President Kate Dally presenting at the
“Teaching Year 12 HSC Business Studies, Economics or
Legal Studies for the first time?” PD event held on 19
• “Excellent discussion of syllabus
expectations, teaching activities +
resources.”
• “Resources + ideas are fantastic. I feel
ready to tackle the HSC course. Many
thanks.”
• “Excellent, relevant, interesting. Thankyou
for the resources.”
• “Passionate, enthusiastic presenter. One of
the best PD’s I have ever attended. Slightly
longer timeframe would have been good.”
• “Fabulous course.”
• “Great resources – very generous. Great
ideas.”
• “Clear and specific links between topics in
syllabus + materials distributed. Resources
+ websites great way to create varied T + L
strategies and keep kids motivated.
• Good model of note taking ( young
offender notes summary). Very generous
with assessments/notes etc.
• “Great resources that will be really useful
for teaching HSC Legal Studies. Very
helpful tips on how to engage students &
help them to achieve.” Thanks!”
EBE NSW News
EBE NSW Industry Visit to Fairfax
Printers Plant at Chullora, NSW on
27 September 2013.
A group of Business Studies and Commerce
teachers participated in an EBE NSW
industry visit to Fairfax Printers Plant at
Chullora, NSW on 27 September 2103. Led
by an expert tour guide, teachers were able
to experience first-hand the production
processes necessary to publish Fairfax’s
flagship newspaper, The Sydney Morning
Herald as well as The Australian Financial
Review and The Sun-Herald during this NSW
Institute of Teachers endorsed professional
development course. Fairfax’s plant is one
of the few production sites which opens
its doors to the public and teachers were
able to increase their understanding of a
lot of the content in the Business Studies
and Commerce syllabuses, enabling them
to return to their classrooms with lesson
EBE NSW Industry Visit to Fairfax Printers Plant
ideas based on this experiential professional
development course. In addition, with major
changes occurring at Fairfax at present,
a substantial amount of knowledge was
gained on the role of business in a changing
business environment. EBE NSW expresses
its thanks and appreciation to the Media
News Team at Fairfax for working with EBE
NSW on this PD course. In particular, we
thank our two excellent tour guides, Ms
Cindy Christopher and Mr Dave Overett, for
sharing their solid knowledge of the print
industry and their passion for Fairfax’s plant.
Some positive feedback was received about
this PD course from participants, including:
• “Excellent presentation by guides –
touched on many aspects of the syllabus
with relevant information. Great example
of operations and management and
change. Very good visually and we were
permitted to take photographs which is
great for use in the classroom.”
• “I thoroughly enjoyed the tour.”
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EBE NSW News
• “Fantastic day. Great to offer this to
teachers. Well timed before HSC starts up
again.”
• “Good to get some knowledge about
managing change in industry. Well run –
great to see the plant.”
• “This gave me excellent knowledge for
examples and a case study for teaching
Business and Commerce.”
If you have suggestions for future EBE NSW
industry visits, please email –
[email protected].
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EBE NSW News
2013 CPA Plan Your Own
Enterprise Competition NSW
Awards Ceremony – Held on
Thursday 10 October 2013
EBE NSW recognised the 2013 PYOE NSW
winners at our NSW awards ceremony on
10 October 2013 at the Catholic Education
Office – Southern Region Office at Revesby
Heights, NSW, together with their teachers
and parents. Our special guest was Michelle
Cook, Senior Relationship Manager, CPA
Australia. Congratulations to the following
winners and their schools from NSW:
• Division 1 (Individual entry) –
Ella Bricknell, Pacific Hills Christian
School, NSW for her business plan,
“Captured Memories”.
• Division 2 (Group entry) –
Keertana Avalur, Shevon Lau, Dana Royle
from MLC School Burwood, NSW for their
business plan, “Pasithea”.
Prizes and certificates were awarded to
these student winners and their schools.
EBE NSW has posted out the CPA Australia
2013 Plan Your Own Enterprise Competition
Certificates of Participation from Mr John
Cahill, President CPA Australia and
Ms Bronwyn Hession, President Business
From left to right: Allison McCulloch (MLC School teacher), 2013 PYOE
NSW Competition Division 2 winners, Michelle Cook (CPA Australia), Joe
Alvaro (EBE NSW President)
From left to right: Ella Bricknell (2013 PYOE NSW Competition Division 1
winner), Michelle Cook (CPA Australia), Joe Alvaro (EBE NSW President),
Mark Swainson (Ella’s Business Studies teacher)
Educators Australasia to all teachers who
entered their students in the competition.
Students can use these certificates for their
job portfolios. Please contact admin@ebe.
nsw.edu.au if any certificates have not been
received.
Thankyou to EBE NSW Director and
PYOE NSW Competition Coordinator,
Rhonda Thompson, for all her work with
the competition this year, including the
coordination of the NSW shortlisting and
judging processes. EBE is grateful to Cheryl
Brennan (EBE NSW Member), Kate Dally,
(EBE NSW Vice-President), Stuart Jones (EBE
NSW Vice-President), Anthony Matis (CPA
2013 PYOE NSW Awards Ceremony
13
EBE NSW News
2013 CPA PYOE NSW Awards Ceremony
Australia) and Michael Hanrahan (Principal
at Hanrahans Accounting Services) for their
involvement in these processes. As usual,
the administration work from the EBE NSW
office staff, Annette Davies and Alan Hearle
was invaluable. CPA Australia sponsors the
PYOE Competition and EBE acknowledges
its support of students and teachers
through this competition.
Thankyou to all teachers who submitted
their students’ entries for this year’s CPA
PYOE Competition. The dates for next
year’s competition will be communicated
to members very soon. Members are
encouraged to incorporate the competition
into their Business Studies and Commerce
teaching and learning programs.
14
EBE NSW News
2013 CPA Plan Your Own Enterprise Competition Australasian Awards
Ceremony – Held on 16 October 2013
EBE NSW was delighted
to discover that at the
Australasian judging and
awards ceremony in Melbourne
on 16 October 2013, Ella
Bricknell, our NSW Division
1 winner, also ended up
being the national winner of
the competition. EBE NSW
congratulates Ella on this
significant achievement
and her national award.
Congratulations also to Jack
Lowrie and Will Campbell from
The Hutchins School, Tasmania
who were the national Division
2 winners for their business
plan, “Kart Park”.
2013 CPA PYOE Competition National Awards Ceremony – from left
to right: Anthony Matis (CPA Australia), Bronwyn Hession (Business
Educators Australasia President), Ella Bricknell (2013 PYOE Competition
National Division 1 winner), Robert Thomason (CPA Australia)
2013 CPA PYOE Competition National Awards Ceremony
15
EBE NSW News
Newspaper article - “Hills News” 5 Nov. 2013
16
EBE NSW News
EBE NSW recognised at 2013 Professional Teachers’ Council NSW
Presentation Evening
EBE NSW was awarded a
Certificate of Appreciation
at the 2013 Professional
Teachers’ Council NSW (
PTC NSW) Presentation
Evening on 26 November
2013. Presented to the
association by Board of
Studies NSW President,
Tom Alegounarias, the
award was “in recognition
of the association’s
voluntary contribution
during 2013 to quality
education, the students
of NSW and the teaching
profession.”
The EBE NSW President, Joe EBE NSW President, Joe Alvaro (left) receives his Outstanding Professional Service
Award from President of the Board of Studies NSW, Tom Alegounarias (right)
Alvaro, was also recognized
at the presentation evening
with an Outstanding Professional Service
deserves particular recognition for yielding
Award. Presented to Joe Alvaro by Board of
strengthened progression learning
Studies NSW President Tom Alegounarias,
opportunities for Economics and Business
the award citation stated:
education teachers in NSW.
“Joe Alvaro, in recognition of his strategic
leadership of Economics and Business
Educators NSW as President (2011 to
Present), Director (2007 to present) and
active member (1994 to present). Joe’s
dedication and professional expertise as an
experienced and skilful practitioner, and his
infectious passion have led EBE NSW through
a time of significant change. In particular,
Joe’s vision and capacity for foreign
strategic partnerships and alliances with key
stakeholders including tertiary institutions
and private and public sector organisations
Joe is motivated by the importance he
places on professional collegiality and
shared wisdom. Under Joe’s leadership,
EBE has extended its support of all
teachers, but particularly those new to
the profession. Joe is generous with both
his time and expertise. You will find him
stacking the dishwasher, reassuring an
anxious teacher and then delivering a
quality presentation. Leaders who are
prepared to ‘roll up their sleeves’ are a rare
breed. Joe Alvaro is one such leader”.
17
EBE NSW News
How popular is HSC Business
Studies, HSC Economics and
HSC Legal Studies in 2013?
The Board of Studies NSW has released
its 2013 Media Guide. It shows that HSC
Business Studies is the third most popular
course in NSW (not counting compulsory
HSC English), after HSC Mathematics and
HSC Biology, with 16,020 students enrolled
in this course (an increase from 2012).
HSC Legal Studies has also increased its
enrolments compared to last year, with
10,023 students enrolled in this course
(making it one of the top ten subjects
studies in NSW). There has been a slight
increase in students studying Economics
compared to last year, with 5335 enrolled in
the Economics course.
The number of students studying HSC
Economics is concerning and EBE NSW
would like to see more students learning
the important subject matter in the
Economics syllabus. We have begun some
work on helping teachers promote the
study of Economics and this has included
discussions with some academics who teach
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Economics in our universities. We hope this
project will contribute to an increase in the
number of students studying Economics.
EBE NSW Director, Professor John
Lodewijks, wrote an excellent article for The
Australian on 8 July 2013 titled “The case for
economics”. There is a link to this article on
the EBE NSW website (click on “News”, then
“Latest news”). EBE NSW also contributed
to an article in “Business Spectator” in
2012 titled “Retuning Australia’s Economic
Debate” which focused on the number of
students choosing to study Economics. This
article was reprinted in “The EBE Journal”
(Issue 2, 2012) which is available in the
members section of the EBE NSW website. If
you have any ideas on how we can increase
the number of students studying Economics
please email [email protected].
In terms of gender, 51% of students who
completed the HSC Business Studies
course were males and 49% were females.
For HSC Economics 63% of students were
males, 37% were females. For the HSC Legal
Studies course, 38% of students were male,
62% were female.
News Bites
News Bites
Compiled by Joe Alvaro,
Marist College North Shore
Australia’s unemployment rate at
5.7% – 7 November 2013
The jobless rate in Australia is currently
5.7%. There has been a big fall in full-time
jobs during October 2013 and an increase in
part-time positions. Youth unemployment
remains high.
* Syllabus links:
– Board of Studies Commerce Syllabus
– Core Part 2.2 – Employment Issues –
“Unemployment” – Board of Studies Economics Preliminary
Syllabus – Topic 4 – Labour Markets
* Reference:
www.abc.net.au/news/2013-11-07/unemploymentup/5075838 – “Australia’s unemployment rate at 5.7
per cent as job creation remains sluggish”,
7 November 2013
German luxury menswear brand
“Hugo Boss” dumps Myer
“Hugo Boss” (HB) will no longer be sold in
Myer stores with David Jones (DJ) remaining
as the seller of Hugo Boss around Australia.
Matthew Keighran HB Australia and NZ
managing director said that “based on our
trading performance to date we believe
that our product and target demographic
are best aligned to the David Jones brand
portfolio and customer base”. This is part
a DJ strategy to dominate the market for
corporate suits (other brands available
include Zegna, Canali, Armani and Paul
Smith).
* Syllabus links:
– Board of Studies Commerce Syllabus –
Option 2 - “Promoting and selling”
– Board of Studies Business Studies
Preliminary Syllabus – Topic 2 –
“Business Management”
– Board of Studies Business Studies HSC
Syllabus – Topic 2 – Marketing
* Reference:
The Sydney Morning Herald – “Myer loses Hugo
Boss to DJs, where brand feels better suited” by
Georgina Safe and Donna Demaio, 31 Oct. 2013.
Crown continues to expand into Asia
Crown’s executive chairman, James Packer,
has told a shareholder’s meeting that
“Crown’s large and ongoing investment in
tourism assets is testament to the fact we
have a strong belief in the incredible power
of the rising Chinese and Asian middle
class”. Crown’s investment in its Macau joint
venture, Melco Crown, cost $US600 million.
It is now worth $US6.2 billion. Planned
projects include a $US400 million casino
resort in Sri Lanka and Sydney’s $1 billion
hotel-casino.
* Syllabus links:
Option 4- “ Global Links”
Syllabus – Global business parts of
syllabus.
– Board of Studies Economics HSC
Syllabus – Topic 1 – The Global Economy
* Reference:
The Sydney Morning Herald – “Packer keeps the faith
with gamble on Asia”, by Colin Kruger and Peter Cai,
31 Oct. 2013
19
News Bites
Australia’s last refrigerator
manufacturing plant to close
Australia’s last refrigerator manufacturing
plant will close down after Swedish
whitegoods manufacturer Electrolux decided
to close the plant in 2016. Electrolux says it
can manufacturer refrigerators more cheaply
in other countries in Asia and Eastern Europe.
This will have negative impacts on the
economy of Orange in NSW where the plant
is located. NSW MP for Orange, Andrew Gee,
said that “it comes down to the fact that our
market here is small and Electrolux can make
greater profits in Thailand, where labour is
$2.50 per hour compared to $25 to $30 in
Australia”.
* Reference:
* Syllabus links:
Option 4- “Global Links”
Syllabus – Topic 1 – “Operations”
– Board of Studies Economics HSC Syllabus
– Topic 1 – The Global Economy
* Reference: http://www.smh.com.au/business/electrolux-toshut-last-local-fridge-plant-20131025-2w6g7.html
– “Electrolux to shut down last local fridge plant” by
Anna Patty - 25 Oct. 2013
Samsung number 1
The worldwide smartphone market saw
record sales in the quarter. The South
Korean Samsung company is leading with
31.4% market share. Apple’s market share
has decreased to 13.1%. China’s Huawei
moved into third place with a market share
of 4.8%, just ahead of fellow Chinese firm
Lenovo (4.7% market share). South Korea’s
LG has 4.6% market share.
* Syllabus links:
Option 2 - Promoting and selling
20
http://www.news.com.au/business/companies/
samsung-extends-lead-over-apple/storyfnda1bsz-1226749434608 –“Samsung extends lead
over Apple” – 30 October 2013
BlackBerry losing market share
The smartphone industry is a rapidly
changing one. BlackBerry may well be
heading for the Business Cemetery as rivals
Apple and Samsung take the lead. Two of
the six phones the company offers will be
discontinued. In September 2013 shares in
the company were worth $US8.73 (in 2008
shares were worth $US138).
* Syllabus links:
* Reference:
“Suitors circle BlackBerry as losses blow out”
published in The Sydney Morning Herald on 23
September 2013.
Net profit for Telstra increases
Telstra has reported that its net profit after
tax increased by 12.9 per cent or $441
million to $3,865 million for the 12 months
to 30 June 2013.
* Syllabus links:
– Board of Studies NSW Commerce
Syllabus – Option 11 – Running a
Business
– Board of Studies NSW Business Studies
HSC Syllabus – Topic 3 – Finance
* Reference:
Letter to Telstra shareholders from Telstra Chairman
and Telstra CEO, dated 8 August 2013.
News Bites
Are in-store pharmacies next for
Woolworths and Coles?
Woolworths and Coles already own nearly
70% of the grocery market in Australia. Some
people are predicting that Woolworths
and Coles could soon expand into in-store
pharmacies, unchartered territory at present.
Under Australian law, pharmacies must be
owned by pharmacists and supermarkets
are not allowed to operate a chemist (this
is not the case overseas where businesses
like Walmart operate in-store chemists).
These laws will be reviewed in 2015. Coles/
Westfarmers already has businesses in many
areas including retail (e.g. Target,Kmart,
Officeworks), home improvement (Bunnings)
and liquor (e.g. First Choice Liquor,
Liquorland, Vintage Cellars). Likewise
Woolworths has moved into areas like
retail (e.g. Big W), home improvement (e.g.
Masters Home Improvement) and liquor
(e.g. Dan Murphys, BWS, Cellarmasters)
* Syllabus links:
* Reference:
“Pharmacies next target of big two, say analysts”
by Sarah Whyte, published in The Sydney Morning
Herald on 28-29 September 2013.
also said that international suppliers do
not approve of their brands undergoing
“chronic discounting”.
* Syllabus links:
Syllabus – Topic 2 – Marketing (“price
and quality interaction”)
* Reference:
“Riding the retail revolution” by Elizabeth Knight,
published in The Sydney Morning Herald on 28-29
September 2013.
Coca–Cola Amatil buys Fiji’s Vonu
Pure Lager beer
Coca–Cola Amatil has paid $NZ5 million
($4.4 million) for the intellectual property
assets, trademarks and brands of Fiji’s
Vonu Pure Lager beer, with the aim of
exporting the beer to other countries.
The product’s slogan is “pure Fijian rain
water turned into beer” and CC Amatil
hopes to use this aspect of the product
to create a competitive edge for the
product, emphasising that it does not use
preservatives.
* Syllabus links:
David Jones changes its pricing
strategy
In an interview with The Sydney Morning
Herald, David Jones CEO Paul Zahra has
said that increasing sales by using the
discount method of pricing is something
the business cannot afford. Instead
“cutting consumers addiction to almost
continuous sales events” is a goal for the
business. David Jones is focusing more on
a “relatively high-cost model”. Paul Zahra
* Reference:
“Coca – Cola backs Fiji craft beer” by Eli Greenblat,
September 2013.
Who is exporting and importing
Australia’s wine?
South Australia’s Barossa region is
Australia’s top exporter of wine, sending
21
News Bites
$A112,558,798 worth of wine overseas
during 2012/2013. China is the top importer
of Australian wine, buying $A68,960,939
worth of wine from Australia during
2012/2013.
* Syllabus links:
Syllabus – Option 4 – Global Links
– Board of Studies NSW Economics HSC
Syllabus – Topic 1 – The Global Economy
* Reference:
“Wine no longer enough, buyers want the
backstory”, by Esther Han, published in The SunHerald on 15 September 2013.
Eiji Toyoda dies
Eiji Toyoda, aged 100, died on 17 September
2013. He was the first cousin of the founder
of the Toyota Company. As head of
manufacturing, president, chairman and
senior advisor he is seen as being very
influential in making Toyota a global mass
– market competitor and a top performer
in terms of manufacturing efficiency (low
wastage, high output). He was instrumental
in Toyota entering the luxury car market
with the Lexus marque vehicle, to compete
with Mercedes and BMW. In 2012, Toyota
was the world’s biggest car manufacturer.
In Australia, Toyota was the top-selling
marque for September, 2013 with 17,492
sales. The company’s management
strategies are termed the “Toyota Way”
and include just-in-time stock control and
22
a focus on human resources aiming for
“continuous improvement”.
* Syllabus link:
Syllabus – HSC Operations topic –
“Operations strategies”
* References:
- “Eiji Toyoda 1913-2013 –Toyota chief steered an
ailing business to global dominance” published
in The Sydney Morning Herald on 26 September
2013.
“Car sales on track for record year” by Sam Hall,
October 2013.
Who is Hollywood’s highest paying actress?
Forbes magazine’s 2013 list of Hollywood’s
highest earning actresses has revealed that
Angelina Jolie earned $US33 million over
the last financial year, giving her the no.1
ranking in the list. Angelina Jolie earned a
reported $US 10 million from being the face
of high-end fashion house Louis Vuitton.
No.2 on the list was Jennifer Lawrence
($US26 million) and No.3 was Kristen
Stewart ($US 22 million).
* Syllabus link:
Syllabus – Core Part 1.2 – Personal
Finance – “Earning an income”
HSC Syllabus – Topic 2 – Marketing
* Reference:
The Sydney Morning Herald – “Who missed the cut
on Hollywood’s” – 31 July 2013
Legal News Bites
Compiled by Joe Alvaro,
Marist College North Shore
2013 Graffiti Removal Day
Volunteers have participated in the NSW
Government 2013 Graffiti Removal Day,
with graffiti being wiped out at more than
200 sites in NSW. Graffiti costs NSW about
$100 million a year. Premier Barry O’Farrell
said that “rapid removal denies vandals
the notoriety they crave and helps prevent
repeat attacks in the same locations”. The
law requires juvenile graffiti vandals to
appear before court for a graffiti offence
and give courts the power to:
• Extend the time graffiti offenders spend
on learner or provisional licenses;
• Limit the number of demerit points they
are able to accrue over a specific period,
and;
• Require the cleaning up of graffiti to
be a condition of any court imposed
Community Service Order on graffiti
offenders.
There is also a Graffiti Hotline for the public
to report graffiti – 1800 707 125.
* Syllabus link:
Syllabus – Core Part 2 – Law and Society,
Option 8 - “Law in Action”
– Board of Studies NSW Legal Studies
Preliminary Syllabus – Core Part 1– The
Legal System
– Board of Studies NSW Legal Studies HSC
Syllabus – Core Part 1 – Crime
* Reference:
Making false allegations for
Apprehended Personal Violence
Orders (APVOs) becomes a crime
Making false allegations in order to obtain
an APVO against a neighbour, co-worker,
or stranger will become a criminal offence.
“This move is designed to protect lawabiding citizens from false and vexatious
APVO applications,” Attorney General Greg
Smith SC said. Penalties include a fine of
up to $1100 or up to 12 months in prison.
APVOs differ from Domestic Violence orders
and can only be used when the victim is not
in a “domestic relationship” with the alleged
perpetrator. The proposed changes will
amend the Crimes (Domestic and Personal
Violence) Act. The amendments will also
require magistrates to refer APVO matters
to mediation unless there are good reasons
not to.
* Syllabus link:
Syllabus – Core Part 2 – Law and Society,
Option 8 – Law in Action
Preliminary Syllabus – Core Part 1– The
Legal System
Syllabus – Option – Family
* Reference:
Media Release, Greg Smith SC MP Attorney
General, Minister for Justice, “Making false
allegations for APVOs becomes a crime”, 23
October 2013
Media Release, Barry O’Farrell MP Premier of NSW
and Minister for Western Sydney, “Graffiti Removal
Day spruces up the state”, 20 Oct. 2013
23
News Bites
Better protection for sexual assault
victims
Victims are already given protection in
NSW at a trial involving a person accused of
committing a sexual offence against them.
At present they can give evidence via closed
circuit television or behind a screen at a
trial. But under current laws, they may not
always be entitled to such protections when
giving evidence at a separate trial involving
the same accused person, but a different
victim. The government will amend the
law so that sexual offence witnesses would
be able to testify from a private location
at these trials, regardless of what type of
evidence they were required to give.
* Syllabus link:
Syllabus – Option – Crime
* Reference:
Media Release, Greg Smith SC MP Attorney
General, Minister for Justice, “Better protection for
sexual assault witnesses”, 30 October 2013.
Increased police powers in NSW
Police in NSW will not need a warrant to
detain and search a person for guns if they
are the subject of a firearm ban. The new
laws will also allow police to search for guns
without a warrant in criminal hang outs
(“disorderly houses”). There will also be an
increase in the penalty from 10 to 14 years
in jail for the possession and/or supply of a
firearm or pistol for a person who is subject
to a firearm ban. Premier of NSW Barry
O’Farrell said “Criminals who carry weapons
illegally need to know police will be able
to stop and search for them in their cars, in
their homes and in their workplace - there
won’t be any place for them to hide”.
24
* Syllabus links:
Syllabus – HSC Crime topic – “Police
powers”, “Use of warrants”.
* Reference:
Media Release from Premier of NSW, Barry
O’Farrell, “Tough new search powers for police
to target criminal hang outs and illegal firearm
possession”, 15 September 2013.
NSW Government dealing with illicit
phone use in prisons
The use of mobile phones in prisons poses
a threat to the security of prisons and also
to the community as they can be used by
prisoners to plan crimes from within the
prison walls. Possession of mobile phones,
chargers and SIM cards in NSW prisons is
a criminal offence. In a nine month trial,
phone jamming technology has been
installed at Lithgow Correctional Centre (a
maximum security prison), which will see
antennas jamming the channels that would
normally transmit mobile phone signals.
Corrective Services NSW Commissioner
Peter Severin said “we believe this jamming
technology is the ultimate answer because
even if an inmate does obtain a mobile
phone, it will be worthless because it won’t
work.” Other strategies to combat mobile
phones in prisons include random and
targeted searches of prison visitors and
inmates, including the use of mobile phone
sniffer dogs.
* Syllabus link:
– Board of Studies NSW Legal Studies Syllabus
– HSC Crime topic – “Post-sentencing
considerations”
* Reference:
Media Release from NSW Attorney General and
Minister for Justice, Greg Smith SC MP, “Jamming
trial to shut down contraband prison schemes”, 24 September 2013
News Bites
Justice for adopted children
Laws will be introduced into NSW
Parliament which will enable NSW parents
who have adopted children overseas to
obtain NSW birth certificates. This will
create equality (an aspect of justice),
giving these children the same rights
as children adopted in NSW. Currently
children adopted from overseas have to use
adoption documents from the country they
were born in. Attorney General, Greg Smith
SC, said “this is a significant reform, as many
overseas adoption documents contain
derogatory and stigmatising language. For
example, many children adopted in China
are given a ‘certificate of abandonment’ that
states that their parents are ‘unknown’. No
child in NSW should have to carry around
a certificate that reminds them that they
were abandoned.” The proposed new laws
will recognise individual rights of privacy
and non-discrimination, as the NSW birth
certificate will not state whether the child’s
parents are biological or adoptive.
* Syllabus link:
Syllabus – HSC Family Option –
“Adoption”.
* Reference:
Minister for Justice, Greg Smith SC MP and Minister
for Family and Community Services, Pru Goward
MP,” Adopted children to win identity rights”, 29
September 2013.
NSW Government appoints the first
Commissioner of Victims Rights
Ms Mandy Young has been appointed the
first Commissioner of Victims Rights. The
role involves giving attention to the rights
of victims. Ms Young will also chair the
Victims Advisory Board which advises the
Attorney General on policies and practices
and promotes law reform to meet the needs
of victims.
* Syllabus link:
Syllabus – HSC Crime topic – “The extent
to which the law balances the rights of
victims, offenders and society” (Theme
and Challenge).
* Reference:
Minister for Justice, Greg Smith SC MP, “New
Commissioner of Victims Rights Appointed” 12
June, 2013.
Crime prevention – Tamper resistant
number plates
On average, a number plate is stolen from
one in 400 vehicles in Sydney each year.
NSW Police are running a campaign which
will see tamper resistant number plates
installed in vehicles at a range of locations.
Reducing number plate theft can help
reduce other crimes. Attorney General and
Minister for Justice Greg Smith said “stolen
number plates are often reattached to
vehicles used in petrol theft, robberies and
toll evasion, so if criminals are unable to
access stolen plates they may think twice
about committing these crimes”.
* Syllabus link:
Syllabus – HSC Crime topic – “Crime
prevention”.
* Reference:
Minister for Justice, Greg Smith SC MP and Minister
for Police and Emergency Services Michael
Gallacher MLC, “NSW turns the screws on number
plate thieves” 15 June 2013.
25
International School
Teacher Profile
NAME: Rowan Peterson
LOCATION: Norfolk Island
SCHOOL: Norfolk Island Central School
Watawieh yorlye?
(Norfolk Island has its own language that
was brought over by the Pitcairn Islanders.
It evolved from 18th century English and
Tahitian. It is recognised as a language
by the United Nations and is taught at
Norfolk Island Central School as part of the
Languages Other Than English syllabus.)
1. What are you doing in Norfolk Island?
Teaching at Norfolk Island Central School
2. Where exactly is Norfolk Island? What is
the population of Norfolk Island?
Norfolk Island is at 29°S 168°E,
approximately 1600km east of Byron Bay.
The population is approximately 1700.
3. How did you find yourself in this job?
The job was advertised in the old gazette
and a friend of mine noticed it and said I
should apply. I didn’t ever really expect to
get it but thought it would be a bit of an
adventure for three years. 13 years later
and it’s still a bit of an adventure!!
4. What were you doing before you found
yourself teaching at Norfolk Island
Central School?
I was the Careers Adviser at Melville High
School, Kempsey and living at Crescent
Head on the mid north coast of NSW.
5. What were your first impressions of
Norfolk Island?
26
left in cars (otherwise you can lose your
keys!), there is no graffiti and people smile a
lot.
It felt like I’d stepped back in time a few decades. It was (and is) a very safe
environment. Houses aren’t locked, keys are
6. What subjects do you teach at the
school? Do you teach any Board of
Studies NSW courses?
I teach Business Studies, Geography and
Work Studies.
They are all Board of Studies NSW courses. We are a NSW off-shore school, funded by
the Norfolk Island government. We buy a
package from NSW which includes NSW
teachers, NSW syllabuses and NSW exams.
I am the Careers Adviser, the Voc Ed
Coordinator and the Distance Education
Coordinator.
7. What are some challenges you have
as you teach these subjects in Norfolk
Island?
Being the only Social Science teacher
posers many challenges. Just not being
able to chat to someone in the staff room
about assessment task design specifically
related to your subject area or maybe
some teaching strategies for a certain
topic are probably the biggest. Being solely
responsible for all programming and
Teacher profile
assessment task design for your teaching
subjects can also have its challenges.
8. How long has Norfolk Island Central
School been operating? Who runs
the school? How long have you been
teaching there?
One of the earliest decisions following the
arrival of the Pitcairn Islanders on 6th June
1856 was the establishment of a school
and school began in the New Military
Barracks on 14th July 1856, attendance was
compulsory. (School had been compulsory
on Pitcairn Island since 1835.) This was the
earliest legislation of its kind in the British
Empire. It wasn’t until 1880 that school
became compulsory in NSW.
The school is run by the Administration of
Norfolk Island. Norfolk buys an education
package from NSW which includes the
syllabi, exams and teachers. Teachers
are, at this stage, on a 3 year contract
with the option of applying for a further 2
year extension. There is allowance in the
Memorandum of Understanding with the
NSW DEC & the NI Legislative Assembly for
2 executive and 5 teaching positions to be
core, or extended tenure, positions. Staff
who hold these have to go through an
interview process every 3 years to maintain
their positions. To become a ‘core’ teacher
you need to apply to the Norfolk Island
Minister for Education and usually have
to have a fairly strong connection to the
Island.
I came for 3 years and have now been here
for 13. I hold one of the core positions and
had been here a couple of years before I
developed my ‘fairly strong connection’
with the Island and decided I wanted to
remain here longer.
9. Are all teachers at the school Australian?
All teachers are employed by the NSW DEC.
10. How many students are enrolled at the
school? What are the students like who
attend the school?
There are 301 students currently enrolled
K–12 with 137, 7–12 (16 in Yr11, 24 in Yr 12). Students are like kids anywhere I think. They can be trying at times but for the most
part they are fantastic. We really don’t
have discipline problems, certainly not
to the extent of larger schools. Students
are very laid back on the whole and don’t
stress too much over things like assessment
tasks and exams – that means that we as
teachers stress more! It is hard for them
to comprehend that they are competing
against seventy odd thousand students at
the HSC. Maybe that’s why they usually
achieve quite good results, they are
relaxed!
Like most country towns, nearly all our
students leave the island for work and/
or study when they finish school, some
returning when they have families. So
there is a big drop in the population
between the ages of about 18 and 35.
11. Could you give us an update with
regards to economy of Norfolk Island ?
The Norfolk economy is quite depressed at
the moment with a slump in tourism that
has been going on for quite some time. A
large number of families and men have
left to look for work on the mainland, in
particular in the mining sector. This has
then impacted on all areas of the economy
with fewer people and less money flowing
around.
The Norfolk Island government and the
Commonwealth government have been
negotiating for a number of years now
about how the Commonwealth may be
able to be of some assistance. This would
involve bringing Norfolk Island under
the Australian taxation umbrella and
becoming more a part of Australia. At the
moment Norfolk Island is a self-governing,
external territory of Australia and is not
eligible for many Commonwealth grants
or services. (At the moment we don’t pay
Australian income tax or the Australian
GST, Norfolk does have its own GST of 12%
27
Teacher profile
really notice it. Some people take a little
time to adjust and some never do, most
take to it like a duck to water. I came
over here with high school aged children
and there were the normal adjustments
of changing schools that adolescents go
through, but it was OK. The school is very
good and with the internet, resources are
easier to obtain.
14. Has your patience ever been tested?
Rowan Peterson outside her office with Phillip Island in
the back ground.
- no exemptions). With the downturn in
the economy the Australian government
has stepped in, in certain areas, with
financial assistance – but I think it comes
at the cost of Norfolk’s independence.
12. What’s happening in the business world
there in Norfolk Island at the moment?
Business, like the economy in general, is
fairly depressed. Norfolk Island’s economy
is based around tourism, so with fewer
tourists those businesses have a lower
turnover. Likewise, the retail sector has
been hit by fewer tourists and residents
but also the impact of online shopping has
taken its toll on the retail sector. There are
a number of people who are looking at
different things that Norfolk may be able
to do and have a competitive advantage
with, but at this stage, much of that is still
in the pipeline.
13. What advice do you have for Business
Studies, Commerce, Economics and
Legal Studies teachers wanting to teach
in Norfolk Island?
28
I’m here for another 3 years (at this stage),
so first – wait for me to go and then there
is a position and I would say have a go. It
is a great place to live and teach. It is very
isolated, but most of the time you don’t
Probably! The internet can be very slow
and sometimes nonexistent! When the
school server goes down it can be very
frustrating as we come to be more and
more dependent on technology. I guess
those are the normal technological
problems everyone faces from time to
time. The other thing that can test your
patience are the empty shelves at Foodies
(the local supermarket) when the boat is
about to arrive or late by a few weeks. You
do get used to shopping without a list and
just taking what you can get! Fruit and
veges are all seasonal, which is not really
frustrating – more just plain delicious!
15. What do you like most about living and
working in Norfolk Island?
Apart from my partner?? Living – clean fresh air, fresh food, lots of
sport, nice people, beautiful scenery, lots of
history (a few ghosts too).
Working – well I think that teaching is the
best job in the world, I have loved it where
ever I have been teaching, but on Norfolk
I live 1km from school, the students
are great, the school environment is
beautiful, I take a Geography excursion
out to Phillip Island every year (6km south
of Norfolk, part of the National Park), the
community are fantastic to work with
for case studies in Business Studies and
Geography, assisting with the Careers
Market and work experience placements. I could go on and on.
Growth, Happiness and
the Environment
John Lodewijks,
Introduction
Is growth sustainable and does it improve
the quality of our lives? Is limitless growth
an illusion and does endless material gain
promote well-being? Are our needs and
wants unlimited? Or are our real needs few,
finite, and rather easily met? What are our
objectives, as individuals or as a society –
material wealth, leisure, solid relationships,
good health and education opportunities,
secure retirement, happiness, a sustainable
environment, and a fair wealth distribution?
How can our Ecological footprint – the
resources, energy and space needed to
provide our products and absorb our
waste – be reduced? Instead of using Gross
Domestic Product, Bhutan uses an ‘Gross
National Happiness’ index incorporating
psychological well-being, physical health,
work-life balance, community vitality and
social connection, education, cultural
preservation and diversity, sustainability,
good governance and material well-being.
Should other countries do the same?
These are the sort of questions increasingly
being asked and in this short paper we
address some of these issues through
examining two books on the subject.
The first is by Herman Daly and Joshua
Farley (2010) titled Ecological Economics.
Environmental economics and natural
resource economics are standard courses
in economics. Ecological economics is a bit
different as it incorporates a lot of material
from ecology. There is much standard
economics in this book. Most economists
would be comfortable with perhaps three
quarters of the book. Indeed, the authors
note that ‘we accept more of traditional
economics than we reject’. However,
where it departs from accepted practice
and gets controversial is the polemic
against standard economics interpreted
as market fundamentalism and the strong
redistributionist view they hold with respect
to global wealth and income distributions.
They present ethical and moral arguments
for redistribution nationally and globally.
They advocate a great role for governments
in producing social and community
goods rather than individuals engaging in
conspicuous consumption. There is also
considerable criticism of globalization
for generating greater global inequality
and leading to global output exceeding
ecological barriers.
Daly and Farley most stark departure
from standard economics is the challenge
they present to the fundamental goal
of economic growth (expansion of our
economy and increases in national income).
They want to replace the objective of
promoting economic growth with achieving
‘optimal scale’ (interpreted as an output
level that is environmentally sustainable).
They go further and advocate zero growth
of the economy (‘a steady state economy’)
as they believe we have exceeded the
capacity of the ecosystem to support the
insatiable demands we make on natural
resources – energy, water, raw materials,
land and waste products. We are close
to resource exhaustion and the waste
absorption capacity of the planet, they
claim.
The second book by John De Graaf and
David K. Batker (2011) is dedicated to
29
Growth, Happiness and the Environment
Herman Daly and covers many of the themes
from the earlier book. The authors lament
that “we have degraded the world’s fisheries
and soils, poisoned its waters, and changed
its climate, while driving countless other
species to extinction”. Chapter 9 of the book
titled “The Longest Run – Sustainability”
notes that we face rising temperatures
and adverse weather conditions, with one
quarter of the fisheries overfished, along
with extensive deforestation, oil and fresh
water shortages, while chemicals damage
the ozone layer causing higher skin cancer
rates. The authors also document a massive
shift in wealth from the middle class to the
richest Americans so that median incomes
actually fell over the last decade. They note
that a rising tide of GDP was supposed to
lift all boats; it has instead floated the yachts
and swamped the rowboats. A long list of
income and wealth disparities is presented
as evidence. The top 20% of Americans own
75 times as much wealth as the bottom
20%. The top 1% own 4400 times as much
wealth per person as the bottom 40%. In
2005 the top 20% earned 47% of the income
and owned 84% of its wealth. The richest
1% of Americans earned more income in
2008 than the bottom 50% of Americans all
put together. The Gini coefficient of income
inequality has increased from 0.39 to 0.45
since 1980. It is in the high 0.2s and low 0.3s
in Europe, for example in Sweden it is 0.23.
The main focus of the De Graaf and Batker
book is ‘GDP fetishism’ and this is spelled out
in Chapter 1 titled – The Grossest Domestic
Product. They quote Simon Kuznets, the
pioneer of national income accounting,
saying that ‘the welfare of a nation can
scarcely be inferred from a measurement
of national income’ and a Bobby Kennedy
speech stating that ‘it measures everything
in short except that which makes life
worthwhile’ – GDP includes the costs of
30
crime prevention, pollution clean-ups,
health damage and addiction, family
breakdown, congestion costs, bankruptcy
proceedings (as they all involve an
expenditure of money) but excludes our
natural environment, social connections,
volunteering and housework (because they
are not market transactions). The authors
consider alternative measures such as the
Genuine Progress Indicator and the finding
of the Stiglitz/Sen Commission on the
Measurement of Economic Performance
and Social Progress.
Most of our time is spent on economic
activity – working, consuming, purchasing,
borrowing, selling, producing – that is
producing income and spending. Yet
fundamental human needs relate to
broader considerations, after subsistence
requirements are satisfied, such as affection,
respect, protection, participation, leisure,
identity and belonging, and personal
freedom. In Chapter 2 on ‘The Pursuit of
Happiness’ the authors suggest that we
need a society that delivers the greatest
good, for the greatest number, over
the longest run and that involves social
justice, sustainability and quality of life
considerations. Take the issue of work-life
balance. Americans want more time for
friends and family yet their working hours
have increased, not fallen, and both parents
now work. In contrast, Europeans work
15-20% less hours than the Americans and
retire earlier with the Netherlands, Norway
and Germany having the shortest working
hours in the world. Only 14% of Americans
took a two-week vacation in 2007. The
median vacation is one week and even then
they are often connected to Blackberries.
Americans often stay in undesirable jobs to
maintain health care coverage and working
longer hours means they have less time to
make healthy lifestyle choices. Chapter 4 is
called ‘Unhealthy at any cost’ and notes that
while other developed countries spend half
that the US does on health, they can afford
universal health insurance while the US
has poorer health outcomes. Surprisingly,
half of American bankruptcies are due
to unpaid medical bills and 75% of those
people have insurance. The escalating costs
of health care appear to be result of the
use of expensive curative treatment rather
than a focus on prevention. The authors
recommend laws reducing work time and
overwork, that leads to chronic stress of
modern life, and instead advocate share
existing work while trading-off income for
more free time. They also support more
funding for prenatal care, three months
paid leave for all parents, greater social
investment in the early childhood years,
affordable child care and pre-schools –
small class sizes and well paid teachers - and
a more generous social safety net. They tell
us that 40% of American workers get no
paid sick days.
The authors repeatedly contrast the
American experience with what is
happening in Europe using OECD wellbeing statistics. Finland ranks near the top
of happiness polls. High ranking countries
like Finland, Sweden and Denmark are small
countries with little racial or ethnic diversity
and it may be that homogeneous societies
find it easier to cooperate. Nevertheless,
these countries have agreed on higher taxes
to fund social safety nets and promoted
greater equality. IKEA in Sweden pays its
workers higher wages than in the US, even
after higher taxes, as well as five weeks of
paid vacation, overtime work is voluntary,
and there is full health care and free college
education. De Graaf and Batker talk about a
‘European social contract’ that incorporates
national health insurance, secure retirement
pensions, and welfare and unemployment
Ikea in Älmhult, Sweden
benefits that last longer. Denmark offers
government jobs if its citizens do not find
regular employment while in Germany
instead of laying off workers in recession
they reduce work hours of existing
employees (for example, each worker has
one day off a week).
All these comparisons do not present the
US in a favourable light. Indeed in Chapter 8
the authors find parallels between modern
America and the decline of the Roman
Empire – foreign wars, glorification of
excess, denigration of the intellect, bullying
of critics, conspicuous consumption, moral
degeneration, and disdain for those less
privileged. Is that comparison overdrawn?
Further statistical comparisons do not
favour the US. The US is home to a quarter
of the world’s prison population, more
than half are non-violent offenders, and
44% of the prison population is black.
Homelessness is another problem. Cutbacks
in funding for mental hospitals has forced
many to move back into the community but
low cost housing is not always available.
A half to two thirds of homeless people
are mentally ill or otherwise disabled.
Urban sprawl and auto dependence, the
collapse of working class towns, corporate
outsourcing and downsizing, and excessive
CEO pay are other issues mentioned. On
31
a global level, US military spending could
alternatively be used to end world hunger.
For most Americans housing is their primary
asset and it has fallen in value and with the
global financial crisis there have been many
foreclosures. Chapter 12 focuses on the
housing and banking crises characterised
by reckless lending and borrowing, with
scant regard to due diligence, toxic asset
mortgage bundles and rising default rates
on subprime loans. The authors contrast
the American financial crisis with Canada
where their banks were not affected as
their financial system was not deregulated.
The Canadian banks are ranked first and
the American banks 111th in terms of
the safest banking systems. The authors
propose a raft of measures to increase the
safety of the American financial system
including a currency trading tax, increased
reserve requirements, reducing leverage
opportunities and limiting derivatives, in
addition to regulating hedge funds. They
note that Switzerland, Sweden, Brazil and
the UK all have financial transaction taxes.
The book by De Graaf and Batker is a broadranging critique of the modern American
economy and raises important questions
about the ultimate goals of economic
activity – the authors believe that we needs
to stop chasing growth and start pursuing
happiness. The two are not necessarily
compatible.
References
Daly, Herman and Joshua Farley. 2010.
Ecological Economics. Island Press:
London.
De Graaf, John and David K. Batker. 2011.
What’s the economy For, Anyway: Why
it’s time to stop chasing growth and start
pursuing happiness. Bloomsbury: New
York & London.
Advertising Rates for ‘The EBE Journal’
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32
Media Release:
Commonwealth Bank Foundation
celebrates outstanding teachers
– 31 July 2013
Fifteen teachers from across the country have today been recognised with a 2013
Commonwealth Bank Foundation Teaching Award for their efforts to build essential money
management skills of young Australians.
The Awards acknowledge and reward outstanding teachers who are currently running or
developing innovative programs to educate Australian kids about money and finance.
From more than 200 applications, 15 winning teachers representing Queensland, New South
Wales, Australian Capital Territory, Victoria, South Australia and Northern Territory were
selected based on the creative and engaging ways they improve youth financial literacy.
Initiatives ranging from micro-societies, market gardens through to ‘Think it, Make it, Market
it’ programs have been recognised in 2013.
Commonwealth Bank Chief Executive Officer and Foundation Chair Ian Narev said, the
Group was committed to enhancing the financial wellbeing of young Australians, and
through the 2013 Teaching Awards is providing the means to support teachers to assist in
achieving this goal.
“We want to inspire teachers across Australia to develop and foster programs to engage
our future generations in innovative ways to build essential money management skills,”
Mr Narev said.
“We know financial literacy improves lives and has a measurable economic benefit. The
2013 Teaching Awards is just one of the practical ways we are investing in financial literacy
education of our community,” he added.
The 15 teachers were announced at a special ceremony held at Commonwealth Bank
(Sydney) today, with each teacher awarded $10,000 to fund financial education initiatives in
their school, plus $2,000 as a personal reward.
For the complete list of 2013 recipients and further information about theTeaching Awards
visit: www.commbank.com.au/teachingawards. 2013 winning profiles will be live on the
website from 2.30pm.
- ENDS For more information contact:
Georgia Psaltis
Commonwealth Bank
P: (02) 9118 6487 | M 0477 341 093 | E: [email protected]
About the Commonwealth Bank Foundation
The Commonwealth Bank Foundation was established in 2003 to improve the financial literacy of young people.
The Foundation delivers a range of educational programs, including our award-winning StartSmart workshops,
that will reach more than 275,000 Australian students this year. The Foundation’s programs are educational and
do not promote the products or services of the Commonwealth Bank.
33
Q&A with 2013 Commonwealth
Bank Foundation Teaching
Award winner, Nadine Saul
2013 Commonwealth Bank Foundation Teaching Award winner Nadine Saul
1. Where do you teach?
I teach a Stage 2 class (Years 3 and 4) at
Revesby South Public School. This is my
third term at the school.
calculate prices after applying percentage
discounts e.g. a 10% discount.
2. How much attention is given to
financial literacy in the primary school
syllabuses at the moment?
34
Students learn about “money” in the
Mathematics K-6 Syllabus with particular
focus on the recognition, sorting,
counting and ordering Australian coins
according to their value. They learn
that total amounts can be made using
different denominations and currency is
represented by the ($) and (c) symbols.
Students also perform addition and
subtraction calculations with money,
including finding change and rounding
to the nearest 5 cents. Year 5 and 6
students develop strategies used to
In the new National Curriculum, there is
a prominent focus for students in Year 5
and 6 to create simple financial plans such
as a budget. For example, students may
be asked to organise a class celebration
on a budget of $60 for all expenses.
3. How do you feel about being recognised
with the Commonwealth Bank
Foundation Teaching Awards?
I was very excited and elated to hear that I
and Revesby South Public School together
were award recipients. It has been a
wonderful opportunity to be part of a group
of national winners being recognised for
their efforts and dedication to providing
young Australians with opportunities to
develop a deep knowledge and proficiency
in money management.
Teaching Awards 2013
4. What drove you to develop your
financial literacy initiative?
I was originally involved with this
program, a modified model of a program
from the Maitland Region, at my previous
school. Since transferring to Revesby
South Public School, staff viewed the
initiative as an opportunity to expand
the existing environmental program
whilst encompassing a combination of
financial literacy and enterprise education
concepts. This will allow more students,
from Kindergarten to Year 6, to participate
in the program.
5. In what ways do you expect your
financial literacy program will impact
your students and their understanding
of money management?
As the program focuses on a combination
of financial literacy and enterprise
education, there are many positive
outcomes for students.
By being “enterprising” students develop
an understanding of the consumer market
– creating ideas and products consumers
want to buy, setting realistic prices, supply
and demand, profit and loss, and selling
products for school currency. They learn
that money doesn’t ‘grow on trees’ or
‘simply come out of a machine’, but rather
people need to work to earn their money.
When students have the opportunity to
buy products with their school currency,
they learn about budgeting - balancing
needs with wants, making choices to
spend wisely, comparing prices before
you buy and establishing sound saving
habits.
6. How will the Commonwealth Bank
Foundation Teaching Award help you
further develop your program?
Revesby South Public School plans to
implement this program in Term 1 of next
year. The generous award will allow us
to purchase quality resources, materials
and equipment for the initial setting up
of the program to ensure quality from
the very beginning. It will also assist in
the sustainability and longevity of the
program and hopefully, in the future,
lead to expanding the program to involve
neighbouring schools.
7. At what age do you think students
should start to learn about financial
literacy?
I believe children should start to learn
about financial literacy as early as
possible. The earlier they learn about
money and its management; then
hopefully we can make an impact and
influence their thinking before “bad
habits” take hold.
8. How important is it for primary school
students to be taught financial literacy?
As I believe children should learn about
financial literacy at an early age, it is
crucial to begin in Kindergarten. It is
important for primary school students to
learn about balancing needs and wants,
recognising the value of money, planning
budgets, and respecting that money is the
result of hard work, so that they have the
potential to develop into confident and
proficient financially literate adults who
have sound saving and spending habits.
9. What are some challenges facing the
teaching of financial literacy in primary
schools?
Some challenges facing the teaching
of financial literacy in primary schools
include:
• finding the time to introduce
something new (and with quality) into
an already overcrowded curriculum;
• funding the program, not only from its
conception and implementation but
also to ensure the sustainability and
longevity of the program; and
• depending on the scale of the
program, teacher burnout may be a
factor in the longevity of the program.
35
Q&A with 2013 Commonwealth
Bank Foundation Teaching
Award winner, Rebecca Rounsley
2013 Commonwealth Bank Foundation Teaching Award winner, Rebecca Rounsley
1. Where do you teach?
Mount View High School, located in the
Hunter Valley town of Cessnock.
2. What subjects do you teach?
I am a learning and support teacher
and I am currently teaching the Life
Skills Numeracy program. The Life Skills
program is aimed at students with
additional learning needs.
3. How do you feel about being
recognised with the Commonwealth
Bank Foundation Teaching Awards?
36
The Commonwealth Bank Foundation
is delivering wonderful programs and
creating resources to assist teachers,
students and schools develop financial
literacy programs and skills. It is
wonderful to be recognised.
4. What drove you to develop your
financial literacy initiative?
Understanding how to manage money
is an essential life skill. It is a skill that
my students need in order to become
independent in their adult life.
5. In what ways do you expect
your financial literacy program
will impact your students and
their understanding of money
management?
The learning students will gain from my
program includes:
• how to earn money;
Teaching Awards 2013
• how to set up a bank account;
• how to access their money – and the
skills to use an ATM, eftpos and online
banking;
and
• basic skills of counting money and
calculating the correct amount of
change.
6. How will the Commonwealth Bank
Foundation Teaching Award help to
further develop your program?
The award will assist with the purchase
of resources e.g. iPads and a cash
register, coins, notes, books and an
excursion to the bank.
7. How important is it for secondary
school students to be taught financial
literacy?
I think it’s important for both secondary
and primary school students. Being able
to manage money creates successful,
independent adults.
8. What are some of the challenges
facing the teaching of financial
literacy in secondary school?
Getting students engaged – I am always
trying to come up with new interesting
and interactive ways to engage students
in financial literacy.
BUSINESS MANAGEMENT
DECISION-MAKING EXERCISE
Louie TraikovskiMinaret College,
Springvale Campus, Victoria
Rationale
This exercise focuses on managerial decisionmaking. It requires students to make and
evaluate decisions as a front-line manager.
Issues of ethics, teamwork, production and
quality are addressed in these decisions.
Instructions
Read the business scenarios. Answer the
questions on them.
Questions
1. Imagine you are a sports retail store
manager. What decision would you make
in response to the following scenarios?
Justify your decisions. What are the
positive and negative consequences of
your decisions?
A. Theft from till by a long-term employee
B. Competitor reduces prices on cheap lines
by 20%
C. Valued employee continues to be late for
work after an official warning
D. Local suburban football team seeks your
sponsorship
2. Imagine you are a production manager
in a shoe factory. What decision would
you make in response to the following
scenarios? Justify your decisions.
What are the positive and negative
consequences of your decisions?
A. A lack of teamwork amongst workers is
evident
B. Your boss says you are too soft on workers
but their production record is excellent
C. A very good production line worker says
she is bored
D. You notice the quality of shoes made is
slipping
37
Does demand for cigarettes
create supply, or does supply
create demand?
And what should we do about it?
Suzan Burton, Professor of Marketing and
International Business – University of Western Sydney
Though smoking rates have declined in
Australia, smoking is still the single most
preventable cause of ill health and death in
Australia.1 Smoking results in high monetary
and health costs for the average smoker
(the cost of cigarettes, additional medical
costs, earlier death and disability) and
for society (increased health expenditure
and lost productivity). Determining ways
to effectively and efficiently minimise
these costs is therefore of great interest
to economists and policy experts. Policy
interventions to discourage smoking include
taxes to increase the price of cigarettes, bans
on advertising, displaying and promoting
cigarettes, and most recently in Australia,
plain packaging of cigarettes.
Though evidence of falling rates of smoking
in Australia suggests such policies are
working, there is some disturbing evidence
that progress on quitting smoking has
stalled. While fewer people are taking
up smoking, there appears to be no
improvement in successful quitting, with one
estimate that since 2000, all of the decrease
in smoking in Australia is accounted for
by fewer people taking up smoking.2 This
static quit rate does not appear to be from
a lack of smokers trying to quit: one survey
of Australian smokers found that 77% had
tried to quit smoking or smoke less in the
past year.3 Another study found that 40%
of Australian smokers had tried to quit and,
of these, about 23% remained abstinent for
at least a month.4 But most quit attempts
38
American Anti-smoking campaign
are unsuccessful: an average 40 year old
smoker who started smoking in their teens
is likely to have made more than 20 failed
quit attempts, showing that a key challenge
for smoking cessation, and thus for health
policy, is helping attempting quitters
succeed in their attempts to stop smoking,
especially since even a small increase in
the success of quit attempts would have a
significant effect on smoking prevalence,
and on the health and monetary costs of
smoking for Australian society.5
A recent study from Cancer Council NSW
suggests that wide distribution of cigarettes
is one factor making it hard for smokers
to quit successfully.6 The report found
tobacco retailers are everywhere – an
average of more than 17 per postcode,
and more than 7 per postcode in outer
regional and remote areas. The study only
looked at retailers in NSW, but there’s no
reason to think the results wouldn’t apply
across Australia. Earlier research found that
Supply and demand
Australian smokers saw cigarettes for sale
in more than 40% of the four hour periods
when they were outside the home, so there
is certainly widespread and convenient
access to cigarettes in Australia.7 It’s possible
that the resultant frequent exposure to the
sight of tobacco retailers provides a constant
temptation for attempting quitters and
smokers to buy cigarettes, just as the sight
of a McDonalds store can tempt people
to buy food they’re trying to avoid. So the
Cancer Council NSW report argues for reform
of tobacco retailing in Australia, potentially
including a decrease in the number of
tobacco retailers
Determining whether wide distribution of
tobacco creates a temptation for smokers to
smoke more, or whether wide distribution
of tobacco is a market response to demand
for tobacco, creates an interesting problem
for economics and health researchers. Does
increased distribution of a product result
in higher sales, or do higher sales result in
more stores stocking the product? There is
certainly evidence that wider distribution
can increase sales of cigarettes: the sight of
cigarettes and/or associated point of sale
(POS) promotion is associated with higher
rates of impulse purchase,8, 9 and increased
smoking by adults7, 10 and youth.11 The effect
of distribution on sales has been described
as ‘psychic stock’, reflecting a theory that
having more stock of any item in a store
increases the chance that the item will be
seen and considered for purchase.12 This
effect is consistent with evidence that sales
of an item will increase (up to some level
of diminishing returns) with an increase in
the amount of space devoted to it, and/or
an improvement in the display space,13 and
evidence that grocery item sales are higher
if shelves are fully stocked.14, 15 Conversely,
low stock levels are likely to reduce the
consumer’s exposure to the product, and
therefore result in a reduction of sales.16 So
having fewer tobacco outlets might be one
avenue to decreasing the level of tobacco
sales. The association between sales and
distribution for any product will, however,
be compounded by related effects, such as
the higher budgets, efficiencies and higher
customer loyalty for higher market share
brands, leading to substantial difficulties
in modelling the relationship between
sales and distribution.17, 18 Establishing
whether tobacco sales are the result of
distribution or vice versa is difficult, because
the direction of causality is uncertain, and
possibly bi-directional. As discussed above,
distribution may increase sales of tobacco
by encouraging or reminding people to
buy. Alternatively, widespread distribution
may be a rational market response to
demand: if there was little demand for
cigarettes, retailers would presumably
decide that they could make more money
by devoting that space to other items, and
would stop selling cigarettes.
Australian plain packaging
39
Supply and demand
Evidence that the sight of tobacco can lead
to impulse purchases has led Australian
governments (and those of many other
countries) to ban POS displays of tobacco.
So cigarettes are now enclosed behind
shutters or hidden away in drawers, in an
attempt to remove the temptation to smoke
which is provided by a display of cigarette
packets. Following the implementation
of such display bans, however it is not
clear to what extent tobacco distribution
contributes to smoking (if at all) in Australia.
At least part of the effect of tobacco
distribution on smoking described in
previous research is likely to be due to the
visual cue caused by the sight of tobacco
packets at the point-of-sale, since some
smokers report that the sight of tobacco
in retail stores results in an urge to smoke
and/or buy cigarettes.19 Bans on displays
of tobacco should have removed such
temptations.
But is banning tobacco displays enough to
remove the temptation to smoke caused
by wide distribution of tobacco? Just as
the sight of the McDonalds golden arches
can tempt a dieter, even without the sight
or smell of McDonald’s food, the sight of
a tobacco retailer might tempt a smoker,
particularly one who is trying to quit, to buy
cigarettes and smoke. One recent Australian
study found evidence to support this
possibility, with smokers and attempting
quitters reporting that the mere sight of a
tobacco retailer was sometimes sufficient
to make them think about smoking, and
sometimes resulted in additional purchases.
Convenient access to tobacco may also
contribute to higher levels of smoking: one
Canadian study found that one third of
smokers said that they would smoke less if
they had to travel further to buy cigarettes.20
Selling cigarettes in venues where alcohol
is consumed may be particularly likely
to increase smoking due to the strong
40
Cigarette packaging in Thailand
association between drinking and smoking;
licensed premises are the only outlets
where smokers can see other people smoke,
can smoke themselves, and can purchase
tobacco, while at the same time subject to
the disinhibiting effects of alcohol.7 In one
study, 22% of surveyed smokers said that
they smoked ‘a lot more’ if cigarettes were
sold in licensed premises, and 17% of said
that they smoked ‘a little more’.21
So it’s likely that wide distribution of
cigarettes is both a result of demand
for tobacco and also contributes to that
demand. Deciding on the most effective
and efficient policies to further decrease
smoking in Australia is likely to be
contentious, and any change to tobacco
retailing is likely to be fiercely resisted by
the tobacco industry. Cigarettes are legal,
and removing them from stores completely
would create undue hardship for addicted
smokers. But the CCNSW report points
out that there are five times more tobacco
outlets than pharmacies in NSW. In practice,
that can mean that a smoker can buy
cigarettes 24 hours a day, 7 days a week,
but someone trying to quit smoking can
Supply and demand
only get nicotine replacement therapy
(NRT) from the local pharmacy – which in
rural areas might only be from 9 to 5 on
weekdays, and till midday on Saturday.
Perhaps it’s time to reweight the balance
of distribution, so that NRT is at least as
widely available as cigarettes.
impulse purchase. Addiction, 2008. 103(2):
322–328.
10. Burton, S., L. Clark, and K. Jackson, The
association between seeing retail displays of
tobacco and tobacco smoking and purchase:
findings from a diary style survey. Addiction,
2012. 107(1): 169–175.
1. AIHW ( 2010) Australia’s health 2010. Cat. no.
AUS 122. Canberra: .
11. Paynter, J., R. Edwards, P.J. Schluter, and I.
McDuff, Point of sale tobacco displays and
smoking among 14 –15 year olds in New Zealand:
a cross-sectional study. Tobacco Control, 2009.
18(4): 268–74.
2. Borland, R. Challenges for tobacco control
as an increasing proportion of smokers are
disadvantaged. in Oceania Tobacco Control
Conference. 2011. Brisbane.
12. Larson, P. and R.A. DeMarais, Psychic Stock:
An Independent Variable Category of Inventory.
International Journal of Physical Distribution &
Logistics Management, 1990. 20(7): 28–34.
3. Scollo, M. and M. Winstanley, Tobacco in
Australia: Facts and issues. 2012,
http://www.tobaccoinaustralia.org.au.
13. Cairns, J.P., Suppliers, retailers and shelf space.
Journal of Marketing 1962. 26(3): 34–36.
References
4. Cooper, J., R. Borland, and H.H. Yong, Australian
smokers increasingly use help to quit, but
number of attempts remains stable: findings
from the International Tobacco Control Study
2002–09. Australian and New Zealand Journal of
Public Health, 2011. 35(4): 368-376.
5. Borland, R., T.R. Partos, H.-H. Yong, K.M.
Cummings, and A. Hyland, How much
unsuccessful quitting activity is going
on among adult smokers? Data from the
International Tobacco Control Four Country
cohort survey. Addiction, 2012. 107(3): 673–682.
6. Fry, R., Williams K, Burton S, Egger S, Walsberger
S, Soulos G, Tang A, and Chapman K. An audit
of tobacco retailers in NSW. 2013; Available
from: <http://canact.com.au/wp-content/
uploads/2013/08/CCN15092_FINAL_TobaccoReport-Audit-Paper-1207_FINAL.pdf>, accessed
August 2013.
7. Burton, S., L. Clark, S. Heuler, J. Bollerup, and K.
Jackson, Retail tobacco distribution in Australia:
Evidence for policy development. Australasian
Marketing Journal, 2011. 19(3): 168-173.
8. Carter, O.B.J., B.W. Mills, and R.J. Donovan,
The effect of retail cigarette pack displays on
unplanned purchases: results from immediate
postpurchase interviews. Tobacco Control, 2009.
18(3): 218-21.
9. Wakefield, M., D. Germain, and L. Henriksen,
The effect of retail cigarette pack displays on
14. Progressive Grocer, How customers shop the
modern supermarket. Progressive Grocer, 1964:
C81–96.
15. Progressive Grocer, Shelf merchandising
strategy: A key to Increased Sales. Progressive
Grocer: C121–136.
16. Crouch, G.I. and R.N. Shaw, Microcomputerbased merchandising management systems:
A new approach. International Journal of
Retailing, 1989. 4(1): 5–18.
17. Farley, J.U. and H.J. Leavitt, A Model of the
Distribution of Branded Personal Products in
Jamaica. Journal of Marketing Research, 1968.
5(4): 362–368.
18. Reibstein, D.J. and P.W. Farris, Market share and
distribution: a generalization, a speculation, and
some implications. Marketing Science, 1995. 14(3):
G190–G201.
19. Hoek, J., H. Gifford, G. Pirikahu, and G. Thomson,
How do tobacco retail displays affect cessation
attempts? Findings from a qualitative study.
Tobacco Control, 2010. 19(4): 334–337.
20. Health Canada, National Baseline Survey on the
Tobacco Retail Environment, Final Report POR04–48. 2005, Corporate Research Associates Inc.
prepared for Health Canada.
21. Paul CL, M.K., et al. , Anywhere, anytime: Retail
access to tobacco in New South Wales and its
potential impact on consumption and quitting.
Social Science & Medicine, 2010. 71: 799–806.
41
Commerce Group Assessment Task
for “Global Links”
Joe Alvaro, Marist College North Shore
The following assessment task is based
on the “Global Links” topic in the Board of
Studies NSW Commerce course (2003). It is a
group learning task based on the principles
of cooperative learning. Each group is
assessed on their research skills, what they
know in relation to the question, how
effectively they present what they know
in front of the class and how effectively
they work together as a group. In order for
the assessment task to be successful the
following guidelines should be followed:
• ensure students know what each of the
directive terms/verbs ( e.g. “evaluate”)
mean in the question so they work
towards answering fully to each verb.
• ensure students use the content in the
“Global Links” topic as they complete
their research.
• makes notes about how well each
group works together throughout the
duration of the assessment task so an
effective final judgement can be made
when assessing this component of the
assessment task.
• monitor each group regularly to see
if each student is making an effective
contribution and to check that group
members are working together in a
productive manner.
Name of school
Year 10 Commerce
(Year) Assessment Task No. …….
Topic: Global Links
Task Type: Group Presentation
Due Date: …….
* All components of the group task presentations will be collected on the due date for all groups and reissued to each group when they perform the task. No new material will be allowed to be
introduced into a group’s work after the assessment date.
Groups will be randomly selected to complete their presentation at the beginning of the
process. The day a group is asked to do their presentation is their assessment date. Failure to do
the task will result in a zero mark.
Marks: 20
Weighting: …….
Length: 7 minutes
42
Assessment task
* Group presentations must follow the time limit issued. A group going over the time limit will be
stopped and only the work presented in the time limit will be marked.
Textbook reference: ........
Course outcomes assessed:
5.2 Analyses the rights and responsibilities of individuals in a range of consumer, financial,
business, legal and employment contexts
5.4 Analyses key factors affecting commercial and legal decisions
5.5 Evaluates options for solving commercial and legal problems and issues
5.7 Researches and assesses commercial and legal information using a variety of sources
5.8 Explains commercial and legal information using a variety of forms
5.9 Works independently and collaboratively to meet individual and collective goals within
specified timelines
Rubric:
Students will be assessed on their ability to:
• work effectively as a group.
• undertake collaborative research using a variety of sources.
• demonstrate a clear understanding of the effect of globalisation on the TNC chosen.
• use commercial concepts and terms appropriately.
• present research from range of sources in a variety of interesting and engaging formats.
43
Assessment task
Assessment Task:
In groups of 3, students are to select a transnational corporation (TNC) that operates
in Australia. Using the TNC chosen, students are to present to the class a multimedia
presentation (7 minutes). The presentation must address the following points:
• Define what a TNC is.
• Identify the TNC you have chosen and outline what good/s and/or service/s your TNC
provides.
• Outline what industry the TNC operates in.
• Outline the history of your TNC in Australia.
• Outline the main activities of the TNC in the Australian economy.
• Explain THREE reasons why the TNC operates on a global scale.
• Select and explain THREE issues that exist for the TNC in Australia.
• Evaluate THREE strategies your TNC has used to manage these issues.
• Discuss TWO possible risks for the TNC as it continues to sell products to global markets in
the future.
44
Assessment task
Group members and TNC chosen:
This is a group task. All students will work in groups of 3 on a chosen TNC. There will be only
one group investigating a particular TNC – first in, first served.
Students must register their TNC and the students in the group with their respective class
teacher. This should be done on the form provided below.
…
…………………………………………………………………………………………
Group information:
Full names of all students
1______________________
2______________________
3______________________
TNC chosen:
__________________________________________________________
Group organization (please submit with assessment task):
Each group is required to submit a document outlining the individual
responsibilities of the group. All group members should agree on this.
Members
Responsibilities
1
2
3
45
Assessment task
Bibliography:
Submit a bibliography using “A guide to writing bibliographies based on the Harvard style”.
Marking guidelines:
Criteria
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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•
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•
•
46
Clearly defines what a TNC.
Clearly outlines the history of the TNC in Australia.
Cleary identifies the TNC and clearly outlines the good/s and/or services provided.
Clearly outlines the industry the TNC operates.
Clearly outlines the main activities of the TNC in the Australian economy.
Comprehensively explains three reasons why the TNC operates on a global scale.
Clearly explains three issues that exist for the TNC in Australia.
Clearly evaluates the success of the three strategies.
Comprehensive discussion of two possible risks the TNC it may face in the future.
Effectively communicates in oral form, presenting a sustained, logical and well structured
presentation which clearly demonstrates the use of multimedia in the presentation.
Cleary demonstrates an understanding of commercial concepts and terms.
Submits acomprehensive bibliography according to the diary guidelines.
Group works consistently in a highly productive manner.
Defines what a TNC is.
Outlines the history of the TNC in Australia.
Identifies the TNC and outlines the good/s and/or services provided.
Outlines the industry the TNC operates.
Outlines the main activities of the TNC in the Australian economy.
Explains three reasons why the TNC operates on a global scale.
Explains three issues that exist for the TNC in Australia.
Evaluates the success of the three strategies
Discusses two possible risks the TNC it may face in the future.
Effectively communicates in oral form, presenting a logical and well structured presentation which
demonstrates the use of multimedia in the presentation.
Demonstrates an understanding of commercial concepts and terms.
Submits a bibliography according to the diary guidelines.
Group mostly works in a productive manner.
Briefly defines what a TNC is.
Briefly outlines the history of the TNC in Australia.
Identifies the TNC and briefly outlines good/s and/or services/s provided.
Briefly outlines the industry the TNC operates in.
Briefly outlines the main activities of the TNC in the Australian economy.
Outlines three reasons why the TNC operates on a global scale.
Outlines three issues that exist for the TNC in Australia.
Provides some evaluation of the success of the three strategies.
Some discussion about two possible risks the TNC it may face in the future.
Communicates in oral form with the presentation structured to address the task and demonstrates
some use of multimedia in the presentation.
Shows some understanding of commercial concepts and terms.
Bibliography may not be correctly written according to the diary guidelines.
Generally groups works in a productive manner.
Marks
17 – 20
13 – 16
9 – 12
Assessment task
•
•
•
•
•
•
•
•
•
•
•
•
•
Some general statements about what a TNC is.
Makes general statements on the history of the TNC in Australia.
Identifies the TNC and makes general statements about the good/s and/or services provided.
Identifies the industry the TNC operates in.
Identifies the main activities of the TNC in the Australian economy.
Identifies three reasons why the TNC operates on a global scale.
Identifies three issues that exist for the TNC in Australia.
Provides limited evaluation of the success of the three strategies.
Outlines two possible risks the TNC may face in the future..
Presents a basic presentation. Use of multimedia is limited.
Shows a limited understanding of commercial concepts and terms.
Submits a limited bibliography.
Some evidence of the group working productively together.
•
•
•
Little evidence of what a TNC is. Definition may not be correct.
Little to no evidence of the history of the TNC in Australia
TNC may not be identified and little or no information is provided about the good/s and/or
service/s the TNC provides.
Industry may not be identified.
Limited understanding of the main activities of the TNC in the Australian economy.
Little or no information about why the TNC operates on a global scale.
Limited understanding of the issues that exist for the TNC in Australia.
Makes statements about the effectiveness of the three strategies.
Limited understanding about the possible risks the TNC may face in the future.
Presents a limited presentation that may not meet the time allocation. Minimal effort to use
multimedia in the presentation.
Limited use of commercial concepts and terms which may or may not be correct/appropriate.
May not submit a bibliography.
Disjointed group productivity.
•
•
•
•
•
•
•
•
•
•
5–8
1–4
47
Wordsearch
Human Resources Strategies
Kate Dally, Birrong Girls High School
Complete the word search below and write a meaning for each of the terms:
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PERFORMANCE MANAGEMENT
PROCEDURE
MONETARY
SPECIFIC SKILLS
The following website was used to create this wordsearch:
http://www.discoveryeducation.com/free-puzzlemaker/
48
Profile
FeAtURe
Hot SHotS
coLD cASeS
crown prosecutor, photographer and now crime writer –
Mark tedeschi is bursting with creativity.
I
Mark Tedeschi. Photo: Steven Stewart
WoRDS
CAROLINE
BAUM
Eugenia Falleni.
Photo: Courtesy Simon and Schuster
t’s typical of an over-achiever like Mark
Tedeschi that he’s not just a Sydney graduate,
he’s a third-generation alumnus. First came his
beloved great-grandmother Rosina, a pre-war
immigrant who taught Italian at the University,
followed by his mother, himself and his children
(including Simon, the well-known pianist.)
A photograph of Rosina receiving an
honorary doctorate sits behind his desk, a
reminder of the family’s Italian roots and
successful integration into Australian society
at the highest levels of public service. Today
Tedeschi is top prosecutor in NSW, overseeing a
team of 90 lawyers working for the Department
of Public Prosecutions. He has been responsible
for securing some of the state’s most high-profile
convictions, against Ivan Milat, Bruce Burrell
and Gordon Wood.
Mild-mannered and gracious, giving no
hint of the steeliness that such cases involve,
Tedeschi is proud of his origins. “My family
came from Turin and Verona,” he says,
acknowledging that his surname is also the
Italian word for ‘German’, which indicates that
further back, their origins were Teutonic. But
while Tedeschi apologises for his poor command
of the Italian language and confesses that he is
no lover of opera, he recognises stereotypical
traits – sentimentality and volubility – in
himself that we think of as typically Italian.
“My colleagues say that I use my hands a lot in
court.”
Tedeschi came to the University of Sydney in
1969 straight from Sydney Grammar School and
graduated from law in 1974. He was essentially
studious rather than social. “I did not go wild, I
was conservative and moderate, as I am today,”
he says, sitting in his cluttered chambers
overlooking Hyde Park. He enjoys courtroom
dramas on TV (Law and Order is his favourite)
but says the depiction of his University
contemporary, the prominent barrister Charles
Waterstreet in Rake “made me angry. Yes,
Charlie is flamboyant, cheeky, creative, clever
and big-hearted but he’s not as extreme as that.”
The corridor to Tedeschi’s office is lined with
black and white prints from his recently-released
book of photography, Shooting Around Corners:
portraits of grinning children in Redfern’s Block
(an area whose redevelopment he decries),
and images of solemn police officers and court
staff. It’s all part of his ongoing passion for
photography, pursued in every spare moment.
His rooms are humanised by personal
mementos: strappy-leafed plants hint at his
Sunday gardener status, calligraphy brushes are
souvenirs from a trip to China. Aboriginal art
bought on a trip to Central Australia adds a bold
accent of colour amid shelves of leather-bound
legal volumes and plastic binders. Two panama
hats suggest lunchtime walks on sunnier days.
The large round fish tank remains sadly empty
and in need of serious attention. There are also
a few bottles of wine on a sideboard – gifts from
grateful families of victims, a quiet reminder of
the high emotion surrounding his work.
For the past year Tedeschi has been obsessed
in his spare time by a project that has required
him to go beyond his normal boundaries of
investigation and explore new territory: now
he can add ‘author’ to a considerable list of
achievements.
Tedeschi has written the story of one of
Australia’s most intriguing and scandalous
cases: Eugenia Falleni, born in 1875, a woman
who spent 22 years living in Sydney as a man
named Harry Crawford, and who went to trial in
1920 charged with the murder of her first ‘wife’.
The case has fascinated him for the past seven
years, ever since he first spoke of it at the gala
dinner for the 175th anniversary of the NSW
Crown prosecution office, describing it as one of
26 oct 2012 SAM
49
Profile
FeAtURe
BooK LAUNcH
oNLINe
To see Richard Ackland’s
speech to launch Eugenia, go to
sydney.edu.au/sam/features
Thread head, Beijing 2005. Photo: Mark Tedeschi
the most significant trials prosecuted by his forebears.
“The transcript of the trial shocked me, because
her defence counsel made so many errors,” he says.
“An injustice was done to her and someone more
shrewd could have saved her. I also felt a connection
to Eugenia because we both had Italian ancestry.
Also, the place where the death that led to her being
charged with murder was the park near the river at
Lane Cove, somewhere I used to play as a child.”
“I was afraid that I might not
be able to write the bits about
human psychology.”
Describing himself as a novice at writing, Tedeschi
had the good sense to engage a mentor to help him
with the task, choosing Alan Gold, the author of
several bestselling works of historical fiction. “I was
afraid that I might not be able to write the bits about
human psychology,” he admits. But of course his skill
as a prosecutor relies on an acute understanding of
human nature and all its flaws and foibles.
“I found I could write those parts that required me
to speculate on what might have been going through
Eugenia and the other protagonists’ minds. My
professional life had prepared me for that more than
I expected,” he says. Tedeschi describes his approach
to everything he tackles as “driven. I devote a lot of
time to personal projects, whether it’s this book or my
photographs because I genuinely believe the journey
is as important as the destination.”
In the case of Eugenia, he brings his calm,
deliberate insights to a case that was overheated at
the time as a public scandal, focusing on the sexual
deception that she perpetrated, fooling two wives
with the use of a fake penis fashioned of wood and
leather that she employed with great skill. Today that
object has disappeared, though, as Tedeschi delights
in recounting, “the Justice and Police Museum has
something catalogued as ‘the article’ (the euphemism
of the day), except that it looks like a draft excluder:
it’s 30 centimetres long and five centimetres thick.”
He’d like to see a film made of the Falleni case,
claiming it has the right elements of drama and
intrigue but won’t speculate about who he imagines in
the role.
Tedeschi likes to think in images. It was Rosina
who gave him his first camera at the age of 12. Today,
he is a Nikon man, passionate about taking portraits.
“I like to study emotion and the candid unguarded
moment,” he says of his subjects, including artists,
footballers and legal associates. He regrets never
having had the opportunity to photograph the artist
Margaret Olley (“she said she was too busy”) and
would love to shoot the Governor, Her Excellency
Marie Bashir. “But she’s so fair; she said if she let me,
she’d have to let everyone else.”
And if he had the chance to photograph Eugenia?
“It would be as Harry Crawford, at the Empire Hotel in
Annandale, his favourite drinking spot, and thankfully,
still there. He would have felt comfortable, secure
and at peace, so I would have had a good chance of
capturing his essence.”
Eugenia, A True Story of Adversity, Tragedy,
Crime and Courage is published by Simon and
Schuster. Shooting Around Corners, is published
by the Beagle Press.
SAM oct 2012 27
* Taken from SAM – Sydney Alumni Magazine (The University of Sydney) October, 2012
Reprinted with permission.
50
The Australian government’s
Direct Action policy for meeting
carbon emission reduction targets
1
Dr Neil Perry, Research Lecturer in Corporate
Social Responsibility and Sustainability,
School of Business, University of Western Sydney
Australia’s carbon emission reduction
policies are designed to honour the
country’s commitment to the United
Nation’s Framework Convention on Climate
Change. However, the government’s
voluntary approach to environmental policy
is unlikely to achieve emissions reductions.
Scientists have long been arguing that
the world must reduce their emissions of
carbon dioxide and other gases, such as
methane, because the build-up of these
gases in the atmosphere is creating a
greenhouse effect by trapping in heat that
would otherwise radiate out into space.
The vast majority of climate scientists, some
97%, believe that humans are causing
global warming (Doran and Zimmerman,
2009) and the impact from the greenhouse
effect will create higher temperatures, more
extreme and variable weather conditions
and desertification. These impacts will have
incredible costs on the world’s economies
and its people, plants and animals.
From an economic perspective, climate
change is classified as a negative externality
or spillover cost from the burning of fossil
fuels like coal to produce electricity and
from land clearing, which releases carbon
stored in vegetation. Burning fossil fuels, for
example, creates a cost for other people and
other countries and these costs have not
been taken into account when producers
make decisions about the methods and
quantity of production. As a result, the
wrong methods are used and the amount
produced is greater than it should be.
The ecosystem, human and economic
effects of climate change are likely to be
severe and governments around the world
have decided that emissions of carbon
dioxide and other greenhouse gases must
be reduced to limit the worst effects of
climate change. However, a difficulty arises
because, for each country, reducing carbon
emissions is costly and they receive only
a small part of the benefit of reducing the
impacts of climate change. Take Australia
as an example. While Australia has one of
the highest levels of carbon emissions per
person in the world, the total emissions
are small because of the small population.
Australia’s emissions represent only 1.5% of
global emissions. Thus, if Australia reduces
emissions, it will have only a very small
effect on the total level of greenhouse
gases in the atmosphere. However, the
emission reductions are costly for Australia.
Whichever policy is used to reduce
emissions leads to a reduction in industry
output, the government budget or gross
domestic product. This is a classic problem
in economics. While every country would
be better off reducing emissions if all
countries reduced emissions, each country
has an incentive to continue to emit and
rely on other countries to reduce emissions.
Amongst pollution types, this is unique
for the global warming problem because
carbon is collected in the atmosphere and
not at the local or national level. This is why
global coordination of activities to reduce
1 Part of this article first appeared in The Conversation
(http://theconversation.com/profiles/neil-perry-1435/articles)
51
Direct Action policy
emissions is needed. The UN Framework
Convention on Climate Change attempts
to coordinate action amongst the world’s
biggest emitters of greenhouse gases. The
idea is to create an incentive for a country to
reduce their emissions by securing emission
reductions from other countries. While the
agreements deriving from the UN Framework
Convention on Climate Change, such as the
Kyoto protocol, have been imperfect and the
United States is yet to formally agree to any
agreement, Australia did agree to reduce
their emissions in 2007 and the government
is obligated to do so. Moreover, from an
ethical standpoint, and as a developed
country who can afford to reduce emissions,
Australia is morally obligated to do so and
contribute to the cause of reducing the worst
effects of climate change. The question then
is how these emission reductions will be
achieved.
The object of this article is to describe
and evaluate the Australian government’s
plans to reduce carbon dioxide emissions
and other greenhouse gases to meet their
obligations. This evaluation comes at a time
shortly after the Liberal National Party (LNP)
was elected to government and immediately
released legislation to repeal the existing
policy – the carbon pricing scheme (Clean
Energy Future policy) implemented by the
former Labor government in 2012. While
the now opposition Labor Party and The
Greens will block the repeal legislation,
from July 2014 the LNP is expected to have
the numbers in both the lower and upper
house of parliament to have the legislation
repealed. Thus, the LNP’s alternative policy,
labelled “Direct Action”, will be the future
policy for reducing Australia’s carbon
emissions. I firstly describe the possible types
of environmental policies before categorising
Direct Action as a voluntary approach to
environmental policy and describing some of
the economic issues that will arise.
52
Three policy approaches
The three general policy approaches for
reducing environmental degradation are
‘regulatory instruments’ which dominated
from the 1960s to 1980s, ‘incentive-based
mechanisms’ that have dominated since
and ‘voluntary approaches’, the so-called
third wave of environmental policy
instruments.
Regulatory instruments are often referred
to as the ‘command and control’ approach.
The approach involves a regulator setting
production technology or emission
standards for firms and requiring them
to achieve the standards or be fined. An
example is requiring coal-fired power
stations to install ‘scrubbers’ that remove
unwanted pollutants as they produce
electricity. While much of environmental
policy was originally designed in this
way – the United States’ Clean Air and
Clean Water legislation from the 1970s
are typical examples – economists have
repeatedly criticised the approach. The
regulatory approach can achieve efficient
pollution levels but they require uniform
emission reductions across different types
of firms. Thus, they are not the ‘least-cost’
solution. That is, ‘high-cost abaters’ – those
firms for whom it is expensive to reduce
emissions – must reduce pollution by the
same percentage as ‘low-cost abaters’. This
increases the total cost of abatement.
Incentive-based mechanisms are preferred
by economists and generally involve
putting a price on emissions. A carbon tax
– a tax per tonne of carbon emitted – is an
example. Under a carbon tax, a polluter will
consider the external cost of the emissions
and will reduce emissions by installing new
technology as long as the cost of installing
the technology is less than the cost of
paying the tax. The existing Clean Energy
Future policy, implemented by the previous
Labor government, is another example.
While this was labelled (ABC, 2011) as a
“great big new tax on everything” by the
LNP, it is actually a carbon emission trading
scheme and such schemes have previously
been introduced in Europe, New Zealand
and in some States in the U.S. amongst
other places. Under an emission trading
scheme, firms either receive free permits
to emit or purchase permits in an auction
market. These permits can then be sold (or
others bought) in a secondary market. The
incentive structure is similar to the carbon
tax and depends on the price of permits
which can fluctuate according to supply and
demand. As the Labor government’s policy
had a fixed price for three years, it operated
as a tax but the intention was to shift to a
floating price from 2014.
In theory, incentive-based mechanisms
achieve efficient and least-cost emission
reductions. Each firm only abates until their
own particular cost of abatement equals the
price they must pay (carbon permit price
or tax level) for emissions. Thus, high-cost
abaters abate less than low-cost abaters
but the desired total level of abatement is
achieved.
Voluntary approaches, in contrast, are not
conceived in, or prescribed by, economic
theory, except those resulting from private
agreements between individual polluters
and their pollution sufferers. Private
agreements require a very local form of
pollution, zero transaction costs – the costs
of bargaining, establishing, and enforcing
contracts – and neutral power relations
between polluter and sufferer. This is
obviously not the case for carbon emissions.
Aside from these private agreements,
voluntary approaches can be categorised
as either ‘unilateral commitments’ made by
polluters for corporate social responsibility
reasons, ‘negotiated agreements’ –
contracts between public authorities and
industry to achieve environmental targets
– and ‘public voluntary programs’ where
industry is invited to participate in a program
developed by public authorities.
‘Direct action’ is a public voluntary
program
The LNP’s policy resembles a public voluntary
program. In their policy document (LNP,
2010) they propose to utilise the existing
National Greenhouse and Energy Reporting
Scheme – which requires firms of a certain
size and emissions intensity to report their
emissions – to set ‘baseline’ and ‘proposed
emission reduction’ levels for individual
firms. The baseline or ‘business as usual’
emission profile will have economic growth
projections built in and will therefore
allow a higher level of emissions through
time. They will also allow for business
expansion “at best practice”. Offsetting
that will be a natural “trend toward lower
emissions-intensive activity” which will
reduce baseline emissions somewhat. The
‘proposed emission reductions’ for each
firm could be determined in a number of
ways but presumably these are based on
the Coalition’s target for carbon emission
reductions, which is identical to the
Government’s for 2020 – that is, 5% below
2000 levels by 2020.
The plan then relies on the following
mechanism. If firms achieve lower emissions
than their baseline level, they “will be able
to offer this CO2 abatement for sale to
the government”. Thus, the Coalition will
set up a program and invite industry to
participate, the very definition of a ‘public
voluntary program’. There is no requirement
to participate and no cost to continue to
emit at business as usual levels. If firms emit
more than their business-as-usual level, they
will be punished but as this punishment will
53
be “set in consultation with industry” and
because there is a natural trend towards
lower emissions per unit of output, the
punishment is not expected to come into
force very often. Indeed, the government has
stated that they expect no revenue from the
Direct Action policy.
Given the voluntary participation, the Direct
Action policy is designed around a subsidy
scheme. The government will establish an
Emissions Reduction Fund of $2.55 billion
dollars for the first four years. This will be
used to subsidise individual companies for
emission reduction projects. That is, if they
choose to do so, firms can propose projects
that reduce emissions and the government
will choose which projects they want to fund
from their pool of money. Obviously, the
plan is to fund the cheapest projects in terms
of emission reductions per dollar spent until
the money is spent. For example, a polluter
could choose to install new technology that
reduces emissions relative to the businessas-usual level. If the cost is below proposals
from other firms and funds are available, the
polluter will receive a subsidy.
It could be argued that the LNP uses the
phrase “Direct Action” to obscure the fact
that they take a voluntary approach to
environmental policy. At first glance the
policy appears to be an incentive-based
policy instrument and this is how the
Coalition would like it to be interpreted.
For example, they emphasise (LNP, 2010):
“We are committed to incentives rather
than penalties”; and “Australia needs a
scheme that will provide the incentive for
firms to reduce their carbon emissions”. Yet,
ironically, the carbon pricing mechanism it
will replace is the typical economic example
of an incentive-based policy instrument
and many economists have spoken out in
support of the carbon pricing mechanism.
For example, in a recent Fairfax media survey
54
of 35 prominent business and academic
economists, only two preferred the Direct
Action policy while 30 preferred the carbon
pricing policy (Wade and Hutchens, 2013).
It is true that providing subsidies to firms to
reduce emissions, as the Coalition proposes,
also incentivises emission reductions but
this is generally regarded to be morally
unacceptable because it rewards industry
for doing something they should be doing
in the first place – that is, reducing the social
impact arising from their pursuit of profits. In
addition, just like a tax, the subsidy creates
an incentive to invest in emissions-reduction
projects and it is therefore an indirect, rather
than a ‘Direct’, policy. Add to this the fact that
firm’s do not have to participate and will not
be punished for continuing to emit as they
currently do and it could be concluded that
the policy is unlikely to lead to any ‘Action’.
This lack of participation is discussed in the
following section along with other economic
issues.
Economic issues – no credible
threat, an ineffective target, rent
seeking, no participation and
property rights to pollute
Voluntary approaches to environmental
policy can be successful, particularly when
they concern so called ‘soft effects’, such
as requests for industry to participate
in information provision schemes. The
European Ecomanagement and Auditing
scheme is an example. However, a good
voluntary approach, especially for the much
harder aim of reducing emissions, requires
a credible threat to introduce harsh mandatory
policies if the targets (in this case 5% below
2000 levels by 2020) are not reached. This
encourages firms to participate under the
logic that if they do not, something much
worse will follow. The coalition proposes
no such thing and in fact by repealing the
carbon pricing scheme, they move in quite
the opposite direction. In short, there will be
no ramifications if business fails to reach the
target.
In fact, the government has recently
accepted that the 5% target may not be
reached using only the budgeted funds in
the Direct Action plan and they have also
pledged not to increase the available funds.
Recent modelling by SKM-MMA and Monash
University’s Centre of Policy Studies for
the Climate Institute and Reputex for
WWF-Australia has demonstrated that the
Coalition would need to spend at least an
extra $4 billion and perhaps as much as
$35 billion to meet the 5% target (Climate
Institute, 2013; Reputex, 2013). Without this
additional funding, emissions are modelled
to increase by between 9% and 16% from
2000 levels by 2020 under the Direct Action
plan. Thus, the voluntary approach, the
lack of a credible threat and the promise to
resist any increase in funding suggests that
the Direct Action policy will not achieve
Australia’s commitments under the UN
Framework Convention on Climate Change.
The Direct Action policy also seems to
encourage rent seeking. Rent seeking
refers to the resources firms use to lobby
governments to maintain extraordinary
profit levels. This is considered wasteful in
economics because the resources (labour
time and capital) could be used more
productively elsewhere in the economy.
Environmental policies should be designed
to reduce the potential for rent seeking.
However, in the Direct Action policy, there
appears to be a significant degree of
flexibility for individual firms to lobby for
higher levels of historical emission baselines.
In addition, each potential emissionsreducing project must be approved by a
government-appointed technical committee
(LNP, 2010). This encourages an aggressive
lobbying effort to secure the available
emissions reduction funds should firms
choose to participate.
The most important issue, however, is
that firms are unlikely to participate in the
Direct Action scheme. Firms may choose to
participate for three reasons, all of which
have issues. First, a firm may already have
intended to invest in new equipment
that reduces emissions. This could be for
other cost-reduction reasons or because
new capital equipment is naturally less
energy intensive. In this case, if the firm
is successful in receiving funds from the
Emission Reduction Fund, the government
is simply providing a subsidy that increases
the firm’s profits. No new or additional
carbon reductions result from the subsidy
because the firm already intended to install
the new equipment for other reasons.
Second, a firm may participate if they
could profit from advertising themselves as
environmentally responsible. This incentive
already exists but the subsidy from the
Direct Action policy makes the investment
more profitable and additional emission
reductions could result. However, note
again that the firm will only participate if
profits can be increased. Third, a firm may
participate if they can make a profit from
the transaction itself. That is, if a firm can
reduce emissions at a cost of, say, $15 per
tonne but receive $20 per tonne from the
government’s Emission Reduction Fund,
they have profited from the transaction.
Because market power is strong in the
affected industries, such ‘gaming’ of the
policy is highly likely.
However, it is more likely that firms will
not choose to participate and indeed
this has been the experience with similar
programs in the past. For example, in the
similarly structured Howard government’s
Greenhouse Gas Abatement Scheme,
only 30% of the funds were ever paid out
55
and there were failures with the projects
originally approved (Ernst and Young, 2011).
This lack of participation is not surprising
from an economic perspective because, in
general, the Direct Action policy hands back
property rights over the environment to
polluters.
One of the main criticisms of subsidy
programs like the one the government
is proposing is that society owns the
environment and the policy transfers this
ownership to firms who emit without
impunity. Supporters of subsidy programs
point out that firms have always had a
defacto ownership of the environment
anyway. That is, they have always been
able to pollute, emit and degrade without
consequence. However, the situation is
different in Australia because those defacto
rights were taken away from polluters when
the carbon pricing scheme was introduced.
From that point on, the affected firms had
to pay for their use of the atmosphere. The
government now plans to return those rights
to emitters.
Of course, the Labor government’s Clean
Energy Future policy was not ideal and
some firms maintained the right to emit.
The so-called emissions-intensive, tradeexposed industries, such as steel and
aluminium manufacturing, received 60-95%
of their carbon permits for free leaving them
essentially at the same point as if there was
no policy. However, the Direct Action policy
goes further and handing property rights
back to firms increases the wealth of the
emitting firm’s owners and undermines the
emission reduction target.
At a very fundamental level, a good
environmental policy should reduce the
profits of emitting firms. Whether the policy
is a carbon tax, an emission trading scheme
56
or a regulatory instrument, the policy
should provide an incentive to change
behaviour and avoid the negative profit
effects of the policy. A policy targeted to
reduce the profits derived from carbon
emissions is the only way to ensure a
reduction in those emissions and meet
Australia’s obligation to reduce carbon
emissions. The government’s voluntary
Direct Action policy does not achieve this
aim.
References
Australian Broadcasting Corporation (ABC). 2011.
“Tony Abbott joins 7.30”. http://www.abc.net.
au/7.30/content/2011/s3173089.htm
Climate Institute. 2013. “Coalition Climate Policy
and the National Climate Interest”. http://www.
climateinstitute.org.au/verve/_resources/TCI_Coaliti
onClimatePolicyandtheNationalClimateInterest_15A
ugust2013.pdf
Doran, P.T. and Zimmerman, M.K. 2009. “Examining
the Scientific Consensus on Climate Change”.
Eos, Transactions American Geophysical Union,
90(3): 22–23. http://onlinelibrary.wiley.com/
doi/10.1029/2009EO030002/abstract.
Ernst and Young. 2011. “Independent Evaluation
of Alternative Climate Change Policies against the
Australian Industry Group’s Climate Change Policy
Principles”. http://pdf.aigroup.asn.au/environment/
EY%20Ai%20Group%20Climate%20Change%20
Report%20Final.pdf.
Liberal National Party (LNP). 2010. “The
Coalition’s Direct Action Plan”. http://
www.greghunt.com.au/Portals/0/PDF/
TheCoalitionsDirectActionPlanPolicy2010.pdf.
Reputex, 2013. “Emissions Trading versus Direct
Action: Achieving Australia’s Emissions Reduction
Objectives”. http://awsassets.wwf.org.au/
downloads/fs068_emissions_trading_versus_direct_
action_30aug13.pdf
Wade, M. and Hutchens, G. 2013. “Tony Abbott’s
New Direct Action Sceptics”. Sydney Morning Herald,
October 28. http://www.smh.com.au/federal-politics/
political-news/tony-abbotts-new-direct-actionsceptics-20131027-2w9va.html
2013 ASX Schools Sharemarket
Game 2: girls take top spots
Amanda Mior, ASX Schools Sharemarket
Game Coordinator
Winners of the ASX Sharemarket
Game 2 have been decided, with
Philippa Nolan from PLC Sydney
becoming the first female national
winner since 2003!
ASX runs the Sharemarket Game twice a
year to give secondary school students
the chance to get first-hand experience
of investing in the sharemarket. Each
syndicate is given a virtual $50,000 to invest
and the winner is the syndicate that grows
its investment by the most over the period
of the game.
Game 2 ended on 30 October and female
students performed strongly, taking out the
top spots in New South Wales/ACT, Western
Australia, South Australia and Victoria.
Philippa Nolan, the national winner,
held a diversified portfolio of health
care, consumer discretionary, financials,
consumer staples and industrial stocks. She
regularly read newspapers to keep up to
date on the activities of the companies she
had invested in.
“I chose some stocks because I was familiar
with what the companies did such as Bega
and Cochlear. I tried to diversify across a
variety of industry sectors including health,
banking, leisure and food. I originally invested
in a mining stock but I sold out of that because
I was concerned that it might be too volatile,”
Philippa said.
Tony Hunter, ASX Head of Investor
Education said: “For more than 30 years, the
ASX Schools Sharemarket Game has given
participants practical, real-world experience
investing in the market. It was fantastic to see
female students in the top rankings, though
all our national winners did exceptionally well
to build profitable portfolios.”
Philippa Nolan from PLC Sydney, National winner of the
2013 ASX Sharemarket Game 2
Craig Trigwell-Lindley from Dural High
in New South Wales was runner-up.
Craig focused his efforts on investing in
companies outside the blue chip and
resource sectors.
“After extensive research, I decided it best to
purchase shares with a lower holding value
so as to maximise my percentage return on
my portfolio. I kept up to date on market
movements by reading media articles and
press releases,” said Craig.
Karun Bhandari, Thomas McGowan,
Zachary Munro, and Zachary Richmond
from Marist College North Shore came 3rd,
making NSW the top performing state with
NSW students in the first three national
spots!
The ASX Schools Sharemarket Game,
sponsored by Citi, is available to students
in Australian secondary schools. More
than 1,000 teachers registered and 32,000
students played Game 2.
Registrations for the next Sharemarket
Game will open on 13 February 2014,
with the Game starting on 13 March and
finishing on 21 May 2014.
For more info about the Game and to
register to get a reminder email, visit
www.asx.com.au/schoolinfo
57
Krugman on the GFC and Austerity
Professor John Lodewijks
Paul Krugman has written another
entertaining book on the Global Financial
Crisis titled - End This Depression Now! He
believes that “ending this depression is
incredibly easy”- all governments need to
do is increase spending. However, especially
in Europe, they are doing the opposite by
implementing austerity programs that are
making the prospects of recovery even
dimmer. Krugman believes we are still
living “in a Keynesian world” and it’s the old
Keynesian idea of expansionary fiscal policy
that will drive economic recovery. Fiscal
policy is the answer because interest rates
are already so low in many countries that
they cannot drop much further.
Krugman ridicules those that have departed
from the Keynesian gospel. He quotes from
Robert Lucas’ 2003 presidential address to
the American Economic Association: ‘My
thesis in this lecture is that macroeconomics
in this original sense has succeeded: Its
central problem of depression-prevention
has been solved, for all practical purposes,
and has in fact been solved for many
decades’. In October 2005 Alan Greenspan
was saying:
‘Recent regulatory reform, coupled with
innovative technologies, has stimulated the
development of financial products, such
as asset-backed securities, collateral loan
obligations, and credit default swaps, that
facilitate the dispersion of risk … These
increasingly complex financial instruments
have contributed to the development of
a far more flexible, efficient, and hence
resilient financial system than the one that
existed just a quarter-century ago.’
Both statements have been discredited with
the onset of the GFC. Keynes’s description of
financial markets characterized by investor
irrationality, bubbles, and destructive
58
speculation appear far more insightful:
‘When the capital development of a country
becomes a by-product of the activities of a
casino, the job is likely to be ill-done’.
The use of fiscal policy was also attacked.
Krugman notes the following prominent
economists as being anti-fiscal stimulus –
Eugene Fama, John Cochrane, Robert Barro
and Robert Lucas. Cochrane is on record as
saying that fiscal stimulus was a ‘fairy tale
that has been proved false’. In contrast,
Krugman in chapter 7 of the book argues
that the fiscal rescue packages in the US
were clearly effective – the fiscal multipliers
were much larger than predicted. His only
regret was that the stimulus packages
were too small and the tax cuts only half
as effective in stimulating demand as
increases in government spending. As a
result, there are increasing numbers of longterm unemployed in U.S. Counting “hidden
unemployment” – discouraged workers and
part-timers – the overall unemployment
rate in the US is around 15 percent and with
a limited social safety net (the situation is
far better in Europe) the consequences are
severe. It is surprising to read that some
of the anti-Keynesian economists at the
University of Chicago claim that the increase
in unemployment reflect a ‘diminished
willingness to work’. The National Bureau
of Economic Research states that the US
recession started in December 2007 and
ended in June 2009. During the down-turn
GDP fell five percent, and the economy is
still growing slower than potential.
There is still much more to be done to
resuscitate the US economy, Krugman
believes. The Federal Reserve has tripled
the size of the monetary base since
2008 with its quantitative easing but
the economy is still lack-lustre despite
GFC and Austerity
interest rates pushed down to the lower
bound. Krugman believes the overhang
of private debt is the key issue and that
Irving Fisher’s debt deflation model is the
key to understanding the depression we’re
in. These ideas are developed in Chapter
3 on ‘The Minsky Moment’. Basically asset
bubbles, particularly in property markets,
burst and participants tried to sell assets
to pay off their debt obligations – this
is called ‘balance sheet deleveraging’.
However, the Keynesian notion of the
fallacy of composition comes into its own.
What works at the micro level does not
necessarily work in the aggregate macro
level. If many people are selling assets to
pay off debt then this leads to even greater
falls in asset prices and hence the debt
problem becomes more acute. The same
idea is associated with the paradox of thrift
– that if everyone attempts to save more
it might actually lead to a fall in saving
overall – or that if wages are cut generally
to reduce unemployment it may lead to
the opposite result through the reduced
spending. Ultimately “Your spending is my
income and my spending is your income”.
So what can be done? Krugman suggests
that central bankers have aimed for too
low a level of inflation. The inflation target
can be increased. It might be better to aim
for 4% rather than 2%. Higher expected
inflation encourages borrowing and
reduces the real value of debt. Those that
would lose out would be the creditors
and lenders that pushed the risky, toxic
loans in the first place. On the fiscal side,
governments can increase safety nets and
the duration of unemployment benefits
as well as reducing the mortgage burden.
In chapter 12 he argues there is a need to
reverse cuts to State and Local government
spending on infrastructure and education
and to generally restart cancelled projects.
Unemployment is simply due to lack of
aggregate demand and rehiring school
teachers and repairing roads will inject
further stimulus into the economy.
Chapter 5 of the book moves away from
macro-management to look at income
inequality in the US. Krugman says that a
disproportionate amount of the benefits of
growth have gone to a handful of people
at the top – the top 1 percent. Between
1979 and 2007 the top 1 percent saw their
income rise 277.5%. Their after-tax income
went from 7.7 percent of total income to
17.1 percent, which accounted for about
half of the rise in inequality. In 2006 the 25
highest-paid hedge fund managers made
$14 billion, three times the combined
salaries of New York City’s eighty thousand
school teachers.
Much of the book is taken up with the
adverse effects of austerity in Europe.
Krugman’s point is simple - the boom,
not the slump, is the time for austerity.
When, as in Greece, Ireland and Spain,
unemployment accounts for almost a
quarter of the labour force and nearly half
of its youth, and in some countries GDP is
still 20 percent below pre-crisis levels, there
are no grounds for draconian fiscal austerity
that will further depress the economy. In
contrast, the European Central Bank should
be buying the government bonds of euro
nations, and accepting higher inflation
rates, while fiscal policies should be more
expansionary, particularly in countries like
Germany. Chapter 9 deals with ‘inflation
fear mongering’. Krugman says the fear
of inflation is unfounded. Japan was stuck
in deflation despite fiscal and monetary
stimulus. If an economy is depressed there
is no need to worry about the inflationary
impact of monetary expansion; but even if
inflation increased a little it would probably
do the economy good in reducing debt
59
GFC and Austerity
levels. He points to the European Central
Bank, the European Commission, OECD
and the Bank for International Settlements
as being the leading institutions that are
advocating austerity.
Chapters 8, 10 and 11 of the book deal with
the Euro crisis. Was it a fateful error for these
European countries to move to a common
currency? In terms of debt, it matters if you
borrow in your own currency or someone
else’s. Spain, Greece and Ireland’s debt is in
euros. If you borrow in your own currency,
the central bank can always buy federal
debt, and you can devalue your currency.
But if you can’t control your currency and
devalue, then you have to reduce costs
internally and wage cuts will be resisted.
Individual countries have their own budgets
and labour markets but not their own
currencies and so may be condemned to
stagnation and civil unrest when asked to
use austerity programs to deal with their
problems.
Should these countries in deepest problems
then return to independent currencies?
In other words, leave the euro. There are
efficiency gains from sharing a currency but
there is also the loss of flexibility if there
are asymmetric shocks. Originally interest
rates in southern Europe were higher due to
concerns about devaluations and defaults
but when they adopted the Euro interest
rates fell and this led to massive borrowing
and housing bubbles, unit labour costs rose
and manufacturing became uncompetitive
and trade deficits increased. The eventual
collapse of the bubble led to high budget
deficits, with the bank bailouts, and
sovereign debt problems. While Europe
does about 60 percent of their trade with
one another they have limited labour
mobility or fiscal integration – so these
mechanisms were not available to deal with
the crisis. However, any attempt to ditch
the Euro at this stage might well run into
legal problems, runs on departing country’s
banks, and wider political ramifications.
Krugman believes the European Central
Bank needs to be far more accommodating
in assisting those countries in need than it
has been so far.
Reference
Paul Krugman (2013) End This Depression
Now! Norton: New York & London.
Books for Review
EBE NSW welcomes books for
review. Please send books to:
EBE NSW
3B Smalls Road
RYDE NSW 2112
60
CPA Australia – Plan Your Own
Enterprise Competition 2012
National Division 1 Winner
Trip to Shanghai, 13–19 July 2013
Matthew Bennett
The Canberra College, ACT
Saturday 13 July 2013
The first nervous moment of the trip
happened even before we left – would
Sandhia, my Business Studies teacher, be
able to fly out of fog-bound Canberra to
get to Sydney in time for the Shanghai
departure? Fortunately, the fog did not
delay her flight and all went according
to plan. A bit of turbulence near Taiwan
reminded us that there were seasonal
typhoons passing through the East China
Sea, but all was calm in Shanghai when we
arrived late Saturday afternoon. We were
greeted by Helen, who took us to the Jin
Jiang Hotel in the ‘inner ring’ of Shanghai.
Given how enormous Shanghai is, this was
nearly an hour’s journey in itself but it was
fascinating to see the suburbs stretching
into the far distance, and to admire the
incredible road system. After our long day
of travel we didn’t feel up to exploring near
the hotel for dinner, so we took the room
service option (delicious). The temperature
outside even at 9pm was still about 30o,
quite a contrast to zero degrees the
previous morning in Canberra.
Sunday 14 July 2013
Satay noodles and congee for breakfast
was a new experience, and over the next
few days we tried all sorts of interesting
breakfast food from the various
international options on offer at the hotel.
We met our lovely guide Vera, who was with
us for the first three days. First we went to
the esplanade adjacent to the many historic
buildings fronting the Huangpu River, where
we had a fantastic view of the Pudong district
across the river. The boat traffic on the river
gave a glimpse of Shanghai as a working port,
and contrasted with the modern skyscrapers
of the financial district.
We then hopped in a taxi and went under
the river to visit the Shanghai World Financial
Centre, the tallest building in Shanghai and
third tallest in the world – although this title
will be short-lived, as there is an even taller
building being constructed right next door
(see photo above). Vera told us that we were
lucky that the weather was a bit windy as this
meant that we had blue skies and could see
for miles from Level 100 of the SWFC. The
view was amazing, and so was the glass floor,
which sent a chill down my spine. None of us
love heights so much, but we got up close to
the windows to look straight down for a once
in a lifetime view.
61
Trip to Shanghai
Another taxi took us back across the river
for lunch and shopping. This was our first
experience of the tremendous variety of
food and we tried many things we’d never
seen before. A favourite was what Vera called
“fried cream”. Possibly not recommended by
the health authorities, but delicious. The food
court was incredibly busy, as was the whole
district. It seemed that on Sunday, many
families were out for a stroll, in spite of the
very hot day. We shopped for souvenirs and
learned how to barter even though we spoke
no Chinese, by using a calculator to go back
and forth with different pricing proposals. It’s
hard to know if we got the good end of the
deal, but one thing is for certain, and it’s that
Claire (Mum) and Sandhia burst their budget
for that day. We then headed back across the
crowded Jiuqu Bridge, the “Bridge of Nine
Turnings” (photo below) which crosses a lily
pond full of gigantic goldfish. We toured the
Yuyuan Garden, which was an impressive
mix of very old buildings and a cleverly
designed garden that was a series of ‘rooms’
with many entrances and exits, so you
never quite knew where you were going.
Some of the trees were up to 400 years
old, but evenin the shade, it was very hot.
We needed air conditioning, so it was off
to the mall, via the underground train. An
interesting shopping experience was trying
to buy shoes for my size 46 feet, which
are apparently abnormally big in China.
After finally finding something suitable, it
was time to crash into bed and get a good
night’s rest for tomorrow.
Monday 15 July 2013
Our first stop was Austrade, where we met
Trade Commissioner Luisa Rust and her
colleague Lawrence Jiang, who discussed
the opportunities that China’s economic
growth has to offer Australian business
and the role that Austrade plays in guiding
business investors in the Chinese market.
I was invited to tell our hosts about my
PYOE business plan and we discussed the
suitability of a business like Plug’n’Play for a
market as big as Shanghai. The discussions
we had were very helpful in guiding my
thinking about how the business would
have to respond to the challenges of
servicing such a market, and I could already
see how it could evolve. I really appreciated
the time that Luisa took not only to
read over my plan, but also to apply her
knowledge of China and chat about it in
detail.
We then headed to the electronics market,
where there was an overwhelming variety
of computers, phones and other gadgets,
but most of them were surprisingly more
expensive than what we could get them
for in Australia. Some quick refreshment in
an up-market, full table service restaurant
(a Pizza n Hut!) prepared us for our next
62
Trip to Shanghai
Sandhia Prasad (Canberra College business teacher),
Matthew Bennett, Luisa Rust and Lawrence Jiang (Austrade)
meeting with the CPA. We met Kenny Lam
and Bruce Li to discuss the CPA’s place in
Asia and the ways that it assists businesses.
Once again, our hosts were very generous
in discussing in detail the PYOE business
plan and passing on ideas about its possible
application in different markets. We
also chatted about the different ways of
becoming a CPA and theopportunities that
this accreditation affords. This will be a great
motivator to me in my Bachelor of Finance
studies.
Our meeting was followed by a shopping
trip in the historic district of Jing’an,
where the many tiny shops had beautiful
handmade goods. We met Charles and
Cathy, who was our guide for the last
two days, for dinner. We learned that in
Shanghai at least, rice is not taken with the
Matthew, Kenny Lam (CPA) and Sandhia
meal, but ordered at the end if people feel
like it. The food that Charles chose was very
enjoyable and it was great to chat with
our hosts, who were very interesting and
informative. The three of us then caught a
taxi back to the hotel on our own, enabling
Mum to experience the often heartstopping traffic from the front seat. The mix
of cars, scooters, bicycles and pedestrians
appears slightly chaotic, but somehow
everyone is quite patient and forgiving and
it all seems to run smoothly.
Tuesday 16 July 2013
We spent the morning at East China Normal
University. Charles had kindly arranged a
change of itinerary when he found out I
was now at university in Australia. Although
it was semester break, he had arranged
for us to meet a teacher, Alison, and three
second year students, Owen, Regina and
Flora, who are studying similar subjects to
those I study at ANU. They are undertaking
a joint program with La Trobe University, so
they spend the last two years of their four
year course studying at La Trobe. We had
a great chat about the different education
systems and what their experience might
be like in Australia. We then walked around
the university campus (past a huge statue
of Chairman Mao) and they told us about
how most of the students live on campus,
sharing 4-person rooms. The University
originally trained teachers, but now has a
broader focus. Nonetheless, the motto was
on display: “Seek truth, foster originality and
live up to the name of teacher”. Sandhia
grabbed a photo of that!
Charles took us to an enormous lunch at a
restaurant near campus. Again, it was a very
hot day, so we appreciated the opportunity
to sit down and soak up the cold drinks and
aircon. We found the amount of food on
offer overwhelming. Charles wanted us to
try out all sorts of things, so often when we
63
Trip to Shanghai
Wednesday 17 July 2013
thought the meal was done, Charles would
then tell us there were another six dishes on
order! We learned to pace ourselves, so that
we had room to try a bit of everything.
In the afternoon, Vera took us to the
Shanghai Museum, where we all went
separate ways to different galleries for an
hour or so. The displays were magnificent,
particularly the incredibly intricate and
ancient jade work, and the wide array of
historic coins. We took another taxi to
Helen’s home, an apartment in the ‘middle
ring’ of Shanghai, where we met her young
daughter and parents, who kindly gave
us afternoon tea. A short walk down the
street took us to an interesting suburban
restaurant, where there was an extraordinary
array of food on display, and the cooking
was done in huge pans, boiling away with
mysterious contents. We declined the snake
wine (a jar of wine, with a snake in it – “good
for your body”) and viewed the live turtles,
chickens and snakes awaiting their fate.
The food was again delicious, including the
pork-stuffed water snails. Helen told Mum
that the food style in Shanghai tends to
be sweet (dishes like baked egg, and ‘fried
cream’ come not as dessert but along with
everything else), but her personal preference
was the hot Sichuan style that is also popular
in Shanghai.
64
The morning was spent at the China Art
Museum, Shanghai, located in what was
the China Pavilion for the 2010 World Expo.
This amazing building is modelled on the
shape of a pagoda, but on a monumental
scale. The exhibition was very interesting,
and although we only saw a fraction of the
extensive collection, it gave us an insight
into the historical and political forces that
have shaped Shanghai and China. A change
of schedule in the afternoon saw us forgo
the urban planning exhibition in favour of
a special visit arranged by Charles to the
Shanghai Stock Exchange. We were told
that the exchange moved into the building
ten years ago, but due to how rapidly online
trading has become the norm, the vast
trading floor was only used for two years.
It now stands empty, but nonetheless is
impressive. We discussed how the stock
exchange works in China, which is a very
controlled market, and how this is changing.
I very much appreciated the trouble taken
by Charles to arrange our visit to the
Exchange, which is not usually open to
casual visitors.
Sandhia and Claire saw out the day with
some shopping in a mall close to our hotel,
where they were treated to a 20 minute teamaking demonstration (in a supermarket)
and got to taste three of the best green teas
ever. They were very keen to buy some, until
Trip to Shanghai
they were told the
price! It really was
the best. We then
spent the evening
on a cruise on the
Huangpu River,
viewing the amazing
light show that the
different buildings
put on. Some are
huge displays where the entire façade of
the building is like a television screen. The
city looked very beautiful at night and we
thought that venturing out without a guide
was a great way to spend the last night in
Shanghai. Just as well Cathy and Vera had
written down the hotel address though, as
the taxi driver had no idea what we were
trying to say!
Thursday 18 July 2013
We spent the morning in the Xintiandi
district, which is a very stylish and historic
area of 2-3 storey buildings recently
redeveloped into up-market shops and
restaurants. We enjoyed window shopping
for a Lamborghini, and found a shop with
fantastic photos of Shanghai, which were
affordable souvenirs for our last day. We
visited the site of the First National Congress
of the Communist Party of China, and were
able to stand in the very room where the
first meeting was held. This was quite a
special moment in our trip. Cathy found us
another excellent restaurant for lunch, and
we experienced a chicken dish with more
extremely hot red chillies than we’d ever seen
before on one plate. Once again, we loved
the glutinous rice dumplings, and should
have ordered the “snowing tomatoes”, just
to see what they might be. We headed back
to the hotel to pick up luggage and then
were taken out to the airport, where we
said farewell to Cathy. A long and sleepless
overnight flight to Sydney was followed by
a bumpy flight back to Canberra’s lovely
winter.
Conclusion
This was a once in a lifetime trip. Although
I might return to Shanghai in the future,
many of the people I met and the places
we visited were unique to the PYOE
experience. I greatly appreciated having
met the Austrade and CPA representatives
and thank them for the time they took
in genuinely engaging with my business
idea and my plans for the future. In
particular, I loved meeting the students
at the East China Normal University and
exchanging experiences of first year uni
and life in general. Shanghai is an amazing
megacity and I thank our guides and hosts,
Charles, Vera and Cathy for their kindness,
knowledge and patience in taking us around
and making sure we were given a great
experience of their home city.
I would like to
thank all those
associated with
the 2012 PYOE
competition for
the exceptional
experience and
opportunities it
has given me,
including the
continuing contact
with Mr Matt Hailes, General Manager of
the ACT Division of the CPA The staff
of Business Educators Australasia and
NGT Travel were wonderfully helpful in
arranging the trip. I particularly thank my
Canberra College Business Studies teacher
and travelling companion, Ms Sandhia
Prasad, for being an inspirational and
dedicated teacher and for encouraging
me to enter the PYOE competition in
2012, and I wish all future competitors the
best of luck.
65
The increasing use of debit and credit cards as well as the introduction of contactless payment systems means cash is becoming a
less essential part of society. Source: flickr/craigregular
Are we moving towards a
cashless society –
or simply less cash?
Steve Worthington
Associate at Australian Centre for Financial Studies
DISCLOSURE STATEMENT: Steve Worthington does not work for, consult to, own shares in or receive funding from
any company or organisation that would benefit from this article, and has no relevant affiliations.
There is mounting evidence that consumers
are making less use of cash, while the use
of electronic payment methods, particularly
debit cards, continues to increase. But are
we heading towards a cashless society?
The release in October 2013 of the Reserve
Bank of Australia’s Payment Systems Board
annual report, gave more “hard” evidence of
the trend towards a cashless society. In the
year 2012/13, the average value of a debit
card transaction continued its fall to A$56,
66
as card payments replace cash for low-value
transactions.
This trend will become more pronounced as
contactless cards continue to be introduced
and adopted by both consumers and
merchants in Australia. These contactless
payments facilitate faster transactions at
the Point-of-Sale (POS), when compared
to traditional card payments, where the
card must be inserted or swiped at the POS
terminal and then authorised via a PIN or
signature.
Cashless Society
Contactless cards use near-field technology
to achieve a “tap and go” payment
environment so there is no need to enter
a PIN or sign for a purchase under A$100.
The use of contactless cards will be further
encouraged when signature verification
is phased out from the end of June 2014.
Thereafter verification will only be facilitated
by the use of a PIN or by contactless
verification, if the purchase is under $100.
The most common way that individual
Australians access cash is through the
Automated Teller Machine (ATM) network, of
which there were just under 35,000 machines
in Australia in June 2013. These accounted
for 60% of the total value of cash withdrawals
in 2012/13, however the value of ATM
withdrawals fell by 3% in that year and the
Recent research published by the Australian
Centre for Financial Studies (ACFS), looked
at the trends leading towards a less-cash
society, if not a cashless society over the past
10 years. Comparing June 2003 with June
2013, (see table above), reveals that while
the number of ATM withdrawals has grown
over the past decade in terms of both value
and volume. However this growth has been
overshadowed by the increase in both the
value and volume of debit card purchases.
Cash-out transactions at the POS have also
increased substantially in both value and
average value of an ATM withdrawal is now
A$185.
The next most common way of acquiring
cash is via an EFTPOS (electronic funds
transfer at the point-of sale) cash-out. In
2012/13 cash-outs (either with or without
a related purchase) accounted for around
a quarter of the total number of cash
withdrawals by volume, but only 7% by
value; the average value of an EFTPOS cashout being $63.
However in contrast to the fall in the value
of ATM withdrawals in 2012/13, the use
of cash-outs continued to grow and their
value was 8% higher in 2012/13. There were
by June 2013, just under 780,000 EFTPOS
terminals in Australia, an increase of 15,000
terminals over the previous 12 months.
volume and by June 2013 the combined
value of debit card purchases (including
cash-outs) was A$16.04 billion, considerably
higher than the value of ATM withdrawals at
A$11.43 billion. Thus consumers appear to
be using their debit cards more frequently,
both to pay at the POS and to access their
cash at the POS, rather than via an ATM.
The advent of the increased number of
contactless cards and EFTPOS terminals that
accept “tap and go” payments, will further
reduce the need to make payment at the
POS by cash. As contactless and mobile
payments becomes more ubiquitous,
67
Cashless Society
they will provide both convenience for
the consumer while reducing the cost
inefficiencies of cash for merchants. Thus
adding to the likelihood of a less-cash
society.
Will this then lead onto the cashless society
– a society where notes and/or coins are no
longer a weight in our clothing or purses
and no longer a feature of our everyday
lives?
Opinions vary, but cash does have some
ongoing advantages over non-cash
payments. Firstly cash has widespread,
if not ubiquitous, acceptance and is
still particularly useful for small value
transactions, for example a coffee. Secondly
cash is anonymous; it does not leave a
record, be it an electronic or paper “trail”.
This still has an appeal, particularly in the
“grey” or “black” economy where cash is still
king. Who has never asked the question:
“will it be cheaper for cash?”
So while we are moving relentlessly towards
a less-cash society, for the foreseeable
future we will not become a cashless
society. Cash may well have a resilience that
surprises many of us, in much the same way
as despite the advent and widespread takeup of internet banking, there is still a large
bank branch network in Australia.
* This article was originally published at:
https://theconversation.com/are-we-movingtowards-a-cashless-society-or-simply-lesscash-20493 on 29 November 2013
Needing practice HSC
examination papers
for your students
■ Economics
■ Business Studies
■ Legal Studies
Give your students that extra examination
practice! Our examinations are written by
EBE NSW directors.
Order form available at www.ebe.nsw.edu.au
68
Will your next phone be Fair Trade?
Robbie Fordyce, PhD candidate, School of Culture
and Communication and Institute for a BroadbandEnabled Society at University of Melbourne
Luke van Ryn, PhD candidate, Media and
Communications at University of Melbourne
DISCLOSURE STATEMENT: Robbie Fordyce owns a Nokia phone from about three years ago. It has no
smartphone features. Luke van Ryn is an ambivalent owner of an iPhone 5.
Organic, cage-free or homegrown? We think about our
purchasing ethics in many areas
of daily life, but not often about
technology.
Choosing a mobile phone isn’t just about new features – it should also be about
ethics. Source: Fairphone
As with any product, though, we should
think about the effects of our actions on
workers and the environment. The idea of
cage-free phones may sound silly, but for
certain types of workers it’s a stark reality.
A mobile phone contains rare minerals that
are often linked with violent conflicts. It is
produced in difficult conditions by low-paid
factory workers. (And if you’d like to play a
game showing the production story of an
iPhone, have a look atPhoneStory.)
A phone is also difficult to recycle safely at
the end of its lifespan.
Technologies like mobile phones are
often, by nature, small objects purchased
infrequently. It’s difficult to put our ethics
on the line when the object seems so
meagre in size and when you don’t buy one
that often.
And it often feels like we don’t have a
lot of choice in the ethics of the phones
we buy. All mobile phones are produced
using the same materials, and some of
these come from warzones. So choosing
between Samsung and HTC can feel
like choosing between a punch in the face
and a kick in the guts.
Part of the problem is that we really feel
like we have no choice but to buy a phone.
Can we realistically expect to “go without”
a phone, when our work, family and friends
expect us to be available at all times? And
when our carrier invites us to upgrade our
phone for next to nothing every two years,
what incentive do we have to slow down?
Introducing the Fairphone & Ara
The Fairphone is one solution that has
already sold out on its first production
run. The sole marketing strategy for the
Fairphone has been a detailed examination
of the production process.
Their website provides photos and other
evidence of attempts at ethical sourcing.
69
Fair Trade
Using those, you can make up your own
mind about the ethics.
The 25,000 devices sold represent a very
small proportion of the roughly 1.7 billion
phones sold last year. And the Fairphone
is not available at all in some markets,
including Australia and the United States
(though if you have a friend in Europe you
can have them pick one up for you).
Nonetheless, the sales figures so far suggest
consumers are getting interested in finding
ethical technologies.
Will this act as a trigger for other producers
to become more ethical?
Motorola has announced “Ara”, their
attempt to provide a less destructive
alternative. The Ara phone is modular,
meaning that people can use 3D
printers from their homes to replace core
technological components as needed and
switch aesthetic parts such as the housing at
leisure.
Motorola is bargaining that this will reduce
the overall impact of our love of mobile
phones.
Fairphone prototype (left) and an iPhone. Source: Waag Society
But at the same time, Ara encourages us
to throw away phones in dribs and drabs.
Because the phone is based on the idea that
we can replace any part at any time, it may
still generate more waste over time than
other gadgets.
As consumers raise concerns about
the ethics of their devices, producers
are gradually raising their production
standards. Apple, Microsoft and Nokia
have joined the Public-Private Alliance
for Responsible Minerals Trade, which is
working to monitor, reform and document
the extraction and trade of minerals such
as coltan.
While the effects of the Alliance to date are
unclear, it at least suggests that progress is
possible.
The Fairphone and Ara are small examples,
but hopefully they are the start of a growing
change in the way we make and use mobile
phones. They give us an opportunity to be
more ethical in an area in which our choices
are often limited.
* This article was originally published at:
theconversation.com/will-your-next-phonebe-fair-trade-21190 on 6 December 2013
The Itsy Bitsy Spider
70
President’s Report to the 2013
Economics and Business Educators
NSW Annual General Meeting
(21 October 2013)
It is my pleasure to present the Economics
and Business Educators NSW (EBE)
President’s Report for 2013.
Since the last EBE Annual General Meeting
(AGM) on 22 October 2012, we have
experienced a positive and successful
period overall as we have sought to serve
our members and support them as they
teach the Board of Studies NSW Business
Studies, Commerce, Economics and
Legal Studies courses, providing them
with high quality educational services.
EBE membership numbers continue to
be strong and have increased this year
compared to last year as shown in the EBE
NSW Financial Statements for the year
ended 30th June 2013. Our members are
made up of teachers in both government
and non – government schools, and some
student teachers.
EBE would be unable to achieve its
vision and goals without the knowledge,
skills and time of the educators who are
members of the Board. Ten educators
made up the Board of Directors this year:
• Joe Alvaro
• Andrew Athavle
• Kate Dally
• Bronwyn Hession
• Stuart Jones
• Kate Keeley
• Ron Kelly
• John Lodewijks
• Pauline Sheppard
• Rhonda Thompson
We had a diverse Board this year with
educators from government, Catholic,
Christian, Muslim and independent schools,
as well as the Board of Studies NSW and
universities. One of our directors, Bronwyn
Hession, is also President of our peak
national subject association, Business
Educators Australasia, of which EBE is an
affiliate member. Our connections to BEA
are important to teachers and students in
NSW because this is the channel through
which we increasingly have input in matters
relating to the Australian curriculum and
other critical national matters which
impact on us here in NSW. I also sit on
the Board of the Professional Teachers’
Council NSW, of which we are a member
organization. This diversity has enabled
EBE to better serve the interests of all
members and remain strategically focused
as it carried out its activities and faced the
educational challenges of this year. Full
Board meetings have been held regularly
and Board members have also been able
to communicate regularly online. Some
Executive Board meetings have also been
held.
I would like to thank all the Board members
for their work and generosity. It is not
always easy juggling the demands of a full
time job and carrying out the important and
useful work we do for EBE on a pro bono
basis, and I would like to acknowledge the
contributions of all Board members. I also
add a vote of thanks to Board members
who carried out the added responsibilities
as an Executive Board member. Thankyou
to Kate Dally and Stuart Jones as Vice
– Presidents and Pauline Sheppard as
Company Secretary.
71
AGM 2013
Responding to curriculum change remains
an ongoing feature of our work. EBE is
well placed to respond to curriculum
developments as we have members who are
teachers in schools, active in the classroom,
committed to their students and passionate
about the curriculum. This year we have
faced significant developments from the
Australian Curriculum, Assessment and
Reporting Authority (ACARA) in the area of
the Australian Curriculum: Economics and
Business and the Australian Curriculum:
Civics and Citizenship. We have enabled
members to be informed about these
developments and provided opportunities
for them to provide feedback to EBE.
EBE consulted with members about the
ACARA Draft Shape of the Australian
Curriculum: Economics and Business
through a webinar presentation. We also
held a webinar in order to consult with
members about the ACARA Draft Australian
prepared a survey for members to fill in. Both
webinars are available on the EBE website
enabling members who were unable to
attend the webinars with an opportunity
to access them. We are grateful to EBE
Director John Lodewijks for his contributions
to these webinars. As a member of the
ACARA expert advisory group, John has had
oversight of the development of both the
draft shape paper and the draft curriculum.
He was able to bring this expertise to the
webinars above, giving an overview of both
documents and answering questions from
participants.
EBE also participated in the EconomicsBusiness Reference Groups formed by
the Board of Studies NSW as part of its
consultation process with regards to
the ACARA Draft Shape of the Australian
the ACARA Draft Australian Curriculum:
72
Following these consultation activities
EBE submitted their responses to both
the ACARA Draft Shape of the Australian
the ACARA Draft Australian Curriculum:
Economics and Business. We are grateful
to EBE Director Bronwyn Hession who led
the writing of these responses which were
thorough and constructive.
EBE also sought views about the ACARA
Draft Shape of the Australian Curriculum:
Civics and Citizenship and the ACARA
Draft Curriculum: Civics and Ciztizenship.
EBE submitted responses to both of these
important documents to ACARA.
EBE will continue to actively monitor and
respond to developments in this curriculum
development process and contribute to
what we hope will be a quality, satisfying
and future focused curriculum for our
members and their students.
EBE continues to provide members with
access to effective, appropriate, classroom
focused and cost friendly professional
development courses to assist teachers
in providing meaningful learning
experiences in the classroom, especially in
this critical period of change in education.
The attached “Economics and Business
Educators NSW 2013 Events Calendar
(as at September 2013)” shows our busy
professional development program since
the last EBE Annual General Meeting. We
are especially committed to supporting
beginning teachers as they face the
challenging and demanding early years of
teaching. Event evaluations indicate that
the content of these events are meeting the
professional learning needs of teachers and
student teachers attending. EBE Directors
Andrew Athavle, Kate Dally, Bronwyn
Hession, Rhonda Thompson and myself
designed and conducted presentations at
various conferences throughout the year,
enabling members to benefit directly from
AGM 2013
the expertise of EBE Directors at these
conferences. I thank these directors for these
contributions and all our other conference
speakers this year.
EBE (through the Professional Teachers’
Council NSW) is a NSW Institute of Teachers’
(NSWIT) Endorsed Provider of professional
development for the Maintenance of
Accreditation at Professional Competence
and a number of our members use
professional development hours from
our events to meet their accreditation
requirements with the NSWIT. Courses that
are endorsed are advertised on the NSWIT
website which enables us to benefit from
this additional method of promotion. I would
like to thank Kate Keeley and Bronwyn
Hession for working with the Professional
Teachers’ Council NSW to ensure that our
professional development courses were
NSWIT endorsed.
I would like to thank EBE Director Stuart
Jones for all his work as Publishers
Coordinator and liaising with publishers
during the planning of our professional
development events this year, which
provided EBE with an additional source of
revenue.
Further professional development was
available to members through the EBE
NSW Helpdesk ([email protected])
enabling them to access directors for advice
and assistance in relation to the teaching
and learning of Business Studies, Commerce,
Economics and Legal Studies this year.
EBE continued the selling of the following
EBE NSW publications this year which are
designed to enhance teaching and learning
programs in schools:
• The EBE Book of Economics Questions for
HSC Students
• The Yellow Book of Business Terms
• Annual EBE Trial HSC Examinations
(Business Studies, Economics and Legal
Studies). The EBE Trial HSC Examinations
give directors another opportunity to
share their expertise and experience
with members. This year the following
directors were involved with designing
the examinations:
Trial HSC Examinations Coordinator –
Kate Dally
Business Studies trial HSC examination
– Joe Alvaro, Rhonda Thompson and
Pauline Sheppard
Economics trial HSC examination –
Bronwyn Hession, Stuart Jones and John
Lodewijks
Legal Studies trial HSC examination –
Joe Alvaro
The examinations are a major annual
publication project for EBE and the
deadlines always seem to coincide with very
busy periods in the school year. I thank my
fellow directors above for their commitment
to this work. The examinations continue
to sell well and ensure that students are
accessing high quality assessment material.
“The EBE Journal” continues to be provided
in an electronic format which is accessible
by members on the EBE website. Past issues
of the journal are also available on the
website, which has enabled us to enhance
the website with regards to the provision of
professional reading and resources. I would
like to thank our Journal Editor Kate Dally
for all her work with “The EBE Journal” and
all the contributors to the journal this year.
EBE NSW has a long history of providing a
journal to members and we are committed
to continuing this EBE membership benefit
into the future.
We continued to run the CPA Australia Plan
Your Own Enterprise Competition this
year in association with Business Educators
Australasia, which enables students in
NSW and around Australia to develop
their business planning skills. I would
73
AGM 2013
like to thank our PYOE NSW Coordinator,
Rhonda Thompson, for all her work with
the competition this year, including the
coordinaton of the NSW shortlisting and
judging processes. EBE is grateful to
Cheryl Brennan (EBE NSW Member), Kate
Dally, Stuart Jones, Anthony Matis (CPA
Australia) and Michael Hanarhan (Principal
at Hanrahans Accounting Services) for their
involvement in these processes. As usual,
the administration work from our office
staff, Annette Davies and Alan Hearle was
invaluable.
We were able to recognize the PYOE NSW
winners at our NSW awards ceremony on
10 October 2013 with our special guest,
Michelle Cook, Senior Relationship Manager,
CPA Australia. I congratulate the following
winners and their schools from NSW:
– Division 1(Individual entry) – Ella
Bricknell, Pacific Hills Christian School,
NSW for her business plan, “Captured
Memories”.
– Division 2 (Group entry) – Keertana
Avalur, Shevon Lau, Dana Royle from MLC
School Burwood, NSW for their business
plan, “Pasithea”.
Prizes and certificates were awarded to
these student winners and their schools.
We were delighted to discover that at the
Australasian judging and awards ceremony
in Melbourne on 16 October 2013, Ella
Bricknell, our NSW Division 1 winner, also
ended up being the national winner of the
competition. I congratulate Ella on this
significant achievement and her national
award. Congratulations also to Jack Lowrie
and Will Campbell from The Hutchins
School, Tasmania who were the national
Division 2 winners for their business plan,
“Kart Park”.
CPA Australia sponsors the PYOE
Competition and EBE acknowledges its
support of students and teachers through
74
this competition. This competition is an
excellent way for EBE to interact directly with
students of the courses we represent and
their parents.
The EBE website continues to be a major
source of up to date information in relation
to the vision and goals of EBE NSW. We
outsource the upkeep of the technical side
and design of the website to our webmaster,
Rob Berry, while maintaining oversight of
the content that appears on the website.
We thank Rob for his assistance with the
website and for his knowledge and skills in
this area. Bronwyn Hession coordinates the
content that appears on the website and I
thank her for all the time spent on ensuring
the website is up to date and relevant to the
needs of our members.
As can be seen in the attached document,
“Economics and Business Educators NSW
website statistics as at 15/10/2013”, there
has been an increase in the number of
visitors to the EBE website this year.
While still maintaining the use of mail (via
Australia Post) and fax to communicate
with members, we are increasing our
communication with members through
emails which is a quicker and more cost
friendly method of communication.
We have also continued to produce regular
e-newsletters which are emailed to members
(and made available on the EBE website),
enabling members to receive all the latest
news with regards to the teaching and
learning of Business Studies, Commerce,
Economics and Legal Studies directly into
their email inbox.
EBE has continued its links with the
University of Sydney Business School and
The University of Technology Sydney
Business School. We held two professional
development courses this year in association
with the University of Sydney Business
School as shown in the attached “Economics
AGM 2013
and Business Educators NSW 2013 Events
Calendar (as at September 2013)” and
Professor Roy Green (Dean, University of
Technology, Sydney) was a keynote speaker
at the 2013 EBE Annual Conference and
contributed to “The EBE Journal”. It is
important that we seek opportunities such as
these to work with other organizations, such
as universities, who are able to contribute to
our vision and goals and enable them to gain
the benefits for their own organization from
working with us. We thank these universities
for their support.
I represented EBE at the 12th Annual
Meeting of Professional Teachers’
Associations and Tertiary Educators,
together with Officers from NSW
Department of Education and Communities
Curriculum and Learning Innovation
Centre: Human Society and its Environment
(HSIE) on 19 November 2012. This combined
meeting had the title, “Change Agents
Working Together: Australian Curriculum,
HSIE and Asia”. HSIE professional teaching
associations and tertiary educators in the
area of HSIE came together to discuss the
Australian Curriculum, learn from each other
and discuss ways HSIE professional teaching
associations could support HSIE pre-service
teachers. Tertiary educators and professional
teachers’ associations such as EBE are an
essential link between teachers, schools
and the curriculum. EBE recognizes the
importance of connecting with the future
teachers of the courses we support who are
studying at university and promoting the
importance to them of becoming a member
of EBE. This year we continued to offer
a student teacher membership category
which is heavily discounted and student
membership discounts to all our professional
development courses.
EBE made a submission to the NSW
Government Discussion Paper “Great
Teaching, Inspired Learning” in November
2012. The submission is available on the EBE
website.
EBE continues to be committed to having
its voice heard as government education
policies which impact on our members
develop. The NSW Government has begun
implementing policies based on “Great
Teaching, Inspired Learning” and EBE will
continue to monitor developments which
impact on our members.
One of our directors, Bronwyn Hession,
was recognised with a national award
since the last EBE Annual General Meeting
when she was presented with an Australian
Professional Teachers Association
Meritorious Contribution to the Profession
Award by Peter Garrett (who at the time
was the Federal Member of Parliament for
Kingsford Smith and Minister for School
Education, Early Childhood and Youth ) at a
ceremony held on 1 December 2012 at the
Sydney College of the Arts, Rozelle. This is a
significant national award which recognises
Bronwyn’s outstanding contribution to
education and EBE.
On the 27th of November 2012 at the
2012 Professional Teachers’ Council
NSW Presentation Evening , I accepted a
Certificate of Appreciation on behalf of the
EBE Board of Directors which was presented
to EBE by Mr Tom Alegounarias, Board of
studies NSW President, “in recognition of the
association’s voluntary contribution during
2012 to quality education, the students of
NSW and the teaching profession”. With regards to the EBE office, a growth
in enrolments at Leichhardt Public School
resulted in the Department of Education
and Communities resumption of the
Professional Teachers’ Council NSW building
at Leichhardt which was home to EBE until
the end of 2012. There was a period of time
when we were homeless. However due
to our dedicated office staff, Ms Annette
75
AGM 2013
Davies and Mr Alan Hearle, working from
their homes, we were able to continue
serving members under what proved to be
difficult circumstances. Fortunately we have
now found a new home. In June 2013, EBE
signed a lease with the NSW Department of
Education and Communities and now has its
office located at 3A Smalls Road Ryde NSW.
We are grateful to our two office staff
members, Annette Davies and Alan Hearle,
for their knowledge and skills which help EBE
to achieve its vision and goals. Their tireless
support of the Board and the membership is
genuinely appreciated, in what has been an
especially challenging year for the EBE office.
Despite our many achievements we cannot
afford to be complacent. Many challenges
await us as an association as we face a new
year:
• Recruiting more Board members who will
be able to act as subject experts in one
or more of the courses we support and
achieving a more even spread of directors
across these courses.
• Continuing to pay attention to
developments in the area of education
which impact on our members at the
Federal and NSW Government levels
and making our views known when
appropriate.
• Monitoring the development of the
Australian Curriculum: Economics and
Business and Australian Curriculum: Civics
and Citizenship so young Australians and
their teachers will be able to access high
quality, relevant and future – oriented
courses.
• Making more use of the webinar method
of delivery for professional development
courses, especially in relation to making
our professional development courses
more accessible to our members who live
outside of Sydney.
• Completing the revision of “ The EBE Book
of Economic Questions for HSC Students”
76
•
•
•
•
which will contain additional features and
updated content to reflect changes in the
current Board of Studies NSW Economics
syllabus.
Adopting strategies to increase the traffic
to the journal section of the website so it
is read by more members and increasing
journal contributions made by members
which would make the journal less
demanding to produce.
Enhancing the members’ only section of
the website.
We need to investigate our current
business structure and assess how
effectively and efficiently it is meeting the
needs of our members.
We need to invest our finances more
wisely so as to generate greater returns
and to consider further ways we can use
funds to add more value to membership
of EBE.
• We must be on a path of continuous
improvement, maintain high standards in
all we do and continue to encourage and
develop excellence in the teaching and
learning of Business Studies, Commerce,
Economics and Legal Studies.
EBE has again made a very significant
contribution to education this year and has
played a part in furthering the teaching
profession. I again thank all the EBE directors
and the EBE office staff for their efforts
this year and for assisting me in my role as
President. I also thank all the EBE members for
their support of EBE. I look forward to working
together again as we begin a new year.
Joe Alvaro
Economics and Business Educators NSW President
21st October 2013
* Two documents attached to this report:
– “Economics and Business Educators NSW
2013 Events Calendar (as at September 2013)”
(2 pages)
– “Economics and Business Educators NSW
website statistics as at 15/10/2013” (1 page)
ECONOMICS & BUSINESS EDUCATORS NSW
(An affiliate member of Business Educators Australasia Inc.)
Office Address : 3A Smalls Road Ryde NSW 2112
Postal Address : P.O. Box 67 Leichhardt NSW 2040
Phone : (02) 9564 5007 NEW Fax : (02) 9886 7673
Email : [email protected] Website : www.ebe.nsw.edu.au
Economics and Business Educators NSW 2013 Events Calendar
AS AT SEPTEMBER 2013
COURSE
NUMBER
TERM/
WEEK
DATE
TIME
Teaching Year 11
Preliminary Business
Studies, Economics
Or Legal Studies
Courses For The
First Time in 2013?
Wk 4
Monday
25th
February
4.00pm-
2013
6.45pm
Venue: Sydney College of
the Arts
Balmain Road, Rozelle
Cost: $44 Teachers
$22 Student Teachers
Term 1
Wk 7
HSC Business Studies
Human Resources
(Topic 4) Information
Evening
Wednesday
13th
1302
March
2013
5.00pm –
7.30pm
(In association with The
University of Sydney
Business School)
Venue : The University
of Sydney
Cost: Free (Members)
$20 (Non-Members)
Term 2
Wk 3
EBE NSW Annual
Conference
Friday
17th
1303
May
8.30am –
2013
4.15pm
Term 2
Tuesday
4th
June
2013
Venue :
Pymble Ladies’ College,
Pymble
Cost: See EBE NSW
website. Early bird
prices close on
6th May 2013.
HSC Busines Studies
Operations (Topic 1)
Information Evening
Wk 6
1304
FOCUS
( GST INCLUDED)
Term 1
1301
TITLE, LOCATION
AND COST
5.00pm7.30pm
(In association with The
University of Sydney
Business School)
Venue : The University of
Sydney
Cost:
Free (Members)
$20 (Non-Members)
This course has been designed for beginning teachers and experienced
teachers who are teaching Year 11 Preliminary Business Studies,
Economics or Legal Studies courses for the first time in 2013. It will also
be beneficial for teachers who may have already taught these courses in
the past but who need a refresher course or teachers who intend to
teach one of these courses in the near future. The course will look at
effective teaching and learning strategies designed to engage students,
based on the current Board of Studies NSW syllabus. It will also cover
programming ideas and assessment procedures and techniques. Useful
teaching and learning resources will be available for each participant.
The course will be presented by experienced teachers who will share
their own experiences during their challenging early years of teaching
and how they coped.
This information evening will be presented by Will Harvey from
The University of Sydney Business School. It will enable
teachers of the Board of Studies NSW HSC Business Studies
course to increase and update their knowledge of the Human
Resources topic. The contribution of human resource
management to business performance will be focused on
through examining contemporary business issues and actual
business case studies. There will be an opportunity to ask
questions. Teachers will return to their Business Studies
classroom with an increased understanding of the Human
Resources topic which they will be able to pass onto their
students, and with new ideas and resources.
Our peak event will consist of engaging presentations which will
provide an update of key knowledge in subject disciplines
and classroom strategies and resources. The conference will
include keynote presentations on the Australian Curriculum:
Economics and Business, labour and industrial relations and
globalisation. There are also a number of workshops to choose
from. Valuable networking opportunities will also be available at
this highlight event in NSW this year for people involved in the
teaching of Business Studies, Commerce, Economics and Legal
Studies. See the EBE website for the full program and
registration details.
This information evening will be presented by Professor Eddie
Anderson and Dr Erick Li from The University of Sydney
Business School. It will enable teachers of the Board of Studies
NSW HSC Business Studies course to increase and update their
knowledge of the Operations topic. The strategies for effective
operations management in large businesses will be focused on
through examining contemporary business issues and actual
business case studies. There will be an opportunity to ask
questions. Teachers will return to their Business Studies
classroom with an increased understanding of the Operations
topic which they will be able to pass onto their students, and
with new ideas and resources.
77
COURSE
NUMBER
TERM/
WEEK
DATE
TIME
Wk 8
Tuesday
18 June
2013
7.00pm 8.30pm
1306
Friday
2 August
2013
8.55am3.30pm
The draft Australian Curriculum: Economics and Business has been
released by the Australian Curriculum, Assessment and Reporting
Authority (ACARA) for public consultation from 6 May 2013 to 19
July 2013. It is available at www.acara.edu.au .The webinar will
provide an overview of the draft curriculum by Professor John
Lodewijks ( School of Business, University of Western Sydney).
Professor Lodewijks was a member of the ACARA expert advisory
group who had oversight of the development of the draft curriculum
and is a Director of EBE NSW.
Venue: NSW
Parliament House
Cost: : $55 Members
$77 Non members
Teaching Year 12
Term 3
Wk 6
Monday
1307
EBE NSW
Webinar
Consultation on Draft
Australian
Curriculum:
Economics and
Business
Venue: Webinar
Cost: No charge
Legal Update
Term 3
Wk 3
FOCUS
( GST INCLUDED)
Term 2
1305
TITLE, LOCATION
AND COST
19 August
2013
4.00pm7.00pm
HSC Business
Studies, Economics
or Legal Studies
Courses For The
First Time In Term 4,
2013/2014?
Venue : Sydney
College of the Arts
Balmain Road,
Rozelle
$44 Members
$66 Non Members
N/A
Term 3
Wk 7
PYOE 2013
Wednesday
28 August
N/A
2013
1308
End of
Term 3
NSW
School
Holidays
Wk 1
Closing Date
Friday
27
September
7.50am 10.00am
N/A
Thursday
5.30pm
2013
N/A
Wk 3
This course has been designed for beginning teachers and
experienced teachers who are teaching Year 12 HSC Business
Studies, Economics or Legal Studies courses for the first time in Term
4, 2013/2014. It will also be beneficial for teachers who may have
already taught these courses in the past but who need a refresher
course or teachers who intend to teach one of these courses in the
near future. The course will look at effective teaching and learning
strategies designed to engage students, based on the current Board of
Studies NSW syllabus. It will also cover programming ideas and
assessment procedures and techniques. Useful teaching and learning
resources will be available for each participant. The course will be
presented by experienced teachers and HSC markers who will share
their own experiences during their challenging early years of teaching
and how they coped, as well as insights gained from HSC marking.
Please ensure all PYOE entries are WITH EBE NSW no
later than 5pm Wednesday 28 August 2013 to ensure your
students do not miss the strict deadline on this competition.
Please Mail to : PO Box 67 LEICHHARDT NSW 2040
Please Deliver to : 3A Smalls Road RYDE NSW 2112
This industry visit has been designed for teachers of
Business Studies and Commerce. It will have particular
relevance for the Operations topic in the Business Studies
syllabus and will focus on strategies for effective operations
management using an actual business case study. Return to
your classroom after this experiential professional
development course with knowledge of an actual business
case study based on practical experience.
PYOE 2013
10 October
Term 4
EBE NSW
Industry Visit
for Teachers
Fairfax Printers
Plant Tour
$15 Members
$30 Non Members
$13 EBE NSW Student
Teacher Members
2013
Term 4
Wk 1
Plan Your Own
Enterprise
Competition
During this course participants will be able to update their
knowledge in relation to the legal issues in the Commerce
and Legal Studies syllabuses by hearing from experts in the
legal world.
Monday
21 October
2013
6.00pm
Venue : Club
Burwood
RSL, 96
Shaftesbury
Road
Burwood
Plan Your Own
Enterprise Competition
NSW Awards
Ceremony
Venue: Catholic
Education Office
300 The River Road
Revesby Heights
EBE NSW
2013 Annual
General Meeting
The NSW winners from the 2013 PYOE competition will
receive their awards at this ceremony.
This meeting is for all members of EBE NSW. Guest speaker
will be Mr Anthony Matis, General Manager Education – CPA
Australia.
UPD ATED DETAI LS WILL BE PUBLISHED ON THE EBE NSW WEBSI TE : www.ebe.nsw.edu.au
78
Economics and Business Educators NSW website statistics as at 15/10/2013
Most commonly visited pages
1.
2.
3.
4.
5.
Home page
Resources
News
Publications
Professional development
79
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85
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87
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89
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98
Attention : Teachers of Year 11 Preliminary Business Studies, Economics and Legal Studies.
ECONOMICS AND BUSINESS EDUCATORS NSW
ABN29002677750
3B Smalls Road RYDE NSW 2112T0298867786F0298867673
[email protected]
PROGRAM
Teaching the Preliminary course (Year 11)
in Business Studies, Economics or Legal Studies
for the first time?
Monday 24 February 2014
4.15pm – 7.30pm
Venue: Department of Education & Communities NSW Building
- 3B Smalls Road, RYDE
Some onsite parking and some street parking is available. Please kindly adhere to local parking laws when parking offsite.
For a MAP of the area please see : http://www.whitepages.com.au/government-listing/department-of-education-communities-nsw-1811241/ryde-nsw
Sessions and Presenters
* Choose from Business Studies, Economics or Legal Studies
Teaching the Preliminary Course (Year 11) in Business Studies for the first time?:
Kate Dally, Birrong Girls High School / Vice - President – EBE NSW
Teaching the Preliminary Course (Year 11) in Economics for the first time?:
Andrew Athavle, William Carey Christian School / Director – EBE NSW
Teaching the Preliminary Course (Year 11) in Legal Studies for the first time?:
Joe Alvaro, Marist College North Shore / President – EBE NSW
4.15pm
4.30pm
4.45pm
5.45pm
6.15pm
7.15pm
7.30pm
Registration
Introduction and Welcome
Se s s i o n 1
Light Refreshments and Networking
Session 2
( Continue with subject chosen for Session 1)
Evaluation Forms, Resource Bags and Conclusion
Close
 This course has been designed specifically for:
 beginning teachers and experienced teachers who are TeachingthePreliminaryCourse(Year11)inBusiness
Studies,EconomicsorLegalStudiesforthefirsttime
 teachers who may have already taught one of these courses in the past but who need a refresher course
 teachers who intend to teach one of these courses in the near future
 The course will look at :
 effective teaching and learning strategies designed to engage students, based on the current Board of
Studies NSW syllabus
 assessment procedures and techniques, including the Board of Studies NSW requirements for the allocation
of Preliminary grades for the Record of School Achievement(RoSA)
 useful teaching and learning resources
 The course will be presented by experienced teachers who will share their own experiences during their
challenging early years of teaching and how they coped.
Economics and Business Educators NSW, through the Professional Teachers’ Council NSW- NSW Institute of Teachers as the endorsed
provider of Institute Registered professional development for the maintenance of accreditation at Proficient Teacher/ Professional Competence.
Scope of Endorsement
 All Standards of the Australian Professional Standards for Teachers at the level of Proficient teacher
 All Elements of the NSW Professional Teaching Standards for Professional Competence
This course: Teaching the Preliminary Cours e (Year 11) in Business Studies, Economics, or Legal Studies for the first time? – 24 February 2014
- is registered with the NSW Institute of Teachers for 2.75 hours of professional development at Proficient Teacher/ Professional Competence level .
This course addresses NSW Professional Teaching Standards: 6.2.3, 6.2.6, 6.2.8 and Australian Professional Standards for Teachers : 6.2.2, 7.2.2, 7.4.2.
To opt out of future EBE NSW fax promotions please email to : [email protected]
99
Attention : Teachers of Year 11 Preliminary Business Studies, Economics and Legal Studies.
ECONOMICS AND BUSINESS EDUCATORS NSW
ABN29002677750
3B Smalls Road RYDE NSW 2112T0298867786F0298867673
[email protected]
REGISTRATION FORM
Teaching the Preliminary course (Year 11)
in Business Studies, Economics or Legal Studies
for the first time?
Monday 24 February 2014
4.15pm – 7.30pm
Venue: Department of Education & Communities NSW Building - 3B Smalls Road, RYDE
Some onsite parking and some street parking is available. Please kindly adhere to local parking laws when parking offsite.
For a MAP of the area please see : http://www.whitepages.com.au/government-listing/department-of-education-communities-nsw-1811241/ryde-nsw
Sessions and Presenters
* Choose from Business Studies, Economics or Legal Studies
Teaching the Preliminary Course (Year 11) in Business Studies for the first time?:
Kate Dally, Birrong Girls High School / Vice - President – EBE NSW
Teaching the Preliminary Course (Year 11) in Economics for the first time?:
Andrew Athavle, William Carey Christian School / Director – EBE NSW
Teaching the Preliminary Course (Year 11) in Legal Studies for the first time?:
Joe Alvaro, Marist College North Shore / President – EBE NSW
4.15pm
4.30pm
4.45pm
5.45pm
6.15pm
7.15pm
7.30pm
Registration
Introduction and Welcome
Session 1
Light Refreshments and Networking
Session 2
( Continue with subject chosen for Session 1)
Evaluation Forms, Resource Bags and Conclusion
Close
CO N TAC T DE TAI L S :
EBE NSW Membership No. :
Your Name:
School Name:
NSWIT No. :
School Address:
Suburb:
Postcode:
Phone:
Fax:
Email:
ENROLMENT DETAILS : (Prices include GST)
[
] Places @ $44 / EBE Member
$
or $66 /NonMember
Please include copy of Student ID.
[
] Places @ $22 / Student Teacher
PleaseselectONEofthefollowing:
 Business Studies  Economics  Legal Studies
Any special dietary requirements? Please specify:
$
_________________________________________
● CLOSING DATE : COB Thursday 20 February, 2014 ●
Please kindly : FAX to 02 9886 7673 OR EMAIL to [email protected] OR MAIL to 3B Smalls Rd, RYDE NSW 2112
 TAX INVOICE 
PAYMENT DETAILS: NB:
THIS FORM BECOMES A
UPON COMPLETION & PAYMENT
 Enclosed is my cheque/money order for $ ________________
 * Charge my :
 Mastercard
 Visa
Cardholders name:______________________________________
Signature:
_ Date:
payable to EBE NSW.
Order#: ________________
Expiry date:
__________
Economics and Business Educators NSW, through the Professional Teachers’ Council NSW- NSW Institute of Teachers as the endorsed
provider of Institute Registered professional development for the maintenance of accreditation at Proficient Teacher/ Professional Competence.
Scope of Endorsement
 All Standards of the Australian Professional Standards for Teachers at the level of Proficient teacher
 All Elements of the NSW Professional Teaching Standards for Professional Competence
This course: Teaching the Preliminary Course (Year 11) in Business Studies, Economics, or Legal Studies for the first time? – 24 February 2014 is registered with the NSW Institu te of Teachers for 2.75 hours of professional development at Proficient Teacher/ Professional Competence level. This
course addresses NSW Professional Teaching Standards : 6.2.3, 6.2.6, 6.2.8 and Australian Professional Standards for Teachers : 6.2.2, 7.2.2, 7.4.2.
* EBE’s privacy policy endorses the National Privacy Principles set out in the Privacy Amendment (Private Sector) Act 2000 - refer to www.ebe.nsw.edu.au
To opt out of future EBE NSW fax prom otions please email to : [email protected]
100
Economics & Business Educators NSW
Telephone: (02) 9886 7786 • Fax: (02) 9886 7673
Email: [email protected] • Website: www.ebe.nsw.edu.au

2013 – Issue 2 - Economics and Business Educators of NSW

Transcription

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