4-H Build a Million Club is a curriculum and website designed to educate middle and high school-aged youth on investing, budgeting, using credit cards, stocks and other aspects. of personal finance. The program combines guidance for club leaders with Web tools for youth.
1. The document discusses the need for education reform in Malaysia to better prepare students for the modern world. It argues that current schools are outdated and not teaching students important skills like critical thinking, communication, and adaptability.
2. A proposed new secondary school is described that would focus on developing both "book smart" and "street smart" skills. It would emphasize practical, affordable, and relevant education covering areas like pitching, futurism, financial intelligence, family values, and developing a philanthropic mindset.
3. The school aims to provide a well-rounded education at an affordable cost to address gaps in Malaysia's current education system and better prepare students for future success and contribution to society.
This document discusses trends in the Texas 4-H program and proposes initiatives to address challenges. It notes declining enrollment, increased time demands on youth and volunteers, and interest in short-term involvement. Six initiative teams are formed to strengthen clubs, expand outreach, improve marketing/technology, engage volunteers, manage projects/opportunities, and develop the program. The benefits of expanding these initiatives include increasing quality and quantity in 4-H, reaching new audiences, and securing the future of the Texas AgriLife Extension Service.
This document provides information about enrolling in 4-H clubs in Hillsborough County, Florida. It outlines the 4-H program year dates, club requirements including minimum number of youth and adult leaders, and items needed for the 4-H club charter request. It also lists highlights of activities and events throughout the 4-H program year such as national 4-H week, the Florida State Fair, leadership weekends, and summer camps. Contact information is provided to submit enrollment materials online or by mail.
Preparing the 4 h message for captiol hillLindsey Jewell
The document provides guidance and information for 4-H youth participating in the National 4-H Conference. It outlines the objectives of the conference, which include visiting federal legislators, helping build relationships between Extension and stakeholders, and learning about the political process and environment. The document provides tips for meeting with legislators, including conducting research on the legislators, preparing briefing materials, and developing clear, concise messaging that focuses on program outcomes and personal stories. The overall aim is for 4-H youth to gain experience advocating for Extension and to help build political and public support for the organization.
October 9 2011 Pony Express 4-H Club Horse ShowMark Conrad
The Pony Express 4-H Club is seeking sponsors for their October 9, 2011 horse show at the Mineral County Fairgrounds. There are several sponsorship opportunities available at different price points, ranging from $25 to sponsor a regular class to $50 to sponsor a jackpot class. Sponsors will be recognized throughout the day at the show and on the club's Facebook page. The deadline to become a sponsor is October 6. The document provides the show schedule with 33 classes in various disciplines like showmanship, halter, hunt seat, western, and more. Rules for the show are also outlined.
1. The document discusses the need for education reform in Malaysia to better prepare students for the modern world. It argues that current schools are outdated and not teaching students important skills like critical thinking, communication, and adaptability.
2. A proposed new secondary school is described that would focus on developing both "book smart" and "street smart" skills. It would emphasize practical, affordable, and relevant education covering areas like pitching, futurism, financial intelligence, family values, and developing a philanthropic mindset.
3. The school aims to provide a well-rounded education at an affordable cost to address gaps in Malaysia's current education system and better prepare students for future success and contribution to society.
This document discusses trends in the Texas 4-H program and proposes initiatives to address challenges. It notes declining enrollment, increased time demands on youth and volunteers, and interest in short-term involvement. Six initiative teams are formed to strengthen clubs, expand outreach, improve marketing/technology, engage volunteers, manage projects/opportunities, and develop the program. The benefits of expanding these initiatives include increasing quality and quantity in 4-H, reaching new audiences, and securing the future of the Texas AgriLife Extension Service.
This document provides information about enrolling in 4-H clubs in Hillsborough County, Florida. It outlines the 4-H program year dates, club requirements including minimum number of youth and adult leaders, and items needed for the 4-H club charter request. It also lists highlights of activities and events throughout the 4-H program year such as national 4-H week, the Florida State Fair, leadership weekends, and summer camps. Contact information is provided to submit enrollment materials online or by mail.
Preparing the 4 h message for captiol hillLindsey Jewell
The document provides guidance and information for 4-H youth participating in the National 4-H Conference. It outlines the objectives of the conference, which include visiting federal legislators, helping build relationships between Extension and stakeholders, and learning about the political process and environment. The document provides tips for meeting with legislators, including conducting research on the legislators, preparing briefing materials, and developing clear, concise messaging that focuses on program outcomes and personal stories. The overall aim is for 4-H youth to gain experience advocating for Extension and to help build political and public support for the organization.
October 9 2011 Pony Express 4-H Club Horse ShowMark Conrad
The Pony Express 4-H Club is seeking sponsors for their October 9, 2011 horse show at the Mineral County Fairgrounds. There are several sponsorship opportunities available at different price points, ranging from $25 to sponsor a regular class to $50 to sponsor a jackpot class. Sponsors will be recognized throughout the day at the show and on the club's Facebook page. The deadline to become a sponsor is October 6. The document provides the show schedule with 33 classes in various disciplines like showmanship, halter, hunt seat, western, and more. Rules for the show are also outlined.
Here are 7 lessons on financial literacy for students: 1. The Stock Market Game 2. Budgeting with Real-World Scenarios 3. The Entrepreneurship Challenge 4. The Credit Card Dilemma 5. The Savings and Investing Challenge
Providing high-quality financial education in school - MalaysiaWijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school - Malaysia
Beurs van Berlage - Amsterdam
This document summarizes a presentation on financial literacy for financial aid professionals. It discusses updates from the Federal Student Aid office including surveys of borrowers, resources for borrowers, and guidance on financial literacy. It also describes tools and programs to help students with money management, such as the MyCollegeMoneyPlan website, which provides personalized financial planning tools. Research shows linking financial education to retention initiatives can help at-risk students by reducing financial stress and improving academic performance and completion rates. Partnerships across campus can effectively deliver financial literacy programs and counseling.
This document contains the revised script for a final presentation proposing a new first-year business course at Nichols College called BEETHOVEN. The presentation includes 20 slides covering an introduction to the course, its objectives, benefits, solutions to identified problems, stakeholder analysis, implementation plan, budget, and projected outcomes. Key points of the proposed course include building foundational business and finance skills, enhancing teamwork and leadership abilities through a simulation, and addressing gaps in students' personal finance knowledge to improve retention and job placement rates.
How Indiana University Students Get Smart About MoneyChris Mott
The document discusses Indiana University's financial literacy program called MoneySmarts. It highlights that IU wants to be a leader in financial education and help move the field forward. It provides recommendations for different types of students, such as focusing on basic budgeting and savings for 4-year students and addressing credit card use and loans for 2-year students. It also outlines initial steps like developing programming, identifying learning objectives, and creating an online component to engage more students. The goal is to provide relevant financial education and help students be financially well and prepared after graduation.
Adrian Sladdin from Aspire Education Group Ltd delivered this presentation on their 'Financial and Economic Literacy of Migrant women for ENtrepreneurship INclusion' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
The Key ingredients of training coaching and monitoring for Youth EntrepreneursOECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
Adult learners benefit most from education and training programs that are relevant, practical, and allow them to draw from their own life experiences. Effective programs incorporate various learning styles, keep learners engaged through discussion and activities, and provide feedback to promote a sense of success. Training should be delivered through a combination of formal and informal methods, including classroom instruction, online asynchronous learning, on-the-job experiences, and opportunities for self-directed exploration. The goal is to help adults develop new skills and knowledge that can be immediately applied.
Alison Winch 'Live Briefs and Employability Agenda'mdxaltc
The document discusses the employability agenda in higher education and the use of "live briefs" to give students real world experience. It provides context on the employability agenda, noting its focus on preparing students for the job market. It then describes problems with narrowing education solely to employability. The document outlines how live briefs work, using student-led campaigns as an example. It discusses how live briefs provide experiential learning opportunities that develop skills like teamwork, judgment and confidence. Finally, it addresses some challenges of live projects and ideas for integrating them into course modules.
The document outlines strategies for implementing the Schoolwide Enrichment Model (SEM) to challenge and motivate all students. The SEM uses enrichment clusters, which are groups of students from different grades who share common interests and work during designated time blocks to pursue projects related to their interests. The document provides seven steps to implement enrichment clusters schoolwide, which include assessing student and staff interests, setting up a schedule and wall chart of cluster options, locating adult facilitators, and celebrating the program's successes. The overall goal is for students to authentically investigate real problems through their clusters.
The Theory Part - Learning about learning | SPELT | Wali ZahidWali Zahid
The Theory Part - Learning about learning - A talk by Wali Zahid at 29th SPELT Conference 2013
This Powerpoint will be useful if read with this detailed document:
http://www.slideshare.net/wali11/the-theory-part-learning-about-learning-wali-zahid-24849318
http://www.scribd.com/doc/157515625/The-Theory-Part-Learning-About-Learning-Wali-Zahid
This document provides information about the Master in Finance program at Tilburg University. The key points are:
- The program provides a broad perspective on finance, combining corporate finance and investment analysis.
- It aims to provide students with a sound knowledge of both corporate finance/accounting and investments to prepare them for high-level decision making roles.
- The program includes compulsory courses in both corporate finance and investment analysis, as well as a wide selection of electives and a master's thesis.
- It is accredited by CFA and prepares students well for the CFA exams.
- There are tracks focused on finance, pensions/aging, and preparation for the CFA exams.
Stanford CS 007-01: Personal Finance for Engineers / IntroductionAdam Nash
This document provides an overview of the syllabus for a course on personal finance for engineers at Stanford University. The course covers topics like behavioral finance and cognitive biases, compensation and equity, budgeting and savings, credit and debt, investing, financial goals, taxes, real estate, and other topics selected by students. The goal is to provide engineers with practical knowledge of personal finance that is often not covered in other courses, given the significant financial decisions engineers face early in their careers.
Children in Scotland do relatively well in financial capability compared to other parts of the UK, however there are still areas for improvement. While most children have money experience and savings knowledge, only half save regularly and few plan purchases. Provision of financial education is varied, with over 130 interventions led by schools, but coverage of topics is uneven and evidence of effectiveness limited. Improving family learning, expanding early education, and supporting vulnerable children present opportunities to further enhance financial capability in Scotland.
The Financial Empowerment of Urban YouthAngel Rich
Comprehensive research study to analyze the financial behavior, attitudes and outcomes of urban youth, particularly when influenced by WealthyLife games and training
Financial Tips For Young Professionals by Sarang AhujaSarang Ahuja
The document provides tips for millennials to achieve financial stability. It recommends setting up a savings account and putting money from each paycheck into it to create a nest egg. It also suggests finding fun ways to budget, such as using budgeting apps, and investing in one's self through education or side jobs to gain skills and income. Finally, it advises seeking alternative solutions for paying off loans like refinancing or loan restructuring programs. The overall message is that young people can plan for their financial future through simple steps like saving, budgeting, investing in their career, and exploring debt relief options.
Learn finance with Myassignment help. We provide the Quality assignment help services to students to get A+ grades in the assignments.
http://myassignmenthelp.net/
Military youth saves week 2012 resources and ideas feb 12Navy CYP
The document provides resources and programming ideas for Military Youth Saves Week to promote financial literacy. It suggests curriculum materials for school-age children and youth programs that teach money management skills through hands-on activities. Example programming ideas include contests, games, workshops, and youth-run businesses to help children and teens learn to save, spend wisely, and plan for the future.
Goals: To discuss steps to prevent and to reduce the amount of unwanted junk mail in your mailbox
Based on FRM publications:
1. Junk Your Junk Mail, Guide G-107 http://aces.nmsu.edu/pubs/_g/G107/welcome.html
2. Reduce, Reuse, Recycle: Alternatives for Waste Management, Guide G-314 http://aces.nmsu.edu/pubs/_g/G314/welcome.html
Using data from Google Analytics, we looked into factors that are associated with page views among eXtension’s personal finance pages (www.extension.org/personal_finance). Specifically, we utilized Google Analytics data from April 2009 and available Page Analytics numbers (http://pageanalytics.extension.org/ and http://data.extension.org/) produced by eXtension data engineers in the personal finance or Financial Security for All (FSA) Community of Practice (CoP) areas. Top pages with the highest page views per month were selected to look for similar characteristics among these webpages. At the macro level, we will be exploring relevant statistics to our CoP such as search engine utilized, top search keywords, traffic sources, traffic referral, and mobile device access. We also looked into the tendency of page hits associated with the following factors: topic (tag) , average Google search entrances per week, and age of the article. Preliminary log-level regression results show that pages with high numbers of hits tend to have more tags, not a summary of academic research, and be related to managing money in tough times. We shared result implications and limitations based on the results of this study. Besides advanced researches, personal finance academicians need to write on simple and applicable topics, as evident from top search hits (birth certificate, FICA tax, and SMART goals) and less tendencies of research summary articles to get hit. The federal Financial Literacy and Education Commission (FLEC) core competencies provide targeted knowledge and action/behavior changes, which in themselves are guidelines for writing topics. Despite being a non-profit organization, eXtension can still take advantage of pro-business properties by having course enrollment and savings as conversion goals.
Here are 7 lessons on financial literacy for students: 1. The Stock Market Game 2. Budgeting with Real-World Scenarios 3. The Entrepreneurship Challenge 4. The Credit Card Dilemma 5. The Savings and Investing Challenge
Providing high-quality financial education in school - MalaysiaWijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school - Malaysia
Beurs van Berlage - Amsterdam
This document summarizes a presentation on financial literacy for financial aid professionals. It discusses updates from the Federal Student Aid office including surveys of borrowers, resources for borrowers, and guidance on financial literacy. It also describes tools and programs to help students with money management, such as the MyCollegeMoneyPlan website, which provides personalized financial planning tools. Research shows linking financial education to retention initiatives can help at-risk students by reducing financial stress and improving academic performance and completion rates. Partnerships across campus can effectively deliver financial literacy programs and counseling.
This document contains the revised script for a final presentation proposing a new first-year business course at Nichols College called BEETHOVEN. The presentation includes 20 slides covering an introduction to the course, its objectives, benefits, solutions to identified problems, stakeholder analysis, implementation plan, budget, and projected outcomes. Key points of the proposed course include building foundational business and finance skills, enhancing teamwork and leadership abilities through a simulation, and addressing gaps in students' personal finance knowledge to improve retention and job placement rates.
How Indiana University Students Get Smart About MoneyChris Mott
The document discusses Indiana University's financial literacy program called MoneySmarts. It highlights that IU wants to be a leader in financial education and help move the field forward. It provides recommendations for different types of students, such as focusing on basic budgeting and savings for 4-year students and addressing credit card use and loans for 2-year students. It also outlines initial steps like developing programming, identifying learning objectives, and creating an online component to engage more students. The goal is to provide relevant financial education and help students be financially well and prepared after graduation.
Adrian Sladdin from Aspire Education Group Ltd delivered this presentation on their 'Financial and Economic Literacy of Migrant women for ENtrepreneurship INclusion' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
The Key ingredients of training coaching and monitoring for Youth EntrepreneursOECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
Adult learners benefit most from education and training programs that are relevant, practical, and allow them to draw from their own life experiences. Effective programs incorporate various learning styles, keep learners engaged through discussion and activities, and provide feedback to promote a sense of success. Training should be delivered through a combination of formal and informal methods, including classroom instruction, online asynchronous learning, on-the-job experiences, and opportunities for self-directed exploration. The goal is to help adults develop new skills and knowledge that can be immediately applied.
Alison Winch 'Live Briefs and Employability Agenda'mdxaltc
The document discusses the employability agenda in higher education and the use of "live briefs" to give students real world experience. It provides context on the employability agenda, noting its focus on preparing students for the job market. It then describes problems with narrowing education solely to employability. The document outlines how live briefs work, using student-led campaigns as an example. It discusses how live briefs provide experiential learning opportunities that develop skills like teamwork, judgment and confidence. Finally, it addresses some challenges of live projects and ideas for integrating them into course modules.
The document outlines strategies for implementing the Schoolwide Enrichment Model (SEM) to challenge and motivate all students. The SEM uses enrichment clusters, which are groups of students from different grades who share common interests and work during designated time blocks to pursue projects related to their interests. The document provides seven steps to implement enrichment clusters schoolwide, which include assessing student and staff interests, setting up a schedule and wall chart of cluster options, locating adult facilitators, and celebrating the program's successes. The overall goal is for students to authentically investigate real problems through their clusters.
The Theory Part - Learning about learning | SPELT | Wali ZahidWali Zahid
The Theory Part - Learning about learning - A talk by Wali Zahid at 29th SPELT Conference 2013
This Powerpoint will be useful if read with this detailed document:
http://www.slideshare.net/wali11/the-theory-part-learning-about-learning-wali-zahid-24849318
http://www.scribd.com/doc/157515625/The-Theory-Part-Learning-About-Learning-Wali-Zahid
This document provides information about the Master in Finance program at Tilburg University. The key points are:
- The program provides a broad perspective on finance, combining corporate finance and investment analysis.
- It aims to provide students with a sound knowledge of both corporate finance/accounting and investments to prepare them for high-level decision making roles.
- The program includes compulsory courses in both corporate finance and investment analysis, as well as a wide selection of electives and a master's thesis.
- It is accredited by CFA and prepares students well for the CFA exams.
- There are tracks focused on finance, pensions/aging, and preparation for the CFA exams.
Stanford CS 007-01: Personal Finance for Engineers / IntroductionAdam Nash
This document provides an overview of the syllabus for a course on personal finance for engineers at Stanford University. The course covers topics like behavioral finance and cognitive biases, compensation and equity, budgeting and savings, credit and debt, investing, financial goals, taxes, real estate, and other topics selected by students. The goal is to provide engineers with practical knowledge of personal finance that is often not covered in other courses, given the significant financial decisions engineers face early in their careers.
Children in Scotland do relatively well in financial capability compared to other parts of the UK, however there are still areas for improvement. While most children have money experience and savings knowledge, only half save regularly and few plan purchases. Provision of financial education is varied, with over 130 interventions led by schools, but coverage of topics is uneven and evidence of effectiveness limited. Improving family learning, expanding early education, and supporting vulnerable children present opportunities to further enhance financial capability in Scotland.
The Financial Empowerment of Urban YouthAngel Rich
Comprehensive research study to analyze the financial behavior, attitudes and outcomes of urban youth, particularly when influenced by WealthyLife games and training
Financial Tips For Young Professionals by Sarang AhujaSarang Ahuja
The document provides tips for millennials to achieve financial stability. It recommends setting up a savings account and putting money from each paycheck into it to create a nest egg. It also suggests finding fun ways to budget, such as using budgeting apps, and investing in one's self through education or side jobs to gain skills and income. Finally, it advises seeking alternative solutions for paying off loans like refinancing or loan restructuring programs. The overall message is that young people can plan for their financial future through simple steps like saving, budgeting, investing in their career, and exploring debt relief options.
Learn finance with Myassignment help. We provide the Quality assignment help services to students to get A+ grades in the assignments.
http://myassignmenthelp.net/
Military youth saves week 2012 resources and ideas feb 12Navy CYP
The document provides resources and programming ideas for Military Youth Saves Week to promote financial literacy. It suggests curriculum materials for school-age children and youth programs that teach money management skills through hands-on activities. Example programming ideas include contests, games, workshops, and youth-run businesses to help children and teens learn to save, spend wisely, and plan for the future.
Goals: To discuss steps to prevent and to reduce the amount of unwanted junk mail in your mailbox
Based on FRM publications:
1. Junk Your Junk Mail, Guide G-107 http://aces.nmsu.edu/pubs/_g/G107/welcome.html
2. Reduce, Reuse, Recycle: Alternatives for Waste Management, Guide G-314 http://aces.nmsu.edu/pubs/_g/G314/welcome.html
Using data from Google Analytics, we looked into factors that are associated with page views among eXtension’s personal finance pages (www.extension.org/personal_finance). Specifically, we utilized Google Analytics data from April 2009 and available Page Analytics numbers (http://pageanalytics.extension.org/ and http://data.extension.org/) produced by eXtension data engineers in the personal finance or Financial Security for All (FSA) Community of Practice (CoP) areas. Top pages with the highest page views per month were selected to look for similar characteristics among these webpages. At the macro level, we will be exploring relevant statistics to our CoP such as search engine utilized, top search keywords, traffic sources, traffic referral, and mobile device access. We also looked into the tendency of page hits associated with the following factors: topic (tag) , average Google search entrances per week, and age of the article. Preliminary log-level regression results show that pages with high numbers of hits tend to have more tags, not a summary of academic research, and be related to managing money in tough times. We shared result implications and limitations based on the results of this study. Besides advanced researches, personal finance academicians need to write on simple and applicable topics, as evident from top search hits (birth certificate, FICA tax, and SMART goals) and less tendencies of research summary articles to get hit. The federal Financial Literacy and Education Commission (FLEC) core competencies provide targeted knowledge and action/behavior changes, which in themselves are guidelines for writing topics. Despite being a non-profit organization, eXtension can still take advantage of pro-business properties by having course enrollment and savings as conversion goals.
The survey gathered responses from 724 individuals on important topics in personal finance. The top three most important topics for adults according to respondents were saving for retirement, paying off debt, and budgeting/tracking expenses. Regional differences emerged, with those in the Western US rating themselves more knowledgeable and reporting greater use of adult education and college courses. The survey provided a valuable dataset on information needs to help design effective personal finance programs.
The Prezi Presentation: http://prezi.com/hrbvl-co0qsn/?utm_campaign=share&utm_medium=copy
Small Steps to Health and Wealth™ encourages participants to make positive behavior changes to simultaneously improve their health and personal finances.
Using data from Google Analytics, we look into factors that are associated with article and Ask an Expert (AaE) page views. Specifically, we utilize Google Analytics data from April 2009 – April 2012 and available Page Analytics (http://pageanalytics.extension.org/) in the personal finance or Financial Security for All (FSA) Community of Practice (CoP) areas. Top 25 articles and AaE with the highest page views per month will be selected to look for similar characteristics among these webpages. At the macro level, we will be exploring relevant statistics to our CoP such as search engine utilized, top search keywords, traffic sources, traffic referral, and mobile device access. We will be also be looking into the tendency of page hits associated with the following factors: newsletter, curriculum, number of words, topic (tag) , average Google search entrances per week, age of the article, and its seasonal nature (month, quarter). We share result implications and limitations based on the results of this study.
New Mexico State University (NMSU) Employee Council in collaboration with NMSU Cooperative Extension Service is administering a survey to NMSU employees to determine the need for personal financial wellness education for NMSU employees and its ideal format. We expect NMSU to have high needs for employee financial education because New Mexico arguably has the worst personal finance education requirements for high school graduation. Available in Spanish, paper, and online versions, the survey is administered from September 19 to October 31, 2012. Based on results of 151 responses, 64% respondents considered themselves knowledgeable in personal finance topics, but 86% of them stated that they would benefit from learning more about personal finance. Areas of interests include traditional retirement plan (73%), alternative retirement plan (75%), estate planning (92%), retirement planning (91%), investment (88%), and increasing income (88%). About half of respondents (n=75) put down their e-mail address in willingness to participate in further surveys for workshop planning with eight of them reported of having expertise to present at least a personal finance topic. The survey indicates a high need for a personal finance education for NMSU employees and opportunities to get NMSU employees involved its program planning.
https://learn.extension.org/conferences/nexc2012/events/700 Using data from Google Analytics, we looked into factors that are associated with article and Ask an Expert (AaE) page views. Specifically, we utilized Google Analytics data from April 2009 – April 2012 and available Page Analytics (http://pageanalytics.extension.org/) in the personal finance or Financial Security for All (FSA) Community of Practice (CoP) areas. We shared result implications and limitations based on the results of this study #nEXC2012
Youth are getting exposed to high‐tech devices such assmart phones and internet at earlier ages. While there are many benefits of these devices,they have opened up opportunities for others to negatively exploit users. This workshopwill educate educators and youth about these predatory activities, ways to avoid them, andwhat to do when you or others encounter them.
The document discusses America Saves Week 2012 in New Mexico. America Saves is a national campaign that helps individuals save money and build wealth rather than debt. America Saves Week involves state proclamations, media coverage, and financial education events to encourage saving. Individuals can sign up as savers on the America Saves website or through local campaigns. Savers receive newsletters, webinars, and saving tips. The presentation outlines how New Mexico can build on existing partnerships with banks, schools, and other groups to promote America Saves Week and encourage more residents to sign up as savers. Input from attendees is requested on potential participating organizations in New Mexico.
The document discusses America Saves Week 2012 and efforts to promote savings in New Mexico. America Saves is a national campaign launched in 2001 to help individuals save money and build wealth. America Saves Week includes activities like proclamations and financial education events to encourage savings. Individuals can sign up as savers on the America Saves website or through local campaigns. Savers receive newsletters and savings tips. The presentation outlines how New Mexico can build on existing partnerships with banks, credit unions, schools and other groups to promote America Saves Week and encourage more residents to save money. Input is requested on potential partner organizations in New Mexico.
This document analyzes the costs of canning 7 jars of pickles at home compared to purchasing commercially canned pickles. It calculates costs for equipment, jars/lids, ingredients, utilities, and labor. The total cost of home canned pickles is $14.20 or $2.03 per jar, compared to $2.50 per jar for store-bought. Disregarding labor, home canning may save half the cost of commercial products and provides environmental and health benefits.
This document describes the "Mi Propia Casa" or "Home of My Own" program. It is sponsored by New Mexico State University and the City of Las Cruces, and supported by the U.S. Department of Housing and Urban Development. The program provides information and resources to help people understand the home buying process, costs involved, and responsibilities of homeownership. It includes sections on managing finances, renting, deciding to buy, the buying process, home maintenance, and being a responsible homeowner. Materials are available on the program's website and include guides, worksheets, checklists, and a Spanish translation.
This document provides information on emergency preparedness at home. It outlines 4 steps: 1) Find out what disasters could happen locally and learn emergency plans and signals. 2) Create a disaster plan with your family, including evacuation plans and designating an out-of-area contact. 3) Put your plan into action by posting numbers, teaching children what to do, creating a supply kit, and ensuring safety features in your home. 4) Keep your plan current by practicing drills and replacing expired supplies.
six payment methods (cash, check, credit card, debit card, direct payment, e-bill) used for 16 different types of transaction in the U.S., such as housing, grocery, dining, health, and car expenses. Transaction-specific payment method usage would give a better understanding of changes in payment method use than those based on mere “Did you use this payment method for any transaction?” question.
Are county agents ready to adopt this social media tools for extension programs and marketing tools? NEAFCS Annual Conference Abuquerque, September 2011
This document describes a job preparation program for inmates being released from prison. The program consists of four two-hour sessions over five sections: goal setting, applications, resumes, interviews, and keeping a job. Based on surveys of past participants, 96% found the material very useful and within six months 85% were more aware of completing applications, over 40% actively searched for jobs using materials from the program, and 20% obtained employment. The program aims to help ex-inmates successfully transition back into the community through training on job seeking skills.
This document discusses internet use in 4-H activities. It covers using the internet as a tool for marketing and communication through various types of social media like content-based, personality-based, interest-based and fantasy-based social media marketing. It also discusses using the internet for training through platforms like Centra, iTunes, YouTube and Second Life. The document outlines some risks of internet use like invasion of privacy and exposure to inappropriate content and provides tips for safe internet use.
The document discusses achieving financial security in the current economic environment, referred to as the "new normal". It describes the "new normal" as a period of slow economic growth, low stock market returns, high unemployment, and declining asset values. It then provides an overview of basic personal finance principles like budgeting, setting SMART goals, investing for retirement, and diversifying investments. The document emphasizes starting to save and invest early in order to take advantage of compound interest over time.
4. Surveys on Teachers ….
• Teachers recognized the importance of teaching personal
finance but few have had formal preparation (Way &
Holden, 2009)
• 89% of teachers agreed or strongly agreed: Students should be
required to take a financial literacy course or pass a literacy test for
high school graduation
• Few teachers are teaching financial topics (29.7%)
• K-12 teachers are acquiring very little formal education
• only 37% of teachers had taken a related college course (ever)
• only 18.9% had taken a personal finance workshop (last 3 years)
• only 11.6% had taken a workshop on teaching personal finance (last 3
years)
6. Characteristics of the “New Normal”
An extended period of:-
• Slow U.S. economic growth: GDP growth < 2%
• Low single-digit average annual stock returns
• Stubbornly high unemployment levels: 7.8% (14.7%?)
• Precarious job security (public and private sector)
• Youth, <25: 53% jobless or underemployed
• College debt --- Next financial crisis wave. Averages at $26,500
• March 2012: College Debt > Auto Loans and Credit Card
• Tightened credit standards
• Declining asset values (e.g., housing)
• Increased precautionary household savings and debt
repayment
• Decreased household spending
7. Introducing the 4-H Build a Million
Curriculum
• Youth Investing Education Curriculum
• Two Major Components
• Educator/Volunteer Curriculum
• Youth Website
• In the website: Tools, interactive games and activities
• to show them how to save money and discover the basics of investing
• Targeted for High School Aged Students
• School or Club Based Instruction
• Supplement or stand alone program
• Combine with other 4-H program – E.g. Goal-setting; Budgeting
• It’s Free!!!
8. History of the Project
• Funded by FINRA Investor Education Foundation
• Started as a grant to University of Kentucky – Dr. Robert
Flashman
• In cooperation with Michigan State University, University of
Tennessee and Virginia Tech University
• June of 2010- Grant was awarded to Michigan 4-H
Foundation (Erica Tobe, former Program Leader, Michigan
State University Extension, hired as consultant for the
project)
9.
10. Curriculum Development Process:
Review and Pilot Stages
(Educator/Volunteer Guide)
• Original Project Team developed the Curriculum
• Reviewed by Dr. Celia Hayhoe (Virginia Tech) and Dr.
Dena Wise (Tennessee) and a team of 4-H educators
from MSU Extension
• Piloted with 11 community sites in Michigan (each unit
piloted at least three times)
• 4-H Clubs
• Schools
• Financial Professionals
• Material was revised by project consultant and edited by
MSU ANR Communications staff
11. How is the Educators Guide/Volunteer
Curriculum laid out?
• Made up of six units comprising 16 lessons
• Focus is on Investing education…
• All but Unit 3 are designed to be completed in one hour
• It is recommended that the lessons be completed in the
order that they are listed in the curriculum
• More advanced groups can skip a lesson if they are
already competent in the material
12. Units and Lessons
• Unit 1: Do You Have What it • Unit 4: It’s All About Risk … 121
Takes to be a Millionaire? … 7 • Lesson 12: Personal and Investment
• Lesson 1: Picture Your Success Risk
• Lesson 2: Making Choices • Lesson 13: Understanding Business
• Lesson 3: Do you Want to be a and Economic Risk
Millionaire?
• Unit 2: Learning the Basics … 35 • Unit 5: Economy and Investing
• Lesson 4: Budgeting Your Money … 135
• Lesson 5: Credit Cards 101 • Lesson 14: Investment Allocation
• Lesson 6: Investing Your Money
Decisions
• Lesson 15: How is Our Economy
• Lesson 7: Saving Early
Doing?
• Unit 3: Investment Basics … 75 • Unit 6: Putting it All Together
• Lesson 8: Cash and Cash Equivalents and Next Steps … 153
• Lesson 9: Understanding and Investing • Lesson 16: As You Start Your Journey
in the Stock Market
• Lesson 10: Bonds Basics
• Lesson 11: Understanding Mutual
Funds
13. Core Components of the Program
• Instructor key concepts
• Quick overview handouts
• Icebreakers
• Discussion questions
• Web resources
14. Core Components of the Program
Each unit begins by providing the following information:
• Learning objectives
• Time
• Materials needed
• Lesson plan overview
15. Unit One: Do you have what it takes to be
a Millionaire?
• Lesson 1: Picture Your Success
• Explore the concept of goals.
• Differentiate between short, intermediate and long-term goals.
• Outline the various types of goals.
• Practice goal-setting techniques.
16. Unit One: Do you have what it takes to be
a Millionaire?
• Lesson 2: Making Choices
• Review the decision-making process.
• Illustrate the concept of opportunity cost.
• Help youth distinguish between wants and needs.
• Lesson 3: Do You Want to be a Millionaire?
• Familiarize youth with the characteristics of American millionaires.
• Demonstrate the advantages of making wise financial decisions.
17. Unit Two: Learning the Basics
• Lesson 4: Budgeting Your Money
• Familiarize youth with key concepts such as budgeting and saving.
• Provide youth with an opportunity to complete a budget utilizing the
“Spartan Dollar$ and Cents” simulation.
• Lesson 5: Credit Cards 101
• Familiarize youth with credit card terminology.
• Provide basic information about credit card usage.
• Discuss using credit responsibly.
• Explain how to read and understand credit card statements and
agreements.
18. Unit Two: Learning the Basics
• Lesson 6: Investing Your Money
• Familiarize youth with key concepts such as:
• Investments and Investing
• Return on investments
• Compounding
• Lesson 7: Saving Early
• Introduce youth to the benefits of beginning to invest early.
• Demonstrate the value of compound interest.
19. Unit Three: Investment Basics
• Lesson 8: Cash and Cash Equivalents
• Familiarize youth with various cash and cash equivalent accounts
available at local financial institutions.
• Provide youth with practice calculating returns and making
investment choices based on goals and timelines.
• Lesson 9: Understanding and Investigating the Stock
Market
• Provide youth with a basic understanding of the stock market.
• Familiarize youth with the general terminology associated with
stocks, types of stocks, and the stock market.
• Familiarize youth with the process of buying and selling stocks.
20. Unit Three: Investment Basics
• Lesson 10: Bond Basics
• Provide youth with a basic understanding of bonds.
• Provide youth with an understanding of how market interest rates
affect the selling price of bonds.
• Illustrate to youth a simple method of calculating the yield (rate of
return) of bonds and the relationship between selling price and
yield.
• Lesson 11: Understanding Mutual Funds
• Provide youth with a basic understanding of mutual funds.
• Educate youth on how to evaluate and select a mutual fund.
• Educate youth on how to compare mutual funds.
21. Unit Four: It’s All About Risk…
• Lesson 12: Personal and Investment Risk
• Introduce youth to the concept of risk.
• Have youth consider their personal risk tolerance.
• Provide youth with an understanding of the risks associated with
various investment vehicles.
• Lesson 13: Understanding Business and Economic Risk
• Provide youth with an understanding of the risks of investing
• Provide youth with the ability to distinguish between business and
economic risks.
22. Unit Five: Economy and Investing
• Lesson 14: Investment Allocation Decisions
• Encourage youth to think about how to allocate their investments.
• Familiarize youth with the concepts of time and the importance of
goals in the decision-making process.
23. Unit Five: Economy and Investing
• Lesson 15: How is Our Economy Doing?
• Teach youth to identify and think about key factors in our economy.
• Explain that these factors should influence investment allocation
decisions and investment choices.
24. Unit Six: Putting It All Together and Next
Steps
• Lesson 16: As You Start Your Journey...
• Review with youth the “Picture Your Success” activity from Unit 1.
• Have the youth explore their investing plans for the future.
• Review the overall curriculum and discuss next steps for continuing
education.
25.
26. Let’s Explore…
Where to Access the Materials? :::
• http://campus.extension.org/file.php/498/Millionaires%20F
inal/Index.html
OR
• Internet Search: “4-H Build a Million”
• http://www.extension.org/pages/61531/4-h-build-a-million
27. 4-H BUILD A MILLION
By Fahzy Abdul Rahman
Family Resource Management Extension Specialist
New Mexico State University
fahzy@nmsu.edu; 575-646-2253
Editor's Notes
Way, W. L. & Holden, K.C. (2009). Teachers’ background and capacity to teach personal finance: Results of a national study. Journal of Financial Counseling and Planning Education, 20(2), 64-78