THINGS NOT TO BUY

Posted on April 1, 2015 by Melissa Hart

To avoid wasting money, financial experts suggest cutting back on items that might not best serve your needs, such as:

  • cable television, since there are less expensive alternatives such as online streaming, which save a person over $800 a year.
  • name-brand razor blades costs can be reduced by using a membership program or by shopping at a discount retailer.
  • bottled water costs can reduced by using a home purification system.
  • USB drive costs can be reduced with the use of cloud storage.

For additional information on wise buying, click here:

Teaching Suggestions

  • Have students talk to others and create a list of items on which money is often wasted.
  • Have students suggest lower-cost alternatives for various items that are purchased regularly.

Discussion Questions 

  1. What actions can be taken to find low-cost alternatives for items that are purchased frequently?
  2. Explain short-term and long-term financial benefits of saving money on items that are purchased frequently.
Categories: Chapter 2, Chapter 6, Wise Shopping | Tags: , | Leave a comment

Affordable School Tips

Posted on March 28, 2015 by Melissa Hart

To help students and their families reduce the costs associated with college, AffordableSchoolsOnline.com provides information and links on various topics.  Features of this website, which was previously known as FrugalDad.com, include coverage college selection, financial aid, saving for college, and career trends for selecting a major.

For additional information on money-saving tips for school, click here:

Teaching Suggestions

  • Have students conduct online research to determine actions that might be taken to reduce education costs.
  • Have students interview various people to determine actions to take to reduce education costs.

Discussion Questions 

  1. What actions have you taken to reduce education costs?
  2. Describe attitudes and beliefs that may minimize a person’s desire to reduce their education costs.
Categories: Career, Chapter 2, Financial Planning, Wise Shopping | Tags: , | Leave a comment

Financial advice for singles

Posted on March 25, 2015 by Melissa Hart

Since they usually have fewer financial responsibilities, singles have a greater opportunity to save for a future family, advanced career training, or long-term financial security (retirement). Singles are also able to share their time (volunteering), talents (teaching others skills/knowledge they possess), and treasures (financial donations) to address local and global concerns related to education, hunger, safe water, health care, job training, and other social issues. Single people, as well as others, may take advantage of free community events, doing volunteer work, and using barter/exchange platforms to share recreational facilities, events, and experiences.

For additional information on financial advice for single, click here:

Teaching Suggestions

  • Have students talk with others who are involved in addressing various social concerns through volunteering and other community service activities.
  • Have students survey several people to determine various actions that might be considered for achieving financial goals.

Discussion Questions 

  1. How does your life situation affect your financial responsibilities and spending?
  2. What short-term and long-term financial goals are you planning for at this point in your life?
Categories: Chapter 2, Chapter 6, Financial Planning, Wise Shopping | Tags: , , | Leave a comment

Three Key Interview Questions

Posted on March 21, 2015 by Melissa Hart

While a person should expect a wide range of questions in a job interview, awareness of three main questions can help a person better focus their preparation.  Instead of practicing answers to a long list of possible questions, emphasize responses to these questions.

1.  Have you got the skills, expertise and experience to perform the job?
This question will allow you to communicate your competencies that are required to do the job.

2.  Are you enthusiastic and interested in the job and the company?
This question will demonstrate that you researched the company, its strategy, markets, and products.

3. Will you fit into the team, culture and company?
This question allows job applicants to discuss their personality and work style along with how they might fit into the organization.

Responses to these three questions will prepare a person to respond to most other questions. Your answers should be presented in a comfortable manner to create a natural, two-way conversation with the interviewer.

For additional information on the three interview questions, click here:

Teaching Suggestions

  • Have students prepare preliminary answers for these three key interview questions.
  • Have students obtain suggestions for effective interviewing by talking with people who recently interviewed for a job.

Discussion Questions 

  1. What information is commonly presented in effective interview question responses?
  2. Explain how job applicants might organize their ideas to better present themselves in an interview.
Categories: Career_Appendix | Tags: , | Leave a comment

Prepaid Industry Scorecard

Posted on March 18, 2015 by Melissa Hart

Millions of consumers use prepaid cards for spending, saving, and managing their money. Card issuers offer diverse products to meet the needs of users and prepaid cards vary immensely across the industry. Such diversity is beneficial to consumers, provided that the overall quality of products is high and that providers continually strive to meet the needs of consumers.

At the same time, it is important at this point in the industry’s development to take stock of the quality of products in the marketplace and to encourage prepaid card issuers to pursue policies that actively improve consumers’ financial lives. Drawing upon the framework of CFSI’s Compass Principles and the definitions of quality articulated in the Compass Guide to Prepaid, this report assesses the level of quality in the current prepaid card marketplace and provides a set of benchmarks against which future progress can be measured.

Eighteen General Purpose Reloadable (GPR) cards are analyzed in this report. These cards collectively represent approximately 90% of the total GPR card marketplace and include the largest players in the industry, as well as a sampling of smaller programs with particularly innovative cards. To develop scores for the industry as a whole, these eighteen cards were assessed against the recommendations outlined in the Compass Guide to Prepaid. Quantitative and qualitative methods of analysis were employed to generate scores that accurately capture the quality of products in the prepaid card marketplace.

For additional information on the Prepaid Card Industry Scorecard, click here:

Teaching Suggestions

  • Have students research various fees associated with prepaid debit cards.
  • Have students create a short video that communicates actions to avoid fees for prepaid debit cards.

Discussion Questions 

  1. What are the main differences between traditional and prepaid debit cards?
  2. Explain situations when people might use a prepaid debit card.
  3. Are there certain age demographics that would use prepaid debit cards more?
Categories: Chapter 4, Debit Cards | Tags: , | Leave a comment

Critical Thinking in the Classroom

Posted on March 14, 2015 by Melissa Hart

To prepare students for higher levels of analysis, faculty members must explicitly and

intentionally design courses to build critical thinking skills. General agreement exists that critical thinking involves interpretation or analysis, usually followed by evaluation or judgment. After students have mastered the subject matter, critical thinking can be developed with questions such as:

  • What are alternative points of view for this situation?
  • What are the costs and benefits of each alternative?
  • What assumptions are the basis for these alternatives?
  • What evidence exists for each alternative?
  • What additional information might be required in this situation?
  • What actions might be taken to identify the risks in this situation?
  • How might risks be reduced?

In this learning process, students should receive feedback so they can adapt and refine their thinking in future situations. Learning experiences that help to develop critical thinking include class discussions, debates, role playing, targeted journaling, case situations, and problem solving exercises. These instructional methods can encourage curiosity, encourage questions, and require that students explain and justify responses.

For additional information on critical thinking, click here:

Teaching Suggestions

  • Talk with students about their experiences with class assignments that have required them to think beyond just knowing basic facts.
  • Conduct online research to obtain additional information on how technology might be used to enhance critical thinking.

Discussion Questions

  1. What are potential benefits of critical thinking skills for students?
  2. What actions might be taken to improve critical thinking skills?
Categories: Teaching Tools | Tags: , | Leave a comment

Mortgage Comparison Calculator

Posted on March 11, 2015 by Melissa Hart

Many home buyers do not shop around for a mortgage. Failing to comparison shop for a mortgage often means higher monthly payments and paying thousands of dollars more in interest over the life of the loan.  A recent survey of mortgage borrowers revealed that:

  • Nearly half of borrowers only consider one lender or broker before applying for a mortgage.
  • Over three-fourths of borrowers only apply to one lender.
  • Lenders and brokers were the most common mortgage information source; with real estate agent also used. Other source of information were websites, financial and housing counselors, friends, relatives and coworkers.

Home buyers should complete an application with multiple lenders or brokers in an effort to get a better deal.  Also, ask questions and take actions to help you find the best mortgage for you

For additional information on comparing mortgage rates, click here:

For the complete report on study, click here:

A mortgage comparison calculator is available, click here:

Teaching Suggestions

  • Have students interview people who own homes to obtain information about the mortgage process they used.
  • Have students prepare a data summary of mortgage rates for different lenders in their area.

Discussion Questions 

  1. What actions can be taken to reduce mortgage costs?
  2. Describe factors that a person should consider when choosing among several mortgage lenders.
Categories: Chapter 7, Financing a Home, Home Buying | Tags: , , | Leave a comment

Credit Report Accuracy

Posted on March 7, 2015 by Melissa Hart

Credit Report Accuracy

In late January 2015, The Federal Trade Commission issued a follow-up study of credit report accuracy and found that most consumers who previously reported an unresolved error on one of their three major credit reports believe that at least one piece of disputed information on their report is still inaccurate.

The study found that one if five consumers had an error that was corrected by a credit reporting agency after it was disputed on at least one of their three credit reports.  The study also found that about 20 percent of consumers who identified errors on one of their three major credit reports experienced an increase in their credit score that resulted in a decrease in their risk tier, making them more likely to be offered a lower auto loan interest rate.

For more information, Click Here.

Teaching Suggestions

  • Ask students what are their legal remedies if a credit reporting agency engages in unfair reporting practices.
  • Bring to class examples of credit-related problems of individuals and families. Suggest ways in which these problems might be solved.

Discussion Questions

  1. Why is it important for consumers to check their credit reports at least once a year?
  2. What can consumers do to ensure that their credit reports are free from errors?
Categories: Chapter 5, Credit Scores | Tags: | Leave a comment

Tax Scams

Posted on March 4, 2015 by Melissa Hart

Phone calls from criminals impersonating an Internal Revenue Service agent are the most common and serious tax scams reported by the IRS. Taxpayers should be aware the IRS never calls demanding payment or to ask for a credit card; the agency will first make contact by mail.

Phishing involves a taxpayer receiving an unsolicited email trying to obtain financial or personal information.  These phony emails often look very official with an IRS logo.  Tax-related identity theft occurs when a stolen a Social Security number is used to file a tax return for a refund.  Fraudulent tax preparation services prey on innocent taxpayers with promises of large refunds.  Be sure to investigate the credentials of the tax preparer and make sure the preparer will be available after April 15.  Avoid tax preparers who base their fees on a percentage of the refund or promise a large refund.

Other common tax scams include inflated refund claims, fake charities, filing false documents to hide income, abusive tax shelters, falsifying income to claim tax credits, and excessive claims for fuel tax credits.

For additional information on tax scams, click here:

Teaching Suggestions

  • Have students talk with others to obtain information about actions taken to file their taxes.
  • Have students prepare a list of warning signs of tax scams.

Discussion Questions 

  1. What attitudes and behaviors can result in a person being a victim of a tax scam?
  2. What actions can taxpayers take to avoid being a victim of a tax scam?
Categories: Chapter 3, Chapter 6, Frauds and Scams, Taxes | Tags: , , | Leave a comment

Your 2015 Tax Return and the Health Care Law

Posted on February 28, 2015 by Melissa Hart

Certain provisions of the Affordable Care Act will probably affect your federal income tax return when you file this year.  The law requires that you and each member of your family have qualifying health insurance coverage for each month of the year, qualify for an exemption from the coverage requirement, or make an individual shared responsibility payment when filing your federal income tax return.

Most taxpayers will simply check a box on the tax return to indicate that each member of their family had qualifying health coverage for the whole year.  Qualifying health insurance includes coverage for most, but not all, types of health care coverage plans.  If you bought coverage through the Health Insurance Marketplace, you should receive Form 1095A, Health Insurance Marketplace Statement from your Marketplace by early February.

For more information, Click Here.

Teaching Suggestions

  • Ask students to search the Internet to gather more information about the new IRS requirements and the Affordable Care Act.
  • What are provisions that might affect an individual and their families?

Discussion Questions

  1. What are the reporting requirements when you file your federal income tax return this year?
  2. How can you determine if you are eligible for an exemption?
  3. What should you do if you are expecting to receive 1095A and you don’t receive it by early February.
Categories: Chapter 3, Chapter 9, Health Insurance, insurance, Taxes | Tags: , , , | Leave a comment

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