Students will learn how their values influence financial decisions. Students will understand the difference between a want and need, and they must take care of their needs first when it comes to making financial decisions. They will also learn how opportunity costs and trade-offs can help them with their financial decision making.

Financial Education & ELA, K-5Discover how children’s picture books can be used to teach personal finance! This resource-based training will introduce participants to the FEPPP Library, a diverse collections of titles with personal finance themes and SEL opportunities, as well as the Bilingual Spanish Library, featuring bilingual read-alouds and dual language resources. In addition, educators will receive Lesson & Resource Guides featuring no- or low-prep text-aligned lessons and activities.Webinar recorded on August 14, 2023

Guide students through real-world math applications with personal finance!From skip counting to decimal operations, this training will dive into the math skills linked to financial education. Participants will learn methods for integrating personal finance with math standards instruction, with an emphasis on small group strategies, problem-solving, and decision-making. Educators will walk away with lessons, online games, and resources to engage learners.

Financial Education & SEL, K-5Explore the natural connection between financial education and social-emotional learning! In this training, participants will dig into standards alignment and review three strategies for implementing SEL-based personal finance in the elementary classroom, with an emphasis on DEI and underserved student populations. Educators will walk away empowered to integrate SEL and financial education using “grab and go” resources, ideas, and lesson plans. 

Discover strategies to empower migrant, dual-language, Native, and other underserved youth populations with financial confidence and capability!This training focuses on providing equitable access to financial education, with a whole-student, asset-based approach rooted in social emotional learning. Educators will receive culturally relevant and equitably translated resources, as well as suggestions to engage with families and communities within financially vulnerable populations.

Personal Finance

Short Description:
Financial Empowerment is designed for a single-semester introduction to financial planning and decision-making, in order to provide first and second-year students with the necessary financial literacy and skills needed to make sound financial decisions, assess financial risk, and achieve financial success. This textbook attempts to speak to the varied backgrounds, knowledge systems, and experiences of Canadians by providing Indigenous and non-Indigenous perspectives on personal finance and financial planning using examples and information from Elders, the Canadian financial system, and the economy.

Long Description:
The purpose of the Financial Empowerment adaptation is to take an accessible, student-focused, personal finance textbook from the United States and make it affordable and relevant for students in Canada. While many mainstream Canadian personal finance texts provide excellent content in terms of the mechanics of personal finance, they are expensive and not always relevant to the values and experiences of students in the classroom. Many mainstream personal finance texts fall short for Indigenous Canadians and non-Indigenous Canadians alike because they do not speak to the varied backgrounds, knowledge systems, and experiences of their readers. This textbook was adapted in order to motivate a broad range of students to learn about personal finance.

The specific goals of this textbook are: to help students build a solid understanding of personal finance in order to achieve financial literacy and financial success by providing them with the skills and knowledge necessary to navigate short and long-term financial change; to tailor the content for a Canadian audience by providing Indigenous and non-Indigenous perspectives on personal finance and financial planning using examples and information from the Canadian financial system and economy; to increase accessibility to financial education resources for students and general public alike regardless of where they live or study; to customize the content for Indigenous students in Canada and address student needs for practical and theoretical knowledge on financial decision-making and financial risk assessment; and to connect financial literacy with Indigenous Knowledge and history by threading Indigenous perspectives and interviews with Elders and other community leaders throughout the textbook.

Word Count: 143750

ISBN: 978-1-990641-83-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Personal Finance for Indigenous and Non-Indigenous People

Short Description:
Financial Empowerment is designed for a single-semester introduction to financial planning and decision-making, in order to provide first and second-year students with the necessary financial literacy and skills needed to make sound financial decisions, assess financial risk, and achieve financial success. This textbook attempts to speak to the varied backgrounds, knowledge systems, and experiences of Indigenous and non-Indigenous Canadians by providing Indigenous and non-Indigenous perspectives on personal finance and financial planning using examples and information from Elders, the Canadian financial system, and the economy. Additional resources can be found at https://www.uregina.ca/oer-publishing/index.html.

Long Description:
Financial Empowerment is an adaptation of the openly licensed textbook Personal Finance, v. 1.0 which was adapted by Saylor Academy (2012) under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee and is available here: http://www.saylor.org/site/textbooks/.

The purpose of the Financial Empowerment adaptation is to take an accessible, student-focused, personal finance textbook from the United States and make it affordable and relevant for Indigenous and non-Indigenous people in Canada. While many mainstream Canadian personal finance texts provide excellent content in terms of the mechanics of personal finance, they are expensive and not always relevant to the values and experiences of students in the classroom. Many mainstream personal finance texts fall short for Indigenous Canadians and non-Indigenous Canadians alike because they do not speak to the varied backgrounds, knowledge systems, and experiences of their readers. This textbook was adapted in order to motivate a broad range of students to learn about personal finance.

The specific goals of this textbook are: to help students build a solid understanding of personal finance in order to achieve financial literacy and financial success by providing them with the skills and knowledge necessary to navigate short and long-term financial change; to tailor the content for a Canadian audience by providing Indigenous and non-Indigenous perspectives on personal finance and financial planning using examples and information from the Canadian financial system and economy; to increase accessibility to financial education resources for students and general public alike regardless of where they live or study; to customize the content for Indigenous students in Canada and address student needs for practical and theoretical knowledge on financial decision-making and financial risk assessment; and to connect financial literacy with Indigenous Knowledge and history by threading Indigenous perspectives and interviews with Elders and other community leaders throughout the textbook.

Supplementary resources for this text include: PowerPoint slides Video Introduction

Word Count: 144364

ISBN: 9780889775497

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Personal Finance for Indigenous and Non-Indigenous People

Short Description:
Financial Empowerment is designed for a single-semester introduction to financial planning and decision-making, in order to provide first and second-year students with the necessary financial literacy and skills needed to make sound financial decisions, assess financial risk, and achieve financial success. This textbook attempts to speak to the varied backgrounds, knowledge systems, and experiences of Indigenous and non-Indigenous Canadians by providing Indigenous and non-Indigenous perspectives on personal finance and financial planning using examples and information from Elders, the Canadian financial system, and the economy.

Long Description:
Financial Empowerment is an adaptation of the openly licensed textbook Personal Finance, v. 1.0 which was adapted by Saylor Academy (2012) under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee and is available here: http://www.saylor.org/site/textbooks/.

The purpose of the Financial Empowerment adaptation is to take an accessible, student-focused, personal finance textbook from the United States and make it affordable and relevant for Indigenous and non-Indigenous people in Canada. While many mainstream Canadian personal finance texts provide excellent content in terms of the mechanics of personal finance, they are expensive and not always relevant to the values and experiences of students in the classroom. Many mainstream personal finance texts fall short for Indigenous Canadians and non-Indigenous Canadians alike because they do not speak to the varied backgrounds, knowledge systems, and experiences of their readers. This textbook was adapted in order to motivate a broad range of students to learn about personal finance.

The specific goals of this textbook are: to help students build a solid understanding of personal finance in order to achieve financial literacy and financial success by providing them with the skills and knowledge necessary to navigate short and long-term financial change; to tailor the content for a Canadian audience by providing Indigenous and non-Indigenous perspectives on personal finance and financial planning using examples and information from the Canadian financial system and economy; to increase accessibility to financial education resources for students and general public alike regardless of where they live or study; to customize the content for Indigenous students in Canada and address student needs for practical and theoretical knowledge on financial decision-making and financial risk assessment; and to connect financial literacy with Indigenous Knowledge and history by threading Indigenous perspectives and interviews with Elders and other community leaders throughout the textbook.

Word Count: 143696

ISBN: 9780889775497

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This open online course introduces participants to the financial risks and impacts associated with climate change.

Long Description:
This four-week course introduces participants to the financial risks and impacts associated with climate change. Participants will explore a range of risk pathways that link climate and economic systems, including:

• physical risks related to direct exposure to climate hazards in the value chain; • transition risks arising from abrupt transitions to a low-carbon economy; • systemic risks transmitted throughout the economy; • extreme risks arising from the complex dynamic nature of climate-economy systems.

Topics will be explored through the use of case study examples, group-based analysis and problem solving. The learning is supported by readings, videos and live, interactive online sessions. Participants are encouraged to share their own knowledge and expertise in group-based discussion forums. Upon completion of the course, participants will have a foundational understanding of the relationship between climate change and the economy. Participants will develop their ability to identify climate-related financial risks within their own organizations—critical groundwork for effective planning and decision-making for mitigation and adaptation.

As an introductory course, this course is suited to those with limited previous experience in climate-related finance or economics. However, a basic understanding of climate science is presumed.

This course is part of the Adaptation Learning Network led by the Resilience by Design Lab at Royal Roads University. The project is supported by the Climate Action Secretariat of the BC Ministry of Environment & Climate Change Strategy and Natural Resources Canada through its Building Regional Adaptation Capacity and Expertise (BRACE) program. The BRACE program works with Canadian provinces to support training activities that help build skills and expertise on climate adaptation and resilience.

Word Count: 9867

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

15.514 is an intensive introduction to the preparation and interpretation of financial information for investors (external users) and managers (internal users) and to the use of financial instruments to support system and project creation. The course adopts a decision-maker perspective on accounting and finance with the goal of helping students develop a framework for understanding financial, managerial, and tax reports. 15.514 is restricted to System Design and Management students.
Acknowledgements
Acknowledgement is hereby given to Professor G. Peter Wilson for his authorship of the following content in this course:

The Five Challenges (see Syllabus and Lecture 1)
"What Do Intel and Accountants Have in Common?" (see Lecture 1)
A Conceptual Framework for Financial Accounting (see Lecture 1)

Short Description:
People, places, and approaches to fishing are as varied as the diverse fish fauna that exist on the planet. As conservation planners recognize the value of substantial engagement of stakeholders in decision making and ineffectiveness of rigid top-down management approaches, Fish, Fishing, and Conservation asserts that all peoples must play a role in conservation. Through case studies, engaging narrative and graphics, and exercises, the 389-page, undergraduate-level text explores major motivations for fishing and non-fishing related values, responsible fisheries practices, the rights of all people to decide how to manage and conserve fish, their habitats, and how they are utilized. For many fishes, overfishing remains a pressing global problem for which appropriate solutions are not easily found nor implemented.NewParaInstructors, if you are reviewing or adopting for use in a class, please let us know. https://bit.ly/fishandconservation_interestNewParaFor PDF, ePub, recordings of Profiles in Fish Conservation, and a link to order the print version visit: https://doi.org/10.21061/fishandconservation

Word Count: 331759

ISBN: 978-1-957213-31-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Fish, Fishing, and Conservation is a 389-page, peer-reviewed open textbook intended for undergraduate students who are exploring majors in Fish & Wildlife. It is also relevant to a general audience or for use in courses which explore social and ethical aspects of fish, fishing and conservation.

Are you reviewing or adopting this book for a course?
Please help us understand your use by completing this form https://bit.ly/fishandconservation_interest

People, places, and approaches to fishing are as varied as the diverse fish fauna that exist on the planet. As conservation planners recognize the value of substantial engagement of stakeholders in decision making and ineffectiveness of rigid top-down management approaches, Fish, Fishing, and Conservation asserts that all peoples must play a role in conservation. Through case studies, engaging narrative and graphics, and exercises, the text explores major motivations for fishing and non-fishing related values, responsible fisheries practices, the rights of all people to decide how to manage and conserve fish, their habitats, and how they are utilized in the context of overfishing as a pressing global problem for which appropriate solutions are not easily found nor implemented.

Introductory chapters examine fish, fishing, and why fish matter and examine the role of values in driving conservation initiatives. Fish and their unique sensory capabilities are described along with a review of recent studies to examine issues of pain, sentience, and learning in fishes living in a foreign, underwater world. The text incorporates these new findings in conservation and management leading readers to evaluate and adopt suitable approaches to ethical reasoning which consider the welfare needs of wild and cultured fishes. Later chapters focus on the role of gender in fishing, conservation organizations, recreational fishing, and a focus on specific fisheries that reveal the principles of conservation and management as they play out in major controversies. Additionally, the textbook contains audio recordings of professional profiles by Virginia Tech students. These are linked at the beginning of each end-of-chapter Professional Profile. Audio recordings are also available on Spotify.

How to Access the Book
The main landing page for this book is https://doi.org/10.21061/fishandconservation. The text is available in multiple formats, including PDF, ePub, and Pressbooks https://pressbooks.lib.vt.edu/fishandconservation.

Teaching Resources
Additional teaching resources including a sample syllabus, course schedule, and selected assignments related to this book are available at http://hdl.handle.net/10919/115425. Individuals who wish to share their materials relevant to teaching in this subject area are encouraged to join and share their openly-licensed resources via the Fish, Fishing, and Conservation Instructor Group in OERCommons

ISBN
ISBN PDF 978-1-957213-27-9
ISBN Print 978-1-957213-28-6
ISBN Pressbooks 978-1-957213-31-6 https://pressbooks.lib.vt.edu/fishandconservation
ISBN ePub 978-1-957213-29-3

Table of Contents
1. Fish, Fishing, and Why They Matter
2. Values Drive Fish Conservation
3. Sensory Capabilities of Fish
4. Ethical Reasoning and Conservation Planning
5. Pain, Sentience, and Animal Welfare
6. Public Aquariums and Their Role in Education, Science, and Conservation
7. Gender and Fishing
8. Angling and Conservation of Living Fishy Dinosaurs
9. Fly Fishing’s Legacy for Conservation
10. Recreational Fishing and Keep Fish Wet
11. Integrating Fishers in the Management of Arapaima
12. Conserving Tunas: The Most Commercially Valuable Fish on Earth
13. Groupers and Spawning Aggregations
14. Menhaden and Forage Fish Management
15. Takeaways for Successful Fish Conservation

Suggested Citation: Orth, Donald (2023). Fish, Fishing, and Conservation. Blacksburg: Virginia Tech Department of Fish and Wildlife Conservation. https://doi.org/10.21061/fishandconservation. Licensed with CC BY 4.0.

About the Author
Donald J. Orth is the Thomas H. Jones Professor in the Department of Fish and Wildlife Conservation at Virginia Polytechnic Institute and State University. He has taught the following courses: Ichthyology, Stream Habitat Management, Fisheries Management, Fish Population Dynamics, Fish, Fishing, and Conservation, and First-Year Experience in Natural Resources. His principal interests are in population and community ecology, stream fish ecology, regulated rivers, instream flow and stream habitat assessment, fisheries management, and fish population dynamics. He has guided numerous undergraduate research projects and advised 33 graduate students during his career.

Don attended Eastern Illinois University (BS) and Oklahoma State University (MS and PhD). He is a Life Member of the American Fisheries Society and a Certified Fisheries Professional. He is also a Fellow of the American Fisheries Society, the American Institute of Fisheries Research Biologists, and the Virginia Natural Resources Leadership Institute. Don has published more than 150 primary papers and 50 technical reports on fish, fisheries, and riverine management. Much of his research was also communicated with a general audience in over 180 popular articles. He has received numerous awards for his teaching and contributions to conservation and public outreach. Most recently, the Virginia Chapter of the American Fisheries Society awarded him the Eugene W. Surber Award for years of significant contributions to the field of fisheries science.

Selected Acknowledgments
Publication of this work was made possible in part by grants from VIVA, the Virtual Library of Virginia, and the University Libraries at Virginia Tech through its Open Education Initiative, which provides development assistance and financial support to Virginia Tech faculty who wish to use, create, or adapt openly licensed teaching materials to support student learning. The University Libraries also contributed faculty and staff support. Donald Orth’s contributions were supported in part by the U.S. Department of Agriculture through the National Institute of Food and Agriculture Program and Virginia Tech Polytechnic Institute and State University. Additional funding support was provided by the Thomas H. Jones Endowment.

Errata and Error Reporting
Errata
Error Reporting

Accessibility Statement: Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Open Education Initiative is committed to continuous improvement regarding accessibility. The text, images, and links in the PDF versions of this text are tagged structurally and include alternative text, which allows for machine readability. Audio recordings of each profile in fish conservation are available as mp3 files via Spotify and Pressbooks. Please contact openeducation at vt.edu if you are a person with a disability and have suggestions to make this book more accessible.

Cover Art: Nora Ligus
Cover Design: Kindred Grey

About the Arts, Care & Connection Lesson Pilot Series:Arts for Learning Northwest collaborated with Oregon teaching artists on the development of this series of four arts courses designed for K-5 students, with integrated social emotional learning content in the areas of dance, visual arts, theater, and music. This lesson is part of a pilot project, and will be shared in its final version in an Oregon Open Learning Lesson Collection. 

SYNOPSIS: This lesson explores the complexities of food waste and its connection to climate change.

SCIENTIST NOTES: This lesson illustrates the concept of food waste and food loss and provides initiatives to reduce food waste. This will not only help in improving food security but is a good alternative to drawdown greenhouse gas emissions from food waste. All materials have been fact-checked, and the lesson is credible for teaching.

POSITIVES:
-This lesson includes a diverse set of perspectives, communities, and solutions.
-Students are able to learn about the complexity of food waste from different contexts.

ADDITIONAL PREREQUISITES:
-Students are likely to have different perspectives and emotions regarding food waste. It can be an overwhelming experience to learn about the severity of this problem. This lesson embeds questions to give students time and space to process these emotions and inequities.
-The Big Waste video contains some statistics from 2012-2013, so some data may be outdated and obsolete.

DIFFERENTIATION:
-Seeing the severity and inequities of food waste might cause feelings of anxiety, sadness, anger, despair, or surprise in some students. It is recommended for teachers to remind them that those feelings are normal and natural. Sharing those feelings with the class can help support students’ social-emotional learning. It is recommended to encourage students to share their honest reactions.
-This exploration and these discussions might naturally lead into the “What can we do about it?” discussion.

Students analyze their own nutrition and then complete a project where they develop a research question, collect data in the field about students' nutrition, and analyze their data. Students use their research on nutritional requirements and student data to recommend changes in the school to improve student nutrition. Student teams identify and summarize their persuasive arguments with the data they have gathered. They present their findings to the appropriate audience with decision-making authority.

This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.

Our goal in writing this text was to provide a comprehensive overview of the diverse and broad field of forensic psychology, including applications in both the criminal and civil legal systems, with a focus on the Canadian experience. The core topics include forensic assessment in the criminal and civil domains, treat- ment, children and juveniles in the legal system, eyewitness testimony, police and police investigations, jury decision making, and correctional psychology.

Advances in cognitive science have resolved, clarified, and sometimes complicated some of the great questions of Western philosophy: what is the structure of the world and how do we come to know it; does everyone represent the world the same way; what is the best way for us to act in the world. Specific topics include color, objects, number, categories, similarity, inductive inference, space, time, causality, reasoning, decision-making, morality and consciousness. Readings and discussion include a brief philosophical history of each topic and focus on advances in cognitive and developmental psychology, computation, neuroscience, and related fields. At least one subject in cognitive science, psychology, philosophy, linguistics, or artificial intelligence is required. An additional project is required for graduate credit.

This resource provided information about Howard Gardner's Multiple Intelligence Theory. this theory provides insights into the eight different levels of giftedness that students could possess and provides an explanation of each level. Additionally, there is information from the National Association for Gifted Children and a video introduction from Howard Gardner about his multiple intelligence theory.

Word Count: 38420

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This lesson requires two class periods. In the first class period, students are asked to think of a way to decide who gets 100 pennies and how many each person gets. They learn about the concept of allocation and about different resource allocation methods. They evaluate the different methods using a graphic organizer. Next they listen to different scenarios and try to determine which allocation method was used. Then, after listening to the story Four Feet, Two Sandals about two girls who face some resource allocation issues, they identify the methods used in the story. In the second class period, the students are placed into groups to act out skits illustrating a resource allocation method that their classmates then try to guess. Finally, they read a news article about a resource and write letters to a city council outlining the ways the city could allocate the resource.