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It was the group's final single with drummer John Steel , who left shortly after its release. In it was covered by Grand Funk Railroad , who on their album Grand Funk added some marijuana references to the lyrics such as changing the original's "rebirth" to "reefer" and "canvas bags" to "nickel bags" "burlap bags" in later reissues.
It was a concert staple of the band for years and is included on their Live Album. A reworking of portions of the song was also recorded by the Austrian band Novak's Kapelle in as "Hypodermic Needle". It was later covered by doom metal band the Obsessed , released on their compilation album, Incarnate and again by the Greenhornes on their self-titled second album.
Canadian guitarist Pat Travers also covered the song in on his album Power Trio. From Wikipedia, the free encyclopedia. For other uses, see Inside Looking Out disambiguation. Retrieved Cohen, ed. The Animals.
AI, ethics and classrooms of the future
The first found financial education could help with savings and record keeping, but did not help to prevent loan defaults. The second found that, while financial education can boost financial literacy, teaching financial literacy has less of an impact on low-income populations, and borrowing behavior is more difficult to impact than savings behavior. Yet another study published in found personal-finance lessons had no impact on financial outcomes, though additional math instruction did. Proponents commonly cite a separate study , where researchers looked at three states with financial literacy mandates—Georgia, Idaho, and Texas—and compared the credit scores of graduates before and after graduation.
The researchers found that at age 22, students who graduated after the mandate went into effect had higher credit scores and lower default rates than those who graduated before the mandate.
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Carly Urban, one of the study's co-authors, quibbles with earlier research that found less-encouraging results. So when academics find those standards to be ineffective, she claims that doesn't surprise her. Urban, like Lusardi, thinks Lynch's meta-analyses combine too many disparate interventions and do not consider the newer school-based research studies.
She also criticized them for treating all types of financial education the same. Lynch defends his methodological approach and says all the meta-analyses certainly looked at whether there was something special about one form of financial education versus another. One might ask Lynch and other skeptics: Does teaching financial literacy really hurt?
If it helps even a few people stave off financial misery, then might that be worth it? Few in the field have addressed these questions rigorously.
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While some, like Gannon, Lynch, and their co-authors have tried to spark discussion around the price tag required to teach financial education, hardly anyone seems interested in those practical details. Even Ivy League schools like Penn and Harvard now have personal-finance courses, along with growing numbers of K schools. Educators can select among hundreds of different lesson plans, online videos, and games developed by banks, foundations, advocacy groups, and for-profit companies.
The choices expand every year. Urban agrees.
Gannon, the Vermont legislator, also thinks foundations are deterred from investigating which financial literacy curriculum actually works. Many financial literacy programs are offered to schools for free or at a low cost—often sponsored by banks that say they believe in the mission, but are also intrigued by the marketing and public relations opportunities associated with branded content.
The educators, students, and even their parents all represent potential customers. But even if foundations or financial companies cover the up-front costs of curriculum, schools still need to pay the salaries of the educator, and in most cases that teacher will require training and ongoing professional development. Advocates for financial literacy in turn say if past research shows that financial literacy has not been effective, then the solution is to empower the teachers to teach it better. So does it fall on states and school districts to pick up the tab on this teacher training?
In , financial trade groups like the American Bankers Association even urged the federal government to let financial institutions claim more Community Reinvestment Act credits by providing financial literacy training and creating online education materials. And then there are programs sponsored by for-profit companies like EverFi , which currently offers financial literacy curriculum in 7, school districts around the country. Financial institutions typically pay EverFi for the software, and then underwrite its offering in public schools.
Beyond that, every choice regarding what to teach in schools involves opportunity costs. Time spent on financial literacy is time not spent on other subjects, like foreign language or computer science. In Virginia, for example, one of the 22 credits required to graduate high school must be dedicated to personal finance. Meanwhile, school districts across the state and the nation—citing budget shortfalls—have eliminated courses like physical education, art, and music.
Susan Sharkey, the senior director of NEFE's High School Financial Planning Program, says she understands it's not necessarily an easy task for a school district to add financial literacy to their course offerings. But getting an F on a well-publicized state report card, as Pelletier knows, is a useful way to pressure school districts into investing in financial literacy courses.
Though it's not even just about finding the resources to dedicate one semester to personal finance in high school anymore. Advocates for financial literacy have largely coalesced around the idea that schools should be teaching financial literacy as soon as possible, and throughout a child's entire academic career. If a study shows that financial literacy training did not improve financial outcomes, well maybe the problem is their training just started too late.
One Senate aide reflected on how the advocacy has helped shift the policy conversation toward one of victim-blaming.
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No politician really wants to use up their political capital opposing education. But things might finally be changing. In mid-May, for the first time, the top Democrat on the Senate Banking Committee spoke about the normalization of financial literacy as a salve for unsafe financial products. Otting, if a car manufacturer cut corners and sold unsafe cars that harmed millions of American families, would you recommend that the government respond by recommending car mechanic literacy so they could decide for themselves if the car is safe?
Yes or no. Otting looked confused. The senator then turned his attention to another witness, the chairman of the National Credit Union Administration. Hood, if a drug company cut corners and sold tainted prescriptions that hurt millions of Americans, would you suggest that we adopt a pharmaceutical literacy program in our schools so students could decide for themselves which drugs are safe?
Pelletier argues that there's an equity element to his work. He points to a study sponsored by Next Gen Personal Finance, which shows that students from low-income backgrounds are half as likely to have taken a financial literacy class in high school than their wealthier peers, and another study showing that rich adults have better financial skills than the poor. But is the problem that low-income people can't adequately describe annual percentage rates, or is it that they are paid too little as their costs of living go up, and financial institutions capitalize on their desperation?
It's why, they say, poor farmers in poor countries often resist purchasing rainfall insurance even though such decisions might appear financially prudent. Insurance does not deal with any of the needs—food, rent, school fees—that are pressing against the mind right now. Instead, it exacerbates them—one more strain on an already strained budget.
But actions can speak louder than words. More than civil rights, labor, faith, senior, and consumer protection organizations sent a letter to Kraninger in mid-May, pleading with her to reverse her decision. Date, the former CFPB official who now works as a managing partner at a financial services investment firm, likens the enthusiasm for financial literacy to the movement for greater consumer disclosure on products like loans and credit cards. Skip to main content.