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How is personal data collected? There are several ways that an unauthorised person can try and collect your data. These include: •phishing •smishing •vishing •pharming. Phishing Phishing is when a person sends a legitimate looking email to a user. The email contains a link to a website that also looks legitimate. The user is encouraged to click the link and to input personal data into a form on the website. The email could also simply ask the user to reply to the email with their personal data. The user is tricked into giving their personal data to a source that they believe is legitimate. However, both the email and the linked website are from a fake unauthorised source. The personal data that is input is then collected by an unauthorised person. This person can then use this data for criminal acts, for example, to commit fraud or steal the person's identity. Intimidation has become a common feature of phishing emails, threatening the user that they must click the link and rectify a situation immediately, or there will be a further issue. The aim of a phishing attack is to steal the user's personal data. Figure 5.1: Phishing. A real-life example of phishing PayPal have been the subject of several different phishing emails. Users receive an email that looks as though it has been sent from PayPal, as it has the PayPal branding. The email normally warns of an issue such as unexpected activity on their account, or that some kind of verification of their account is required. The user is then asked to click a link to log into their account and resolve the issue. The link takes them to a webpage that looks like the PayPal login page. If the user inputs their login details into this page, they will not be taken to their account. It is often at this stage that the user may realise that the email and webpage are fake. However, they have already given the unauthorised person their PayPal login details. Figure 5.2: An example of a phishing email claiming to be from PayPal. How to recognise phishing There are several guidelines to be aware of regarding emails to avoid being subjected to phishing. These include: •Don't even open an email that is not from a sender that you recognise or a trusted source. •Legitimate companies will never ask you for your personal data using email. Be immediately suspicious of any email that requests your personal data. •Legitimate companies will normally address you by your name. Be suspicious of any email that addresses you as ‘Dear Member' or ‘Dear Customer'. •Legitimate companies will send an email that uses their domain name. If you hover your mouse over the sender's name, it will show the email address that the email is sent from. If this does not look legitimate, for example, does not contain the correct domain name, then it is probably fake. For example, if the sender's email is user@paypal1.com rather than user@paypal.com, this is from an incorrect domain name. •Legitimate companies are protective of their professional reputation and thoroughly check any communications. They will make sure that all information given is grammatically and correctly spelt. Be suspicious of any email that contains bad grammar or spelling mistakes. •A link in an email from a legitimate company will also normally contain the domain name of the company. You can sometimes hover over the link, or right click and inspect the link, to see the address of the URL that is attached. If the URL does not contain the domain name, or also contains typical errors such as spelling mistakes, then be suspicious of this. PRACTICAL ACTIVITY 5.02 Ask a friend or a member of your family if they have ever received an email that they believed was a phishing email. Ask them how they identified it was phishing. Ask them if they know all of the given guidelines for identifying phishing emails. Smishing Smishing (or SMS phishing) is a variant of phishing that uses SMS text messages to lure the user into providing their personal details. The user is sent an SMS text message that either contains a link to a website, in the same way that phishing does, or it will ask the user to call a telephone number to resolve an urgent issue. The same advice can be followed for smishing as given for phishing. The user must question at all times any links that are sent from an unknown or suspicious user. It is advisable that if a user believes the message may be legitimate, to type in the domain name for the legitimate company website into their web browser, rather than following the link in the message. Users should block any numbers that they believe are suspicious to prevent any further risk of smishing from that number. Figure 5.3: Smishing. Vishing Vishing (or voice phishing) has the same aim as phishing, to obtain a user's personal details. The user receives a telephone call that could either be an automated system or could be a real person. An automated voice could speak to the user and advise them that an issue has occurred, such as there has been suspicious activity regarding their bank account. The user may then be asked to call another number, or just to simply press a digit and be directed to another automated system. This system will ask them to provide their bank account details to resolve the issue. The bank account details have then been obtained by the unauthorised user and can be used to commit a crime against the user. The automated system could be replaced by a real person who will try to do the same thing. They will try to convince the user that there has been an issue with an account they have and to provide the log-in details or PIN for the account to verify who they are so the issue can be resolved. The precaution to take for vishing is that no company will ever call you and ask you to provide any log-in details or PIN details over the telephone. They may ask you to provide other personal information, and if you are in doubt that the person on the other end of the phone is legitimate, it is always advisable to put the phone down and call the company back on a legitimate number that you may already know or can obtain. Figure 5.4: Vishing. Pharming Pharming is when an unauthorised user installs malicious code on a person's hard drive or server. The malicious code is designed to redirect a user to a fake website when they type in the address of a legitimate one. The fake website is designed to look like the legitimate one, to trick the user and make sure they are not aware that their request has been redirected. The user will then enter their personal details into the fake website, believing it is the legitimate one, and the unauthorised person will now have their personal data. A common technique used in pharming is called domain name server (DNS) cache poisoning. This technique exploits vulnerabilities in the DNS and diverts the internet traffic intended for a legitimate server toward a fake one instead. The unauthorised user needs to find a way to install the malicious code on the computer. They often hide the malicious code in an email attachment or link. When the user opens the email attachment or clicks the link, the malicious code is downloaded also. Figure 5.5: Pharming. The aim of a pharming attack is also to steal a user's personal data. A real-life example of pharming In 2007 50 different companies all over the world were subject to a pharming attack, these included PayPal, eBay, Barclays bank and American Express. Over a three-day period, hackers managed to infect over 1000 PCs a day with a malicious pharming code. When users who had been infected visited the websites of the different companies, they were redirected to a legitimate-looking version of the site that was designed to steal their personal data. The original email, containing the malicious code, was set up to look like a shocking news story. Users were encouraged to click a link in the email to find out more information. The code was downloaded when the user clicked the link. This was quite a sophisticated attack that required legitimate looking websites to be set up for a large number of companies. It is not known how much money the hackers were able to retrieve as a result. How to prevent pharming All of the guidelines to avoid being subjected to phishing are also relevant for recognising pharming. There are also several other precautions that can be taken to check for pharming attacks. These include: •Have a firewall installed and operational. A firewall monitors incoming and outgoing traffic from your computer. It checks this traffic against set criteria and will flag and stop any traffic that does not meet the criteria. A firewall could detect and block suspicious traffic, such as a malicious code trying to enter your system. •Have an anti-virus program installed that is designed to detect malicious pharming code. You need to scan your computer on a regular basis to check for any malicious code. It is advisable to set up an automatic scan on a daily basis at a time when your computer will normally be switched on. •Be aware when using public Wi-Fi connections. A hacker could look to directly access your computer and install the malicious code if you are connected to a public Wi-Fi connection. It is often advisable to use a VPN when using public Wi-Fi. This will help shield your internet activity and personal details from a hacker, making it more difficult for them to access your computer. Smishing can also be used as a form of pharming. A user is sent a link, that when they click is designed to download malware onto their mobile device. Therefore, it is advisable to have security software installed on your mobile and also scan it regularly to detect any presence of malware.

What is an official invitation letter? The companies write a letter of invitation-business when they host business visitors from abroad or from the same region or country. The business visitors can be investors; potential buyers may be conference visitors, business partners, employees of any company, or mere individuals who come for training at the company’s facilities. If a company is inviting any visitor, a representative of that company must write the letter. Also, the firms must have some specific people who would sign the invitation letters. These letters are very much precise, only containing the necessary information. The invitation letter should state the name of the business organization they represent and their relationship to the host (e.g., distributor, regional sales reps, etc.). The letter should articulate the planned dates of travel, and must be formatted professionally. What is a personal invitation letter? A Personal invitation letter is a letter one writes to invite people to a party or a social gathering at a very personal level. It is a formal request asking for the person’s presence at the event that is going to take place. All the relevant details regarding the event like the reason, date, time and venue and the dress code, if any, must be provided in the invitation letters. This will keep the guests informed, and they will feel happy to attend the event. The style and tone of the letter would depend upon the relationship between the sender and receiver. Through the letter, you should be able to make the receiver feel that you highly value his/her presence at the party or the event. A personal invitation letter can be written to invite a person to a birthday party, wedding, conference, meeting, dinner, etc. Before writing the letter, make sure you have a list of people whom you would like to invite to the party or the event. How to Write an Invitation Letter Writing an invitation letter becomes easy and swift once you get through the tips and the format of the invitation letter provided below. Usually block, semi-block or a modified block format is used for official invitation letters. The important aspects of any invitation letters are date, time, salutations and closing. For more advice refer to the tips provided. Tips for Invitation Letter Writing ● Organize the Matter – Before you draft an invitation letter ensure that you have all the required material. This material refers to a list of the people to be invited, sequential order of the events, timings of the events, special guest, official documents, photocopies and any other required item. Some items may also need to be attached along with the letter, keep them alongside. Refer to these as and when required. All the relevant documents will help you in drafting the letter. ● Drafting – You don’t just write a letter straightway and post it. It has to be reviewed and finalized. One of these processes is drafting. Drafting ensures that your mistakes and their rectification aren’t passed on to the invitation itself. Make all the mistakes in the draft itself. Drafting an invitation letter is important as sometimes we may make mistakes that we are not able to see but they are visible to others. One may require a draft to be approved by seniors before it is finalized. A second opinion from a friend or peer etc. may be required as well to determine certain things. ● Politeness – You don’t need to be told that you have to use polite language while writing an invitation letter, why would you be rude when sending an invitation? True, but you have to remind yourself of certain manners and etiquettes required of an invitation. Your invitation is your initiative, not the recipients so you need to be gracious. Always begin the letter with a welcome note instead of straightforward information of the invitation. Words of respect and gratitude are symbols of courtesy and politeness, always expressing your gratitude in the beginning and the end of the letter. ● Positive Tone – The gesture of welcome and gratitude themselves are positive points of an invitation letter. Apart from these, gestures of appreciation and anticipation are other positive points which can persuade a guest to attend the event. When you show your appreciation and anticipation towards the recipient through your words, it is an acknowledgement of his importance and thereby a positive approach. Towards this effect two tenses are used within the invitation letter, the present and the future. The present tense conveys information about the event and the future tense conveys an anticipated presence of the guest. ● Offer Assistance – An invitation being the responsibility of the sender, the assistance to the recipient by default becomes a responsibility of the host. The more facilities you provide the better the chances of someone’s attendance. You can offer pick up and drop services, accommodation, meals, provide them contact numbers in case you are not present at the venue and other required assistance. Relevant facts like date, time and venue of the event in the beginning itself is itself assisting. These assistances encourage a positive response from the invitees. ● Special Instructions – Some occasions require special instructions for the guests. These instructions can be: 1. Dress code 2. Road or route map 3. Purpose of the occasion – birthday, honor, anniversary etc. 4. Return gift 5. Response or confirmation to the invitation 6. Attire and items required for the guest to bring 7. No eatables allowed 8. Entrance only by invitation 9. 2 people per pass 10. No weapons allowed ● Length of the Matter – A simple invitation letter will only contain only the relevant facts. A simple invitation letter features an introduction which allows the sender to introduce themselves and or the organization they represent. A simple background of the individual or company is enough. Though invitations are meant to be concise and straightforward, it isn’t necessary. You can vary the length as per your need and requirement. Wedding and party invitation letters are not lengthy as compared to visit and certain personal invitation letters. ● Using Letterhead – As a rule official Invitation letters require a letterhead. Letterhead represents the sender and its inclusion is authority established. If you have a pre printed letterhead then use that. Personal Invitation letters don’t require letterheads and one can use it as per one’s desire. ● Gesture of Appreciation – Next, the appreciation for the guest to attend an activity or event must be shown. This can be completed with a formal note, stating that you look forward to seeing the individual at the event. ● Don’t forget the Enclosure – Some requests require certain documents to be attached; these can be the photocopies of documents like agreements, hard copies of email received, earlier correspondence, receipts, warranty etc. Keep original copies of all your letters, faxes, e-mails, and other related documents. ● Closing the Letter – Start the letter with Gratitude and end it with the same. It is a professional and social courtesy. At the end of your last paragraph is written, a complimentary close of the likes of ‘Sincerely’, ‘Thank you’, ‘Truly’ is essential. Close the letter by restating your appreciation and gratitude. ● Proofreading – Check for - awkward phrases, grammatical errors, incomplete sentences and spelling mistakes. Fix them with appropriate punctuation and remove dull or lifeless sentences and replace them with clever phrasing, poetry or a themed approach. This is the final step; the draft will be reviewed and revised before it acquires a proper form. Read it aloud to yourself to figure out mistakes which are missed out in writing. ● Inform in Advance – Invitation letters need to be sent in advance. Try to send the invitation letter two weeks or more in advance. The recipient needs to know in advance so that they can adjust their schedules, book tickets or make other arrangements which are essential.

1. What does the name Mlungisi mean? A. The Helper B. The Fixer C. The Brave One D. The Giver → B 2. What kind of person is Mlungisi? A. Rebellious and lazy B. Always fixing problems and helping others C. A mysterious, quiet boy D. A selfish older cousin → B 3. What does the name Velile mean? A. One Who Builds B. The Beloved One C. He Who Popped Out of Nowhere D. He Who Carries Others → C 4. How does Velile behave according to Trevor? A. He is very responsible and hardworking B. He often vanishes and suddenly reappears C. He is a caring father figure D. He is always around to help the family → B 5. Patricia’s name means: A. She Who Gives Back B. She Who Demands More C. The Fighter D. The Lost One → A 6. What did Patricia do as a child in Soweto? A. She went to school and stayed away from others B. She took care of abandoned children and fed them C. She ran away from home frequently D. She helped her father manage a shop → B 7. Where did Patricia find the money to buy food for the children? A. From her allowance B. From selling her toys C. From collecting bottles from shebeens D. From stealing it → C 8. What is a shebeen in this context? A. A school for orphans B. A place for young kids to play C. An informal bar where men would drink D. A shelter for street children → C 9. How old was Patricia when she started helping other children? A. 4 or 5 B. 6 or 7 C. 10 or 11 D. Teenager → B 10. Why did Trevor’s mother choose the name “Trevor”? A. It was the name of her favorite Bible character B. It was her father’s name C. It had no meaning, and she wanted him to be free D. It was a popular name in her family → C 11. What does it mean that Trevor's name had “no precedent” in South Africa? A. It was illegal to use B. It had no cultural or family history C. It came from ancient African myths D. It was a translation of a Zulu name → B 12. What is the deeper reason behind Patricia giving Trevor a name with no meaning? A. She didn’t like traditional names B. She didn’t know what the name meant C. She wanted him to escape fate and create his own identity D. She thought names were unimportant → C 13. According to Trevor, what kind of effect do traditional Xhosa names usually have? A. They are just for decoration B. They are often meaningless C. They tend to become self-fulfilling D. They reflect colonial history → C 14. What literary device is mainly used in the idea of names becoming destiny? A. Hyperbole B. Irony C. Symbolism D. Pun → C 15. Trevor’s mother wanted him to be: A. Bound to cultural tradition B. Free to be anyone he wanted C. A preacher D. Another fixer like Mlungisi → B ★ True or False Questions (判断题)（共10题） 16. Trevor’s cousin Mlungisi was known for always creating trouble. → False 17. Velile’s name and personality are both connected to sudden appearances and disappearances. → True 18. Patricia started caring for others when she was already an adult. → False 19. Shebeens were places where children gathered to play and eat. → False 20. Patricia used money she earned at a job to feed other children. → False （她用换瓶子的钱） 21. Trevor’s name has no Biblical or cultural background. → True 22. Patricia believed that names could shape a person’s life. → True 23. Trevor’s mother gave him a name with no meaning because she didn’t care about names. → False 24. Xhosa names often carry strong cultural or symbolic meanings. → True 25. Trevor’s mother gave him a name with no meaning so that he could be free from expectations. → True

Classification of plants • Plants can be classified as cultivated and wild plants. • Both cultivated and wild plants are very useful to people, animals and the environment. 1. Cultivated plants: • Cultivated plants are plants grown by people for selling. • They can be grown in the field, vegetable garden, home garden and orchard. Classification of plants 2. Wild plants Wild plants are plants that grow on their own outside the garden, orchard or field. They have many uses such as: • Food for people and animals • Shelter • Source of fuel in form of firewood. • Examples include, grasses, msasa, yellow wood, mahogany, mopane Plant Nutrition • The presence of plant nutrients in the soil make them grow well. • The three major plant nutrients are nitrogen, phosphorus and potassium. Sources of plant nutrients • The source for plant nutrients are grouped into organic and inorganic sources. Organic sources of plant nutrients • These are found in nature. • They are natural materials such, decayed plant and animal matter which include: • Animal manure from cattle, sheep, goats, poultry and pigs. • Green manure • Legume crops like beans, peas and groundnuts. • Humus • These material sources may also be called natural fertilizers. Inorganic sources of plant nutrients • These are sources of plant nutrients made by people in industries. They include: • Compound fertilizers like compound A, B, C and D. • These have two or more nutrients. • Straight fertilizers like ammonium nitrate, single super phosphate and urea. • A straight fertilizer supplies a single or more nutrient to the crop. A straight fertilizer A Compound fertilizer Sources of N,P,K • Ammonium nitrate and Urea- contain nitrogen Double super Phosphate, Single super phosphate-contain phosphorus • Muriate of Potash contains Potassium 2 . Compound fertilisers -have two or three of the three major plant nutrients (N.P.K). N-nitrogen P-phosphorus K-potassium Examples Compound D Wednesday 17 May 2023 Revision exercise (Plant nutrition) 1 .Name the 3 plant nutrients needed by plants. 2. What are the 2 groups of plant nutrients sources? 3. Give 3 examples of organic sources of plant nutrients. 4. What is a straight fertilizer? 5. Compound fertilizer supplies ……………or ………………. Nutrients. Vegetable crops • A vegetable is any part of a plant that is eaten by humans as food part of a meal. • Vegetables are grouped and named according to the part that is eaten. • These are leaf, root, fruit, flower, bulb, tuber and legume vegetables. Leaf vegetables Types of veg Legume etable cropsvegetables Fruit vegetables Root, bulb and tuber Flower vegetables Cabbage Peas Tomato Root: carrots Cauliflower Rape Green beans Pepper Parsnip broccoli Spinach Melons Beetroot Tsunga Cucumber Bulb: onion Lettuce Squash Garlic kale Egg plant Leek chillies Tuber: Irish potato Wednesday 31 May 2023 Vegetable crops 1. What is a vegetable? 2. Which one is not a vegetable from the list below? a. Covo B. cabbage C. wheat D. tomato 3. Choose a vegetable which is not a fruit vegetable. a. tomato B. pepper C. kale D. egg plant 4. From which pair of vegetables do we eat the flower? A. cauliflower and garlic B. broccoli and cauliflower C. broccoli and rape D. cauliflower and pepper 5. Give one example of a vegetable belonging to each of the following groups. a. root b. legume c. bulb 6. Name any 5 groups of vegetable classification according to the parts eaten. Growing leaf vegetables • Although there are many types of vegetables, the leaf, fruit and bulb vegetables are widely grown. • Leaf vegetables form the greater part of vegetable crops. • Leaf vegetables belong to a family called brassica. • Brassicas include cabbages, lettuce, spinach, covo and many others. • Each brassica family has got its own varieties called cultivar. • They usually grow under the same climatic conditions and are affected by the same pests and diseases. • The selection of a variety depends on the following : The intended use of the vegetable, for example, salad, stew or snacks. Days taken to mature. Disease resistant Season of the year Seedbed preparation • Brassica vegetables are usually raised in seedbeds. • The seedbeds are prepared by: • Marking the position of the bed 1 meter in width by any length using a tape measure, hammer and pegs. • Digging a seedbed to a depth of 25 to 30cm using a hoe. • Breaking lumps of soil using a garden rake. Soil requirements • Brassicas need: • Well drained soils. • Fertile soil for good growth • Slightly acidic soils (pH 5.5-6) Climatic requirements • Brassicas need cool to warm temperatures. • Very low temperatures cause cabbages to flower which is called bolting. • Brassicas can be grown throughout the year. Seedbed preparation • Brassica seedlings are usually raised in seedbeds. • A seedbed is prepared by: Marking the position of the bed 1 metre in width by any length using a tape measure, hammer and pegs. Digging a seedbed to depth of 25 to 30 cm using a hoe. Breaking lumps of soil using a garden rake. This is done in order to have a fine tilth and improve soil to seed contact. Making ridges that a 15cm high. Apply 3 to 5kg/m² of well decomposed manure. 60 to 100g/m² of compound fertilizer can be added into the soil. Management of vegetable crops • After transplanting the seedlings, the seedlings need to be looked after. (a)Controlling weeds: all vegetables must be kept weed free. • This is done either by hand pulling weeds or shallow cultivation using a hand fork. (b) Pest control: common pests that affect the brassicas are aphids and diamond black moth larva. • Aphids are small green insects that suck the juice from the leaves leaving them with curls. • They are controlled by spraying malathion using the instructions on the label. (c) Disease control: bacterial diseases are common in brassicas. • Common diseases are black rot and soft rot, especially in cabbages. • These are controlled by: Crop rotation Early planting Planting resistant cultivars (d) Top dressing: brassicas are top dressed using Ammonium Nitrate at a rate of 2.5g per plant. • Top dressing is usually done 3 or 4 weeks after germination. FIELD CROPS • Field crops are crops that are grown on a large piece of land. • Example of field crops:  Maize  Cotton  Groundnuts  Roundnuts  Wheat  Sunflower  Tobacco  Sugar cane  Tea  Coffee  Soya beans  sorghum Classification of field • Field crops can be classified according to use such crops cereal, fibre, sugar and oil. 1. Cereal crops: • A cereal is a grass grown for its edible seeds. • They are also known as grain crops. • The major cereal crops are maize, wheat, rice, barley, sorghum and millet. 2 . fiber crops : • these are crops which are grown for their fiber and are used in making textiles, ropes and rugs. • Important fiber crops are cotton, flax and sisal 3. Oil seed crops: • These crops are grown for the purpose of extracting oil from their seed. • The main oil seed crops are groundnuts, sunflower, soyabean and cotton seed. 4 . Sugar crops : • Sugar crops include sugarcane,

Use this to make a quiz: Excellent! Using an online game is a fantastic way to boost engagement. Here is a list of scenarios you can use. I've designed them to be clear and concise for a game format. I've also added a few "challenge" scenarios at the end that could fit more than one theory to really get your students thinking critically. You can copy and paste these right into platforms like Kahoot!, Blooket, or Gimkit. --- ### **Scenarios for Your Online Game** **Instructions for Students:** Read the scenario and choose the theory that BEST explains why the crime was committed. 1. **Scenario:** An accountant has been secretly stealing small amounts of money from his clients' accounts for years. He has a system that he believes is foolproof, and he has calculated that the potential reward is worth the small risk of being caught. * **Best Fit:** Choice Theory 2. **Scenario:** A high school student who lives in a neighborhood with high unemployment and rundown buildings begins to vandalize property with a group of friends who feel ignored by the city. * **Best Fit:** Social Disorganization Theory 3. **Scenario:** A young woman desperately wants the new smartphone and designer clothes she sees all over social media, but she has no way to afford them. She decides to start stealing packages from front porches to get what she wants. * **Best Fit:** Strain Theory 4. **Scenario:** A man is arrested for assault after getting into a fight at a restaurant. His family tells the police that he has always had a "short fuse" and has struggled with anger and aggression since he was a child, a trait that his father also had. * **Best Fit:** Biological/Psychological Theory 5. **Scenario:** The youngest child in a family of well-known burglars is caught breaking into a house. When questioned, he says he learned everything he knows from watching and helping his older siblings. * **Best Fit:** Learning Theory 6. **Scenario:** A corporate executive is caught illegally dumping toxic waste to save his company money. He decided that the cost of proper disposal was too high and the chance of being caught was low. * **Best Fit:** Choice Theory 7. **Scenario:** After her parents' messy divorce, a teenager starts skipping school and shoplifting. A counselor suggests her actions stem from untreated anxiety and depression. * **Best Fit:** Biological/Psychological Theory 8. **Scenario:** In a community where the local factory closed down and police presence is low, a group of residents forms a vigilante group to "patrol" the streets, often resorting to violence and intimidation. * **Best Fit:** Social Disorganization Theory --- ### **Challenge Scenarios (Could fit multiple theories)** 9. **Scenario:** A college student starts selling forged concert tickets to pay for their tuition. They learned how to make the fake tickets from a video online and felt it was the only way to stay in school. * **Possible Answers:** Strain Theory (can't afford tuition), Learning Theory (learned online), Choice Theory (weighed the risks). 10. **Scenario:** A person living on the streets with no job prospects is arrested for stealing a warm coat from a department store during a blizzard. * **Possible Answers:** Strain Theory (no means to achieve the goal of being warm), Choice Theory (made a rational decision to steal to survive). These scenarios should give you great content for your game. Have fun with it, and let me know if you need any more!

Create me a multiple choice test questions with 4 options on the following topic:Consumer Education for Different Audience 1. Children and Youth: - Focus: Building foundational knowledge about basic consumer concepts, making safe choices, understanding money and value, and recognizing scams and unsafe situations. 2. Teens and Young Adults: - Focus: Building financial literacy, responsible debt management, understanding contracts and agreements, responsible technology use, online safety, and consumer rights. 3. Working Adults and Families: - Focus: Managing budgets, making informed purchasing decisions, understanding credit and debt, finding consumer protection resources, and navigating complex financial products (mortgages, insurance, investments). 4. Seniors: - Focus: Protecting themselves from scams and fraud, understanding common consumer issues like telemarketing, identity theft, and online scams, managing medications and healthcare costs, and accessing community resources. 5. Special Populations: - Focus: Adapting consumer education programs to the specific needs of people with disabilities, immigrants, refugees, and other marginalized communities. 6. Business and Industry:- Focus: Understanding ethical marketing practices, complying with consumer protection laws, and providing clear and accurate information to consumers. 7. Policymakers and Regulators: - Focus: Understanding consumer needs, developing effective consumer protection laws, enforcing regulations, and ensuring a fair and competitive marketplace. Adapting consumer education programs for children, teens, and seniors requires tailoring content and delivery methods to their unique needs and learning styles. Children (Ages 5-12): - Understanding the concept of money: Teaching children about saving, spending, and the value of money. - Developing basic budgeting skills: Helping children learn to make choices about how to spend their allowance or pocket money. EFFECTIVE STRATEGIES •Focus on basic concepts: Introduce core concepts like saving, spending, and budgeting in a fun and engaging way. Use simple language and relatable examples. •Real-life scenarios: Use age-appropriate scenarios to illustrate financial concepts, like buying toys or snacks. •Parental involvement: Encourage parent participation and provide resources to help them reinforce lessons at home. Teens (Ages 13-18): - Building budgeting and financial planning skills: Teaching teens how to manage their money, set financial goals, and plan for the future. - Navigating the digital marketplace: Equipping teens with the knowledge and skills to make safe and informed online purchases, understand digital marketing, and protect themselves from scams. EFFECTIVE STRATEGIES • Practical skills: Focus on skills relevant to teens, like managing money for social activities, saving for college, and understanding credit cards. • Digital literacy: Address the growing influence of online shopping, social media advertising, and financial scams. • Real-world applications: Connect financial concepts to real-life decisions teens make, like choosing a part-time job or making purchases online. Seniors (Ages 65+) - Managing retirement savings and healthcare costs: Providing information and resources on retirement planning, Medicare and Medicaid, and other healthcare options. - Navigating the digital world: Offering technology training and resources to help seniors access online services and information safely and securely. EFFECTIVE STRATEGIES • Addressing specific concerns: Focus on topics relevant to senior citizens, like retirement planning, managing healthcare expenses, and avoiding scams. • Clear and concise communication: Use simple language and visual aids to ensure easy understanding. • Social interaction: Create opportunities for seniors to share experiences and learn from each other. Teaching Financial Literacy in school and Communities In Schools: Curriculum Integration: Financial literacy concepts can be seamlessly integrated into existing subjects, making learning more relevant and engaging. - Math: Budgeting exercises, calculating interest rates, analyzing financial data, and understanding compound interest are all natural applications of math skills. - Social Studies: Exploring the history of money, financial institutions, economic systems, and the impact of financial decisions on society provide valuable context. - Economics: Discussions about supply and demand, inflation, investment, and the role of consumers in the economy enhance financial literacy. Dedicated Courses: Offering elective courses or workshops specifically focused on personal finance provides deeper dives into crucial topics. - Personal Finance: Cover budgeting, saving, investing, credit, debt management, and insurance. - Entrepreneurship: Introduce concepts like business planning, marketing, financial forecasting, and managing cash flow. In Communities: Community Centers and Libraries: Workshops, seminars, and classes tailored to adults and families provide accessible learning opportunities. - Financial Planning: Cover budgeting, retirement planning, debt management, and estate planning. - Homeownership: Provide guidance on buying, selling, and maintaining a home. - Consumer Protection: Educate individuals about their rights and how to avoid scams. Partnerships with Financial Institutions: Collaborations with banks, credit unions, and financial advisors offer valuable resources, workshops, and financial literacy programs. Consumer Education for Low-Income and Vulnerable Populations Low-income refers to individuals or households with limited financial resources, typically below a certain threshold. Low-income individuals may face challenges like: 1. Limited education and job opportunities 2. Poor living conditions and housing 3. Food insecurity and malnutrition Causes of low income: 1. Unemployment or underemployment 2. Low-paying jobs or minimum wage 3. Limited education or skills 4. Single parenthood or large family size Vulnerable population'' is a term that is used to describe a group of people who possess some sort of disadvantage. elderly people, people with low incomes, homeless people, people in prison, migrant workers, pregnant women, Family Consumer Education: Managing Household Finances and Resources Financial literacy is the ability to understand and manage personal finances effectively. 1. Debt Debt is money you spend that isn’t yours. If you borrow money from the bank, use a credit card, or take out a short-term loan, or a payday loan, you are accumulating debt. Good debt is considered money borrowed for things that are absolutely necessary for making a life e.g. a house and for advancing your money-making potential e.g. an education. Bad debt is considered borrowing money or using a credit card to pay for things you don’t need, such as expensive clothes, hi-tech electronics, eating out at restaurants, going on holidays, etc. 2. Saving Saving is an essential part of financial wellness, a secure present, and a happy future. 3. Budgeting Budgeting is the life skill of planning and managing your money. By understanding exactly where your money goes every month, you are empowered to create an actionable plan by which you can spend less, by curtailing those unnecessary expenses and saving more for the things you need and want. 4. Investing Investing is all about creating and growing the wealth you need to enjoy a financially secure and happy future. It’s about putting your money into something that will make you a profit over time, such as property, retirement funds, and unit trusts Integrating Consumer Education into the Home Economics Curriculum. Integrating consumer education into the home economics curriculum can provide students with essential skills for making informed choices about their personal finances, food, clothing, and overall well-being. Here are some strategies and ideas for effectively incorporating consumer education: Financial Literacy Budgeting: Teach students how to create and manage a personal budget, including setting financial goals, tracking expenses, and understanding savings. Saving and Investment: Cover the basics of saving, including different saving accounts, and introduce concepts related to investing. Food and Nutrition Food Label Literacy: Engage students in learning how to read and interpret food labels, including nutrition facts and ingredient lists. Grocery Shopping Skills: Teach students how to compare product costs, understand unit pricing, and make healthy, budget-friendly choices while shopping. Clothing and Textile Education Consumer Choices in Clothing:Discuss factors influencing clothing purchases, such as quality, price, and sustainability. Fashion and Trends: Analyze the impact of marketing and advertising on consumer behavior regarding clothing. Sustainable Purchasing Eco-Friendly Choices: Raise awareness about environmentally friendly products and the importance of sustainability in consumer choices. Project-Based Learning - Assign real-life projects where students must apply their knowledge, such as creating a meal plan within a budget, planning a shopping list based on nutrient needs, or evaluating the cost-effectiveness of different products. Technology Integration - Use technology to teach students about online shopping, price comparison websites, and apps that aid budgeting and financial planning. Collaborative Learning Opportunities - Organize team projects where students work together to solve consumer-related problems, emphasizing teamwork and communication skills. Assessment and Reflection - Incorporate assessments that allow students to reflect on what they have learned about consumer education and how they can apply these skills in their daily lives.

• There are two groups of animals which are important in agriculture. • The groups are domestic and wild animals. 1. Domestic animals • These are animals which are trained to live with people in their homes. • Some examples includes : Uses of domestic animals • Source of food, for example milk, eggs and meat. • For cultural purposes, for example paying lobola. • Some are used for transport and labour. • Domestic animals can also be a source of income. 2 . Wild animals • These are animals which are found in game reserves and in the forests • They are also called game animals. • Examples of wild animals are: Uses of wild animals • Some of the wild animals give us meat, hides and ivory. • Wild animals attract visitors from other countries, so the country gets money. Wednesday 06 September 2023 Exercise: Domestic animals 1. What is a domestic animal? [2] 2. What is a wild animal? [2] 3. Name any 4 domestic animals that you know. [4] 4. State any 2 uses of domestic animals. [2] 5. Name any 3 wild animals that you know. [3] 6. Give 2 uses of wild ani mals. [2] 7. Wild animals can also be called animals. [1] • Animals, like human beings need good food to help them to grow and reproduce. • The main sources of food for animals include stock feeds, pastures, veld grass, crop remains and cereal grains. • These foods contain the most needed essential nutrients. Nutrient Function carbohydrates Gives energy Fats Give energy and warmth Proteins Helps in growth and repair of body parts Minerals Help in the formation of bones and teeth Vitamins Help develop good sight, improve fertility and help animals fight diseases Water Transports food in the body, cools the body and remove waste from the body. • Livestock are domesticated animals that are kept for food, use or for sale. • Small livestock has many uses. • They are a good source of food. • They also give us manure to use in gardens. • We get clothes and medicine as well from small livestock • Examples of small livestock are rabbits, sheep, goats and all form of poultry Poultry • All animals that are kept by farmers which have wings and feathers and lay eggs are called poultry. • They are a good source of white meat, eggs and manure. • They are also a source of income when we well them and their products. • Poultry includes chicken, guinea fowl, ducks, turkey, pigeons and quail birds. Rabbits • Rabbits have 3 known uses which are: They are kept for meat Kept for pelts. (pelt is animal skin used to make blankets, hats and jackets) They are used at agricultural shows • Rabbits are cheap to buy, easy to keep and feed. • They take about 4 months to mature. • Rabbits are fed using green vegetables and rabbit pellets. Wednesday 20 September 2023 Small livestock 1. Give 3 examples of small livestock. [3] 2. State 3 things that are provided by small livestock. [3] 3. What are the 2 uses of rabbits? [2] 4. Pelts are used to make _________________ [1] 5. State any 4 examples poultry. [4] 6. Rabbits take ___________ months to mature. [1] 7. What is poultry? • Apiculture is the keeping of bees in order for them to produce honey for sale. • Apiculture is very important because: (i) Provides honey - a valuable nutritional food (ii) Provides bees wax - which has many uses in industry Uses of wax For making candles Polish furniture Make crayons Prevent tools from rusting (iii) Honey bees are excellent pollinating agents, thus increasing agricultural yields. BEE COLONY Inhabitants of the bee colony and their roles • A honey bee colony typically consists of three kinds of adult bees: workers, drones and the queen 1. Workers • Workers are the smallest and constitute the majority of bees occupying the colony. • They do not lay eggs. • Workers have specialized structures, such as brood food glands, scent glands, wax glands, and pollen baskets. • these allow them to perform all the labors of the hive. Roles of the worker bees they forage for nectar, pollen, water, and plant sap. They clean and polish the cells. feed the brood. care for the queen. remove debris. handle incoming nectar. build beeswax combs. guard the entrance. 2. Drones • Drones (male bees) are the largest bees in the colony. • They are generally present only during late spring and summer. • The drone’s head is much larger than that of either the queen or worker. • Drones have no stinger, pollen baskets, or wax glands. • Their main function is to mate with the queen. 3 . Queen • Each colony has only one queen. • The queen is the largest of the bees in a bee colony. • The Queen Bee plays a vital role in the hive because she is the only female with fully developed ovaries. • She produces both fertilized and unfertilized eggs. • Queens lay the greatest number of eggs in the spring and early summer. • The queen also produce chemical scents that help regulate the unity of the colony. 1. What is apiculture? [2] 2. Give 3 reasons why apiculture is important in Zimbabwe. [3] 3. Name the 3 inhabitants of the bee colony. [3] 4. Briefly explain the roles of each inhabitant named in number 3. • Apart from using hand tools, farmers also use some farm implements and machinery to carry out their field work. • Machines help farmers do their work more easily and quickly. • The most common implements used by farmers to grow, harvest and transport their produces are:  mouldboard plough Cultivator Scotch cart Harrow Planter Maize sheller  combine harvesters Boom sprayers Disc harrow Spike toothed harrow KNAPSACK SPRAYER • Farming is a business. • Communal farmers grow crops and keep animal mainly for their own use. • If there is any extra they sell to get money. • Commercial farmers grow crops and keep animals for sale. • Crops and animals produced are called farm produce. • There are places were farmers have to sell their produce. • Farmers can take their produce to local markets. • A market is a place where buying and selling occurs. • Some of the local markets includes: A shopping centre A school A nearest bus stop A local village A school Local Grain Marketing Board depot (GMB) Types of farm produce Beef Fruits Mutton Eggs Vegetables Pork Milk Chicken Cereals/grains beans

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