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Credit Cards

Photo by Andrea Piacquadio/Pexels

By Leah S. Dunaief

Leah Dunaief,
Publisher

A couple of my favorite restaurants will only accept payment in cash or check. My doctors’ offices will only take credit cards. Perhaps the next thing is that we’ll have to pay in beads, like the Europeans for Manhattan Island.

Those who only take credit cards explained to me that they are preventing robberies. They put up signs saying, “No cash” to dissuade potential thieves. And I suppose those who only take cash are refusing to share their revenue with the credit card companies. I can understand that, especially if the profit margin of the business is only a couple of percent.

But the swinging back and forth is taking its toll, especially on older consumers, who tend to use only cash and are hardest hit in a cashless situation.

“A Fight to Preserve the Value of Cash,” was an article in The New York Times by Paula Span this past Tuesday that addressed the subject.

“Some no-cash practices date to contagion fears after the outbreak of Covid; others are intended to discourage robberies,” explains the reporter. “But such policies are a disadvantage to several groups, including low-income people who don’t have bank accounts, people who have accounts but don’t qualify for credit or debit cards, the homeless, undocumented immigrants and older adults,” she goes on to say. 

Additionally, anyone can have a problem with electronic payments when it comes to paying, which can cause delay and frustration. Natural weather disasters can disrupt electricity and telecommunication networks that fail immediately disconnect a cashless society. Even international thieves can hack bank accounts on the internet. “With cash, a thief has to be within striking distance.”

Another disadvantage of credit cards is that consumers spend more when they are using them because it delays the “pain of paying” until the bill arrives at the end of the month.

And privacy concerns enter into the picture due to “middlemen facilitating digital transactions-credit card companies, banks, the tech giants behind mobile apps-(…) then sell consumers’ data.”

According to Pew Research, only 79 percent of people over 65 have a smartphone, which is often used in cashless systems, compared with 97 percent of those between 30-49. Those over 55 paid in cash 22 percent of the time last year, compared with 12 percent among younger groups, according to the Federal Reserve, as quoted by The NYT. 

And according to a federal survey, 85 percent used the internet for financial services in their 20s and 30s, but the percentage drops as the groups age. For people in their 60s, the number becomes 70 percent, for those in their 70s it is  64 percent, and in their 80s, it’s only about half.

Cash is so simple: no buttons, no passwords, no problems other than the possibility of counterfeit bills.

“Older adults are far more likely than younger ones to lose money to tech support fraud, lottery and sweepstakes swindles, and family impersonations”, according to the Federal Trade Commission and cited in The NYT. Losses to investment and romance cons continue to climb, too.

As a result of an experience I had some years ago, before plastic became so prevalent, I could personally attest to a cashless society working, at least for a few days. 

On my way out the door to my limo ride, I forgot my wallet. I realized half way to the airport and confessed to the driver. “No problem,” he said. “I take credit cards  Do you have one?” Fortunately I did. I then realized that I would depend solely on that card for all my expenses getting to, and from, and while I was at the convention. It was going to be an interesting experiment, I said to myself.

During those four days, I was able to manage quite well with only the card. The future for payments became clear to me.

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State Assemblyman Steve Englebright, right, is applauded after paying a surprise visit to the Three Village board of education meeting last week in honor of Gary Vorwald. Photo by Andrea Moore Paldy

The science department chair at P. J. Gelinas Junior High School received special recognition at the most recent Three Village board of education meeting.

Gary Vorwald has taught science in Three Village since 1997 and has led the Gelinas Science Olympiad team to several championships. He also has received awards in his own right. Among them, he was named a New York State master teacher in 2015. In the same year, the New York Earth Science Teachers Association gave him its first Distinguished Earth Science Teacher award.

In Vorwald’s honor, State Assemblyman Steve Englebright (D-Setauket)paid a surprise visit during the board meeting. The Gelinas science teacher and paleontologist had just completed a presentation on the secondary science curriculum with colleagues Marnie Kula and Patrick McManus.

Englebright praised Vorwald.

“He has brought distinction to his work, but that’s not what he tried to do,” said the assemblyman, who also is a geologist and lecturer at Stony Brook University.

“What he tried to do is bring opportunities for learning for our children. The other things just happened because he was successful in bringing out the best. … He’s a scientist as well as a teacher. We’re so very fortunate that he brought his mastery of science and his unquenchable desire to learn as an inspiration for our kids.”

During their curriculum presentation, Vorwald and his colleagues emphasized dedication to science instruction.

“We want to keep kids jazzed about science,” said Kula, Ward Melville High School science and InSTAR chair.

The department’s goal, she said, is to help students to be hands-on, active learners.

“I’m happy to say that science is alive and well in Three Village,” Kula said, mentioning the district’s Regents scores, which surpass the state’s pass and mastery rates.

She added that while students are only required to take one physical and one life science for an Advanced Regents diploma, 60 to 65 percent of each graduating class exceeds the minimum requirements by taking both chemistry and physics.

Ward Melville offers every AP science course available, as well as several science electives that include astronomy, consumer chemistry and forensics.

Perhaps the best-known program at the high school is its three-year Independent Science Technology and Research (InSTAR) program. Its participants have received numerous honors in competitions such as The DuPont Challenge, Toshiba/NSTA ExploraVision, Siemens and the Intel Science Talent Search.

Opportunities for students to engage in science outside the classroom include the Robotics team at the high school and Science Olympiad and Science Bowl at all three schools. Students can also take part in beach cleanups and partnerships with Stony Brook University and the Brookhaven National Lab Open Space Stewardship program.

Vorwald said that the district’s science educators are preparing for an update in science standards. He explained that New York is developing new standards, based on Next Generation Science Standards (NGSS), a framework for K-12 science education. New York state science teachers are providing feedback “to tweak and modify” the standards, he said, adding that the edits will be submitted to the Board of Regents for possible adoption this spring.

Once the new standards are adopted, the department will develop a new curriculum. McManus, science chair at R.C. Murphy Junior High School, said additional goals are to bring coding to the junior high schools and to continue to bring more technology and upper-level advanced courses to the classroom.

English as a New Language

Perhaps less well known is the district’s English as a New Language (ENL) program, previously known as English as a Second Language. This program provides specialized instruction to English language learners at Nassakeag Elementary School, Gelinas and Ward Melville.

The district differentiates instruction according to proficiency level. There are “stand-alone” classes that follow the research-based Sheltered Instruction Observation Protocol model. This means students learn English and develop academic skills to prepare them for success in a non-ENL classroom. Integrated classrooms offer grade-level instruction in English taught either by a teacher certified in English and ENL or taught with a co-teacher.

As of December 2015, the district has a total of 55 ENL students. Forty-seven percent of the district’s ENL students speak Spanish as their “home” language, while 25 percent speak Chinese and 9 percent, Korean. Other “home” languages include Russian, Japanese, Gujarati, Lithuanian, Greek, Tagalog, French and Hebrew.

Board Policy

In other news, the board voted to allow the use of district credit cards.

District credit cards will be used mostly for maintenance projects, said Jeff Carlson, assistant superintendent for business services. He said the cards would be used for purchases from stores such as Lowes and Home Depot, so that workers wouldn’t have to travel for parts.

The use of district credit cards represents a significant policy change.

“At a different time in our history in Three Village, we specifically established a policy that forbade the use of credit cards because there had been abuses,” BOE head Bill Connors said.

“We’re at a very different time. Plus we have the checks and balances in place now that we didn’t have back at a different time in our history.”

Carlson’s office will review disbursements monthly. The district has an internal auditor and a claims auditor who will also review the records.