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Help Your Child Learn to Use the Internet Properly and Effectively

The Internet/World Wide WEB—a network of computers that connects people and information all around the world—has become an important part of how we learn and of how we interact with others. For children to succeed today, they must be able to use the
Internet. Here are some suggestions for helping your child learn to do so properly and effectively:

  • Spend time online with your child. If you don’t have a computer at home, ask your librarian if the library has computers that you and your child may use. Learn along with your child. If you’re not familiar with computers or with the Internet, ask the librarian if and when someone is available at the library to help you and your child learn together to use them. If your child knows about computers, let her teach you. Ask her to explain what she is doing and why. Ask her to show you her favorite Web sites and to tell you what she likes about them. This will help her build self-confidence and pride in her abilities.
  • Help your child to locate appropriate Internet Web sites. At the same time, make sure that she understands what you think are appropriate Web sites for her to visit. Point her in the direction of sites that can help her with homework or that relate to her interests. Pay attention to any games she might download or copy from the Internet. Some games are violent or contain sexual or other content that is inappropriate for children. Resources such as Get Net Wise (http://www.getnetwise.org/), a public service provided by Internet corporations and public interest groups and Families Connect (http://www.ala.org/ICONN/familiesconnect.html), a service of the American Library Association, can help you to make good Web site choices and give you more information about Internet use. You might consider using “filters” to block your child from accessing sites that may be inappropriate. These filters include software programs that you can install on your computer. In addition, many Internet service providers offer filters (often for free) that restrict the sites that children can visit. Of course, these filters are not always completely effective—and children can find ways around them. The best safeguard is your supervision and involvement.
  • Monitor the amount of time that your child spends online. Internet surfing can be just as time consuming as watching TV. Don’t let it take over your child’s life. Have her place a clock near the computer and keep track of how much time she is spending online. Remember, many commercial online services charge for the amount of time the service is used. These charges can mount up quickly!
  • Teach your child rules for using the Internet safely. Let him know that he should never do the following:
      • tell anyone—including his friends—his computer password;
      • use bad language or send cruel, threatening or untrue e-mail messages;
      • give out any personal information, including his name or the names of family members, home address, phone number, age, school name; or
      • Arrange to meet a stranger that he has “talked” with in an online “chat room.”
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Good brain food for your children




Things You Can Do To Make Sure Your Child Is Getting Good Brain Food

Your child needs a healthy brain. You can make sure they have one by feeding them the right foods and not feeding them foods that harm their brain. The nerves in your brain are made mostly out of fat. When you eat foods that have the wrong fats, it harms your brain. What are the wrong fats? Ones that are high in an oil called omega-6. Eating foods with a lot of omega-6 leads to lots of problems: obesity, depression, aggression, and heart disease. You can help your children (and yourself) prevent all these problems by making sure that you all eat foods that are low in omega-6 and high in another oil—omega 3.

Good Brain Food

You don’t need to be chemist to know what to feed them. Here are foods your kids should eat more of because they have lots of omega-3:
• Fish (good examples: salmon, anchovies, tuna)
• Nuts (good examples: flaxseed, walnuts, and butternuts)
• Vegetables (good examples: radishes, broccoli, spinach, cauliflower) Research has shown that when you increase intake of good brain food, it can prevent obesity, aggression, heart disease, and depression. If you get your kids started eating good brain food, they could live longer, be happier, and have less conflict in their lives.

Bad Brain Food

The bad news is that a lot of foods that kids are used to eating aren’t good for their brains. Read the labels on most processed foods and you will see that they have oils that are high in the bad brain food, omega 6.
Here are oils to avoid: Cottonseed, corn oil, safflower/sunflower, and canola oils here are some foods high in the bad brain food, omega 6:
• Hamburgers,
• French fries,
• Other fried foods,
• Most processed foods.
• Packaged snacks,
• Store bought cookies and other sweets,
• School lunches,
• Meals from fast food places

Serve your child any kind of fish. Salmon, anchovies, tuna, sardines, trout, and crab are especially good. If you can increase these to 2-3 times a week that would be a good thing.
  • Feed them broccoli, cauliflower and spinach because they contain substances that the body converts to good brain oils. And, such vegetables decrease craving of the bad oils.
  • Reduce your child’s consumption of foods high in bad brain food. Processed foods made with any of the following should be avoided: soybean, cottonseed, sunflower, safflower or corn oils.
  • Here foods that are NOT good for good brain development:
  • Hamburgers,
  • French fries,
  • Other fried foods,
  • Packaged snacks,
  • Store bought cookies and other sweets,
  • School lunches,
  • Meals from fast food places
  • Use only olive oil. You can use non-virgin olive oil for most high-temperature cooking, and extra-virgin olive oil for most anything else like salad dressing. Olive oil is at the heart of the Mediterranean diet that is proven to improveall measures of health and wellbeing. Olive oil contains NO omega-6, the bad oil.
  • Canola oil is the least bad of the vegetable oils, but it is probably better to use more olive oil instead.
  • A simple and relatively inexpensive way to increase good brain food is to prepare tuna 2-3 times per week. If you use canned tuna, be sure to buy the kind that is packed in water or olive oil—NOT other vegetable oils like soybean, corn or cottonseed oil. If your child likes tuna salad, substitute fat-free mayonnaise or sandwich spread or one made with olive oil.
  • Occasional fish sticks aren’t bad, but they really don’t have much of the good omega-3. In fact, the breading and frying can actually swamp out any of the good fish oils. It is better to switch sautéing or baking white fish in olive oil.
  • Consider having your child take some fish oil, capsules or liquid. This is a good start. Current science suggests that your child probably needs more. Most America adolescents will need to take 1 to 2 full grams of omega-3 per day. Remember, grandmothers all over Europe and North America used to make kids take cod liver oil, for very good reason. Fortunately, the gel caps or flavored oil make this a lot easier. Unless your child eats more than 3 servings per week of tuna, salmon, trout or other oily fish, chances are that your child will benefit from additional omega-3.
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Encourage Your Child to Use the Library

Encourage Your Child to Use the Library

Libraries are places of learning and discovery for everyone. Helping your child find out about libraries will set him on the road to being an independent learner. Here are some suggestions for how to help:


  • Introduce your child to the library as early as possible. Even when your child is a toddler, take him along on weekly trips to the library. If you work during the day or have other obligations, remember that many libraries are open in the evening.
If your child can print his name, it is likely that your library will issue him a library card if you will also sign for him. See that your child gets his own library card as soon as possible so that he can check out his own books.
  • When you take your child to the library, introduce yourself and your child to the librarian. Ask the librarian to show you around the library and tell you about the services it has to offer. For example, in addition to all kinds of books, your library most likely will have magazines of interest to both your child and to you. It will likely have newspapers from many different places. Most libraries also have tapes and CDs of books, music CDs and tapes, movies on video and on DVD and many more resources. Your library also might have books in languages other than English or programs to help adults improve their English reading skills.

Ask the librarian to tell your child about special programs that he might participate in, such as summer reading programs and book clubs and about services such as homework help.
  • Let your child know that she must follow the library’s rules of behavior. Libraries want children to use their materials and services. However, they generally have rules such as the following that your child needs to know and obey:
  • Library materials must be handled carefully.
  • Materials that are borrowed must be returned on time. Your child needs to learn how long she can keep materials and what the fine will be for materials that are returned late.
  • All library users need to be considerate of each other. Shouting, running and being disruptive are not appropriate library behaviors.
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Encourage Your Child to Read



Encourage Your Child to Read

Helping your child become a reader is the single most important thing that you can do to help the child to succeed in school—and in life. The importance of reading simply can’t be overstated. Reading helps children in all school subjects. More important, it is the key to lifelong learning. Here are some tips on how to help your child become a reader. 






  • Start early. When your child is still a baby, reading aloud to him* should become part of your daily routine. At first, read for no more than a few minutes at a time, several times a day. As your child grows older, you should be able to tell if he wants you to read for longer periods. As you read, talk with your child. Encourage him to ask questions and to talk about the story. Ask him to predict what will come next. When your child begins to read, ask him to read to you from books or magazines that he enjoys.

  • Make sure that your home has lots of reading materials that are appropriate for your child. Keep books, magazines and newspapers in the house. Reading materials don’t have to be new or expensive. You often can find good books and magazines for your child at yard or library sales. Ask family members and friends to consider giving you child books and magazine subscriptions as gifts for birthdays or other special occasions. Set aside quiet time for family reading. Some families even enjoy reading aloud to each other, with each family member choosing a book, story, poem or article to read to the others.

  • Show that you value reading. Let your child see you reading for pleasure as well as for performing your routine activities as an adult—reading letters and recipes, directions and instructions, newspapers, computer screens and so forth. Go with her to the library and check out books for yourself. When your child sees that reading is important to you, she is likely to decide that it’s important to her, too. 
If you feel uncomfortable with your own reading ability or if you would like reading help for yourself or other family members, check with your local librarian or with your child’s school about literacy programs in your community.
  • Get help for your child if he has a reading problem. When a child is having reading difficulties, the reason might be simple to understand and deal with. For example, your child might have trouble seeing and need glasses or he may just need more help with reading skills. If you think that your child needs extra help, ask his teachers about special services, such as after-school or summer reading programs. Also ask teachers or your local librarian for names of community organizations and local literacy volunteer groups that offer tutoring services.
The good news is that no matter how long it takes, most children can learn to read.
Parents, teachers and other professionals can work together to determine if a child has a learning disability or other problem and then provide the right help as soon as possible. When a child gets such help, chances are very good that she will develop the skills she needs to succeed in school and in life. Nothing is more important than your support for your child as she goes through school. Make sure she gets any extra help she needs as soon as possible and always encourage
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Classroom management


What is Classroom Management?
    1. It’s effective discipline
    2. It’s being prepared for class
    3. It’s motivating your students
    4. It’s providing a safe, comfortable learning environment
    5. It’s building your students’ self esteem
    6. It’s being creative and imaginative in daily lessons

It’s different for EVERYONE!!
    1. Teaching Styles
    2. Personality/Attitudes
    3. Student population
    4. Not all management strategies are effective for every teacher
Techniques for Better Classroom Control
  1. Focus attention on entire class
  2. Don’t talk over student chatter
  3. Silence can be effective
  4. Use softer voice so students really have to listen to what you’re saying
  5. Direct your instruction so that students know what is going to happen
  6. Monitor groups of students to check progress
  7. Move around the room so students have to pay attention more readily
  8. Give students non-verbal cues
  9. Engage in low profile intervention of disruptions
  10. Make sure classroom is comfortable and safe
  11. Over plan your lessons to ensure you fill the period with learning activities
  12. Come to class prepared
  13. Show confidence in your teaching
  14. Learn student names as quickly as possible
Cooperation through communication
  1. Verbalize descriptions of behaviors and never value judgments about individuals
  2. Verbalize feelings but remain in control
  3. DO NOT USE SARCASM
  4. Do not place labels (good or bad)
  5. Do not get students hooked on praise
    1. Praise the work and behavior – not the students themselves
  6. Speak only to people when they are ready to listen
Classroom Rules For Conduct
  1. Formalized statements that  provide students with general guidelines for the types of behaviors that are required and the types that are prohibited
  2. A few rules are easier to remember than many rules
  3. Each rule in a small set of rules is more important than each rule in a large set of rules
Necessary classroom rules of conduct
  1. Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors
  2. Secures the safety and comfort of the learning environment
  3. Prevents the activities of the class from disturbing other classes
  4. Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus
Beginning a new year
  1. Take advantage of initial uncertainty
  2. Ride your “fences”
  3. PLAN for a favorable beginning
    1. Classroom/lab organization
    2. Ongoing routines
  4. Use learning activities with easy-to-follow, uncomplicated directions
  5. Use a disclosure statement
Disclosure Statement
  1. Used to clearly communicate expectations to students and parents
  2. Refer back to the guidelines throughout the term
  3. Not a legally binding document
Components of Disclosure Statement
  1. Basic Course Outline
  2. Grading Procedures
    1. Include procedures for making up missed work, extra credit, homework expected, etc.
  3. Attendance Policies (should be consistent with school policy)
  4. Other class rules, policies, procedures
  5. Safety considerations as necessary
  6. Accommodation for disabilities statement
  7. Signature of student and parent/guardian
Room/lab arrangement
  1. Make sure all students can see and hear clearly (and you can see them clearly)
  2. Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.)
  3. Allow room and easy access for proximity control
  4. Think through class procedures and learning activities and arrange the room in the best possible way
Dealing with misbehavior
Functions of Behavior
  1. Every behavior has a function
  2. Four primary reasons for  disruptive behavior in the classroom
    1. Power
    2. Revenge
    3. Attention
    4. Want to be left alone (i.e., disinterest or feelings of inadequacy)
  3. Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher
  4. Do not tolerate undesirable behaviors no matter what the excuse
  5. Understanding why a person exhibits a behavior is no reason to tolerate it
  6. Understanding the function of a behavior will help in knowing how to deal with that behavior
Dealing with off-task behaviors
  1. Remain focused and calm; organize thoughts
  2. Either respond decisively or ignore it all together
  3. Distinguish between off-task behaviors and off-task behavior patterns
  4. Control the time and place for dealing with off-task behavior
  5. Provide students with dignified ways to terminate off-task behaviors
Dealing with off-task behaviors
  1. Avoid playing detective
  2. Utilize alternative lesson plans
  3. Utilize the help of colleagues
  4. Utilize the help of guardians
  5. DO NOT USE CORPORAL PUNISHMENT
    1. A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior
Modifying off-task behavior patterns
  1. Use the principle of “Extinction”
    1. Whenever the positive rein forcers for a person’s voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior
  2. Specify the exact behavior pattern to extinguish
  3. Identify positive reinforcers for the behavior
  4. Plan to eliminate positive reinforcement
  5. Establish a realistic time schedule
  6. Implement the plan
  7. Evaluate the effectiveness by observing behavior
  8. Use the principle of “Shaping”
    1. Reinforce behaviors that are similar to the behavior to be learned
    2. Subsequent actions that are more like the behavior to be learned than previous actions are reinforced
    3. Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced
Attention Seeking Behavior
  1. Attention-seeking students prefer being punished, admonished, or criticized to being ignored
  2. Give attention to this student when he or she is on-task and cooperating
  3. “Catch them being good!” – and let them know you caught them
Power Seeking Behavior
  1. Power-seeking students attempt to provoke teachers into a struggle of wills
  2. In most cases, the teacher should direct attention to other members of the class
Behavior:  Rambling -- wandering around and off the subject. Using far-fetched examples or analogies.
POSSIBLE RESPONSES:
  1. Refocus attention by restating relevant point.
  2. Direct questions to group that is back on the subject
  3. Ask how topic relates to current topic being discussed.
  4. Use visual aids, begin to write on board, turn on overhead projector.
  5. Say: "Would you summarize your main point please?" or "Are you asking...?"
Behavior:  Shyness or Silence -- lack of participation
POSSIBLE RESPONSES:
  1. Change teaching strategies from group discussion to individual written exercises or a videotape
  2. Give strong positive reinforcement for any contribution.
  3. Involve by directly asking him/her a question.
  4. Make eye contact.
  5. Appoint to be small group leader.
Behavior:  Talkativeness -- knowing everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
  1. Acknowledge comments made.
  2. Give limited time to express viewpoint or feelings, and then move on.
  3. Make eye contact with another participant and move toward that person.
  4. Give the person individual attention during breaks.
  5. Say: "That's an interesting point. Now let's see what other other people think."
Behavior:  Sharpshooting -- trying to shoot you down or trip you up.
POSSIBLE RESPONSES:
  1. Admit that you do not know the answer and redirect the question the group or the individual who asked it.
  2. Acknowledge that this is a joint learning experience.
  3. Ignore the behavior.
Behavior:   Heckling/Arguing -- disagreeing with everything you say; making personal attacks.
POSSIBLE RESPONSES:
  1. Redirect question to group or supportive individuals.
  2. Recognize participant's feelings and move one.
  3. Acknowledge positive points.
  4. Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."
Behavior:  Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners.
POSSIBLE RESPONSES:
  1. Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or
  2. "Can you restate that as a question?" or
  3. "We'd like to hear more about that if there is time after the presentation."
Behavior:  Overt Hostility/Resistance -- angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
  1. Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.
  2. Respond to fear, not hostility.
  3. Remain calm and polite. Keep your temper in check.
  4. Don't disagree, but build on or around what has been said.
  5. Move closer to the hostile person, maintain eye contact.
  6. Always allow him or her a way to gracefully retreat from the confrontation.
Behavior:  Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
  1. Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure.
  2. Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."
  3. Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.
  4. Ignore behavior.
  5. Talk to him or her privately during a break.
  6. As a last resort, privately ask the individual to leave class for the good of the group.
Behavior:  Griping -- maybe legitimate complaining.
POSSIBLE RESPONSES:
  1. Point out that we can't change policy here.
  2. Validate his/her point.
  3. Indicate you'll discuss the problem with the participant privately.
  4. Indicate time pressure.
Behavior:  Side Conversations -- may be related to subject or personal. Distracts group members and you.
POSSIBLE RESPONSES:
  1. Don't embarrass talkers.
  2. Ask their opinion on topic being discussed.
  3. Ask talkers if they would like to share their ideas.
  4. Casually move toward those talking.
  5. Make eye contact with them.
  6. Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.
School Policies
Be familiar with school policies from the start!
Policies relating directly to students:
  1. Attendance/Tardy Policy
  2. Academic/Grading Policies
  3. Telephone use (school phones, cell, pagers)
  4. Student Dress and Grooming Policies
  5. Safe School Policies
    1. Weapons, fighting, intimidation, verbal abuse, etc.
  6. Alcohol, Tobacco, and Drug Policies
  7. Sexual Harassment Policy
Policies you’ll need to be aware of as a teacher
  1. Internet/Email use policies
  2. Family Educational Rights and Privacy Act (FERPA) Policies
  3. Policies regarding the reporting of abuse, neglect, suicide threats, etc.
  4. Emergency procedures
    1. Fire, earthquake, bomb threat, intruder, etc.
  5. Field Trip policies
  6. Accident reporting procedures
  7. Reporting academic progress
  8. Purchasing guidelines
  9. Substitute teachers
    1. Requests for, planning, etc.
  10. Use of videos, movies, and instructional materials
If you advise a student group
  1. Be familiar with:
    1. Travel policies
    2. Fundraising policies
    3. Activity absence policies
    4. Student organization finance policies
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10 Keys to a Healthy Marriage


1 Control yourself and no one else.
  1. The only person I can truly control is myself.
  2. I must control my own anxiety.
  3. I am responsible for my own happiness.
  4. Anxiety and fear cause us to control others.
    1. Money tight: blame spouse instead of dealing with anxiety.
    2. Wife overwhelmed: pushes hubby away.
    3. Husband lashes out at kids rather than calming himself.

2 Be selfish so you can be selfless.
  1. Self-love (e.g. taking care of yourself) is a prerequisite in order to be selfless and give in a healthy way.
  2. Ultimately selfish and destructive to ask your spouse to meet your deepest needs.
  3. Must understand the four levels of love.

3 Burn the checklist.
Over time, a list of resentments begins to take hold in our minds.
  1. Write down the list.
  2. Burn it.
  3. Do not allow the list to form again in your heart or brain.
  4. Practice gratitude.
4 Forgive and rebuild trust.
  1. Forgiveness does not mean pain goes away. Trust takes time.
  2. 3 Reasons to forgive:
    1. When don’t forgive, give past actions power over present; put focus on someone else’s actions rather than your own.
    2. If don’t forgive, chain spouse to past actions.
    3. Must forgive to be forgiven.
    4. Rebuild trust:
    5. Expect trust to take a long time to rebuild.
    6. If rush it, become disillusioned and put too much pressure on each other.
    7. Acknowledge and celebrate small steps.

5 Be assertive.
  1. Being assertive is liberating for me and my wife.
  2. When I am assertive, it relieves my wife of any pressure and she knows what I want. It is honest.
    1. Examples
    2. My birthday.
    3. Sunday afternoons.
    4. Wife who wants family to go to church with her.

6 Be apart so you don’t grow apart.
  1. Not an excuse for men to play 18 holes of golf every day (9 is okay).
  2. Some people only feel purposeful when they are needed and become dependent on children needing you. Take a break!
  3. Need time apart as a couple from children.
  4. Need time apart individually to be whole when you are together.
  5. Examples
    1. Anita listening to CD and concert tickets.
    2. Me after a workshop.

7 Liking is more important than loving.
  1. Love is obligatory.
  2. But do you like your spouse?
  3. Do you like who you are when you are with your spouse?
  4. Practice the Power of One.
    1. Write down one thing you like about your spouse.
    2. Can be impersonal (he works really hard, she’s a great cook) or personal (he has a great sense of humor, she is compassionate).
    3. Dwell on that one though. Compliment your spouse repeatedly.
    4. Then find another quality you like. Rinse and repeat often.

8 Water your own grass.
  1. Most common trap in human nature: the grass is always greener.
  2. Tempted to take the easy way out: get a new lawn.
  3. Resist the temptation of the perfect man or woman at the office.
  4. Grass isn’t dead. It’s just dormant. We need to water it.
    1. Don’t wait for your spouse to change.
    2. Feelings follow words and actions.
    3. Prepare the soil (forgive and rebuild trust).
    4. Plant a lot of seeds. Marriage relationships deteriorate because we stop doing a lot of little things and miss opportunities.
    5. Think of one thing your spouse HATES doing. Begin doing that task for your spouse, even if he or she does not reciprocate.

9 Cut the chords.
  1. Parents still exhibit too much emotional control over spouses.
  2. Disappoint parents early on in marriage.
    1. Manipulation comes from resentments and feeling entitled because of all they sacrificed as a parent.
    2. Do not be moved by their childish reactions.
    3. Do not compromise your own family
    4. Mother gets offended--enjoy the peace and quiet.
    5. Not responsible for your parents’ happiness.
    6. Cutting the chords causes transformation!
    7. Husband first, father second, son third.
    8. When decided to get married and have children, made a conscious choice to separate from parents and become mature adult.
    9. Growing up is difficult  :)

10 The greatest gift a man can give his wife.

My greatest gift to others, ironically, has nothing to do with them and everything to do with me.
(1) I take care of myself so my wife doesn’t have to “manage” me.
    1. Calm, assertive leader.
    2. Free from parents’ control so put my family first.
    3. Trust me with kids.
(2) Give me wife a night out once or twice per month.
    1. Handle dinner, dishes, homework, put kids to bed.
(3) Date night with undivided attention.

The greatest gift a woman can give her husband.

(1) I take care of myself so my husband doesn’t have to take care of me.
    1. Exercise, take a walk, listen to music, read, pray to feel centered
    2. Show self-respect
    3. Do not give kids keys to your emotions and happiness.
(2) Leave the kids, guilt and responsibility behind for a date night.
    1. Be my husband’s date and not just his kids’ Mom for an evening.
(3) Thank my husband for random things: taking care of the lawn, working hard, being patient with the kids.
Make each other a priority. Spend time together first when come home from work. Let kids know your relationship is a priority.
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The basic of cash flow statement


 

The Basic Statement 

of Cash Flows

 

Primary Purpose of Statement

To provide information about:
    1. cash receipts
    2. cash payments
    3. the net change in cash resulting from

Meaning of Cash Flows

  1. Cash equivalents are:
    1. Readily convertible to known amounts of cash
    2. So near maturity that their market value is relatively insensitive to changes in interest rates.
      1. treasury bills
      2. commercial paper
      3. money market funds
  2. The term cash includes cash equivalents.
The three primary sections of the statement are:
  1. Cash flows from operating activities.
  2. Cash flows from investing activities.
  3. Cash flows from financing activities.

Operating Activities...

Include:
    1. The cash effects of transactions that create revenues and expenses and
    2. Enter into determination of net income.
Involve Income Statement Items
Types of Cash Flows Operating Activities
  1. Cash inflows:
    1. From sale of goods or services
    2. From  return on loans (interest received) and on equity securities (dividends received)
  2. Cash outflows:
    1. To suppliers for inventory
    2. To employees for services
    3. To government for taxes
    4. To lenders for interest
    5. To others for expenses

Investing Activities...

Include:
    1. Acquiring and disposing of investments and productive long-lived assets. 
    2. Lending money and collecting the loans.
Involve Investments and Long-Term Asset Items
Types of Cash Flows Investing Activities
  1. Cash inflows:
    1. From sale of property, plant, and equipment
    2. From sale of debt or equity securities of other entities
    3. From collection of principal on loans to other entities
  2. Cash outflows:
    1. To purchase property, plant, and equipment
    2. To purchase debt or equity securities of other entities
    3. To make loans to other entities

Financing Activities...

Include:
    1. Obtaining cash from issuing debt and repaying the amounts borrowed
    2. Obtaining cash from stockholders and paying them dividends.
Involve Long-Term Liability and Stockholders’ Equity Items
Types of Cash Flows Financing Activities
  1. Cash inflows:
    1. From sale of equity securities (company's own stock)
    2. From issuance of debt (bonds and notes)
  2. Cash outflows:
    1. To stockholders as dividends
    2. To redeem long-term debt or reacquire capital stock
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Something From Rich Dad Poor Dad



Rich Dad,Poor Dad
Robert T.Kiyosaki

Introduction
  1. Does school prepare children for the real world?…
  2. Her parents always used to say “Study hard and get good grades and you will find a high-paying job with great benefits.”
  3. Says that the goal of her parents was to provide a college education her and her older sister.
  4. When she got older she earned her diploma in 1976 graduated with honors, in accounting from Florida State University.
  5. She was hired by a “Big 8” accounting firm and looked forward to a long career and an early retirement.
  6. But after changing her job positions many times she was quick to realize that there was no pension plans vesting on their behalf.
  7. In 1996 one of her kids was disappointed with school he claimed that he was board and tired of studying.
  8. She said “Why should I put time into studying subjects I will never use in real life?”
  9. With out a hesitation she replied Because if you don’t get good grades you wont get in to a good college.
  10. After her son replied “Regardless of whether I go to college I’m going to be rich.”
  11. Then they got in a discussion on how will he get rich if he does not go to a good college and he replies by saying that school is not the only way to get rich by naming celebrities that got famous off sports, singing, and making corporations.
  12. One day her husband called her in to his office saying she needs to meet someone it was Mr. Kiyosaki.
  13. Mr. Kiyosaki represented a game of them called CASHFLOW it was a new educational game.
  14. The game looked like monopoly but it had two tracks the one inside and outside. The object of the game was to get out of the inside track what was called the “Rat Race” and to get to the outer track called “Fast Track”.

What is Rat Race?
  1. Robert then defined the "Rat Race" for them. Rat Race is simple it’s just the average life of a person like a kid does good in school goes to a nice college then looks for a job that is safe with a steady income then he will have money to waste and starts dating then has twice the income with new partner. Then they have a kid then the family now needs to support the kid and needs a bigger house so that’s more money than they need to get second job and now they are in debt =[.
  2. The only way to get out of the "Rat Race" is to prove your proficiency at both accounting and investing, arguably two of the most difficult subjects to master.
  3. After having people play the game many of them did not like it because they could not get out of the Rat Race. Because they were not educated in school to learn how to use their money wisely.

Meeting up!
  1. Her husband set up a dinner meeting with Robert and his wife within that next week. Although it was their first social get-together, they felt as if they had known each other for years. They found out there was a lot in common. They covered the gamut, from sports and plays to restaurants and socio-economic issues. They talked about the changing world spent a lot of time discussing how most Americans have little or nothing saved for retirement, as well as the almost bankrupt state of Social Security and Medicare.
  2. Would my children be required to pay for the retirement of 75 million baby boomers? They wondered if people realize how risky it is to depend on a pension plan.

Ending Introduction
  1. At the end of the introduction they asked how he knew everything he told them and he said he taught himself and how he wrote a book on it and it became a best seller and he had another one on his way but it is in pieces and they agreed to finish the book with him.

Chapter 1!
  1. Starts off describing how he has two fathers and how one is this crazy smart father with a Ph.D. and completed four years of undergraduate work in under two years and how he studied at Stanford University, the University of Chicago, and Northwestern University to do his advanced studies, all on full financial scholarships.
  2. The other father never finished the eighth grade.
  3. But both men were successful in their careers, working hard all their lives. Both earned substantial incomes. Yet one struggled financially all his life. The other would become one of the richest men in Hawaii.
  4. Both the fathers where good men and giving the son information about money and they both had different views on money and how to make it.
  5. For example, one dad would say, "The love of money is the root of all evil." The other, "The lack of money is the root of all evil."
  6. He later explains why the rich get richer and the poor get poor and the middle class is suck in debt is because school teaches scholastic and professional skills, but not on financial skills.
  7. It later describes how he chooses to listen to the father that is rich and we find out that it is the one who did not go to school because he learned how to be financially stable on his own and not from years of school.

Robert Frost
  1. Frost is one of his favorite poets.
  2. The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads onto way, I doubted if I should ever come back. I shall be telling this with a sigh somewhere ages and ages hence; two roads diverged in a wood, and I took the one less traveled by, and that has made all the difference. Robert Frost(1916)
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building math skill for your children


Building Children's Math Skills

When children go to school, they get "formal" lessons in reading, writing, and arithmetic. But arithmetic, the adding, subtracting, multiplying, and dividing of numbers, is just one part of the greater use of math. Math is all about how numbers work.
Math helps children develop critical thinking and problem-solving skills. Just as the brain is "pre-wired" to learn and use language, it is also a part of human nature to learn and use math concepts.
Children are adventurous. As they begin crawling and walking to explore, they handle objects, and notice the sizes of their toys. They start to form ideas about their environment, naturally. With these activities, children learn the basics of math. They learn how to:
  • Group and sort: match up objects that have traits in common, such as size, shape, and other features
  • Recognize numbers: count and then understand what numbers mean
  • Explore space: see and explore how shapes and things fit together
  • Recognize shapes: know and point out the basic shapes - squares, circles, triangles
  • Recognize patterns: be able to guess what comes next in a pattern of objects
  • Estimate/predict: guess amounts, distance, how one thing can affect another (such as determining if a heavier object sinks faster than a lighter object)
  • Measure: understand that one object can be used to describe or represent another and learn the concepts of tall, short, heavy, light, half
  • Tell time: understand the concept of time, past and present, with words such as later, tonight, tomorrow, yesterday, in 10 minutes
All of these are important "pre-math" skills. They are the basis for learning math in elementary school and beyond.

Doing Pre-Math Activities with Children

You use math throughout your day, so just share it and make it fun for children. More than likely you are already helping your child to learn pre-math concepts by the words you use and the activities you do with her. Child care providers and programs also use activities that foster math skills in children's daily routines.
Grouping
Grouping is the first step in learning and understanding that numbers represent objects. Children can learn to group and sort objects - by size, shape, feel, color, or the way objects move. When young children are playing with toys and other things, they are naturally curious. They are exploring what they are see-ing and touching. And, you can easily help your child learn to group by giving him some household materials (see chart for ideas).

Pre-Math Activities
Grouping Activities Concepts/Skills
  • Sort objects by size or color: pencils, crayons, toy trucks
  • Group laundry: putting all clean pants, shirts, socks together
  • No matter where you are, talk about your surroundings, and identify those things with same traits: round, square, red, blue
With infants:
  • Read books to baby (animals or subjects that capture baby's interest) and name animals
  • Color
  • Size
  • Shape
  • Texture
  • Taste
  • Building vocabulary
  • Common traits
Recognize Numbers
Children learn numbers by hearing them over and over, and seeing them written. Children will slowly learn that spoken or written numbers are about real objects. They'll understand the concepts of "more", "less", and "equal to" or "same".

Recognizing Numbers
Activities Concepts/Skills
  • Counting games: count how many clocks you have at home, count the number of red cars you see, etc.
  • Give them paper and crayons and let them write down the numbers they learn in sequence: 1, 2, 3, and so on
  • Sing counting songs or read books that involve counting (for example, "This Old Man")
  • Give directions that involve numbers ("Put two books on the table")
With infants:
  • Read books to baby that involve counting and using numbers (Goldilocks and the Three Bears, Three Billy Goats Gruff)
  • Numbers
  • Counting
  • Understanding spoken numbers mean real amounts
  • Following onestep directions
  • Writing
Shapes and Space
At an early age, children can "see" the shape and size of objects. They can touch and explore basic shapes such as circles, squares, and triangles. Children also learn the concepts of where things are located with words such as "over", "under", "beside", and "inside", in terms of where objects are.

Shapes and Space
Shapes and Space Concepts/Skills
  • Play with blocks - sorting and building
  • Make and cut out a variety of shapes and put them into a bag - have child feel in the bag and pull a shape out without looking at it and tell you what it is
  • Put puzzles together
With infants
  • Talk to them about the shapes of objects you see, have in your home
  • Give them blocks
  • Shapes
  • Understanding what shapes are
  • Fine motor skills
  • Build vocabulary
Patterns
Patterns are a part of math. Getting children to be able to pick out visual patterns and know what is "next" in a sequence also helps with their ability to make predictions or guesses.

Recognizing Numbers
Patterns Concepts/Skills
  • Play matching games
  • Draw shapes on paper, color them and cut them out. Then make patterns out of them and have children guess what is next in the sequence. Have children come up with their own patterns.
  • Matching
  • Visual memory
  • Fine motor skills
  • Shapes
Estimate/Predict
Estimation and prediction are also part of science and will help develop critical thinking skills. Ask your preschooler to:
  • Guess which is bigger? Choose two objects that you can compare.
  • Guess which is a higher stack - 10 nickels or 10 pennies?
  • Predict - will a ball float and stay on top of the water or sink to the bottom?
Measuring
Measuring and knowing the sizes of things are important skills. Help your child understand amounts and concepts of "heavy", "light", "tall" with some of the following activities:
  • Measure your child's height on the wall in pencil or on a chart. Do it at intervals to chart the growth.
  • Cook or bake with your child. Let him help you measure out amounts of ingredients and see the difference in a cup, teaspoon, or tablespoon
  • Play with and measure out sand.
Tell time
Whether it's getting to a job on time or knowing when the next train is coming - understanding time is important! You can help your child learn the basics of time and telling time:
  • Time activities (set a timer and see how long it takes your child to brush their teeth; how long it takes to bake cupcakes, and so on)
  • Draw a clock face: Talk about what the numbers on the clock mean and show them 1 o'clock, 2 o'clock. They may not understand right away, but they'll eventually get it.
  • Talk to them about time and what they will do at different points during the day ("at two o'clock we will go to the park"; "bedtime is 8 o'clock")
The main idea is that math is all around you and you use it all the time. Think about how you use math in your everyday life. When you are paying for things at the store, measuring ingredients for a favorite recipe, or judging if your car has enough gas for a few more days - you're using some form of math. Math skills are not only important for children in school; they are important for the rest of their lives.

For More Information

  • Department of Education, archives. This article, entitled What is Mathematics?, gives two different standards of math (thinking and content). It has ideas and activities for what parents can do to support and help their children learn both the thinking and content of math.
  • University of Kansas Life Span Institute at Parsons, Kansas Kids Ready for Learning, Links to Early Literacy for Families and Providers, Math and Young Children. This webpage has several sources that discuss and have easy-to-follow activities to help young children develop pre-math skills.
  • PBS Parents, Early math. An online "math coach" for parents and child care providers that gives ideas and directions for activities (grouped by child's age) with children that nurtures pre-math skills. All activities aimed at making math come to life for parents as well. The illustrated and detailed activities can be printed out to use at any time.
  • Is This the Right Place for My Child?: 38 Research-Based Indicators of High-Quality Child Care. This user friendly booklet contains a checklist of 38 questions that parents can ask to evaluate the quality of child care programs and explains why each question is important and how it relates to the quality of care. One aspect of high-quality care is providing activities and materials that encourage skill development in all areas of learning.
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Teach Your Children About Money

Why teach kids about money?
  1. Less than 10% of high school students are taught about money before they graduate
  2. More students are filing for bankruptcy than graduating from college
  3. Consumer debt is more than $1.5 trillion
  4. Number one reason for divorce is over money issues
  5.  Because NOT teaching to our children should be criminal! 
Read
I'm a college student who's being 'pursued' by credit card debt. I have no income, no assets and am living in my mothers basement--though I will be moving to the house of a friend in a month. As of now I only have my college loan money to pay my bills, and not nearly enough to take care of the credit card bills . . . my mother is being harassed by phone calls whenever I'm not home.
I've been dealing with it well the past month since I attempted suicide in June (on my 21st birthday, of all days) after a breakdown over money, but I'm starting to get to that point again. I can't afford a lawyer, my parents are going through a divorce so they are unable to help, I have no other family members with income, and I'm taking care of my partner who's been unable to find work for 2 years. I had a job for a while, until I was being told to work a day though my classes or I would be fired-- like an idiot, I quit. I can't quit school without then adding my college loan payments into the equation.
How the hell do I get through this without another suicide attempt?
Why do we need to teach our kids about money?

Your kids will learn about . . .


Checks credit cards, businesses, compound interest, managing risk, mutual funds, return on investment, supply and demand, loans, mortgages, real estate, passive income, taxes, inflation, paychecks, debt, financial advisors, diversification, debit cards, small-cap stocks, large-cap stocks, leverage, budgets, assets, liabilities and so much more stuff we couldn’t list it on this one page!
They’ll have a lot of fun doing it, too, but don’t tell them.
But what we REALLY teach your kids in our programs is. . .
 
 
Financial Freedom is your CHOICE.

Financial Freedom is a choice, not a dream. Anyone can be financially free.
You choose how your life is going to look and you’re responsible for making it happen. No one is going to do it for you.
You are the CEO of your own life, financial freedom is not only your choice, it is your responsibility.


It's all about HABITS

There are two kinds of habits -- habits that you do and habits that you don’t do.
You are either in the habit of brushing your teeth every morning or you are in the habit of NOT brushing your teeth every morning.
You are either in the habit of saving and investing or you are in the habit of NOT saving and investing.

Pay Yourself FIRST.

This is the one of the most powerful habits all wealthy people do on a regular basis.
Most people pay everyone else first --their landlords, their credit card companies, their car payments, then “if they have any money left over,” they’ll save it. (Usually they don’t have any money left over.)
Millionaires ALWAYS pay themselves FIRST.

Money buys you stuff, not HAPPINESS.

Money and stuff are not the keys to happiness. Being happy is the key to happiness.
Money is simply a tool to reach your dreams. Every dream we have, every aspiration, every goal takes money to achieve.
Money is not the end result, it is the tool we use to reach our dreams and goals. AND do a lot of good in the world!

Your thoughts, beliefs and attitudes about money determine your wealth potential.
Our thoughts are powerful things and how we think and feel about money plays a major role in our ability to make it and keep it.
Even if our conscious mind says we want to be rich, if our subconscious is telling us money is evil, and we don’t want to be evil, unconsciously we often do everything in our power to keep money out of our hands.

Money only makes you more of what you already are.
If you are greedy and poor, money will give you the opportunity to be more greedy. If you are generous and poor, money will only give you the opportunity to be more generous. Money does not define you as a person, it only accentuates who you already are as a person.

The more money you have, the more GOOD you can do.

Wealthy people have given away more money and aid to those in need than any government ever has. Everyone likes to help people, whether you’re 8 or 80. When you have more than enough money than you need to live your chosen lifestyle, you can choose to give it away to those in need.
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Money Management


What is money management?
Knowing how to save, spend and invest your money so that you and your family can successfully work toward your financial goals

What activities go with money management?
  • Tracking your spending.
  • Making a budget.
  • Balancing your checkbook.
  • Using credit wisely.
  • Setting long- and short-term goals.
  • Earmarking money for savings.
Wise money management can help you
  • Pay your bills on time.
  • Make it through times when you are not working.
  • Save money.
  • Plan for short- and long-term goals.

Step to manage your money



Step 1: Assess Needs


Make a realistic list of needs and wants
Needs                                                  Wants
Food                                                    Lots of Money
Clothing                                              Cell Phone
Housing                                               VCR or Big TV
Transportation                                     New Car
Child Care                                           Designer Jeans
Insurance                                             Vacations
Medicines                                            Boat
Titan Tickets


Step 2: Set Goals



Make sure your goals are SMART
Specific- Clearly state what you want to do
Measurable- Measure by time and/or money needed
Attainable- Make sure your goal is realistic and possible
Relevant- Make sure goals fit your needs
Time related- Set a definite target day (day/month/ year)


Step 3: Make a Plan



Put things in Priority Order- Imagine the actions you need to take to get from where you are now to where you want to be.
Goals are dreams with deadlines! Post your goals where you will see them frequently. Find a picture to represent your goals. Make them happen.


SMART GOAL

Goal: Use cash to purchase a refrigerator in 6 months.  New refrigerator will cost $600.00. 
Must save from each paycheck:
            $100/Paycheck  -  if paid monthly
            $50/Paycheck  - if paid bi-weekly or semi-monthly
            $25/Paycheck -  if paid weekly
Your Plan with Actions
I will save $25.00 from each weekly paycheck for refrigerator.
 Steps to Get There:
  • Pack lunches.
  • Borrow movies and CD’s from the library.
  • Shop with a list for everything.
Stay out of Walmart!
Prioritizing goals
  1. Build an emergency savings of $_____________.
    1. Put $50.00 from each paycheck for 5 months.
    2. Use OVERTIME or BONUS $$ to build more quickly.
  2. Build a retirement account.
Put $50.00 (automatic deduction)
401(k)
Roth IRA


Money Management

  • The money that comes in   - INCOME
  • Regular take home income
  • The money that goes out – SPENDING
  • Must know what you are spending to develop a plan for managing your money.
  • Three type of expenses
How much money comes in each month?
Income has two parts:
  • Gross income- total you actually earn
  • Net income (take home pay) - what is left over after your employer takes out deductions for taxes, Social Security, Medicare, and other needs.
Three Types of Expenses
  • Fixed expenses
    • Car Payments
    • Rent or Mortgage
    • Child Care
    • Cable TV
    • Car Insurance
  • Flexible (variable or controllable) expenses
    • Clothing
    • Food
                        at home
                        away from home
    • Telephone
    • Utilities
    • Gasoline
    • Public Transportation
    • Medical / Dental
    • Recreation
    • Supplies
                     household
                     personal
  • Periodic or occasional expenses
    • Car Maintenance / Repairs
    • License Tags
    • Insurance Payments
    • Gifts / Holidays
    • School
    • Taxes
    • Magazine Subscriptions
    • Vacations
Tracking your money

Keep and organize the following items to help you keep up with expenses
  • Check registers
  • Check stubs and canceled checks
  • Receipts
  • Bills and invoices
  • Credit card statements
  • Calendars, diaries, pocket notebooks
Trimming Expenses
  • Pack lunch for work or school
  • Shop for store or generic brands
  • Use the public library
  • Choose free recreational activities
  • Check resale shops or garage sales for bargains
  • Eat out less often
  • Handle home maintenance and repairs yourself
  • Use public transportation when possible
  • Take advantage of free activities

SAVINGS


It’s never impossible to save money, no matter how small the amount.
Saving Your Money

Two types of savings accounts…
1) Emergency fund – provides means for paying for emergencies instead of using credit
2) Nest egg account- helps you reach specific goals such as buying a house or taking a vacation

Start the Savings Habit Now!
  • If you save $20 per week, every week for a year, after one year you will have saved $1,040!
  • Keep this up and after five years you will save $5,200, not to mention the interest you will earn!
Remember these tips…
  • Don’t shop on payday
  • Don’t shop when you’re tired
  • Don’t shop for food when you’re hungry
  • Take your time. Try not to shop when you have to hurry
  • You don’t have to buy it today
  • Remember, nothing is a bargain unless you need it
  • Have a spending plan and stick to it
  • No one can make you buy anything
How much debt is too much?

Rule of thumb for consumer debt
Under 15%=comfortable        15-20%=Caution
Over 20%=Danger!!!
To figure your debt-to-income ratio:
Total average monthly debt payments
(excluding mortgage/rent and utilities)  $400
Monthly take-home pay                                  $2,000
$400  ÷ $2,000 = .20 = 20%

Managing your Money

Developing a Personal Spending Plan will show you…
  • What money is coming in
  • How much you spend on the basic needs, fixed and variable
  • How much you need to set aside for periodic or unexpected expenses
  • How to plan for savings and investing
  • What is left over for your wants
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Simple Something Can Save Your Money



Simple Something Can Save Your Money


Shopping
  1. Decrease buying and start selling
  2. Buying for discount product
  3. Write list before go shopping
  4. Keep the budget









Entertainment
  1. Don’t spent money a lot for entertainment
  2. Use free entertainment or game















Eating and drinking
  1. Drink more water
  2. Eating at home
  3. Avoid fast food
  4. Don’t drink too much










Money
  1. Keep saving money before spending
  2. Have a saving account









Things
  1. Fix something by yourself
  2. Take care of your cloth







Health
  1. Take care of your health
  2. Do exercise at home
  3. Make a plan of your money
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Five Critical Selling Skills


The Five Critical Selling Skills
Does your sales force need to improve their selling skills? Does your team consistently hit sales goals? Are you comfortable with their professional selling skills or do you wish they knew how to increase their profit margin and sell more?

The Action Selling Sales Book teaches... "For every major purchase, buyers follow a consistent, predictable pattern in making a series of buying decisions that lead up to the final purchasing choice. All buyers, regardless of their temperament, make the same decisions in the same order."

When your team develops their sales skills around the buying decisions of the customer, you will join the ranks of thousands who have become outstanding sales force leaders by using the Action Selling Sales Training Program.

Action Selling teaches that there are Five (5) Critical Selling Skills (outlined below) that, if understood and mastered, will help your team sell more and dramatically improve their sales productivity. Our research has identified three important facts about these Critical Selling Skills:
  1. They can be measured with our sales skill assessment.
  2. They can be learned with an effective sales training program.
  3. Performance improves at twice the rate with our skills certification system.
The Five (5) Critical Selling Skills
  • Buyer/Seller Relationship
  • Sales Call Planning
  • Questioning Skills
  • Presentation Skills
  • Gaining Commitment
Buyer/Seller Relationship
 Why is this?

Most salespeople fail to follow a process that matches the natural buying process that nearly all customers make. 82% of sellers are out-of-sync with the buyer. Learn how to join the elite sellers that truly understand how to "walk arm-in-arm with their customer" as each of the Five Sequential Buying Decisions are being made.

We structure our sales presentations in this order to avoid resistance later in the call.


The salesperson who follows this process always wins.

Sales call planning
FACT: 99% of Salespeople Fail to Set the Right Call Objectives

Q: Why is this?

This is not surprising since over two-thirds of companies lack a formal sales process. Even fewer have a documented "Best Sales Practices."

As companies and salespeople Certify on this critical selling skill using the Action Selling Certification Program, they finally have a road map to follow. The entire sales process gains momentum. Salespeople win more business - at higher margins - while decreasing sell cycle time.


Questioning Skills
FACT: 86% of Salespeople Ask the Wrong Questions

Q: Why is this?

The Question is the number one tool the salesperson has for managing sales calls. It's surprising how many salespeople are poor performers when it comes to asking the right questions. The Best Questions actually "Open" the sale. And you can't close a sale unless you've opened it.
  • Poor Questioning leads to resistance in the form of Objections
  • Poor Questioning doesn't allow product or company differentiation
  • Poor Questioning leads to poor sales strategy
Presentation Skills
FACT: 95% of Salespeople Talk Too Much and Listen Too Little

Q: Why is this?

Many sales are lost due to the lack of a procedure for presenting product capability. The symptoms associated with poor sales presentation skills include:
  • Sales calls that lose momentum
  • Customers that lack enthusiam about your product
  • Price or product objections
  • Losses to competition
  • Stalls such as: "I'd like to think about it."
When a consistent procedure is used, sales presentations are focused on specific, high-priority needs. Your solution is viewed as unique to the customer. Salespeople win more business, at the right price.

Gaining Comittment
FACT: 62% of Salespeople Fail to Ask for Commitment
Q: Why is this?

The principle mission of the salesperson is to Gain Commitment. That's the reason why companies value the work that we do. So why would more than half of sales people skip this act?
  1. They don't set the right kind of objectives for sales calls.
  2. They miss buying signals from the customer.
  3. They lack a procedure for gaining commitment.
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Basic Banking


BASICS BANKING

What is a Bank?

A bank is a business.  Banks sell services - financial services such as car loans, home mortgage loans, business loans, checking accounts, savings accounts, certificates of deposit, and credit card services.  Some people go to the bank in search of a safe place to keep their money.  Others go to the bank seeking money for loans to buy houses or cars, start businesses, expand farms, or do any of the other things that require borrowing money.
Where do banks get the money to lend?  They get it from all the people who open savings and other types of accounts.  Banks act as a go between the people who save and people who need to borrow.  If savers didn't put their money in banks, the banks would have little or no money to lend.
Your savings are combined with everyone else's savings to form a big pool of money.  The bank uses that pool of money to make loans.  The money doesn't belong to the bank's president, board of directors, or stockholders.  It belongs to the depositors.  That's why banks have a special obligation not to take big risks when they make loans.

How did Banking Begin?

No one knows who started the world's first bank, but it's safe to say that banking has it roots in the early trading civilizations of the Mediterranean ocean.  Without trade there would have been little need to establish banks.  Without banks there would have been less money to finance trading ventures.
Imagine for a moment that you are a merchant in ancient Greece or Phoenicia.  You make your living by selling to distant ports with boatloads of olive oil and spices.  You don't grow the olive oil and spices yourself; you buy them from growers or other merchants.  If all goes well, you will be paid for your cargo when you reach your destination, but before you can sail, you must have money to outfit your ship.
You find it by seeking out people who have money sitting idle.  They agree to put up the money for your cargo and supplies in exchange for a share of your profits when you return from your voyage. .  if you return.  The people with the idle money are among the world's first lenders and you are among the world's first borrowers.  You complain that they're demanding too large a share of your profits.  They reply that your voyage is perilous and they run a risk of losing their entire investment.  Lenders and borrowers have carried on this debate ever since.
Today, most people who want to borrow money go to banks rather than to wealthy individuals.  But the basic concepts of borrowing and lending haven't really changed.  People don't let you have their money for nothing.  It's risky to lend money.  There's no guarantee that a lender will get the money back, even if the borrower is an old friend.  So why lend money? Why take the risk? Because lending presents an opportunity to make even more money.  People will often take a financial risk if they believe there is a good chance of making more money.
If a bank lends $50,000 to a borrower, the bank isn't satisfied to just get its $50,000 back.  In order to make a profit, the bank charges interest on the loan.  Interest is the price borrowers pay for using someone else's money.  If a loan seems risky, the lender will charge more interest to offset the risk.  (If you take a bigger risk, you want a bigger return).  Of course, the opportunity to earn lots of interest won't mean much if a borrower fails to repay a loan.  That's why banks often refuse to make loans that seem too risky.
Banks also use interest to attract savers.  After all, people who have extra money don't have to put it in the bank.  They have lots of choices.  But in addition to all of the different types of accounts banks offer depositors, the added advantage is being able to get to their money quickly.

How is a Bank Started?

The process varies from state to state, but here's a simple version of what it takes to start a bank.
  • Individuals get together and decide to start a bank.

  • They file an application with the federal and state banking authorities.  In Indiana, it's the Indiana Department of Financial Institutions. 
  • People at the state banking authority review the application.  They look closely at the financial condition and the character of the applicants.

4.  After reviewing the application, the federal and state banking authorities will either approve
or deny it. 

Why are There so Many Different Types of Banks?

Not all banks are exactly the same.  There are commercial banks, savings banks, savings and loan associations, S & L cooperative banks, and credit unions.  They now offer many of the same services, but in the past, they were very different from one another.
Commercial banks originally concentrated on meeting the needs of business and industry.  They served places where business could safely deposit their funds or borrow money when necessary.  Many commercial banks also made loans and offered accounts to individual customers but they put most of their effort into serving business (commercial) customers.
Savings banks , S & Ls, and cooperative banks are classified as thrift institutions or "thrifts" rather than banks.  Originally, they concentrated on serving people whose banking needs were ignored or unmet by commercial banks.  The first savings banks were founded in the early 1800s to give blue-collar workers, clerks, and domestic workers a secure place to save for a "rainy day." Savings banks were usually started by public spirited citizens who wanted to encourage the "thrift habit" among people who didn't earn much money.  Savings and loan associations and cooperative banks were first established during the 1800s to help factory workers and other wage earners become homeowners.  S & Ls accepted savings deposits and used the money to make loans to homebuyers.  Most of the loans went to people who didn't make enough money to be welcome at traditional banks.
Credit unions began as a 19th-century solution to the emergency needs of people who were unable to borrow money from traditional lenders.  Before the opening of credit unions, ordinary citizens had no place to turn when they faced unexpected home repairs, medical expenses, or other emergencies.  Credit unions were started by people who shared a common bond such as working at the same factory, belonging to the same house of worship, or farming in the same community.  Members pooled their savings and used the money to make small loans to one another.
Although there are still differences between banks and thrifts, they now offer many of the same banking services to their customers.  Most commercial banks now compete to make car loans, many thrifts have begun to make commercial loans, and some credit unions make loans to homebuyers.

How do I Choose a Bank?

In the 1950s and 1960s banks used to give away toasters or other appliances to new depositors.  Choosing a bank was easy.  You went to the one that gave away the best appliance. 
Not many banks give appliances away anymore and choosing a bank is a little more complicated than it used to be.  For starters you should shop around to find out which banks offer the most competitive services.  Some banks charge a monthly fee if your account falls below a certain level and sometimes that fee can be higher than the interest your account may earn.
Some states prohibit banks from charging fees on savings accounts held by people under 18 or 65 and over.  Find out if your state has such a law.
Other things you might want to consider:
  • Does your bank pay its depositors a competitive interest rate?
  • Is the bank in a convenient location and are its business hours convenient to you?
  • Is your deposit fully insured by the federal government?
  • Is the bank a good corporate citizen? Does it invest in your neighborhood?
Last, but certainly not least, does your bank provide courteous and efficient service? Before you open an account, ask a few people if they are happy with their bank.  All banks are not the same.  It's up to you to do some comparison shopping before you open an account.

What Types of Accounts do Banks Offer?

People use banks for different purposes.  Some have extra money to save and others need to borrow.  Banks help their customers meet their needs by offering a variety of accounts.
Savings accounts are for people who want to keep their money in a safe place and earn interest at the same time.  You don't need a lot of money to open a savings account and you can withdraw your money any time.
Checking accounts offer safety and convenience.  You keep your money in a checking account and write a check when you want to pay a bill or transfer some of your money to someone else.  If your checkbook is lost or stolen, all you need to do is to close your account and open a new one so that nobody can use your old checks.  (When cash is lost or stolen, you rarely see it again.)
Another attractive feature of a checking account is that every month your bank sends you all the checks you have or a list or copies of the checks; which you can use as receipts if there's ever a disagreement over whether or not you paid a bill.  Businesses use checking accounts to hold the money they receive and to transfer money to other people or other businesses.  The one drawback to checking accounts is that some do not earn interest. 
NOW accounts are checking accounts that pay interest (NOW stands for Negotiable Orders or Withdrawals).  Sometimes banks require you to keep a certain minimum amount of money (a minimum balance) in your NOW account in order to keep earning interest.  Only non-business customers may open NOW accounts, businesses must use regular checking accounts.
Money market deposit accounts usually pay a higher rate of interest and require a higher minimum balance (usually $2,500).
Certificates of deposit (CDs) are savings deposits that require a customer to keep a certain amount of money in the bank for a fixed period of time (example: $1,000 for two years).  As a rule the rate if interest your money earns is higher if you agree to keep your money on deposit for a longer period of time.  (That's because banks can plan on using your money for a longer period of time.) Banks do not offer check-writing privileges on certificates of deposit.
Finally, banks don't always call their accounts by the same names.  Often they choose distinctive names in hopes of attracting customer.  But sometimes there can be a real difference between one bank's accounts and another's, so shop around.

Is it Difficult to Open an Account?


When you have decided on a bank you want to do business with and want to open a savings account, you take your money you want to deposit to the bank.  A service representative will help you with the paperwork.  The only form you need to fill out is a signature card which requires you to sign your name and then print your name, address, telephone number, date of birth, social security number, and your mother's madden name (as a means of identification). 
The service representative will take your money and open an account for you.  You will receive a "passbook" or deposit slip which will show your new account number and the amount of money that is in your new account.  Whenever you make a deposit or withdrawal, the transaction will be recorded in your "passbook" or deposit or withdrawal slip.
You don't need a lot of money to start a savings account.  Some banks let you open one with as little as five dollars.  Nor do you need to wait until you are 18.  In most cases, you can open a savings account as soon as you are old enough to sign your name or even earlier if you open the account with a parent or guardian.

What are Checks and How do They Work?

Because they are safe and convenient, checks have become a very popular method of paying for things or transferring money.  But what exactly is a check? In simple terms, a check is a written set of instructions to your bank.  When you write a check, you are instructing your bank to transfer a specific amount of money from your checking account to another person or an organization.  You can even write a check just to convert some of the money on deposit in your checking account into cash.
When you fill in the blank spaces on one of your checks, you are telling your bank how much of your money you want to transfer and to whom you want it transferred.  You authorize the transfer by signing y our check.  One reason why checks are so popular is that people can use a cancelled check to prove they paid a bill.  In most cases a cancelled check is as good as a receipt because it bears the endorsements of all the persons, banks, companies, or other organizations that have handled it.  For example if the landlord claims you didn't pay your rent, all you need to do is find your cancelled check and point out that it was endorsed by your landlord and your landlord's bank.

Tracing a Check Through the Federal Reserve's Check Collection Network


  1. Your Aunt sent you a $20 Check for your birthday.
2.  You deposit the check in your savings account at your bank.

3.  Your bank endorses the check and sends it to its Federal Reserve Bank.

4.  The Federal Reserve Bank gives your bank credit for the check by adding the amount of
the check to your bank’s reserve account or clearing balance.

5.  The Federal Reserve Transportation system flies the check to your Aunt's Bank Federal
Reserve Bank.

6.  That Federal Reserve Bank forwards the check to your Aunt's bank and deducts the
appropriate amount from that bank's reserve account.

7.  Your Aunt's bank deducts the $20 from your Aunt's checking account.

What is Electronic Banking?

Electronics and computers have made banking an around-the-clock business.  You can now do much of your banking even when your bank is closed.  You no longer need to plan your schedule around your banks business hours.
Automated Teller Machines (ATMs) are computers that are much like limited-service bank branches.  You can use them to make a withdrawal, make a deposit, make a payment, transfer money from one account to another, or check your account balance.  In some cases, ATMs of different banks are linked together so you can use them when you travel to a different part of town or even to another state.  All you need to use an ATM is a plastic card from your bank and your own personal password called a PIN number.
You can also have your employer electronically deposit your pay directly to your bank account each payday.   Direct deposit is also popular among people who receive Social Security checks or pension checks because it saves them the bother of standing in line at the bank, battling bad weather, or worrying about being robbed on the way home from the bank
Another electronic banking service is called electronic funds transfer or EFT.   By using EFT, a bank can transfer large amounts of money to another bank by wiring an electronic message.  There is no need to write a check or load up an armored car with cash and there's no long wait for the money to be moved.  Electronic transfers take only an instant.  An electronic message instructs a computer to deduct a certain amount of money from one bank account and then add the same amount to another bank account.  No cash changes hands, but money is transferred just the same.
People have been predicting for years that electronic banking will someday replace checks and cash, but so far the predictions haven't been accurate.  Electronic banking has grown steadily but so has the use of checks and the amount of cash in circulation.  People like to use cash and checks because they are familiar and convenient methods of payment.

Do Banks Keep Large Amounts of Gold and Silver in Their Vaults?

Banks rarely keep gold or silver in their vaults anymore.  That's because our paper money is no longer backed by gold or silver and our coins do not contain precious metal.  The U. S, government still holds millions of ounces of gold and silver but citizens and foreign governments can no longer exchange their U. S.  paper money for the precious metals.  The government's gold and silver are considered valuable assets rather than forms of money. 
Today's coins and paper money (currency) are backed by the promise of the U. S.  government.  To most people, that promise is as good as gold.  Of course, coins and currency are not the only forms of money.  You won't have to keep your money in the form of cash.  Money held in a savings account or a checking account is still money.  It just isn't cash.

Other Forms of Money

Contrary to popular belief, credit cards are a form of money even though people often refer to
them as "plastic money. " Credit card users are actually taking out a loan and sooner or later, they will have to pay the bill for all those things they have charged.  They are buying something now and agreeing to pay for it at a later date with money, usually a check.
Many banks issue credit cards, even to people who aren't regular customers.  Before issuing you a credit card, a bank will require you to complete an application form and will examine your credit record to see if you have a history of paying back your debts on time.  Many people run up credit card bills that are too big to pay off every month.  When that happens customers must pay a monthly finance charge that can run anywhere from 10 percent to 24 percent a year.  In addition, many banks and other companies that issue credit cards charge their cardholders an annual fee¾ usually $20 to $50 a year.  Even customers who pay off their entire credit card bill every month still have to pay the annual fee.  Banks and credit card companies also charge merchants a fee for making the credit card service available.  Finance charges, annual fees, and merchant fees have become an important source of profit for banks.
Finally there's another plastic card that resembles a credit card in appearance but is actually very different in function¾the debit card.  A debit card is much more like an ATM card than a credit card.  When someone uses a debit card at the gas pump or at a store, the amount of the purchase is electronically deducted from the user's bank balance.  There's no monthly bill because the amount of cash purchase is deducted almost immediately from the user’s account.

What Happens to Your Money After You Deposit it in Your Bank Account?

The bank begins by adding the amount you're depositing to the amount that's already in your
account (your existing balance).  Your deposit and new balance are entered into your "passbook" and into the bank's computer system.  The money you deposited is mixed in with all the other cash the bank received that day.
When you and other customers deposit money in a bank, the bank puts most of it to work.  Part of the money is set aside and held in reserve, but much of the rest is loaned to people who need to borrow money in order to buy houses and cars, start or expand businesses, buy farm equipment or to plant crops, or do any of the other things that require people to borrow money.

Interest - Compounding


When you keep your savings in a bank, the bank pays you extra money, which is called interest.  The interest is added to your account on a regular basis¾usually once a month or once every three months (quarterly).  Compounded interest means that interest is added to your balance (usually quarterly), then the next quarter the interest is computed on your money deposited plus the last quarter interest.
Example: New Balance = $500. 00 Interest rate = 5% Annual = $25. 00
New Balance = $500. 00 Interest rate = 5% Compounded quarterly = $25. 72
You would earn $. 72 more with the interest compounded quarterly and the annual yield rate would be 5. 14%.  Banks must disclose to you if the savings account is compounded and how often it is compounded and give you the annual yield rate as a result of the compounding.  Some banks may compound interest as often as daily.  The shorter the compound period, the higher the yield rate would be.
There is another side to interest.  When someone borrows money from a bank, the bank charges them interest and it charges borrowers a higher rate than it pays savers.  For example, it might pay savers 5% and charge borrowers 8% on up to as high as 25% imposed on some bank credit cards.

Why do Banks Fail and What Happens When They do?


A bank is a business and like other businesses, banks sometimes fail.  But why should banks go out of business? Sometimes banks fail because the people who run them make poor business decisions such as expanding too quickly, pushing too much money into one type of loan, or using bad judgment making loans.  Sometimes banks fail because of fraud.  Maybe the president makes questionable loans to friends or hires unqualified people and pay them huge salaries.
Things like that happen and they sometimes lead to bank failures.  But in most cases, banks go out of business because changing economic conditions make it difficult or impossible for borrowers to repay their loans.  The economy might slow down and many people are laid-off.  As a result, real estate values may fall drastically and banks that have made a large number of real estate loans could be faced with unpaid loans or property that is worth much less now than when the loan was made. 
Finally, the bank lost so much money to bad loans that government regulators stepped in and closed the bank.  The bank had fallen victim to changing economic conditions, falling real estate values, and a high concentration of real estate loans.
Also, for example, take a bank that gets too big too fast.  The bank's president was determined to turn the conservative old institution into the region's biggest bank.  The bank's loan officers got the message and started making as many loans as they could.  Loan applications weren't always checked as closely as they had been in the past and some of the loans were approved more quickly than they were in the old days.  But nobody seemed too concerned because the local economy was strong and real estate values were rising rapidly.  Then the economy slowed down and things took a turn for the worse.  Businesses the bank had loaned money to began to close and failed to make their payment to the bank on their loans.  In the end, the bank was losing so much money on bad loans that government regulators were forced to step in and close it.  The regulators tried to find a buyer for the bank, but no other bank wanted to get stuck with all the loans that had turned sour.  Eventually another bank agreed to buy the bank if the federal government would agree to keep many of the problem loans.

Do Depositors Lose Their Money When a Bank Fails?

The Federal Deposit Insurance Corporation (FDIC) has protected bank deposits up to a certain amount since 1934.  In all that time, no one has lost money in an FDIC insured account.  The FDIC covers most types of deposits, including savings deposits, checking deposits, and certificates of deposit.  The basic insured amount is $100,000 per depositor.
In the days before federal deposit insurance, the U. S.  banking system was plagued by bank "runs" or "panics." At the slightest hint of trouble, depositors would run to the bank and line up to withdraw their money.  All too often, only the first few people in line had any hope of ever seeing their money again, others lost everything.  Even healthy banks sometimes failed after rumors caused depositors to panic and withdraw their money.
For many years the public seemed willing to accept the tragic losses that resulted from bank failures.  But then came the Great Depression of the 1930s.  Hard times forced thousands of banks to close their doors forever.  Financial losses ran into the hundreds of millions of dollars.  The human suffering was impossible to calculate.  The wave of bank failures and shattered public confidence in the banking system caused Americans to look to the federal government for help.  Congress responded by establishing the FDIC which provides deposit insurance coverage of up to $2,500 per depositor.  Public confidence rebounded and bank failures declined from approximately 4,000 in 1933 to 61 in 1934.
Over the years the amount of the federal insurance has increased and has helped to maintain public confidence in the U. S.  banking system.  Bank failures have not been eliminated, but long lines of panic stricken depositors have become an uncommon sight.  When people are confident that their money is safe, they don't panic and rush to withdraw it.

Do Depositors Lose Money if Their Bank is Robbed?


No.  Nearly all banks have private insurance that covers them if they are robbed.  (It is not the same as federal deposit insurance.) In addition, most banks take elaborate measures to safeguard the
cash and other valuable items left in their care.  Bank vaults have long been protected by steel reinforced concrete walls, time locks, and metal alloy doors that resist drilling and explosions.
At one time, armed security guards stood watch over banks, but nowadays most banks seem to have decided (wisely) that they would rather not expose their customers and employees to gun play.  Shotguns and revolvers have been replaced largely by closed-circuit television cameras that maintain a constant watch over everyone who enters or exits the bank.
Another fairly recent innovation is the exploding dye pack.  In certain cases, bank employees are able to place a package of red dye in with the robber's stash of stolen cash.  Later, when the crook opens the stash, the concealed dye pack explodes covering the robber and the stolen money with dye that won't wash off.
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