Monday, May 26, 2008
Friday, November 24, 2006
Milton Friedman - Noble Prize Winning Economist - Remembered
“Mr. Friedman provided the intellectual foundations for the anti-inflation, tax-cutting and antigovernment policies of President Ronald Reagan and British Prime Minister Margaret Thatcher and an era of more-disciplined central banking.”
“His influence spread far a field, from Hong Kong to Chile to Russia and Eastern Europe, and his ideas took root with reformers pushing for privatization and open markets.”
Ben Bernanke (Federal Reserve Chairman) said, “The direct and indirect influences of his thinking on contemporary monetary economics would be difficult to overstate. Just as important, in his humane and engaging way, Milton conveyed to millions an understanding of the economic benefits of free, competitive markets, as well as the close connection that economic freedoms bear to other types of liberty.”
“Mr. Friedman, who had started his studies at Chicago during the Depression, challenged the Keynesian approach, espousing the idea that the government should stay out of individuals’ affairs whenever possible, and that markets can solve economic problems much more efficiently than government officials can. His ideas formed the basis for what became known as the “Chicago School” of economics, a concept of free-market capitalism.”
So I encourage you to learn more about Milton Friedman. His thoughts and ideas will influence America and the world for years to come.
Wednesday, September 06, 2006
Pet Sitting & Pet Care - “A Growing Business Opportunity”
Do you love pets? Are there pets in your neighborhood? If so, there might be a business waiting for you to start! According to the American Pet Products Manufactures Association, this year people will spend more than double the $17 billion (yes BILLION) spent in 1994. Of that money $2.4 billion will be spent on services other than veterinarian care. So this tells us that people spend money on their pets and pet care is a big part.
Is Pet Sitting Right For Me? Is there a market?
If you like pets then you are off to a good start. Decide what sort of services you would like to offer. Many will start out offering pet sitting and dog walking and later start offering more complicated services. First, become confident with the basics. Then move into the other services.
You might love pets but if there is not a market (See the Biz4Kids Book for definition) then you won’t have a business. For example, if all the pets in your market or neighborhood have owners that stay at home and take care of them then you will only have business when they are on vacation. There might already be other businesses offering this service. If you have competition, offer something to set yourself apart from others.
What Kind of Pets Need Sitting and Pet Care?
Most people think of dogs and cats but also consider people who have indoor birds, fish, hamsters and other pets that need exercise and food. There could be pets in your market that are always indoors and you may not know that the owner needs help and would be willing to pay you for that help. Of course you must consider if you would like working with those pets.
How Much to Charge?
This is such a tricky question because people will want to know how much it will cost them for you to pet sit for them. What will your rates be? Keep it simple and have an answer ready to give when they ask. For example, you could say that all your sitting is for an hour at a time and you charge $8 an hour for each pet. Some people may have more than one dog or they may have a dog and a cat. In some markets that might be expensive and other markets that might be very cheap. Ask your parent or an adult what they think.
There’s a lot of work left to do before you start the business. As we talk about in the Biz4Kids Neighborhood Business Kit, you must first do your research and plan. Then prepare the fliers and business cards and start telling people about your new business. Make sure that you ask a parent or another adult to help. Their help is very important. You must also have fun and enjoy yourself! Good Luck!
* NOTE: Check with your county or state business office to see if you need license to operate a pet care business.
Wednesday, August 09, 2006
Life Lessons Through Pets "Pets As Teachers"
Families choose to have pets for many reasons and one key reason is to teach kids a sense of responsibility. Young people with pets not only have the opportunity to learn more about themselves but also the world: how to empathize, to understand and to view the world from a vastly different perspective.
Children also learn the importance of taking care of themselves through pets. Rebecca Reynolds Weil, an occupational therapist and executive director of the Animals As Intermediaries program says she teaches children why it is important to take care of a pet, brush his teeth and keep him clean. When they understand the importance, Weil turns the focus on the children themselves. If brushing a dog's teeth is important for his health, then naturally it is important for the child's well being.
Pets in the home and outside the home help accomplish these goals. On the emotional level, pets can teach children many things. Below is a list from Petplace.com:
Communication: Children learn the subtle cues their pets give them to indicate their feelings. They can later apply this lesson to human interaction because they are more attuned to watching for body posture.
Empathy: Children often become curious about the emotions their pets feel. This curiosity will extend itself to others. "Animals offer an avenue for children to explore their curiosity," Weil explains. "For a child, curiosity can lead to hope and to greater engagement with the world around them."
Nurturing skills: If properly supervised by adults, a child learns how to take care of another living being, and take pleasure in keeping the pet healthy and happy.
Confidence: Children go through life under constant evaluation. They are rated by their behavior, grades and athletic performance. This is especially true of middle school children. Pets have no such expectations; they're delighted that the child is with them. "Pets give children the sense of unconditional acceptance," Weil says. "No judging or rating is involved."
Resilience to change: Children who undergo traumatic experiences often cope better when they have a pet to confide in. "Loneliness is very dangerous to children," Weil says. "Having an animal companion can make them feel a part of something."
This doesn't necessarily mean that all children are ready for pet ownership. Parents should first make sure their child desires a pet before rushing out to get one. Together, they should decide what type of pet is best. Moreover, don't assume your child will take care of the dog. The ultimate responsibility usually falls on the parent, not the kid, to make sure the pet is healthy.
If a child is interested in Pet Sitting as a way to earn spending money, be sure he or she has a solid understanding of the responsibility that comes with pet sitting. As a parent and as a mentor you can add more and more lessons. Don't just let pet sitting be another job, let it be a lesson in life!
Please visit PetPlace.com and AAI-Nature.org for some wonderful information on pets and people.
Friday, June 23, 2006
From Readers, the Best Ways to Raise Money-Smart Kids
by Laura Rowley
Friday, June 16, 2006
The other day, the kids in my car pool started raving about "Over the Hedge," the new DreamWorks flick. I immediately tried to create a diversion: "Hey, check out that cool yellow convertible! So, are you guys trying out for the swim team this summer? You know, I think we'll be a little early for school today...."
It worked -- my kids haven't asked to see "Over the Hedge" yet. If we see the film now, it will cost $38. If we see it in six months on Netflix, it will cost about $2.50. Imagine this was a stock: If you could confidently predict it was going to drop 94 percent in six months, wouldn't you wait and buy low?
Teaching children the virtues of delayed gratification is among many challenges on the kids-and-money front. A few columns back, I asked readers for their best ideas on how to teach kids about money (see "Teaching Your Kids to Be Wealthy and Wise"). Readers responded generously, and some of their techniques follow:
At the end of every year, whatever our nephew saves and invests -- in stocks -- we match. That includes Christmas money, birthday money, and anything else he manages to save up. We started last year and bought him a few shares of Disney (DIS) since that's what he wanted to buy. It worked. We have him reading to tell us how the stock is doing, how much it goes up and down. Next December, he's thinking about eBay (EBAY). He has from Christmas until the second week of January to decide where his "401(k)" is going.
-- Rebecca A. Gushue
As you might imagine, clothing can be a huge money pit with teenage girls! What I've found to work wonders is giving our 13- and 15-year-old a set amount once or twice a year. They choose how to spend this money, be it on one or two high-priced items or a multitude of moderately priced items.
At first I was wary of this plan -- I thought they might actually only buy one or two items, and I'd be stuck with the problem of how to clothe them for the rest of the year. It never happens! The fact that they have to physically shell out the money and see the pot dwindle is an amazing motivator for good shopping sense!
-- Nancy Gilmore
Our seven-year-old began getting an allowance of $1 when she started kindergarten. This is not tied to anything -- she's expected to contribute to the household in ways that are age-appropriate without being compensated. My objective in giving her a dollar was simply to teach her how to manage money. Every week I count out 10 dimes, and then she has to contribute to three areas that I want to make second nature to her: 20% for giving, 20% into savings, and the remaining 60% she can spend on whatever she wants.
-- Mark Brown
I've found that kids learn the most when they're playing. If you play with your child "shop keeper," "bank," or other games with simple, real-world applied rules such as profit and cost, they tend to get a much better sense about money.
-- Manuel Flores Kuri
I encourage my kids to live in an eBay world, where closets of unused sports gear can be turned back into cash. It also shows them depreciation when they say, "That cost me $100, and all I got for it was $10!" I also point out car commercials and teach them about leasing vs. buying, new vs. used. I invest in real estate and often take my kids to the closing. I explain what it means to pay rent vs. receive it. I think that it's important for kids to understand the process and not to be afraid of investing.
-- Mark Adams
I, too, have used a similar system of chores and rewards, but we would sit down together and decide on a "value" for each chore. The system keeps them from "cherry picking" the most rewarding ones and skipping the not-so-rewarding ones.
-- Ken Neef
Chores and helping around the house are not optional but part of being a family member. Meanwhile, I view school as their job, and to that end, I pay them for the grades they receive. (They earn more by doing well, and that sounds a lot like the real world). I use $20 for an A, $10 for a B, $0 for a C, with a $10 kicker for straight A's. (The amounts are changed with age).
The twist is that they only get half the money, as the other half is deposited into their savings account. It teaches children that they need to plan and save, and also how to budget since they won't get "paid" again until the next report card.
-- David A. Bruno
Now that my son is 16 1/2 and can drive, I pay him $10 to do the family grocery shopping (which I hate). It takes him about one hour, so he realizes the pay is very good for someone his age. He loves the independence and is learning comparison pricing and how to estimate food usage for a family of three. He's learning about price and quality (cheaper off-brands are sometimes horrible products, sometimes remarkable values). He's looking at labels for fat and salt content, too -- on his own!
-- Karen Steinle
We encourage my son, 10, to take on additional tasks around the home to earn money: Raking leaves, sweeping walkways, doing laundry (not just his own but everyone's), etc. However I don't offer him an amount, I encourage him to negotiate a price for the job. I first tell him what I need done and make sure he understands the scope of work and the expectations for quality. Then I ask him how much he wants in terms of pay for the job.
If his bid is too high, I negotiate with him a lower price, all the while coaching him when he makes an error. If he bids too low I sometimes take the offer immediately. He quickly catches on and realizes that he has left money on the table. Next time, for the same or similar task, he shoots higher on his initial bid. Sometimes we negotiate an incentive for either higher-than-required quality or expediency.
-- Robert J.
Sunday, April 23, 2006
Please take a minute and visit www.biz4kids.com and learn how these start-up kits can help a young person earn summer spending money.
Also, keep a watch here as we plan on posting more and more in the coming months. Sometimes life just gets in the way of blogging!
Tuesday, February 07, 2006
Teens' View of the Future
I think you'll find this very interesting. A good exercise would be to ask your BizKid to make predictions for the next 12 months, next 5 years and what the world will look like in 20 years. What would I have said in 1986? Hmmmm, very interesting. Enjoy the information below and thanks to MIT for sharing this with everyone.
The Biz4Kids Team
Survey gauges teens' view of tech future
January 12, 2006
Gasoline-powered automobiles, compact discs and desktop computers are headed toward the technology scrap heap, according to a recent survey of American teenagers.
The 2006 Lemelson-MIT Invention Index, which gauges Americans' attitudes toward invention and innovation, found that a third of teens (33 percent) predict the demise of gasoline-powered cars by the year 2015. One in four teens (26 percent) expects compact discs to be obsolete within the next decade, and roughly another one in five (22 percent) predicts desktop computers will be a thing of the past.
Teens are also optimistic that new inventions and innovations will be able to solve important global issues, such as clean water (91 percent), world hunger (89 percent), disease eradication (88 percent), pollution reduction (84 percent) and energy conservation (82 percent).
"Perhaps more than any preceding generation, today's young people are completely comfortable with rapid technological change," Lemelson-MIT Program Director Merton Flemings said. "The rate of innovation, as reflected in U.S. patent applications, has more than doubled during their lifetime."
Flemings added, "Teens' belief that science and technology may hold the answers to our biggest societal challenges is encouraging, but it also begs the question: Is this generation properly equipped and motivated to invent solutions to these mind-boggling challenges?"
The Lemelson-MIT Invention Index found that teens believe they have developed some of the critical skills that will be needed to address these problems. More than three out of four teens surveyed (77 percent) believe they have learned problem-solving skills well while in school. They also feel prepared to work in teams (72 percent), think creatively (71 percent) and lead others (61 percent). However, they fall short when it comes to budgeting money. Only 32 percent of teens said they feel they learned that skill well while in school.
Other studies suggest, however, that teens in high school may have a limited frame of reference to assess how well they are truly prepared. For example, a February 2005 report by Achieve Inc. found that 55 percent of college instructors were dissatisfied with their students' abilities to apply what they learn to problem-solving.
And while teens are optimistic that societal problems can be solved through invention and innovation, the Lemelson-MIT Invention Index raises questions about whether teens are interested in personally solving these problems.
When asked to select the career field in which they are most interested, arts and medicine were teens' top choices (17 percent each). Teen girls were significantly more likely to be interested in medicine or health-care careers than teen boys (25 percent vs. 9 percent). Engineering was the third most-attractive career choice (14 percent of all respondents), but it was significantly more popular with teen boys than girls (24 percent vs. 4 percent). Only 9 percent of respondents chose science and only 8 percent chose business as their top career choices.
"The relative lack of interest in science and technology-oriented fields is alarming," Flemings said. "This year's Invention Index found that nearly half of teens view invention as a way to contribute to society and be creative. Yet we continue to fall short, particularly with respect to teenage girls, when it comes to presenting these fields as viable and attainable career options. We need to do more to make science and technology more attractive to today's youth."
The Lemelson-MIT Program aims to enable and inspire young people to pursue creative lives and careers. It particularly encourages young people to engage in invention and to pursue sustainable new solutions to real-world problems. It accomplishes this mission through outreach activities and annual awards, including the $500,000 Lemelson-MIT Prize, the largest single award in the United States for invention.
Jerome H. Lemelson, one of the world's most prolific inventors, and his wife Dorothy founded the Lemelson-MIT Program at the Massachusetts Institute of Technology in 1994. It is funded by The Lemelson Foundation, a private philanthropy committed to honoring the contributions of inventors, innovators and entrepreneurs and to inspiring ingenuity in others. For more information, visit web.mit.edu/invent.
NOTE: The 2005-2006 Lemelson-MIT Invention Index survey was conducted by the Opinion Research Corp. from Nov. 17-20, 2005. A nationally representative sample of 1,030 adults and 500 teens was used. The margin of error was +/- 4 percent for teens and +/- 3 percent for adults.
Monday, January 16, 2006
New Year, New Goals - “Helping Young People Set Goals”
Biz4Kids products stress the importance of setting goals, writing them down and communicating them with others. Your role as a mentor means that the youth looks up to you, respects you and mirrors your actions. You are an essential element to completing these goals.
The importance of positive communication cannot be stressed enough especially when discussing goals. Send the message to the youth that says, “you are capable.” To do this successfully you must be aware of the builders and barriers concept.
Using BUILDERS in conversation with young people creates a positive message.
· Check on the youth often and ask about the progress he or she has made.
· Explore the “What? Where? When? How?” questions to identify how the youth perceives the situation.
· Invite the special uniqueness of the youth and encourage the youth to do things in his or her way.
· Celebrate by recognizing progress and encouraging any progress made even if it is minimal.
· Respect is seeking information on what the youth thinks, understands, or feels about a situation and then accept those thoughts.
Avoid BLOCKERS in conversation with young people.
· Assuming that you know what the youth thinks or how the youth will respond.
· Rescuing steps in and explains something rather than letting the youth discover for themselves.
· Expecting sets high standards and then points out the failure of the youth to achieve.
· Knowing wants the youth to read your mind or to know what you would have done.
· Directing gives very specific instructions so that the youth can only do it your way.
Examples of Builders and Barriers
Assuming - “I didn’t tell you because you always get upset.”
Checking - “Although I know this has upset you before, I need to check how you will deal with it this time.”
Rescuing - “Don’t forget your lunch.”
Exploring - “What will you need to have ready for lunch today?” “When will you put your lunch together?”
Directing - “Pick up your shoes.” “Put that away.”
Inviting - “I would appreciate any help you could give me in straightening up the room.”
Expecting - “I was expecting this room to be spotless.”
Celebrating - “I appreciate the effort you have made to clean up this room.”
Knowing - “You know better than that! Surely you realize!”
Respect - “What do you think of _____?” “Help me understand______.”
Friday, January 06, 2006
New Year, New Goals - “Setting Effective Goals”
“Setting Effective Goals”
The winter season not only brings holidays, gifts and family gatherings
but winter also brings a new year. Starting a new year also gives you an
opportunity to start all over - to set new goals and New Year’s Resolutions.
Setting goals in an important part of any successful business. The
following guidelines apply to setting effective goals.
Positive Statement – expressing your goals positively such as “Be on time to
all jobs” is better than “Don’t be late to a job.”
Write Goals Down – this avoids confusion and forgetfulness. Don’t forget to
place your written goals in a location that you see everyday. The Biz4Kids
Youth Books provide suggestions of where you can place your goals.
Be Precise – set goals with completion dates and amounts so that you can
measure how much of the goal you achieved. When you know the exact goal to
be achieved then you can take complete satisfaction from having completed
Set Priorities – having several goals is common so you want to give each one
a priority. Setting too many goals without any order can create an
overwhelming feeling. Keep your focus on the most important goals. Put
goals in order of dates that they need to be achieved.
Keep Small Goals – You can set large goals and then make smaller goals that
will help you reach that large goal. If a goal is too large it might be
hard to know if you are making progress or not. Setting and achieving
smaller goals provides more rewards and helps you reach the larger goals.
These are important bullet points when setting goals. You will also
want to set goals that have to do with your performance rather than
outcomes. Your goals should be within your control. You never know what
the weather will do or if the person who usually drives you to a job cannot
for some reason. Setting goals based on your skills and ability will keep
you in control and will increase the chance of achievement.
You will also want to make sure your goals are realistic. Other people
can influence your goals but be aware that sometimes these are unrealistic.
When other people start to set goals for you, they may be unaware of your
goals and ambitions. Be sure that when you get help setting goals that you
communicate with the other person so he or she has an understanding of what
Goals should not be too easy. Set goals that will challenge you to
work hard. If you have a fear of failure you will not take the risks needed
to be successful. Setting and achieving high goals increases your
self-confidence. Failure can be a positive thing because it helps you
identify areas where you can improve your skills and performance. If you
are not prepared to challenge yourself and work hard, then you are extremely
unlikely to achieve the larger goals you set for yourself.
After setting your goals, ask a few questions to be sure you are on the
· What resources do I need?
· What skills will I have to use?
· What can prevent me from reaching this goal?
· Is there a better way of reaching this goal?
Review your goals often. Remember, to make a short “reminder” list and
put it in a place you see often such as your bathroom mirror. Setting and
achieving goals is very rewarding. Good luck!
The Biz4Kids Team
Thursday, January 05, 2006
The Biz4Kids Team
Friday, December 16, 2005
Youth Enterpreneurship - Educating vs. Earning
It is important to remember that earning is just the begining of the process. With an incomplete understanding of how money is earned and how difficult it can be to earn then there is little reason to move forward. First, we teach how to earn money. Then you, as a parent or mentor, must apply your own values to how the earned money will be used - Spent, Donated, Given, Saved...
We'll come back to this subject more and more often I am sure. In the meantime consider our philosophy: money is a by-product of using the Biz4Kids Kits.
I was prompted to blog about this today after the recent emails and after reading a WSJ letter.
Robert Tarr (Villanova, PA) wrote a good letter to the Wall Street Journal today and I'll quote him: "It is not that 'money buys happiness' but rather that ' happiness buys money.' More precisely, the very virtues and habits that lead to happiness - goal-focused, rational discipline, creative thought, optimism - are the same ones that lead to success in any endeavor, including in the financial realm."
He then quotes Ayn Rand's famous 'money speech' from Atlas Shrugged: "Money is the product of virtue, but it will not give you virtue...money is the creation of the best power within you."
Keep sending us emails about how you manage the money that your kids earn. Info@Biz4Kids.com
Wednesday, December 14, 2005
Start a Financial Conversation with your Child / Mentee
What is money? What makes it valuable? Where do your parents get it?
Where do your parents do their banking?
When and why do people pay interest? How do you receive it?
How does a credit card work? a debit card?
What is debt? How is debt different from credit?
How does a check work? a check register?
What do you think your parents’ annual income is?
What percentage of your parent’s income do you think goes toward income taxes? Property taxes? Sales taxes?
Make a list of the monthly bills you think your parents pay. What percentage of their income do you think they pay in each category?
How much money do you think your parents spend on groceries each month?
How much do you think your parents’ home is worth? If they don’t own your home, how much do you think they pay in rent each month?
How do your parents know how much extra money they have to spend after they’ve paid their bills?
What is a mortgage?
How much do you think it costs your parents to operate their vehicle for a month? For a year?
What percentage of your income do you think you should give to church each year?
What is savings and why should you do it?
What is a budget? What is a deficit?
If you moved out on your own, how much money would you need to live each month? Just for fun, make a list of the bills you would have to pay and what percentage of your monthly income would go to each category.
Sunday, December 11, 2005
"The Desire to be an Entrepreneur"
In the world of entrepreneurs, desire is the common denominator -- and it is truly a powerful force. But what is not common among entrepreneurs is what is desired.
Perhaps there are two kinds of entrepreneurial desire: the desire to accomplish something entrepreneurial, and the desire to be an entrepreneur. The reason understanding the distinction matters is because while both may lead to success, the latter is more likely to provide fulfillment.
Those who desire to be an entrepreneur are a lot like Olympic athletes: always knowing that while crossing the finish line first and winning the gold medal is an extremely worthy goal, preparing for and running the race is also fulfilling. The Upanishad might say that one who desires to be an entrepreneur possesses the end of all longing and will likely find fulfillment.
Doing something entrepreneurial is not as risky as it might seem. If you fail you can always go back to being an employee.
But being an entrepreneur is not a means to an end, it's a way of life. Failures are merely setbacks, not the end of an entrepreneurial life. An entrepreneur desires to create, as much as, if not more than, to have what is created.
In Sanskrit, upanishad means knowledge by which ignorance is destroyed. It's not for me to say that desiring to be an entrepreneur is better than desiring to do something entrepreneurial. But before you begin your journey, make sure you're not ignorant of the reason for your entrepreneurial desire.
This was taken from a larger article written by Jim Blasingame and the Brain Trust members from The Small Business Advocate Newsletter. Learn more at SmallBusinessAdvocate.com
Thursday, December 01, 2005
Stories of Giving
STORIES OF GIVING
The holidays are right around the corner. Many people will celebrate with family and friends in their home like they do every year. A few people will not. Their traditions will have to be put on hold because of the hurricanes or other disasters.
Many families were dispersed when the hurricanes hit the Gulf Coast this fall. Their homes and their possessions were destroyed. Cities like Houston and Atlanta began to welcome the victims. We saw on TV only some of the outreach but Biz4Kids heard some very wonderful stories that were not on TV.
Biz4Kids started receiving “reports” of how young people were using business skills to raise money for the victims. Biz4Kids is very proud of their unselfish deeds and encourages others to follow their examples.
Thirteen year-old Tanner D. of Monroe, GA and four of his friends decided to help Hurricane Katrina survivors by having a neighborhood relief drive. In just two days they collected $1,875.00 and over 25 grocery carts full of food, diapers, toilet paper and other essential items. All was donated to The Salvation Army. Tanner said, “It was a great experience, people are awesome.”
Tanner’s mother, Tammy, added, “We appreciated the opportunity to have met so many kind and caring neighbors and are especially grateful for the lessons of life, compassion, and character that this project taught and reminded us of, it really does take a village.”
Heather B. wrote to us about how her three children sold cookies at a neighborhood yard sale to raise money. The money they raised went directly to an evacuated family who relocated to their area. Heather’s children – McKenzie age 10, Ethan age 8, and Patten age 7 - spent 5 hours working at their booth. Wow, talk about staying focused!
Please continue to share your stories with Biz4Kids! We love hearing from you and although we cannot publish everything, we’ll certainly try.
Monday, November 28, 2005
Over two decades ago, Mr. Drucker wrote: "The economy is forever going to change and is biological rather than mechanistic in nature. The innovator is the true subject of economics. Entrepreneurs that move resources from old and obsolescent to new and more productive employments are the very essence of economics and certainly of a modern economy..."
Forbes wrote, "No surprise he long recognized the importance of entrepreneurs: 'All great change in business has come from outside the firm, not from inside.'"
Drucker also foresaw issues with the Japanesse economy and placed blame on their (Forbes quote)"...aging population and lack of vigorous entrepreneurship..."
In conclusion, I believe Peter Drucker would have liked Biz4Kids. He would understand the importance of teaching these lessons to our future leaders at a young age. Read Drucker when you have time.
Friday, November 18, 2005
Beta Gamma Sigma & PDMA Meetings
Nov 15 - Beta Gamma Sigma - Atlanta Alumni Chapter
Speaker - Chuck Riepenhoff, KPMG Forensic
This was a very insightful presentation regarding the detection, prevention and investigation of fraud and misconduct. It's very surprising to know how "bad" some people can be! I mean, if you knowingly do something that is harmful to the corporation it is harmful to you. In a real sense it is harmful to your family. I ask the question,"when do these thoughts begin to develop?" Maybe it is something that we learn as a child. If that is so, then let's teach children that doing evil is harmful. I've got to keep this short but let's focus on teaching kids the long-term effect of a decision and not the short term.
Nov 17 - Product Development & Management Association
Speaker - Lloyd Ward, CEO BodyBlocks Worldwide and former CEO Maytag
I like this guy. I remember reading about him during my MBA days and thinking that this was a guy who had taken leadership to a new level. After the meeting I felt like I was meeting a rockstar - but that's how I am with accomplished business people. His presentation was titled "Consumer Driven Innovation." The best thing about the event was knowing that I had used some of his techniques even though I had not "put a name to it." On another post I'll go into detail about the Consumer Preference Ladder.
Wednesday, November 16, 2005
MENTORS: Promote Reading
“How the local paper can help”
Biz4Kids.com – Winter 2005
As children approach their teenage years, reading often takes a backseat to other activities. Face it, even though they know intellectually the important role that reading plays in their academic success, they can always find something better to do than crack open a new book.
There appears to be a decreased interest in reading for many children at or around the age of 9, even in those who loved reading prior to that. Experts attribute this to the child's ever-increasing busy schedule. Organized sports, television, video games, computer time, etc., all compete for your child’s reading time.
So what are a few ways that parents can promote reading?
Use the local newspaper or a magazine as a way to promote reading. The stories are short and can be read quickly. The stories are local so the material might have more of an impact on your life.
Have your children share stories about interesting and famous people, athletes, performers, politicians or others. Discuss what makes these people interesting and why they became famous. Ask about positive role models.
Using letters to the editor. Look for familiar topics. Discuss with your child what does or does not make the letter persuasive. Does the author sound angry or worried? Are there facts to back up the statement?
Biz4Kids also encourages you to use the advertisements in the newspaper as a teaching tool. Identify key words and phrases meant to persuade the buyer. Discuss which products and which advertising approaches are appealing and explain why. Compare the persuasiveness of an advertisement to that of a letter to the editor. Take time to read the fine print. Does an ad sound too good to be true? It might be too good to be true!
Read and discuss movies and movie reviews. Choose a movie that interests both of you. After seeing the movie, compare your viewpoints with those of a reviewer.
Reading Is Fundamental, a national motivating force for literacy founded in 1966, offers these tips for parents who are trying to rekindle their child's love for reading.
• Help fit reading into their schedule. Kids say they would read more if they had the time.
• Set an example. Let your kids see you reading for pleasure.
• Give them an opportunity to choose their own material. When you and your child are out together, browse in a bookstore or library. A gift certificate or subscription is a nice way of saying, "You choose."
• Build on your child's interests. Look for books and articles that feature their favorite sports, hobbies or music.
• View pleasure reading as a value. Almost anything your child reads helps build reading skills.
• Make reading aloud a natural part of family life. Share a newspaper article or a passage from the book you are currently reading – without turning it into a lesson.
• Surf the Internet for the hottest titles, and encourage your child to do the same.
It is just too easy for kids to find other ways to spend their time, especially with so many other activities to consider. Every day, set aside time so you don’t have to nag to get your child reading.
Children learn by example: good and bad. To cultivate a love of reading that lasts a lifetime, you must provide the example through your own actions. Make time for reading yourself and do it in front of your child if not with the child. Remember: actions speak louder than words!
IDEA: During the winter break set a goal for you and your child to share two articles a day with each other!
Sunday, November 13, 2005
Address To The Nation
I keep that quote near my desk because it says so much. I think Bush was saying that in the sense that entrepreneurship exists in so many ways. Entrepreneurship exists not only individually but also within a community, within a corporation, or just within yourself to make something a little better.
Entrepreneurship is a mindset that finds solutions to problems. Teaching entrepreneurship is so important not because it teaches someone to earn their own money but because it teaches people to be aware of their surroundings. It gives them the confidence (and ability) to make a positive change.
Entrepreneurship WILL help the Gulf region rebuild.
What will the entrepreneurship mindset do for you? It will help you contribute more to your company, to your place of worship, and to your community.
Tuesday, November 08, 2005
Biz4Kids OVERVIEW (my first post)
Biz4Kids is dedicated to "Education through Entrepreneurship." Learning business skills such as marketing, accounting, and customer service through entrepreneurship can help our young people learn life skills such as setting goals, managing money, and gaining responsibility.
Biz4Kids provides education through entrepreneurship. Kids who start and run their own business at an early age, gain valuable life skills that will contribute to their well-being, their family's well-being and their community overall. Biz4Kids products are just one small part in that goal! Enjoy the web site. Learn and share.
Biz4Kids was started from a simple idea: if you teach a young person entrepreneurship, you teach the lessons of life. Entrepreneurship teaches many of the skills needed for a successful life. Those who dream of owning a business and being their own boss need to develop the skills needed to achieve their dreams early in life. The research shows that today's youth want to own and manage their very own business.
Let's teach today's youth the skills needed for responsibility, independence and service. Let's teach them entrepreneurship!
Biz4Kids wants to help you start and run your very own company! We will provide you with material to get started and through our web site keep you updated on new business ideas, message boards to communicate with others like you, and offer discounts on products for your business.
Owning a business is fun!
* Earn your own spending money Starting your own business and making a profit will help you buy those things that you want now or those things that you want in the future. Having money lets you decide how you will spend, save or donate it.
* Make money without having a "job" Many stores won’t or can’t hire someone that is too young. So if you want to make money, then starting your own company is a great solution!
* Challenge yourself Being a business owner is not easy. We know that so we created this web site and the Biz4Kids Business Start-Up Kits to make it easier. Challenging yourself to do something difficult is very rewarding.
* Make others proud When you tell people that you started your very OWN business they will be very proud. Then tell them that you ACTUALLY make your own spending money and they will be very impressed.