Monday, November 12, 2007

Web Master Serenade

Are You The Master?

Have you noticed some of these posts in the forums or the feedback sections of the marketing ezines?

* Is anybody really making money online?

* I've been promoting this program for months and I'm not making any money. Is it a scam?

* What's the best program to promote?

* What's the best product to sell online?

Well if you're still asking these questions, you don't under- stand.

Product doesn't matter!

The program doesn't matter!

Unless the product or program is a scam, you can make money!

If someone is making money selling that product or service, you can too!

Are they better than you?

Are they smarter than you?

I don't think so.

You've got to get it in your head before you can carry it on your hip.

When you're ready the money will come.

I remember listening to an audiocassette years ago by a marketer by the name of Rich George. He told the story of "The Fiddle And The Bow."

It's been a long time since I listened to that tape, but the ideas are just starting to sink in.

I wasn't ready to hear the message back then, but I am now and hopefully so are you.

There was an auction in a small town and the next item to be auctioned off was a dust covered fiddle and a bow.

The auctioneer announced "How much will you bid for this fiddle and this bow?"

The bids came slowly and gradually reached $10.

The auctioneer was ready to bang the gavel to complete the sale, when an elderly man in shabby clothes came up and tugged on his sleeve.

They whispered for a short time and the auctioneer finally gave in to the man.

The man walked up and took a handkerchief out of his pocket to polish the fiddle and dust off the bow.

That old man began playing the most beautiful music that the town had ever heard. As he finished he handed the fiddle back to the auctioneer.

The auctioneer walked up to the microphone and announced "How much will you bid on this magnificent violin and this exquisite bow?"

The bidding was fast and furious and that violin sold for ten thousand dollars.

What was the difference between that fiddle and the magnificent violin?

The touch of the masters hand.

Are you the master?

I hope you don't take as long as I did to let this lesson sink in.

Stop selling steaks and start selling the sizzle.

Wishing You Success,

John Colanzi

PS: Rich, thank you wherever you are.

John Colanzi publishes the "Street Smart Marketing". If you'd like to see how John uses this strategy to make money in network marketing visit:

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Free Online Content Opus

Free Online Content To Make Your Website Sticky

Depending on what you are reading, most sources state that a person must see an offer somewhere between 3 and 10 times before he or she will actually purchase.

And unless you are a master copywriter with expertise in forcing the sale down your visitor's throats, chances are that you will need to figure out how to get them back to your site for another visit, or two, or three.

Of course, with the right targeting you can throw yourself in the path of those that are ready to buy, and get the sale. But what about converting those casual surfers into lifetime customers?

The best way to carry out this task is to figure out how to get your visitors to stay on your site longer, and hopefully return often. If they come back for future visits there will be a greater chance that they will actually purchase from you, or from the affiliate programs that you are promoting.

This requires a different set of skills. Skills that usually point to that dreaded four-letter word that we all hate...WORK!

Its work because one of the items required to bring users back is fresh, frequently updated content such as articles, reports, and tips. Finding and keeping updated content on your site can quickly become a dreaded chore.

In addition to fresh content on your site, you should produce a newsletter for your visitors. A newsletter can be a very powerful way to get your visitors to return to your site, and view your offers again. But, this also can be a time consuming venture.

How do you accomplish these tasks if you fall into the "no time" category?

You familiarize yourself with a concept known as "syndicated content!"

This has become a very popular means for website owners to offer fresh, up-to-date information for their visitors...with minimal effort.

Basically, you find places that allow you to publish their articles, reports, tips, etc. The usual exchange for this valuable content is that you include the authors information at the end of the article when you publish it.

Find a few decent sources and you can keep a newsletter going for a long time, without having to strain too many brain cells in the process.

Taking this a step further, you can now find "dynamically updating content." This is really neat because you put some code on one of your website pages, and the author automatically updates the displayed information periodically for you!

This is very popular with news, stock information, weather, and sports scores.

When your visitors know they can depend on you for new and updated information, they will return often. They might even tell their friends about you...which is even better!

Another necessary component of a website that brings visitors back is a sense of community.

Some popular forms of community are:
- Discussion boards or forums
- Mailing lists
- Free email
- Chat
- Polls

Finding these items can definitely be a chore, especially if you are on a tight budget and looking for low/no cost options.

To help you with these efforts I've created a comprehensive directory of the best sources of free or almost free website content.

In the directory you will find article resources, dynamic content, and much more.

I named the site and you can visit it at

Why Sticky? Well, sticky is the Web term for a website's ability to keep visitors for longer than the typical 3 seconds, and its ability to bring the visitors back.

Make them STICK to your website!

To put it plainly, a sticky website sells!

And sales are what we all want, either of our own products, or those of your merchant partners.

Create a sticky website that brings your visitors back again and again so that you can show them your offers.

If you do this, chances are that somewhere between the third and tenth visit they will become your customers!

Chuck McCullough is the owner of http://affiliatematch.comoffering FREE articles, tips, hints, and real-world advice on how to make money with your website.

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Network Marketing Success Verse

Secrets Of Network Marketing Success

Network marketing and the internet were made for each other.

The world is your oyster. It's as easy to send an email around the globe as it is to talk to your next door neighbor.

If that's true how can we explain the fact that 95% still fail in network marketing?

What are the traits of the top earners?

1. They have a solid bullet proof marketing system.

2. They have the patience of Job.

3. They have the persistence of a bull dog.

4. They set goals.
Short term goals
Internediate term goals
Long term goals

5. They market daily.

6. They believe in what they're selling, beyond a shadow of a doubt.

7. They sell thereselves first.

8. They understand what motivates people.

9. They train their first level downline members to duplicate their efforts.

10. They praise their downlines accomplishments.

11. They learn from others.

12. They never become complacent. They are always recruiting.

13. They keep it simple.

14. They stay in contact with their downline and their prospects.

15. They go the extra mile. They give more.

16. They follow up on leads at least seven times.

17. They accomplish tasks in order of importance.

18. They concentrate on benefits.

19. They automate their efforts.

20. They have a daily study plan.

21. They are global thinkers.

22. They only spend money when it will earn them a profit.

23. They reinvest their profits in their business.

24. They are willing to step out of their comfort zone.

25. They reward themselves when they reach a goal.

26. They enjoy what they are doing.

27. They are organized.

28. They don't waste:

29. They reach decisions quickly. And act on them.
Now that you know the basics, it's up to you to follow through.

Wishing You Success,

John Colanzi publishes the "Street Smart Marketing". If you'd like to see how John uses this strategy to make money in network marketing visit:

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Increase Traffic and Internet Profits Ode

Don't be Anonymous Anymore: 7 Ways to use Orange Snowflakes to Increase Traffic and Internet Profits

Out of the over 1 billion web pages on the net, exactly HOW do you plan to get your site noticed?

The Answer - Orange Snowflakes.

Out of the myriad of marketing techniques and approaches, do you KNOW what's the #1 source for internet profits today?

The Answer - Again, it's Orange Snowflakes.

And just what are Orange Snowflakes? Orange Snowflakes are classified ads that compel your prospect to stand up and take notice to your unique offer. Whether it's ezine advertising, email advertising, direct mail, ebooks, discussion groups, affiliate programs, or even search engines...

...classified ad copy either makes people respond to your offers...

...or, it doesn't.

Your ability to create Orange Snowflakes will, to a great extent, determine your success on the internet. Here are 7 ways to create Orange Snowflakes that gets more qualified prospects to take notice to your offer, visit your site, and purchase your product.

Start by gathering all the relevant and important information regarding your topic. Analyze your market, your market's deepest desires, and the benefits you can offer to this market. Then, isolate your most impressive and unique competitive advantage. In other words, single out your MAIN BENEFIT. Try and encapsulate this main benefit into your headline and classified ad.

2. CREATE A "Must Get More Information" HEADLINE.
If your prospects are anything like the average web surfer, then you'll have just a few seconds to capture their attention to get them to read on. Your headline MUST draw the reader in to want more. Amazingly, bi- polar headlines (headlines that start off negative but ends positive) work best. Example: Don't Waste Another Dollar - Discover How to Increase Your Sales by 1700% with Killer Classified Ads. This headline will draw anyone who is struggling to make sales with classified ads to want to read on. It's a negative headline that promises a positive result...

This may seem redundant, but it's vitally important step. Your first headline probably won't be your best work. But as you continue writing, you'll discover better ways to express your thoughts in a more compelling and provocative fashion. Experiment with several different styles of expression- from questions to combination-style headlines. Don't worry about perfect spelling or presentation -- just let your ideas flow. After you've created about 50 possible headlines, choose your top 3 to 5 headlines and test to see which gets the best results.

You might find it hard to believe, but one capitalized letter in your ad may mean the difference between 50 people responding or 100. Stay away from using CAPS or BOLD CAPS... if possible. Instead Capitalize the action or key words in your sentence. Also, use bold to emphasize and underlined to really emphasize your points.

Save all the good classified ads and sales letters you come across and throw away those don't capture your attention. A good place to start are the ones that got YOU to purchase a product. Take notice of the elements that got you to bite on their offer. Next, copy the structure of the ad and change the wording to reflect your offer. Get in the habit of doing this and eventually... you'll have some great copy! Remember, don't copy word for word... you might get into legal problems with copyright infringement. Just imitate the structure and format.

6. THINK "Connect the Dots"
Write your copy so that each point flows smoothly to the next. This is very important otherwise you'll lose your reader. You want your first sentence, usually your headline, to flow smoothly to the next sentence. Think of it this way. The purpose of the first sentence is to get your prospect to read the second sentence. The purpose of the second is the get them to read the third... and so on until they read your final offer and click to your order page. A good test - after you write each sentence, ask yourself "Does this make me want to read the next sentence?"

When I first started out on the net, I placed a number of ads, submitted to search engines, wrote articles, posted to classifieds, etc.. And as a result of all my hard work, I made a few sales. BUT, and this a big BUT, I had absolutely no idea where the sales originated from. Without knowing which advertising methods were working and which weren't, I continued down this path: working hard and making a few sales. It was only when I decided to test and track my hits and sales ratio that my sales 'GREATLY' improved. Moral of the story - understand where your hits and sales are coming from. Drop the advertising that produces little to no results and cultivate the ones that create the most sales for you.
I can't stress it enough - Your ability to create "Orange Snowflakes" will make or break your career on the net. Learning how to create killer classified ads is a fundamental practice that you have to master in order to truly succeed on the net. So, take the seven recommendations listed above and start implementing them into your own classified ad copy. The impact it can make on your business can dramtic and immediately profitable.

Johannes Garrido is creator of the 'Killer Classified Ads Magic System' - "STOP Wasting Your Precious Time and Money - Discover How to Increase Your Sales by 1700% with Killer Classified Ads. 100% Guaranteed."

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Autoresponder Courses Poem

20 Ways To Increase Your Traffic And Sales Using Free Follow-Up Autoresponder Courses

An autoresponder course is a group of articles or information set up to be sent out separately over a set period of time by e-mail. People just e-mail your autoresponder to receive the free course and it is sent out automatically over time. You can find free follow-up autoresponders to use by typing it into any search engine. Below are ten ways to use them to increase your traffic and sales.

1. Offer your course as a free bonus for purchasing one of your main products or services. People will buy your products quicker when you offer a bonus.

2. When you write and give away a free course you will become known as an expert. This'll gain people's trust and they will buy your main product quicker.

3. Allow others to add your free course to their own product packages. Their customers will see your ad when they purchase.

4. People love to get freebies. A free autoresponder course is perfect. They will visit your web site to get the free valuable information.

5. Allow people to receive your course for free, if they give you the e-mail addresses of 3 to 5 friends or associates that would be interested.

6. Allow other people to give away your free course. This will increase the number of people that will see your ad in the course.

7. You could trade advertising space in your course for other forms of advertising. It could be banner ads, e-zine ads, web site ads, etc.

8. Gain new leads by having people sign up and give you their contact info before they can receive your autoresponder course.

9. Give away the autoresponder course as a free gift to your current customers as a way of letting them know you appreciate their business.

10. Give away the course to people that join your affiliate program. This will increase the number of people that sign-up.

11. Make money selling advertising space in your course. You could charge for small classified ads or sponsor ads.

12. Get free advertising by submitting your course to freebie web sites. This will increase the number of people that will see your ads in the course.

13. Make money by selling the reprint rights to those people that would like to sell the course. You could make more money by selling the master rights.

14. Hold a contest on your web site so people could win your course. You will get free advertising when you submit your contest to free contest directories.

15. You'll gain valuable referrals from people telling others about your course. Word of mouth advertising can be very effective.

16. Make money cross promoting your course with other people's products or services. This technique will double your marketing effort.

17. Increase your e-zine subscribers by giving your course to people that subscribe to your e-zine. This'll give people an incentive to subscribe.

18. Allow your affiliates to use the free course as a promotional tool for your product. Each lesson could include their affiliate link.

19. Promote other businesses affiliate programs you join with your free autoresponder course. Include a different affiliate link on each lesson.

20. Advertise a different product or service on each lesson. If you only have one, use different emotional response ads on each lesson.

Over 40,000 Free eBooks & Web Books when you visit:

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Helping Disable Disabilities Serenade

Helping Parents Cope with Children's Disabilities

Parents of children with disabilities face extra demands on their time, energy and resources. Most cope well, despite the fact that increased stress takes a physical and emotional toll. Why do some parents cope better than others? Dr. Peter Rosenbaum, Dr. Parminder Raina and their team at McMaster University are studying 650 parents of children with varying degrees of cerebral palsy to determine how a wide range of factors in the parents, the child, the family and the social environment influence parents' well-being and health. This research should help health professionals working with families in such situations.

Their research is being funded by the Canadian Institutes of Health Research (CIHR). CIHR is Canada's preeminent health research catalyst and is funded by the government of Canada. An exciting new concept, CIHR is modernizing and transforming the health research enterprise in Canada.

To learn more about CIHR please visit:, e-mail: info@ or write to: CIHR, 410 Laurier Avenue West, Ottawa ON K1A 0W9.

News Canada provides a wide selection of current, ready-to-use copyright free news stories and ideas for Television, Print, Radio, and the Web.

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Helmets Work Opus

Helmets Work: The Trick Is Getting Your Child To Wear One

Bikes, scooters, skateboards and in-line skates are popular with Canadian children. But it's important to stay safe, stresses Safe Kids Canada.

Head injuries are the number one cause of serious injury and death to kids on wheels, says Amy Zierler, information specialist at Safe Kids Canada. "The good news is that a correctly worn helmet cuts the risk of serious head or brain injury by as much as 88 per cent."

In Canada, only half of children wear helmets while riding a bike, even though bike helmet legislation exists in five provinces.

"The best way to get your children to wear helmets is to start early and get them involved in the process," says Ms Zierler. She recommends these tips to help your child get into the helmet habit:

1. Start early. Begin the helmet habit with the child's very first set of wheels (e.g. tricycle).

2. Take your child shopping. Let your child pick out the helmet he or she likes. Bike helmets are suitable for bikes, scooters and in-line skates; skateboarders need special skateboarding helmets that cover more of the back of the head.

3. Fit counts. A properly fitted helmet protects your child's head better, and it's more comfortable for him or her. Try them on in the store.

4. Explain. Tell your child how a helmet protects his or her head and brain.

5. Positive re-enforcement. Praise and reward your child for wearing a helmet.

6. Be firm. Always insist your child wear a helmet when he or she is out on wheels, even when close to home (where the majority of incidents take place).

7. Be a role model. When you're out on wheels, wear your own helmet!
For more information about safety on wheels, call Safe Kids Canada at 1 888 SAFE TIPS or visit The "Got Wheels - Get a Helmet!" campaign, held during Safe Kids Week, runs from June 3 to June 9 and is sponsored by Johnson & Johnson. J&J is providing an additional $100,000 to buy helmets for children from low-income families across Canada. During Safe Kids Week, a portion of each purchase of participating J&J and McNeil products will be donated to the program.

News Canada provides a wide selection of current, ready-to-use copyright free news stories and ideas for Television, Print, Radio, and the Web.

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Head Injury Verse

It Doesn't Take Much Force To Cause A Head Injury

Head injuries are the number one cause of serious injury and death to kids on wheeled equipment such as bicycles, in-line skates, scooters and skateboards. Few people realize that the human skull is more fragile than it looks.

"The human skull is just one centimetre thick, about the same thickness as a ballpoint pen," says Amy Zierler, information specialist at Safe Kids Canada. "It can be shattered by an impact of seven to 10 kilometres an hour." Young cyclists ride at speeds averaging 11 to 16 kilometres an hour. If a crash happens, a correctly worn helmet cuts the risk of injury by as much as 88 per cent.

Even mild head injuries can cause long-term problems. Children with mild head injuries usually have trouble with their memory, concentration, and paying attention. This makes learning difficult. They may also have headaches, dizzy spells, and fatigue. For one in ten children, these difficulties may last a lifetime.

"Human skulls weren't designed for impact at high speeds," says Ms Zierler. "Any time you are moving faster than you can run, wear a helmet."

For more information about safety on wheels, call Safe Kids Canada at 1 888 SAFE TIPS or visit The "Got Wheels - Get a Helmet!" campaign, held during Safe Kids Week, runs from June 3 to June 9 and is sponsored by Johnson & Johnson. J&J is providing an additional $100,000 to buy helmets for children from low-income families across Canada. During Safe Kids Week, a portion of each purchase of participating J&J and McNeil products will be donated to the program.

News Canada provides a wide selection of current, ready-to-use copyright free news stories and ideas for Television, Print, Radio, and the Web.

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To Win Dyslexia Ode

Dyslexia: Is the Shoe Perhaps on the Wrong Foot?

Reading is the most important skill that a child must acquire at school, because one must learn to read to be able to read to learn. The implication of this is that the child who is a poor reader will usually also be a poor learner.

Unfortunately poor reading skills, and therefore poor learning skills, have become a reality for an alarming number of people. The $14 million National Adult Literacy Survey of 1993 found that even though most adults in this survey had finished high school, 96% of them could not read, write, and figure well enough to go to college. Even more to the point, 25% were plainly unable to read.

Even more alarming is that reading difficulties are not limited to people who are environmentally, culturally or economically disadvantaged. Many children come from good homes, go to good schools and score average to above average on IQ tests. Yet, they battle to learn to read, and many never succeed.

Children with reading difficulties share a number of common symptoms. They are inclined to reverse letters or words, to omit letters, to lose their place, to remember little of what they have read, or to read with poor comprehension. These children are considered to suffer from a learning disability (LD), commonly called dyslexia.

According to the Orton Dyslexia Society at least one in every ten of otherwise able people has serious dyslexia problems. The Foundation of Children with Learning Disabilities states that learning-disabled children represent more than ten million of the total population of the U.S.A. Estimates of learning-disabled students being dyslexic vary between 70 and 80 percent.


Most problems can only be solved if one knows what causes the problem. A disease such as scurvy claimed the lives of thousands of seamen during long sea voyages. The disease was cured fairly quickly once the cause was discovered, viz. a Vitamin C deficiency. A viable point of departure in LD research would therefore be to ask the question, “What is the CAUSE of dyslexia?”

The idea that dyslexia is a certifiable biological disorder, a physical problem that could be diagnosed and treated accordingly, gained credence during the 1960s and 1970s, giving rise to an armada of theories. One such a theory states that dyslexia is the result when the link between the language, hearing and comprehension centers of the brain is somehow misconfigured during fetal development. Another theory states that dyslexia is caused by “faulty wiring in the brain,” whereas another holds that a subtle impairment of vision may be responsible, while yet another believes that a cerebellar-vestibular dysfunction may be responsible for the learning disability. All these theories – most of them blaming some difference in structure between the brain of the dyslexic and that of the so-called normal reader – have lead to nothing at all. Despite all these theories and all the intervention efforts based on them, not to mention the vast amounts of money expended in the process, the numbers of dyslexics continue to escalate.

Except for the fact that proof of a neurological deficit still eludes the researchers, this theory leaves many questions unanswered. If dyslexia has a neurological basis, why is this supposedly non-contagious “ailment” on the increase? Compare the present situation with, for example, that of a century ago. In 1910 the literacy rate in the U.S.A. was so high it was predicted, “the public schools will in a short time practically eliminate illiteracy.” In 1935, a survey of the 375,000 men working in the Civilian Conservation Corps – a government-sponsored work project to provide employment – found an illiteracy rate of 1.9 percent. It is most noteworthy that this last figure was found among men primarily of low socio-economic status. It is even more noteworthy that the illiteracy rates of the first half of the twentieth century reflected, for the most part, people who had never had the advantage of schooling.

It is also impossible to explain how a neurological dysfunction can be more prevalent in specific areas or countries. While the National Commission on Excellence in 1983 warned that the American nation was “at risk,” remedial reading facilities were not needed at all in Japan due to the rarity of reading problems. Some would argue that reading problems were virtually nonexistent in Japan because their written language is easier than our Latin alphabet. That, however, is simply not true. The Japanese Kanji ideograms consist of 1,850 characters. In addition there are two Kana syllabaries, which – like our Latin alphabet – use symbols to represent sounds. Each Kana syllabary has 46 basic letters compared to our 26.


It is also important to note that differences in brain structures do not necessarily equal brain disorders. Differences between dyslexics’ brains and those of normal readers are not necessarily the cause of a reading difficulty. Such differences can well be the EFFECT of a learning difficulty.

Latest neurological findings – for example through the work of Michael Merzenich of the University of San Francisco – show that, while certain areas of the brain are designated for specific purposes, brain cells and cortical maps do change in response to learning. An interesting study in London has found that an area of the brain associated with navigation was larger in London’s famed taxi drivers than in other people. The drivers’ brains have adapted to help them store a detailed mental map of the city, shrinking in one area to allow growth in another.

The tendency over the past nearly a century has been to try and fit the dyslexia shoe on the foot of the children who fail to learn to read. All efforts to make this shoe fit have failed. If a shoe does not fit one foot, shouldn’t we try it on the other foot?


When a person fails to learn something, there are at least two possible reasons why he failed. The first is that there may be something wrong with the person. The second is that there may be something wrong with the way in which he was taught. Unfortunately most people have so far jumped to the very hasty conclusion that, when the otherwise normal child fails to learn to read, it must be the first possibility that applies.

When teaching, it is imperative to take note of the fact that learning is a stratified process. One step needs to be mastered well enough before subsequent steps can be learned. This means that there is a sequence involved in learning. It is like climbing a ladder; if you miss one of the rungs of the ladder, you will fall off. If you miss out on one of the important steps in the learning process, you will not be able to master subsequent steps.

A simple and practical example of this is the fact that one has to learn to count before it becomes possible to learn to add and subtract. If one tried to teach a child to add and subtract before he had been taught to count, one would quickly discover that no amount of effort would ever succeed in teaching the child these skills. Conceivably people who abide by the learning disabilities idea would then conclude that the child suffered from a neurological dysfunction, or from “dyscalculia,” overlooking that the ability to count must be acquired FIRST, BEFORE it becomes possible to learn to add and subtract.

This principle is also of great importance on the sports field. If we go to a soccer field to watch a soccer coach at work, we shall soon find that he spends much time drilling his players on basic skills, like heading, passing, dribbling, kicking, etc. The players who are most proficient at these basic skills usually turn out to be the best players in the actual game situation.

In the same way, there are also certain skills and knowledge that a child must acquire FIRST, BEFORE it becomes possible for him to become a good reader. Basic skills like concentration, visual discrimination, accurate perception and memorizing, skills of association, auditory memory and lateral interpretation are all functions that form the foundation of good reading and spelling. Until a child has mastered these basic skills first, reading will remain a closed – or at most half-open – book to him.

Teaching these basic skills used to form part of the educational system for many centuries, but have since been removed from Western education by “innovative” educators such as John Dewey and his cohorts. In this way the epidemic that is now called “dyslexia” was created.

Already in 1974, in “Reading Teacher,” Bateman suggested that the term “learning disabilities” be replaced by “teaching disabilities.” The focus, he said, should be on the inadequate skills of the adults who are supposed to teach the children, instead of on blaming the children of mysterious brain dysfunctions. In 1987 Dr. Thomas Armstrong coined the word “dysteachia” to refer to children suffering from “pedagogical illness” or inappropriate teaching strategies.

Perhaps it is time that we investigate the possibility that Bateman and Armstrong may have been correct when they said that the shoe was on the wrong foot.

Susan du Plessis is the co-author of “The Right to Read; Beating Dyslexia and Other Learning Disabilities,” and the author or co-author of four other books on learning and learning disabilities. She has been involved in helping children reach their full potential for 15 years. She holds BD and BA Hons (psychology). Visit her website at

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Safety On Wheels Poem

Three Steps To Safety On Wheels

Are your kids safe when riding on wheels - bicycles, scooters, skateboards or in-line skates? Safe Kids Canada, a national child safety program, has launched the "Got Wheels - Get a Helmet!" campaign this spring. Safe Kids Canada urges Canadians to follow these three tips to keep their children safe:

1. Make sure your child wears a helmet that fits correctly, as well as other protective gear.
Bike: bike helmet.
Scooter: a bike helmet, elbow pads and knee pads.
In-line skates: a bike helmet, wrist pads, elbow pads and knee pads.
Skateboard: a skateboard helmet, wrist pads, elbow pads and knee pads.

2. Make sure your child rides or skates in a safe environment - away from cars and other vehicles.
Scooters, in-line skates, and skateboards do not belong on the road.
Bicycles are classed as vehicles, but research shows that children under 10 should not ride their bicycles on the road. They do not have the physical skills or the judgment to stay safe in traffic. Children over 10 need good training and lots of practice before they can ride on the road. Kids need to practice these skills with adult supervision in safe places.

3. Supervise children until at least eight years of age. Know your child's abilities.
Most injuries on wheels happen because children lose control and fall. Children need to practice controlling their equipment, and they need your guidance.
Your child needs to learn basic skills, such as controlling speed and turns, braking, balancing and avoiding obstacles.
Reinforce safety rules while you supervise.
Sometime between the ages of 8 and 10, your child will develop the coordination and judgment required to ride or skate safely without your supervision - but not near traffic.

For more information about safety on wheels, call Safe Kids Canada at 1 888 SAFE TIPS or visit The "Got Wheels - Get a Helmet!" campaign, held during Safe Kids Week, runs from June 3 to June 9 and is sponsored by Johnson & Johnson. J&J is providing an additional $100,000 to buy helmets for children from low-income families across Canada. During Safe Kids Week, a portion of each purchase of participating J&J and McNeil products will be donated to the program.

News Canada provides a wide selection of current, ready-to-use copyright free news stories and ideas for Television, Print, Radio, and the Web.

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Finance Allowance Opus

Is Your Child Ready For an Allowance?

Children think money grows on trees. Maybe not literally, but they sure think there is a never-ending supply of it. They see you at the grocery store pushing a cart overflowing with the week's groceries; you hand the cashier a piece of plastic and suddenly it's all yours. People come to the door asking for money to support a charity and it magically appears from the bottom of your purse as if you were pulling a rabbit from a hat. Instead of "mama" or "dada", "checkbook" might have been your child's first word. It makes no sense to them then, that every time they ask for something they'd like from the store the answer is usually no. How do you teach the value of money to a child?

Is an allowance the answer?

Many parents think that giving an allowance is a good way to teach their children about money. There are two schools of thought on this issue. One theory is that the child completes a few agreed upon tasks and receives a small payment at the end of the week. Then, if he sees something he'd like in a store, he would be told to save his allowance in order to purchase it. Some people feel that this sets the child up for a "what will you give me if I do it" attitude and soon everything you ask him to do has a price attached to it. Others feel children should learn that in order for a family to reap the rewards, each member of the family should take part in the upkeep of the household. When there is a mess, clean it up. When there is laundry to be folded, lend a hand with the folding or putting it away. When there is yard work to be done, everyone can pitch in according to his or her ability and work together towards a common goal. Then, when the child does see something in a store and asks to have it, the answer is usually yes. I was a believer in the first example, until I put it to the test.

My experience

Our daughter Emily is four. Out of the blue she started to make her bed every day after she got up. It won't last long, I thought, but day after day she dutifully did it to the best of her ability. I seized the opportunity to teach her the value of money, because like most four-year-olds, she thought every toy she saw on TV was well within our means. I started giving her an allowance of 25 cents a week to see what would happen. The first month she would get very excited when Fridays came around and she would get her shiny quarter. As I handed her the money I would always say: "you did a good job this week honey, you were a big help to mommy around the house." I would describe certain instances where she had volunteered to help me and I told her how much I appreciated her thoughtfulness. At first she put her allowance into her piggy bank, sometimes emptying her cache and playing with it. But little by little the money started losing its value. I would find the quarters left on the kitchen counter where it would stay until I put it into her piggy bank for her. There were also weeks when I forgot to pay her but I always positively reinforced her good behavior. I discovered that money means nothing to her and my praise means everything.

The outcome

Perhaps my experiment with giving Emily an allowance didn't turn out quite the way I expected, but it did teach me a lesson about what meant more to my daughter. When we go to the store and she asks for a particular toy, we weigh it out. If we agree that it's affordable and it's been a while since she's had anything new, then I will buy it for her. The only exceptions are educational materials or books. These I will always purchase for her without question. I have found this to be the best solution for us.

Heidi Hoff, Editor, Preschool Planet, Subscribe and get "100 Things to Make From a Cardboard Box" FREE!

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