The Busy Woman's Guide to Financial Freedom

Book Description

When the workday ends at five, and the cleaners close at six, and dinner needs to be (miraculously) on the table by eight, how can today's women take on the added burden of household finances?

"But they must!" says the author of The Busy Woman's Guide to Financial Freedom. Women are relinquishing to men a major source of freedom and empowerment...failing to acquire the essential financial skills they need...leaving themselves vulnerable to the effects of divorce or death.

The Busy Woman's Guide to Financial Freedom strips away the mystery and confusion that surrounds money management. In clear, jargon-free language, the book supplies a complete and concise primer on every aspect of financial planning, including: budgeting * using credit * investing * buying insurance * planning for college * saving for retirement, and more.

And the book is directed especially to women, both in its supportive tone and inclusive examples. Plus, it's packed with eye-opening anecdotes, helpful "to do" lists, and straightforward directions--time-savers for today's time-pressed women.

Customer Reviews:

A guide for men as well.......2002-03-05

I am favorably impressed by The Busy Women's Guide to Financial Freedom by Vickie L. Bajtelsmit. It is written in plain language with practical examples. For future editions, the book's title should be changed, however, because it is gender-neutral--a guide for men as well.

Great gift for college graduates.......2002-01-26

Vickie Bajtelsmit's book was given to me recently as a gift and I have found it to be an invaluable reference book!

As a 24 year-old, only certain parts of the book seem to apply to me now (sections on credit cards, renter's insurance, student loans); however, I anticipate referring to it often over the coming years. In skimming the sections on buying a car or house and financing a child's education or my own retirement, I can see that careful planning will be the key to achieving what I want in life.

Bajtelsmit's book will definitely help me get a head start on life's big purchases and life's big investments. I probably wouldn't buy such a book for myself, but now that I have the book I don't think I'll need any others. If you have a soon-to-be college graduate in the family, this would make a great gift!

A superbly presented guide to personal finance.......2002-01-08

Vickie Bajtelsmit's Busy Woman's Guide To Financial Freedom is a superbly presented guide to personal finance telling women how to gain more control over finances; from tracking where money is spent to choosing health and insurance plans and taking advantage of tax-preferred methods of saving. From buying a house to daily budgeting and credit card management, this is filled with fine tips.

Great financial tips, easy to use.......2001-11-29

"The Busy Womans Guide to Financial Freedom" has really helped me get our financial planning on track. It has helped me improve the organization of my financial records as well as be realistic about how much life insurance we need. I found the college planning chapter helpful for making savings decisions for our new baby.
I especially liked the chapter where she compares budgeting to dieting. It was a humorous way of helping me find those extra dollars I need to reach our financial goals.
It's easy to follow and you won't be disappointed.

Book Description

From Roger C. Schank—one of the most highly respected thinkers, writers, and speakers in the training, learning, and e-learning community—comes a compelling book of essays that explore the myriad issues related to challenges faced by today’s instructional designers and trainers. The essays offer a much-needed perspective on what trainers do, why they do it, and how they do it. Lessons in Learning, e-Learning, and Training serves as a barometer to the issues that often perplex trainers and helps to illuminate three main points: what can and cannot be taught; how people think and learn; and what technology can really effectively provide. In addition, each essay is filled with practical guidance and includes a summary of ideas, tips and techniques, things to think about, checklists, and other job aids.

Customer Reviews:

Worth the money..........2007-01-04

I was looking for a few quick tips and some basics to get me started in the eLearning category. This book delivered on that need. It reads like a motivational speech and most of the content seems to come straight from the author's own experience but still good content given my newness to the subject area and body of knowledge.

Just Learn It!.......2005-06-13

A few days ago, I finished reading Roger Schank's latest book, Lessons in Learning, e-Learning, and Training, and I've recommended it to everyone with whom I've spoken at any length since. If you follow Roger's work, you won't find many new concepts. What's new is that Roger has chiselled his messages in bold relief so that only the totally clueless can fail to get the point. He eats his own cooking by bringing his material to life through compelling stories.

Admittedly, Roger is a lightening rod. No one who has experienced him is ambivalent. Many people can't get past his faux-movie star persona: Roger's a big, buff, bald, larger-than-life character who beats George Hamilton in the tanning department and tops Salvador Dali in ego. He's also an original thinker whose acolytes from the Institute for Learning Sciences have spread his gospel far and wide. He particularly irks academics because he's one of them, having been a professor at Stanford, Yale, Carnegie-Mellon, and Northwestern.

Ruth Clark sums up Lessons in Learning, e-Learning, and Training in the foreword: "The basic premise of this book is that learning is an inductive process. In everyday words, learning occurs by experience, and the best instruction offers learners opportunities to distill their knowledge and skills from interactive stories."

From the book:

"People who learn on their own learn exactly what they find interesting and potentially useful."

"For years I have been preaching that the big three issues in education are reasoning, communication, and human relations. Schools must enable students to learn these skills, that they are more important in daily life by far than physics, mathematics, or ancient history."

"Classrooms are, for the most part, a waste of time."

"We define ourselves through the stories we choose to tell. Story exchange is what conversation is all about. Stories are at the center of our ability to understand the world around us."

"Time constraints are the enemy of learning by doing. It takes time to practice - and without practice there is no real learning."

Socratic Arts links to many of Roger's papers and to his hyperbook Engines for Education. Excerpt from Engines:

Mostly, [kids] should be learning that learning is fun. They should be learning that expanding one's horizons is fun, that learning you were wrong about something is not so painful, and that taking an educational risk is worth doing. They should be learning that school is a good place to do these things. The children of today dread going back to school in September, dread exams, dread receiving their grades, and are generally fearful. No wonder school is stressful. But there is no reason children cannot have intellectual fun, cannot be excited by ideas, and cannot be challenged to acquire new knowledge. Natural learning is a basically enjoyable thing to do. Two-year-olds love to learn. Many adults love to learn. Only school-age children associate learning with fear of failure. We must get the fear of failure out of the school system. Cramming for an exam or trying to please a teacher ought not to be the goal of those seeking an education. If we fail to understand this in a profound way, there will be no helping our schools or our children.

Roger's latest Educational Outrage column rants about criticism of Trump University (of which he is Chief Learning Officer). Why does the press take on Donald Trump for naming a university for himself but accept it when Leland Stanford did the same thing? Actually, Stanford named the school for his son, Leland Stanford, Jr., but that's beside the point. The reaction of the press sets Roger in motion on an old but worthy rant:

The question is why school teaches the subjects that it does and whether that should be allowed to continue. Most of what you learn in high school is irrelevant to anyone's real life. Ask any high school student - they know this all too well. The truth is that unless you want to be a professor, most of what you learn in college or graduate school can be quite irrelevant as well. Even MBA programs, practical as they may be in principle, tend to forget that the students are just there to learn how to do well in business. Professors, who are of course quite academic, might not be the best determiners of what students want to learn or need to learn. Typically they just teach what they want to teach, which is not the same thing. The high school curriculum, school incarnate, was designed by a bunch of professors in 1892. They were not thinking about what students might need to learn in order to succeed in today's world.

...

I have always said that everything wrong with education starts with the letter P:

1. Publishers - because they dominate the world of education the way it was.
2. Politicians - because they only care about measurable change in existing education, hence tests.
3. Princeton - or any great university that requires SATs and a fixed HS curriculum that was designed in 1892.
4. Princeton - home of the education testing service the great evil of our time.
5. Press - which intimidates all schools with publishing results of minute differences in test score results.
6. Parents - who insist that school be like it was when they went to school.

Great Answers to Real World Learning Problems.......2005-03-24

The key to this book is summed up in the first chapter:

People who learn on their own learn exactly what they find interesting or potentially useful.

After making this point he goes on for the rest of the book telling stories. Mr. Schank uses stories as a teaching aid. Stories move material from the what he wants to tell the student, to the this is "interesting or potentially useful" column in the student mind. Motivated students learn.

The next strongest point is that people learn mostly by doing. Some things are hard to train by doing. How do you train Art History by doing? Well, how about you give the class some pictures, with the instruction that some of them are old masters and some are forgeries. The class assignment is to determine which is which. Now the students have to really examine the pictures. They have to learn techniques, they have to DO!.

Finally he gets to eLearning and to a discussion on what high school and the rest of our educational system teaches. As I look at the job the local schools are doing, someone should ask these questions, but the teachers union isn't going to like the answers.

Book Description

The one legal guide every household should own, with essential information on a host of common personal legal issues.

Now everyone can understand the legal terms and issues governing hundreds of situations they may face throughout their lives--without racking up huge legal bills and lawyers' fees.

The Lifetime Legal Guide empowers consumers to understand the law and their rights, enabling them to make informed decisions when seeking professional legal assistance. Sections are arranged alphabetically and cover everything from insurance, real estate, taxes, and wills to accidents, divorce, discrimination, and worker's compensation. Along with clear explanations and advice, the book contains over 100 sample letters, forms, and agreements that are also included on the companion disk. These forms can be easily customized for review by a lawyer, saving valuable time, money--and worry.

Like a legal first-aid kit, this manual helps people take care of themselves, safeguard their families, and protect their peace of mind.

Average customer rating:
The Lifetime Family Legal Guide
Steven Mitchell Sack
Manufacturer: Prentice Hall Press
ProductGroup: Book
Binding: Paperback
ASIN: B000OHTU00

Book Description

"I can think of few better ways of introducing students to the history of astronomy than by using The Eye of Heaven as a text....This is science at its best....Not only does Gingerich make you think, he also forces you back in time and makes you think as astronomers did then. Students need this inspiration." David Hughes, New Scientist

Astronomer and historian Owen Gingerich provides a fascinating introduction to three giants of early astronomy: Ptolemy, Copernicus, and Kepler. In these collected essays, Gingerich examines the revolution in man's conception of the universe brought about by the shift from the earth-centered cosmos of Ptolemy to the sun-centered model of Copernicus.

Customer Reviews:

The Eye of Heaven: Ptolemy, Copernicus, Kepler.......2007-06-27

I bought this book because I am hoping to write a book myself, giving a thumbnail sketch of history relevant to today's climate science (including Global Warming) from the Ancient Egyptians through Newton and Foucault and into the present. Real meteorology started 7 years after Foucault's work, as a direct result of what was learned from Foucault's pendulum.

I am a climate scientist, not an historian, so I have a steep learning curve to write such a book.I had previously obtained Toomer's magnificent translation of Ptolemy's "Almagest" (it shows Ptolemy to have been the world's first full-on theoretical physicist, and a magnificent teacher). I knew Toomer valued Gingerich highly, so I bought Gingerich's book. It has not disappointed. It has helped me to understand Ptolemy's fairly opaque book much better, and has also given me a much better appreciation of Copernicus the man.
I would have liked it if Gingerich had described Brahe in the same way -- we scientists value observations first, then theory -- and Ivar Peterson's "Newton's Clock" does a better job on Kepler. Nevertheless, I nearly gave this book five stars, not four.

Required reading!.......2001-06-08

This book is essential for anybody who wants to understand what Ptolemy, Copernicus and Kepler really did. It's a bit more technical than "The Great Copernicus Chase", but if you're serious, you'll appreciate it.

And if you're really serious, you'll get a copy of the paper by James Evans in Am. J. Phys 56 (Nov, 1988) 1009-1024. It answered tons of technical questions for me. Just do it, you'll thank me (and Jim Evans!).

Book Description

This book presents the main ideas of General Galois Theory as a generalization of Classical Galois Theory. It sketches the development of Galois connections through the last three centuries. Examples of Galois connections as powerful tools in Category Theory and Universal Algebra are given. Applications of Galois connections in Linguistic and Data Analysis are presented.

The algebraic theory of compact Lawson semilattices: Applications of Galois connections to compact semilattices (Dissertationes mathematicae)

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The algebraic theory of compact Lawson semilattices: Applications of Galois connections to compact semilattices (Dissertationes mathematicae)
Karl Heinrich Hofmann
Manufacturer: Panstwowe Wydawn. Naukowe
ProductGroup: Book
Binding: Unknown Binding

General | Mathematics | Science | Subjects | Books

Book Description

Nicholas Humphrey's writings about the evolution of the mind have done much to set the agenda for contemporary psychology. Here, in a series of riveting essays, he invites us to 'take another look' at a variety of the central and not-so-central issues: the evolution of consciousness, the nature of the self, multiple personality disorder, the placebo effect, cave art, religious miracles, medieval animal trials, the seductions of dictatorship, and much more.

Customer Reviews:

Could do better - some nice ideas but uneven execution.......2004-08-20

There is no doubt that Humphrey is a highly educated and accomplished academic. There is also no doubt that he grew up in Hampstead and likes the Guardian - his communist leanings too often eclipse his undoubted capacity for interesting and valuable insight. For example, in this book he praises Engel's _Dialectics of Nature_ in a serious manner and describes it as "remarkable," but in the next sentence gives a trite brush off to Adam Smith (trite and wrong, as it happens.) His writing style seems to this reader to be just a little too modern and informal; there is nothing wrong with informality, but Humphrey has a knack for writing in a way that seems to verge on the pompous, portentious and to drop too many names. His distinguished record means that he can easily afford to wear his learning much more lightly. However, within the covers of the book there are some very interesting ideas. Like many books on evolution, many of these come as no surpise to anyone who has studied evolutionary biology at school, but there are a few that almost justify buying the book. For example, his theory of an evolutionary explanation of humanity's tolerance for, and occasional adulation for dictators and tyrants is original and persuasive. (The theory is that it results from two evolutionary strategies, to follow the successful individual and to follow the majority, together with a dose of chance as to who gets followed.) If this book was shorter, less discursive and less showy it would be much better. As it stands it is good in parts but frustrating in style and prolixity.

Along the path of rationality.......2003-08-17

Humphrey's collection of many years' provides a lively insight into many aspects of life. Divided into five general topical areas, the essay range over the evolution of human cognition, perception, religion, the trials and execution of animals and emotion. Humphey is a major thinker. Add his fine prose skills to the many thought experiments in this book and you have a provocative collection to enjoy. There is much in here to inspire repeated reading.

Three of the essays are of significant import, requiring serious reflection on Humphrey's concepts. What level had human cognition reached when "cavemen" painted the walls of Chauvet? [actually, two essays address this topic] Was Jesus a conjurer? And, foremost in significance, "What Shall We Tell the Children?". The first question derives from the well-known case of the child Nadia who proved an artistic prodigy. She developed an outstanding ability to draw animals by the age of four. Her renditions of horses exceed the attempts of many adult sketchers. Humphrey argues that Nadia's minimal language skills offer a clue to how this talent developed. He suggests the animal drawings in French and Iberian caves suggest reconsideration of how and when human cognitive skills developed and whether artistic skills preceded those of language.

In discussing Jesus' role in his own society, Humphrey suggests The Redeemer had grown up in a society that anticipated the emergence of a Messiah. In "Behold the Man," Humphrey addresses the social and psychological" roots leading to the myth of Jesus' divinity. He sees the Jesus myth as "setting the stage for all subsequent paranormal phenomena in Western culture . . . outside as well as inside a specifically religious context." It's a challenging task he's set himself, but Humphrey fulfills it with rational evidence. Of primary importance is the idea that "Jesus himself believed he was the real thing," allowing him to carry off the proposition that he enjoyed special powers. That confidence imparted the belief to those he encountered in every community but one, his own. Humphrey explains why that differential helps undermine the myth of divinity. Why wasn't Jesus acceptance universal?

In "What Shall We Tell the Children?", Humphrey suggests one of his most challenging ideas. How far should parents be allowed to go in forming a child's opinions and beliefs. He strongly urges that "false beliefs" must not be imposed on children if their rights as individuals are thereby curtailed. He argues that pre-emptive action in protecting children's rights is not an extreme action. His solution is universal education in science - not scientific dogmas, but the methods of observation, testing and critical thinking. No dogma ever withstands these tools in combination.

Three [four!] summaries hardly address the value of this collection. The remainder, some of which are surprisingly brief, are all a challenge to think along novel lines or reassess old ideas. Are we Stone Age people living in a Space Age or a Computer Age? Why is dictatorship attractive to many - even those living within one? What is the Mind/Body problem and is there an answer to it? What is altruism and how does it work in human society? How and why does a placebo work in curing illness? These and many other issues are addressed in this anthology, keeping the reader's constant attention. There are many challenges here, and no disappointments. Humphrey's insights are worth considering and his effective presentation makes this book a fine addition to anyone's library.

Average customer rating:
Give Me the Hudson or the Yukon
Mike McCann
Manufacturer: Ridgetop Press
ProductGroup: Book
Binding: Paperback

Comic | General | Literature & Fiction | Subjects | Books
General | Humor | Entertainment | Subjects | Books
ASIN: 0962753009

Average customer rating:
Give me the Hudson or the Yukon: A collection of mostly true stories
Mike McCann
Manufacturer: Ridgetop Press
ProductGroup: Book
Binding: Unknown Binding
ASIN: B00072JDTK

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