FOREX Trading With Managed Accounts

 

Copyright 2006 Timothy Rohrer

 

FOREX is seen in more and more portfolios’s since the currency exchange realm has opened up to the small investor.  However, working 9 to 5 doesn’t always leave room to trade the market on a consistent basis.  Aspiring traders who still work day jobs are looking for ways to enter into the foreign exchange market without having to invest hours in front of the computer.  Many brokers have found this as a great opportunity to offer automated systems and managed accounts to those looking for a more passive income.

 

Typically the minimum investment for a Managed FOREX account ranges anywhere from $5,000 to $10,000 leaving the very small investors out of the loop.  Managed accounts can either earn money or lose money, there are no guarantee’s that opening a managed account will be a profitable venture. http://www.forextradinglover.com

 

 

A modest managed account whether it is traded by another person or an automated robot can earn up to 20% per month or more depending on how good the system is.  There have been stories of managed accounts earning 20 times the amount they started with in a year’s time.  However, finding an automated system that is consistently profitable is a difficult challenge and most accounts are on the slower side of about 5% to 10% per month.

 

Managed accounts may be a good way to leap into the FOREX while receiving professional training and learning how to trade for yourself.  Ultimately, a good trader fine tunes their own trading system and learns how the market reacts to specific news and patterns.

 

Searching for a good managed FOREX account is not an easy task.  Some trading systems take too many trades causing the trader to margin out too soon or give poor signals all together.  Be sure that a trading system is able to back up its data with proven results and back tests their system in real-time.

 

Choosing an automated trading system with the highest monthly returns isn’t always the best choice.  Depending on the broker that is managing your account and their ability to pay out is what counts the most.  There are hundreds of FOREX brokers and not every broker is able to fill positions on trades.  Brokers come and go everyday, make sure the broker you chose is established, registered and has credibility within the market.

http://www.stocktradinglover.com

 

Educating oneself on the FOREX market can help enhances chances of making money in the FOREX.  After all 95% of FOREX traders go home broke everyday.  Use a managed account while learning how to trade.  Once the fundamentals of the market are established begin executing small trades in a demo account to obtain a better understating of the FOREX beast.

 

 

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Duncan floats school turnaround plan

Education Secretary Arne Duncan has proposed new rules for distributing $3.5 billion in Title I School Improvement Grants to turn around the nation’s lowest performing schools. The plan includes flexibility for districts to close struggling schools, replace staff, or adopt a “transformational model” that aims to change the whole school culture, according to each school’s needs.

“If we are to put an end to stubborn cycles of poverty and social failure, and put our country on track for long-term economic prosperity, we must address the needs of children who have long been ignored and marginalized in chronically low-achieving schools,” said Duncan, who made the announcement Aug. 26 with Sen. Harry Reid, D-Nev., at Harley Harmon Elementary School in Las Vegas.

“States and school districts have an opportunity to put unprecedented resources toward reforms that would increase graduation rates, reduce dropout rates, and improve teacher quality for all students, and particularly for children who most need good teaching in order to catch up.”

Proposed requirements for the grants have been published in the Federal Register, giving educators 30 days to comment on the new guidelines. The grants are funded by $546 million in fiscal year 2009 appropriations and an additional $3 billion in federal stimulus funding to “support the transformational changes that are needed to turn around the nation’s lowest-achieving schools,” according to the U.S. Department of Education (ED).

ED is required to award school improvement grants to each state education agency based on the proportional share of funding it receives under Title I. Each state must provide subgrants to local school districts that apply for those funds and have demonstrated the greatest commitment to serve their Title I schools identified for improvement, corrective action, or restructuring under No Child Left Behind.

The Obama administration’s proposed strategy for distributing the money includes identifying and serving the lowest-achieving Title I schools in each state; supporting “only the most rigorous interventions that hold the promise of producing rapid improvements in student achievement and school culture”; providing sufficient resources over several years to implement those interventions; and measuring progress toward achieving results.

“The large investment in school improvement funds made possible by [the stimulus package] presents a historic opportunity to attack education’s most intractable challenge–turning around or closing down chronically low-achieving schools,” Duncan said. “Our goal is to turn around the 5,000 lowest-performing schools over the next five years, as part of our overall strategy for dramatically reducing the dropout rate, improving high school graduation rates, and increasing the number of students who graduate prepared for success in college and the workplace.”

Under the proposal, Duncan would require states to identify three tiers of schools:

• Tier I: The lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring in a state, or the five lowest-performing Title I schools, whichever number is greater.

• Tier II: Equally low-achieving secondary schools that are eligible for, but do not receive, Title I funds. Duncan proposes targeting some of these extremely low-achieving high schools and their feeder middle schools.

“There are close to 2,000 high schools in this country in which graduation is at best a 50-50 proposition,” says an ED press release. “U.S. Department of Education data indicate that fewer than half of these schools currently receive Title I, Part A funds. If the provisions proposed become final, school districts would not be required to include Tier II schools in proposals. However, including Tier II schools would enhance a school district’s likelihood for funding, because states would be required to give priority to districts that commit to serve both Tier I and Tier II schools.”

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FCC probes iPhone-Google app dispute

A federal probe of practices in the wireless industry could have significant implications for school leaders and others who use smart phones and other wireless devices to communicate.

In particular, the Federal Communications Commission (FCC) is examining the competitive practices of Apple Inc. and other companies that make smart phones–and their process for approving or denying applications developed to run on the phones.

The FCC’s actions could affect the choices educators and other consumers have with regard to smart-phone applications, such as Google Voice–a program that gives users an additional phone number that’s not tied to any one phone line, a useful application for busy school administrators on the go.

In the latest chapter in the FCC’s probe, Apple told federal regulators last week that it blocked Google Voice from running on the iPhone because it alters important functions on the device–yet the company denied that it has rejected Google’s application outright.

“Contrary to published reports, Apple has not rejected the Google Voice application, and continues to study it,” Apple said in an Aug. 21 letter to the FCC.

The agency is looking into Apple’s blocking of Google Voice as part of its examination of the consumer implications of wireless industry practices. It sent queries to Apple, Google, and Dallas-based AT&T Inc., the only wireless carrier to offer the iPhone in the United States.

AT&T and Google also responded with letters to regulators on Aug. 21. AT&T said Apple did not consult with the company before turning Google’s program down. Google kept confidential the parts of its letter describing Apple’s reasons for rejecting Google Voice.

Users can program Google Voice to direct incoming calls first to a cell phone, then a work number, and finally a home number, for example. They can set up voice mail and have Google Voice eMail transcripts of their messages. School leaders also can use Google Voice to send text messages and place calls–even international ones–at low rates paid to Google, not the carriers. Those calls do burn regular cell phone plan minutes, but the idea has prompted widespread speculation that Apple and AT&T saw a Google Voice app for the iPhone as a potential competitor to their monthly mobile plans.

Apple said it rejected the program because it replaces the iPhone’s own interface for making calls and sending text messages with a Google version. The company said it blocked three other developers’ programs for the same reasons.

Apple also said it was concerned that Google Voice would send the contents of people’s iPhone contact lists to Google’s servers.

“We have yet to obtain any assurances from Google that [these] data will only be used in appropriate ways,” Apple said. “These factors present several new issues and questions to us that we are still pondering at this time.”

The Google Voice snafu comes as competition between onetime allies Apple and Google is heating up. Google has its own cell phone operating software, called Android, and it recently announced plans for a computer operating system that could challenge Apple and its Macs.

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An A* gift for an A* teacher!

They taught us the alphabet,drilled in those times tables and made us pull our socks up year after year. Love them or hate them, some would say teachers have one of the most difficult jobs controlling those little tykes and educating them to grow up to become well behaved young citizens.

Well, the end of the school year is fast approaching and teachers up and down the country will be starting to breathe a sigh of relief as their mammoth-long summer holiday is beckoning. In addition to the lovely reward of a six week break, it is tradition that parents and children present a little something to thank their teachers for their tireless efforts over the year.

Gone are the days where teachers receive an apple as a small appreciative token, a tradition that goes back to centuries ago. Nowadays, pupils arrive laden with thank you cards and goodies galore at the end of term, most typically in the form of the chocolate variety.

Here at GettingPersonal, we have cottoned on to the fact that teachers get given more boxes of chocolates than they can possibly eat, and decided we’d better introduce some well appreciated alternative teacher gifts that are sure to make anyone teacher’s pet! That’s why our Teacher You’re A Star-Hanging Keepsake is the perfect present to give to a well deserved teacher and is sure to be truly treasured for years to come.

This handmade wooden keepsake has a wire handle so the teacher can hang it proudly on their door or in the classroom for all to see.

This beautiful gift measures approx 16 x 11 cm and is available from GettingPersonal.co.uk for only 5.95.

This and many other stunning Gifts for Teachers can be delivered free of charge when 30 or more is spent in one transaction. Items are usually dispatched within 24 hours.

Go on;show your appreciation and make them smile… 

Unique high quality gifts & personalised gifts at affordable prices, delivered quickly and guaranteed with a smile.To explore our range of  gifts for teachers  further, please visit our website at http://www.gettingpersonal.co.uk.

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iPod Is Perfect For Education

iPod Is Perfect For Education

Everyone is talking about it…  Lots of people are doing it…  What’s that, you ask?
Schools and universities around the world embrace the iPod as an educational tool for:
 
– Language studies
– Reading
– Mathematics
– Science
– Music
– And so much more!
 
Audio and video podcasts are easy to produce and can be as simple or complex as you wish.  Educational applications for iPod touch are being developed every day.
 
Q: Using iPod devices as educational tools sounds great, but with so many students using such a large number of devices how does one ever charge and synchronize content to all oaf those devices?  One by one?  You’ve got to be kidding!

A: PARASYNC Charge and Synchronization Dock for 20 iPod / iPhone devices 
PARASYNC is an attractive dock that efficiently charges and syncs 20 iPod / iPhone devices to a single iTunes library. 
 
With a footprint that covers the area of a sheet of paper it’s particularly compact and ergonomic.  Moreover, it’s really easy to use: there is no additional software to install or learn and the inconvenience of manual cable connections is completely eliminated.  (Did we already mention that it looks great, too?)
 
Teachers love using it.  Young people “dig” it.  Yep…it’s perfect for education!
 
Watch a YouTube video to learn how educators use iPod devices and the PARASYNC dock to manage them: http://www.youtube.com/watch?v=acXgFhKJHKM
 
For more information, please call 866-647-5976 or visit: www.paratsolutions.com/parasync
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Evan-Moor’s TeacherFileBox.com Helps Teachers Find Resources Correlated to State Standards

 

Monterey, Calif. (August 26, 2009) – Imagine you’re a kindergarten teacher in Florida whose students needs phonics practice that addresses Sunshine State Standard LA.K.1.4.2—decoding simple words in isolation and in context. Where do you go to find the materials you need to support your lesson? If you have a TeacherFileBox.com subscription, the answer is online.

Thanks to TeacherFileBox.com’s new state-customized subscriptions and advanced search by correlations feature, teachers can now find the standard-correlated activities that support their classroom instruction quickly and easily.

“We’re so pleased to introduce this new feature that makes it easier for teachers to meet state standards,” said Joy Evans, Publisher and co-founder of Evan-Moor Educational Publishers. “A teacher can pull up her state’s standards, enter a subject such as math or language arts, narrow the results by skill or performance objective, then find the lessons and activities she needs in mere seconds. It’s really that easy.”

TeacherFileBox.com subscribers will also enjoy a site completely personalized to their state’s requirements. As they browse the diverse collection of over 50,000 teaching resources, they’ll be able to see instantly how each activity is correlated to their state’s standards, and will even have to ability to print out a lesson’s correlations.

“We know that these new additions to TeacherFileBox.com will make it easier for teachers to find materials that meet their state’s requirements,” said Evans. “Our subscribers have asked us to integrate correlations into the site. And we’ve listened.”

The new changes are live now. To subscribe to TeacherFileBox.com, inquire about school or district site licenses, or preview the site and new correlations, visit www.teacherfilebox.com or call 1-800-714-0971 (available M–F 8:00 a.m.–4:30 p.m. PST).

 

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TREND SHOWS K-12 SCHOOL DISTRICTS EMBRACING SOLUTION TO GAIN BETTER CONTROL OF TEXTBOOKS

TREND SHOWS K-12 SCHOOL DISTRICTS EMBRACING
SOLUTION TO GAIN BETTER CONTROL OF TEXTBOOKS
Follett Software Co. product helping to save money, protect key investment
 
MCHENRY, Ill., Aug. 25, 2009 – School districts across the country that have implemented new tools and processes for textbook management are now recognizing savings in the hundreds of thousands of dollars, as well as ensuring students have immediate access to textbooks when they need them.
 
With K-12 districts seeking to gain greater accountability and control over one of their largest and most important annual investments, there is growing momentum to adopt Follett Software Company’s Destiny Textbook Manager – a centralized, browser-based system. Destiny Textbook Manager is now in more than 11,000 schools (800 districts) nationwide, a marked increase from just four years ago when the product was in 2,000 schools. A total of 37 of the country’s 100 largest school districts have chosen to partner with Follett Software Co., while 700 new schools signed up in March of this year alone.
 
“Some districts are deferring textbook purchases and looking for ways to stretch their current textbook materials for a longer period of time, while others are looking to protect any textbook investment they are making with the federal stimulus funds they are receiving,” said Tom Schenck, president, Follett Software Co. “We especially pride ourselves on being able to offer districts a complete solution, well beyond our market-leading software product.”
 
In Plainfield, Ill., officials at Plainfield Community Consolidated School District 202 offer “conservative estimates” that Destiny Textbook Manager has saved them at least $500,000 since investing in the product.
 
“This will allow the district to ensure that students will have access to the textbooks they need, when they need them, while at the same time saving our taxpayers a tremendous amount of money,” Linda Casey, the district’s director of instructional technology and media, told The Plainfield Sun (7/10/09) in a recently published story. “The system helps to eliminate over-ordering and stockpiling of books and resource materials. It also reduces replacement costs by being able to transfer textbooks from one campus to another.”
 
Other school districts that have recognized considerable savings and reduced textbook losses with Destiny Textbook Manager include two California schools: Riverside (Calif.) Unified School District ($300,000 in savings) and Pomona (Calif.) Unified School District (reduced textbook losses by 25 percent and reduced duplicate orders by 70 percent). The management of textbooks is destined to become even more crucial in California where a provision in the state’s new budget agreement would suspend the adoption of textbooks for five years.
 
 
Destiny Textbook Manager success stories can be found coast to coast, from Escambia County School District in Pensacola, Fla. ($200,000-plus savings in first two years) to Higley Unified School District in Gilbert, Ariz. The Higley district typically spends nearly $2 million a year on textbook purchases, and are predicting annual savings of some $200,000 a year with Destiny Textbook Manager, officials reported recently.
 
“We’re shifting resources as opposed to buying resources,” Joyce Lewis, Higley’s supervisor of instructional technology, told the East Valley Tribune (6/2/09). “We’re also selling off obsolete and excess textbooks.”
 
Schenck said his company’s product helps districts:
 
·   Eliminate over-ordering and stockpiling of books
·   Effectively monitor and track textbook transfers across multiple locations
·   Ensure that students have the right textbooks when they need them
·   Improve their ability to collect fines for lost and damaged materials
 
Accountability is one more pivotal asset of the program since staff, students and parents assume increased responsibility for textbooks assigned to them. And Florida districts have taken keen interest in legislation passed earlier this year that requires public school students who lose or damage textbooks to pay 100 percent of replacement costs instead of 50 to 75 percent under the previous law.
 
In South Carolina, meanwhile, the Department of Education – with 86 districts, 1,150 schools and 676,000 students – implemented Destiny Textbook Manager on a statewide basis in 2007. Follett Software Company has entered into a new contract with the state this year to develop additional enhancements for the system. Bottom line, according to state officials, is that its chief goal of ensuring that “textbooks are available and in the hands of each and every student” has been reached.
 
“Although some schools had very good inventory systems in place, others didn’t,” said Dr. Jim White, the state’s manager of instructional materials. “Our new system will help all schools and districts keep better track of materials and recover fees when they’re due. We are now able to clearly identify where our losses are occurring and take action to reduce them.”
 
# # #
 
About Follett Software Company (http://www.FollettSoftware.com)
Follett Software Company is the partner that over half of America’s school districts trust to help them manage everything from library resources and school assets to information for data-driven decision making. Follett Software Company helps districts of all sizes track and use information and resources more efficiently so their dollars are best leveraged to help each and every student.
 
About Destiny Textbook Manager
Destiny Textbook Manager is the market leading browser-based solution that helps K-12 schools and districts to manage expensive and vital textbook resources across the multiple locations of a district.
 
Media Contact:
Doug Thompson | Thompson Drake Public Relations
 
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