HOW TO SAVE MONEY USING THE 100 WEEKLY INCREMENT SAVINGS SYSTEM

I call this the 100 Weekly Increment Savings System. Whether you allocate 20% for savings which I have discussed in my previous blog, or follow this system, you are sure to save.

This system is quite challenging. But a better way of saving, this assures me around $117,600 savings.

The system is incrementing your savings by 100. For instance, for the month of January which has four weeks, savings can be started with $100 for the 1st week and ending with $400 for the 4th week. This will give you $1,000 savings at the end of January. To simplify this below is an illustration:

1st week - $100
2nd week - $200
3rd week - $300
4th week - $400
Total - $1,000 (January)

Since this increments on a 100 dollars basis, your 1st week on February should be $500 on the 1st week and end the month with $800. To continue the illustration:

5th week - $500
6th week - $600
7th week - $700
8th week - $800
Total - $2,600 (February)

Provided that each month has four weeks (there are months which reaches to five weeks), below is a summary of what you will earn from January to December:

January - $1,000
February - $2,600
March - $4,200
April - $5,800
May - $7,400
June - $9,000
July - $10,600
August - $12,200
September - $13,800
October - $15,400
November - $17,000
December - $18,600
Total - $117,600

By the way, you can use your own country's currency. I am using dollars as an example. If you live in the Philippines, you can use pesos.

Hence, at the end of the year, it is $117,600 savings (or Php 117,600 if pesos is your currency).

Again, this endeavor is very challenging. But it will save you a lot of money.

HOW TO SAVE MONEY USING THE FOUR BUCKET SYSTEM

I would like to share with you how I save money using the four bucket system. The four bucket system is an imaginary system of buckets where I place my money. These four buckets are: Expenses, Savings, Investments, and Tithes.

Every time I receive money, whether this is my monthly salary or an honoraria from a speaking engagement, I divide the money into four buckets. The first bucket is called Expenses. I allocate 50% for this bucket. Let's say I received $1,000 monthly salary for the month of January, my first bucket is allocated $500. This bucket I use for my daily expenses which includes food, gasoline, housing, cosmetics, toiletries, payment for loans, and clothing.

The second bucket is called Savings which is 20%. For a $1,000 monthly salary, this means that I allocate $200 for this bucket. I would highly recommend that you open a separate saving account with passbook in another bank. In this manner, you are able to separate this amount from your expenses. If your bank issues a passbook with an ATM card, I would suggest that you keep the ATM card so that you will not be tempted to withdraw the savings.

The third bucket is called Investments. I allocated 20% for this bucket. For a $1,000 monthly salary, $200 goes to Investments. This bucket is for my personal insurance, money market, and other bank investments.

Finally, the fourth bucket is for Tithes at 10%. I am a firm believer that 10% or more of what we receive should be returned to God. Should I receive $1,000 monthly salary, $100 goes to tithes. I donate this amount to my church or give this to charities. God loves a generous giver. And He will bless you more.

At the end of the year, I have $2,400 for savings and another $2,400 for investments. If there is a 13th month pay and bonuses given on December, my savings and investments increases as well. My church and charities are also thankful with my donations which amounts to $1,200 per year.

On a monthly basis, I am reminded to fit my day-to-day budget based on my Expenses bucket.

Paying School Fees through Wastes: Experiences and Health-related Challenges of an Eco Scholar

Mauro Allan P. Amparado and Vivian Aimee M. Diamante

Abstract

This case study explores the experiences of an Eco Scholar as he pays his school fees from the sales of recyclables under the Eco Scholarship of a university. This special non-academic scholarship of a university in Central Visayas, Philippines covers the tuition fees and allowances of the scholar and gives hope to an aspiring student to finish the program. A systematic, comprehensive and ecological solid waste management program ensures the protection of public health and the environment and the proper segregation, collection, transport, storage, treatment and disposal of solid waste through the formulation and adoption of best environmental practices. It addresses waste management problems and alleviates poverty. 

As the scholar segregates bio-degradable and non-biodegradable wastes in the Materials Recovery Facility, the student reminisces his experiences as a child from a poor broken family, his financial constraints in college, waste segregation at a young age and the joys of his present work. The scholar also shares the health-related challenges encountered and how other students viewed his work in the university.

The narratives of this case reveal the personality of the scholar, the qualities that an Eco scholar should possess, and the difficulties he encountered while at work. The scholar shares the values he learned from solid waste management, his day-to-day struggle to make ends meet, and his dreams and aspirations for the family.      

Keywords: School Fees; Poverty; Eco Scholarship; Solid Waste Management; Health-related challenges; Materials Recovery Facility; Central Visayas, Philippines 

This study was published in the International Journal of Social Sciences and Educational Studies, Vol. 3, No. 2, December 2016.

Women's Awareness on the Law on Anti-Violence Against Women and their Children

Mary Ann E. Caparas and Mauro Allan P. Amparado

Abstract

The Republic Act No. 9262 otherwise known as Anti-Violence against Women and their Children Act of 2004 provides the legal framework of the country's effort to address violence committed against women and children in keeping with the fundamental freedom guaranteed under the Constitution and the Provisions of the Universal Declaration of Human Rights. This study determined the awareness on Anti-Violence against Women and their Children Law among women of Village Looc, Mandaue City, Philippines in 2011. This study utilized the descriptive-correlational design. The respondents were 96 women who were selected through purposive sampling with the inclusion criteria that they must be at least 16 years old and living with a partner. Majority of the respondents were 25-65 years old, single with live-in partner, has 0-3 children, high school graduates and belonged to the low monthly income bracket. Most of the respondents expressed that they have acquired awareness on intimate partner violence from watching television. The majority of the respondents were aware of the intimate partner violence in RA 9262. There was a significant relationship between the modes of Information, Education, and Communication (IEC) and level of awareness of the respondents on RA 9262. This study concludes that full awareness on RA 9262 through the modes of IEC is necessary to ensure protection of women and their children.

Keywords: RA 9262; women; children; intimate partner violence; IEC; anti-violence, violence against

This study was published in JPAIR Multidisciplinary Research, Vol. 8, March 2012.

Migration Factors of Clinical Instructors in a University

April C. Fuentes and Mauro Allan P. Amparado

Abstract

The worldwide shortage of nurses, which results from a global undersupply and high attrition rates, affects developed countries in the West the same way as it affects developing countries in Asia, Africa and Latin America. The difference lies in the fact that developing countries serve as a readily available source of trained nurses for developed countries in Europe, North America and parts of Oceania. Thus, the ongoing nursing shortage in developing countries is worsened by a loss of thousands of trained nurses every year to emigration. This study identified the migration factors of clinical instructors in a university of Cebu City, Philippines. Utilizing 100 clinical instructors as respondents, the study reveals that the majority were 25-28 years old; female; single; 0-5 years of work service; with units in a master's program; belonged to a nuclear family; has no child; with monthly income of 10,000 to 20,000 Philippine pesos; has taken foreign nursing examinations; and intended to migrate to Canada. The top three push factors of migration were low salary, absence of overtime and hazard pays, and limited opportunities for employment. Top three pull factors were higher income, better benefits and compensation package, a chance to upgrade nursing skills, and opportunity to travel and learn other cultures.

Keywords: Social sciences, low salary, nurse migration, push factors, pull factors, Philippines     

This study was published in IAMURE International Journal of Social Sciences, Vol. 8, October 2013.

Clinical Instructors' Related Learning Experience Needs in Training, Development and Empowerment

Estrellita N. Lim and Mauro Allan P. Amparado

Abstract

This study assessed the Related Learning Experience (RLE) needs in terms of training, development, and empowerment of the clinical instructors of the College of Nursing, University of Cebu Banilad, Cebu City for SY 2010-2011. Findings of this study served as the basis for a proposed action plan. This study utilized the descriptive-correlational design using a 50-item researcher-made questionnaire and purposive sampling procedure. It included 157 employed clinical instructors from Level 1 to Level 4 placements and midwifery/health aide instructors. Statistical treatments used in the data analysis were simple percentage, weighted mean, hypothetical mean range and the chi-square test of independence. Results revealed that the dominant RLE training needs were CPR, IV insertion, NGT insertion, colostomy care training, physical assessment skills, assisting in abdominal paracentesis and endoscopy procedures. The dominant development needs were research skills, continuing education, counseling, cultivating values and leadership skills. The extent of RLE needs in terms of training and development were needed while empowerment was most needed. In conclusion, there was a significant relationship between the clinical instructors' profile and their empowerment needs. The researchers strongly recommend the implementation of the proposed action plan.

Keywords: needs, training, development, empowerment, clinical instructors, related learning experience.

This study was published in IAMURE International Journal of Social Sciences, Vol. 3, No. 1, September 2012.

Transformational and Transactional Leadership Styles of the Nursing Student Leaders: Enhanced Leadership Training Program

Mauro Allan P. Amparado

This study aimed to determine the transformational and transactional leadership styles of nursing student leaders enrolled at the University of Cebu Banilad, Cebu City (SY 2005-2006), as well as to use the findings as basis for an enhanced leadership training program.

Data was gathered through a survey of 105 nursing student leaders. Data was analyzed using simple percentage, group frequency distribution, weighted mean, t-test for Independent samples, Pearson product-moment correlation coefficient, and t-test for significance of Pearson r.

The findings of the study include the following: (1) the respondents scored above average in transformational leadership style as well as in transactional leadership style; (2) There was no significant difference in the transformational and transactional leadership styles according to profile; (3) there is a significant relationship between transformational and transactional leadership styles of the student leaders, the extent of which is a high positive correlation. In conclusion, transformational leadership complemented transactional leadership, and vice versa.

Keywords: Transformational leadership style; Transactional leadership style; Nursing student leaders; Philippines

This study was published in the Asian Journal of Nursing, Vol. 10, No. 1, March 2007.