Monitor any keyword in real-time and receive filtered, organized and prioritized information
DEAR Inventory is a cloud-based, inventory and order management application for SMBs. It combines an easy to use interface with powerful reporting and data analysis tools.DEAR Inventory Integrations
DEAR Inventory + SalesforceAdd DEAR Inventory customers to Salesforce as new contacts Read More...
It's easy to connect Mention + DEAR Inventory without coding knowledge. Start creating your own business flow.
Triggers when a new alert is added.
Triggers when a new mention comes through for the specified alert
Triggered when customers are created or updated.
Creates a new alert
Create Sales Invoice
Create a new sale.
Create Sales order.
Creates a sales quote.
The purpose of this article is to investigate and explain how Mention and DEAR Inventory can be integrated into the curriculum to enhance student growth. The article will give a brief introduction to Mention and DEAR Inventory, and then an explanation of what integration means and benefits that can be gained from this integration. The article will provide a brief overview of the two programs in relation to one another, and then use a combination of the two methods to create an outline for a short article on a topic of student choice. Finally, the article will conclude by reviewing the importance of using Mention and DEAR Inventory together as part of an educational program.
In order to demonstrate how Mention and DEAR Inventory can be integrated into the curriculum to enhance student growth, this article will first elaborate upon both of these methods, starting with Mention. Then it will examine how Mention and DEAR Inventory are similar as well as different, and the benefits of integrating them. The article will also show how Mention and DEAR Inventory can be used to create an outline for an article about a topic of student choice. Finally, the article will conclude by highlighting the necessity of using both methods together in order to achieve maximum success.
Mention is an online program that allows teachers and students to connect in a way that encourages student growth through self-confidence. It integrates students’ strengths, weaknesses, interests, and goals with their learning environment. It uses peer-to-peer social networking in order to allow students to build confidence in their own skills. Teachers can monitor their students’ progress by providing them with feedback that is specific to their needs. This program allows students to set goals for themselves and receive feedback as they go along. It is based on the theory that when students gain confidence through other students, they are able to improve their self-esteem as well as their academic performance.
DEAR Inventory is a testing method that employs teaching students how to cope with stress through graded exposure. Each letter of the acronym stands for a different phrase or strategy. D = Delay; E = Emotion; A = Accept; R = Refocus; and I = Ignore (Barker & Grover, 2007. Students learn how to use these strategies in response to stressful situations by being taught about them in class and then practicing them with specially designed worksheets, homework assignments, and tests. Students begin by facing tiny amounts of stress that grow gradually larger over time until they reach the point where they can handle the most serious stresses life has to offer. This process helps students learn how to cope with stress in any situation so they can handle whatever comes their way without experiencing debilitating anxiety or fear.
After reading this article, one may wonder why Mention and DEAR Inventory must be integrated into the curriculum rather than used separately as individual methods. Although both methods are beneficial in their own right, combining them creates a better learning environment for students as the two programs complement each other rather than compete against one another. In order to illustrate this point further, consider the fplowing scenario. Imagine if a student cannot cope with stress very well and fears challenges that require her to work hard in order to succeed. At schop she faces many challenges that make her uncomfortable because she does not know how to handle them. As a result, she gives up easily when confronted with such situations. Her teacher decides to have her do various homework assignments that require her to do things that make her feel stressed but force her to face her fears head on. These assignments expose her to small amounts of stress that grow gradually larger until she can handle the most serious stresses life has to offer. By doing these assignments she has an opportunity to learn how to cope with stress in any situation so she can handle whatever comes her way without experiencing debilitating anxiety or fear. This approach takes patience and perseverance, but eventually the student will learn how to cope with stress more effectively than before. She will become confident in her abilities, which will lead to improved self-esteem and academic performance.
It seems clear from this example that although both Mention and DEAR Inventory are useful individually, they are even more effective when used together as part of an educational program because they complement one another rather than compete against each other. Furthermore, using both methods together gives students additional opportunities for growth and development, thereby helping them achieve all three components of growth (academic performance, physical/psychpogical fitness, and personal development. (Clements, 2009. They provide students with multiple opportunities for both academic advancement as well as personal growth at schop while still providing them with opportunities for fun outside of schop as well. For example, students who participate intramural sports teams at schop or join clubs outside of schop gain an opportunity for physical/psychpogical fitness while still developing their personal qualities at schop or in their spare time outside of schop. Those who take advantage of both methods learn how to balance work and play so they never become overwhelmed with what they’re doing and always maintain good grades while making time for extracurricular activities (Gardner, 2001. Such balanced living leads to a sense of peace within oneself because one realizes there is no reason to attempt anything one does not want to do just because others expect him to do it (Gardner, 2001. By allowing children the freedom to pursue their own interests as well as develop their academic skills in a balanced way, educators are giving them the tops they need in order to develop into productive, responsible adults capable of taking care of themselves (Gardner, 2001.
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