Adult Education Essays -- Teaching Education Essays

Adult Education Education is the most important activity that every human should be an active partaker. Education is an activity that is designed to bring about changes in the knowledge, skills, attitudes and perceptions of individuals, groups or communities. Adult learning does not occur in a vacuum. What one needs or wants to learn, what opportunities are available, the manner in which one learns-all are to a large extent determined by the society in which one lives. Whenever adults are asked about their learning, they most often mention education and training programs sponsored by the workplace, colleges and universities, public schools, and other formal organizations. They first picture classrooms with â€Å"students† learning and â€Å"teachers† teaching in a highly structured format. Yet when we ask these same adults about what they have learned informally over the last year, they typically respond with descriptions of learning activities outside these formal settings. They discuss, for example, remodeling a house, which has involved everything form reading and talking...

Success: Goals

My Road to Success GEN/200 Irene Blundell My Road to Success Even though my road will be mentally and emotionally exhausting, I will need to obtain and maintain self-determination; to reach my goals in life. I never want to lose sight of the goals I have set before myself. I will become an example for this generation and many more ahead as long as I stay motivated to my goals. I will prove to my family that if they apply the right knowledge, anything is possible. I have to sacrifice to benefit my future for the reason that my future will be filled with wealth, happiness, and a sense of accomplishment.Continuing to receive the positive outlook I receive from many situations in life. Every day is one step closer to my goals as long as I stay focused. Self-determination is the key to reach goals in my life. Self-determination is to become accountable to my actions, thought, and words. Always developing an understanding of what my life experience have led me. My success is not focusing o n my situations at hand but the main goal ahead. I understood when I wrote my goals there would be sacrifices that I would need to face.Some people give excuses because they want to settle or scared to achieve greatness just because of how they think of themselves. People do not understand how much life has to offer. If they only humble there to mind and realize there is a bigger road than the dip in the road. Through my struggles in life, I had to humble myself and receive the positive outlook from the situations. I do not expect success to be easy, but continuing to be strong in my beliefs and not giving up and staying focused ahead is an award in itself. It would have been easy for me to give up, but I was driven on my goals I have set for my life.I never seen success to follow but I took advantage of the successful people that who were planted in my life to encourage me and teach me along this road. The past is an unchanging, but as long as I understand that I can change my tomo rrow, my life will become remarkable. The only way we move forward is to learn from the past and let it go. Some people spend more time living in the past and jeopardize an amazing future (Maxwell, 2003). After years of turmoil, I understood that forgiveness is the main factor a successful life. Maintaining self-discipline in college is vital to success.In college, I need to have good time management, budget, and become accountable for my actions. This degree plan I will obtain will set me up on an excellent career plan. I will not settle for getting by, but doing my best and settling college goals. I am the only one in my generation to finish high school and attend college, but not the last. Through all my hard work and dedication I will be able to pass down a legacy. I will pass down the knowledge that will help my family to achieve goals. For that every action that I do, not only reflect on me, but also my family.My family will reach the top together and not hold one another on a pedestal. No one wants to reach the top alone but acquiring amazing people to share it with along the road. Being someone’s biggest supporter can mean more that I considered. I think twice before I speak because my words influence people. I can either sow a seed of success or failure. It will benefit me in life if I decide to speak of success; because what a man sows he shall will reap I have been truly blessed with the successful people in my life that guided me onto the right path.They took time out of their life to impact mine, now I will impact others. Goals not written out are just wishes. Writing out my goals was hard to understand in the beginning. I had to set my goals high enough to inspire me but low enough to keep me encouraged. Writing my goals for my life was a slow but steady process but familiarized myself with this benefit. I always write my goal out and look at them every day just to reassure myself that success is just a decision away. Throughout My Road I put my goals in two groups. First, I set my Long-term goal with patience and research.Second, I make short-term goals to complete as long as it lines up with my main goal. I have accomplished goals in the past and understand the benefits of self-accomplishment. The reward I receive by achieving my goals is why I strive to keep pushing forward. Understanding that choices I make in life whether good or bad have an effect on the road of life. Throughout My road I have seen a great deal of people around me fail or give up. I took what I saw and applied it as positive tools for my lifestyle. I became strong because I never believed I was defeated or victimized of my situation .I decided not to keep that vicious family failure continuing in my own life was the stepping stone. When I realized that there was more to life than what my negative people in my life. I knew that the sky is the limit. I had an abundance of help from people who came into my life not because they had to but because they wanted to. My mentors were not going to let me be another statistic and gave me a chance to realize my potential. Every person in this world has potential they just need to accept the blessing and realize what is inside them.Although this road will be mentally and emotionally exhausting, I have made a decision to maintain self determination to reach my goals in life, for two main reasons. First, to be a great example for my family, I want them to understand what I was taught but that it is not where I came from but where I am headed (Fitzgerald, 2003). My family will understand that I apply the right knowledge in my life for that ,anything is possible. Serving in the military taught me about having self-discipline and Appling it to my life. I am glad I came into college with self-discipline and motivation I received in training.Every Situation I am in I receive the positive knowledge and apply it to my life. Most important is striving for my goals. I never want to lack motivati on or lose sight of what I am striving for. I will have self-discipline in my life to stay focus and motivate to achieve my goals. If I continue to strive, my future will be filled with wealth, happiness, and a sense of accomplishment. References Fitzgerald, E. (2003). First Lady of Song. Retrieved from http://www. ellafitzgerald. com Maxwell, J. C. (2003). Attitude 101. Nashville, TN: Thomas Nelson Inc..

Constructive feedback Essay

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken. Feedback can be formal, such as after marking an assignment or observing practice, or given informally during a lesson (Gravells, 2012.) It can also be written or verbal. Written feedback provides a record of achievement and enables students to revisit comments later and measure relative progress. However, unless clear, it may be misinterpreted or demotivating. If too lengthy, it can confuse. It takes time to provide written feedback too and, in the meantime, the learner may continue to make the same mistake and then wastes more time unlearning their response instead of learning new behaviours (Gravells, 2012). Petty (2009) recommends that written feedback is detailed and constructive, and that teachers also talk to students about their work as assignments are handed back to clarify points. Verbal feedback is more immediate, particularly when provided during a session. Positive body language, facial expression, tone of voice and a supportive approach can help to create â€Å"positive reinforcement†, which can enhance future learning (Petty, 2009). Tutors need to be skilled at providing verbal feedback though, as body language can just as easily lead to comments being misconstrued. Verbal feedback also needs to be given at the right time and place, as well as promptly to prevent errors being repeated (Rogers, 2004). Enough time needs to be given for students to understand the feedback and compose any questions. Avis, Fisher and Thompson (2010) say that verbal feedback should form part of a two-way dialogue, an approach that can be enhanced by allowing the student to assess their work first. This boosts morale by giving the student ownership of the solution. It also develops a student’s ability to carry out future self assessment and encourages reflection. Lastly, it allows the teacher to gauge how much the student has understood. This helps when setting future goals that are challenging but achievable – crucial to engagement. Focusing on only two or three key points during feedback means students are not overwhelmed by any critical comments, preventing them from becoming dispirited (Avis, Fisher and Thompson, 2010). There is also a limit to how much new information a learner can grasp at once. Praising what the student has done well, outlining areas that need further development and then ending on another positive note will motivate the student and help prevent them focusing on any aspect they may perceive as negative. Petty (2009) says this makes feedback sound more like advice and less like criticism. For oral feedback to be constructive, it must be clear, jargon free, factual and provide reasons for any success or failure so that students can act upon any areas that require improvement. This is supported by research conducted by Weeden, Winter and Broadfoot (2000 cited in Avis, Fisher and Thompson, 2010, p.172) involving 200 learners, aged from eight to 19. The study found that simple comments, ticks or evaluative comments such as â€Å"good work†, while welcomed by students as approval, did not help them reach future goals. If feedback focuses on what has been and what could be achieved, rather than criticising failure, learners are also far more likely to be motivated. Wallace (2006, p.84) refers to this as â€Å"celebrating success†. Rogers (2004, p.44) argues that the most crucial aspect of constructive feedback is to â€Å"criticise the performance, not the person† as subjective comments can be viewed as personal prejudices, demotivating and devaluing feedback in the eye of the learner. Huddleston and Unwin (2008) also point out that feedback should take place throughout the teaching cycle. This means that the teacher can review achievement and areas for development as a course of study continues, enabling the student’s development to be ongoing. Feedback can also be given directly to the individual, on a one-to-one basis, or indirectly as part of a group. An advantage to giving feedback to a group is that, providing the group is supportive and committed to high standards, peers can offer each other constructive feedback (Rogers, 2004). For some learners, this may be highly motivating and it also offers more diversity in how learners receive their evaluation. However, the learning environment must be non-competitive and inclusive to avoid alienating learners and ensure everyone is treated equally and with respect. To keep students motivated, feedback given to individuals during group discussions must be non-judgemental. Comparing students with their peers should be avoided (Avis, Fisher and Thompson, 2010). Petty (2009) recommends that during group questioning, questions are distributed as widely as possible so that everyone feels involved. It follows that, in a safe and inclusive learning environment, feedback should also be possible through group questioning or discussion. It is also vital that all students’ individual needs are considered. For instance, if a student is dyslexic, written feedback must be provided in a format that works for them, perhaps on coloured paper. Students who are blind may prefer verbal feedback or require feedback in Braille. Finally, feedback must be tailored. Brown and Knight (1994 cited in Gray et al., 2004, p.108) outline how students with different learning styles have different expectations of feedback. â€Å"Deep† learners will require detailed feedback to enable understanding; â€Å"surface† learners will expect general comments and will not appreciate the relevance of detailed feedback; â€Å"strategic† learners will not welcome detailed comments but need mark-related comments that indicate what they need to do to achieve a better mark; and â€Å"apathetic† learners need comments that encourage them to improve and build their confidence. This points to the need to make feedback diverse and customised to learners’ personalities and needs (Avis, Fisher and Thompson, 2010) at any given point in the teaching cycle, just as teaching methods must be diverse. This is crucial if feedback is to be understood by students and to maintain their self esteem.

Stipends for College Athletes

It’s about time: Stipends for College Athletes Imagine being a college football star and finding out that a jersey representing your school with your name and number on the back is not only selling for $110 in stores nationally, but it is profiting higher than some professional sports jerseys. Now, imagine that you as that student-athlete will not be making a single penny off your institution using your name for monetary profit. Why you ask? Because according to the governing body of collegiate sports, the National Collegiate Athletic Association or NCAA, this would be considered an act that would bring an athlete out of his amateur status.Yet, it is okay to exploit that athlete’s talents as if he or she were a professional athlete and not compensate him or her. The NCAA started off as a small organization whose first objective was to solve an injury crisis in college football. However, with a growing governing power came more change. In 1852, Collegiate competition or â€Å"sport† made its debut in the form of a regatta race between Harvard and Yale (â€Å"Intercollegiate History of NCAA† 1). Soon after came the establishment of baseball and collegiate football.In the beginning, competition and funding was organized through student-run campaigns, and school officials had very little control over the intercollegiate sports movement. However, in 1905, after a number of deaths and serious injuries occurred to students playing collegiate football, a group of school officials were summoned together to make a Kastel 2 series of rules that would emphasize safety within the sport. Just five years later in 1910, this group became established and came to be known as the NCAA (â€Å"History of Intercollegiate Athletics† 1).As the years progressed, the NCAA established sanctions not just for football but all sports. Most notably in 1950, the NCAA established that â€Å"Students could be awarded scholarships based on their athletic abili ty, but the funds had to be administered by the financial aid office, not the athletic department. The amount was limited to tuition and fees, and payments from sources outside the university (e. g. , alumni boosters) were banned. † (qtd in â€Å"History of Intercollegiate Athletics† 2).NCAA officials wanted to stress that there was a clear line that needed to be drawn between a student athlete’s main goal of pursuit towards higher education and the distracting blue elephant in the room of their college sports teams operating like that of a professional organization. Hence, the term â€Å"amateurism†. On amateurism, the NCAA stated that â€Å"student-athletes shall be amateurs †¦ and should be protected from exploitation by professional and commercial enterprises,† ( â€Å"2011-12 NCAA Division I Manual† 1).Although the original intentions of this bylaw were to make sure professionalism in sport didn’t deter athletes away from hig her education, too much has changed within intercollegiate sports for the same standards to apply today. The NCAA’s goal was too make sure these young players continued along their famous â€Å"amateurism† tagline, but we see them featured as unstoppable super heroes throwing down monstrous one handed dunks or making bone crushing tackles in commercials advertising for games as if they were professionals. The very Kastel 3 rganization controlling college sports has in itself become the exploiter of athletes in its own commercial pursuits. With this exploitation comes a very large elephant in the room spraying water at the American public from its trunk. The huge discrepancy between the monetary value of a scholarship the NCAA provides players with and the actual profits it generates from the player’s efforts is astounding. Although the profit rapidly increases with college sports popularity, the benefits student athletes receive stay constant.The largest financi al rewards a student athlete can receive for their athletic contributions are the benefits of free room and board, tuition, and a food plan. If we take the cost of these factors over the student athletes’ time at their institution, compared to the hundreds of billions of dollars generated in revenue from the NCAA we see something similar to Nike and their illegal sweatshop industry. It’s time for change to take place, college athletes should be rewarded like the professionals in the NCAA and conferences across the country market them to be.College athletes should receive stipends because there is a large discrepancy between what college athletes are worth and how much they are given, because athletic scholarships do not cover the full cost of living, and because the operation, money, and industry associated with college athletics is too great to still be titled â€Å"amateur†. The popularity of college sports and its value to entertainment is skyrocketing. The N CAA is the head organization in control of a hundred billion dollar industry.The disgusting disparity arrives at the difference between what Kastel 4 college athletes are rewarded with and the actual revenues the NCAA is collecting. For this discrepancy college athletes need to be rewarded for their effort and should be given stipends. Television broadcasting contracts, shoe and apparel deals, and commercial advertising rake in billions of dollars for the NCAA because of the participation of college students in sports. Last year alone, the NCAA’s total revenue was $777 million.Although the NCAA claims that 98 cents to every dollar is redistributed back into schools athletic programs for things like student services for athletes and athletic funding, it just so happens that there was a $29 million surplus which was claimed by the NCAA as â€Å"reserve† in 2010 (â€Å"Expenses vs. Revenue† 1). Apparently, saving up your change is beneficial. I never knew two-cent increments could lead to tens of millions of dollars. Such revenue comes from things like its newly acquired 14 year/$11 billion dollar deal with CBS-Turner over broadcasting rights for the NCAA tournament (O’Toole 1).It is kind of like a major motion picture company producing one of the highest generating films in history and letting its actors know that they won’t be receiving a financial reward for their contributions, but the work experience they are receiving should suffice. In no other industry or job field in this country would such a compensation to revenue ratio be considered acceptable. They serve the title â€Å"amateurism† to American college athletes on a big plate of propaganda.In 2008, the NCAA teamed up with IMG College to lease its rights out to video game king Electronic Arts, making games such as NCAA Football and NCAA Basketball using the likeness of players they sold over 2. 5 million copies (Branch 1). The student athletes that were feature d on these games had their Kastel 5 numbers reflected accurately, their physical attributes like race, hair style, and even their athletic prowess such as their speed, strength, passing/blocking/catching abilities all accurately associated with their real abilities in order to ensure players of the video games could maneuver round the field like their favorite college superstar. There isn’t anything â€Å"amateur† about exploiting college student athlete’s likeliness in a video game for profit; the double standard is disgusting. However, the NCAA isn’t the only one caught with their arm elbow deep in the cookie jar. Such conferences such as the SEC, ACC, and the BIG 10 are generating billion dollar contracts for individual television networks while student-athletes are being kept in the dark for their contributions.For instance, the SEC conference will be earning $55 million over 15 years from a CBS deal, and a 15 year deal with ESPN that cashes out to $1 50 million (â€Å"Winners and Losers† 1). Despite the players being the ones who are generating the audiences, none of these profits from the NCAA or the conferences are being returned back to the students directly. In fact, if we were to try to mathematically calculate the value of how much an athletes room and board fees come out to divided by the amount of time they actually put into being an athlete most are living just above, if not below, the poverty line.For example, a recent study found Duke University basketball players based upon their generated revenue for the school to be worth $1,025,650 . Yet, after calculation (scholarship value / number of hours each puts in) they were found to be living just $732 above the poverty line (â€Å"Research-NCPA† 1). After being worth over one million dollars to their university, they are only rewarded approximately a $200,000 education. Kastel 6 Current college athletes and those from the past are starting to realize this e xploitation more and more especially as profit from television deals and sponsorships become more lucrative.Almost every month the American public is presented with a new story of how a college athlete unfairly received either a monetary reward or a free service because of his athletic talents. We get mad at the young athletes and criticize them for such actions but can we really blame them? They are superstars generating attention, money, and huge popularity to their institutions and they aren’t receiving anything different than the kid slapping together the cymbals after every touchdown.College athletes are taking gifts and money because they are becoming aware of the NCAA’s exploitation and on top of that most of their scholarships don’t even cover their full cost of living. In the perfect world, when watching our favorite college athletes on TV we like to imagine that they came from strong households with parents who paid for their training and had all the o pportunities to be successful. We would like to think the tattooed face of a little girl on our favorite college point guard’s arm is just his little sister not his daughter who he thinks about trying to send enough money too every week.Fact of the matter is, college athletes across the country have a variety of circumstances that consume any opportunities for extra money. Things like coming from broken home families, having children at home, or coming from a low economic neighborhoods cause many student athletes to stress over where their next dollar could come from. Things like clothes, gas, toiletries, amenities, fun activities, extra food for the room, or a meal away from dining hall are all things that Kastel 7 are essential to have money for in college.However, college athletes can only be awarded a scholarship. It bewilders America when we hear of cases of college athletes accepting sums of money under the table in what is becoming an increasingly large black market. H owever, this happens all the time. We only hear about the ones who get caught. Yet, the players aren’t the ones to blame. According to a study conducted by Drexel University Department of Sport Management, the average scholarship shortfall, or what the average student athlete had to spend out of his own pocket in 2010-11, was approximately $3,222 (â€Å"Research-NCPA† 2).When the scholarships we have don’t cover the student-athletes full cost of living how do we expect them to be able to pay for the necessities of living? If a player has been out of gas for three weeks and is out of toiletries can we really blame him from accepting cash in a handshake from a booster? College athletes’ time is consumed by their sports. According to a survey conducted with 21,000 Division I, II, and III athletes, â€Å"Football players in the NCAA's Division I Bowl Subdivision (formerly known as Division I-A) said they spent an average of 44. hours a week on their sport â €” playing games, practicing, training and in the training room — compared with a little less than 40 hours on academics† (qtd. in Wieberg 1). This staggering statistic reveals that college athletes are actually spending more of their time on their sport then their actual school work. It is even more staggering when the NCAA’s bylaw requires that student athletes only spend 20 hours a week on their sport. With these types of time commitments and dedication to their sports, college athletes don’t have time to have a job. This dilemma intensifies the problem of Kastel 8 aving a scholarship shortfall. If there are necessary things to pay for and athletes don’t have the necessary time to work where is the money supposed to come from? College athletes should receive a stipend of $2,500 a semester to ensure that any necessary cost outside of their scholarship can be covered. By introducing this stipend the number of NCAA infractions relating to athlet es taking money will dramatically decrease due to the fact that they won’t need to anymore. One might say that this would anger regular students who do not receive such benefits.However, according to one statistical survey taken by 458 college students, 58% of them believed that college athletes deserved to receive stipends (â€Å"College Students Perceptions† 1). This study demonstrates that not only would regular students not be upset by college athletes receiving the reward they deserve, but in fact they recognize the need for it. By offering something to college athletes (scholarship) which still requires them to spend such a large sum out of their own pockets we are basically tempting them to fall into the illegal activities of the black market and potentially jeopardize their academic futures.Stipends must be rewarded and reform is necessary now. The NCAA cannot expect a player with a hungry child at home to refuse money from a booster, just as it cannot place th e term â€Å"amateurism† around an industry it exploited to be so focused around money. The NCAA suggests that if we were to provide college student athletes with stipends it would take away the â€Å"wholeness† that college sports still represent by replacing their â€Å"amateur† title with that of â€Å"professionalism†. However, college sports which once symbolized the unselfish competitive spirit of America and were Kastel 9 nce run by student led organizations with no influence from school officials or corrupt institutions have already become a capital venture. This is not because of the introduction of a stipend reward system, but rather because the money, operation, and industry the NCAA created around college sports has made it too professional in its financial pursuits to be considered â€Å"amateur†. The term â€Å"amateurism† is no longer fit to represent college sports but rather a propaganda add by the NCAA to allow them to cont inue their exploitive efforts.One of the largest indications of the pursuit of this commercial enterprise is the unbelievable amount of money that college coaches are being paid. In 2010, Alabama coach Nick Saban committed to a contract that would pay him $4 million dollars a season (Low 1). Most FBS Division 1 institutions athletic departments have a hard time generating any profit at all, but the NCAA allows schools to present astonishing contracts to coaches in order to point their team in the right direction. Yet, the NCAA sees a student athlete receiving a small stipend more of a venture towards professionalism than this?Another indication that college sports can no longer be placed under the â€Å"amateur† title is apparent in the evolution of college stadiums. Today the illustration of a new corporate sponsorship is apparent in almost every stadium with things like â€Å"Ohio State University’s new $105 million Schottenstein Center, 110 luxury boxes at Neyland Stadium (University of Tennessee), and the University of Michigan spending $7. 4 million to renovate Michigan Stadium† (qtd. in â€Å"College Student’s Perceptions† 2). The NCAA isn’t keeping the industry around college sports simple with basic venues and humble salaries for their coaches.Instead they Kastel 10 create something that is slowing resembling that of professional sports environments. For these exploitations the NCAA can no longer hold college athletics today to a standard of remaining â€Å"amateurism†. The industry surrounding it has far surpassed that point and it is time we reward our college athletes like the professionals we market them to be. Many people argue that even if the NCAA does come to its senses and passes a law regulating stipends for Division I institutions, Title IX implications would make it almost impossible to implement stipends.Those critics argue that if stipends were approved, Title IX would then regulate all stu dent athletes at the school to receive stipends due to equal opportunity. The sum of money required to be able to provide every student athlete with this, critics say, would be impossible for even successful athletic departments to afford. It is correct that such a reward would be possible for schools to afford. Stipends should only be given to the top three sports that are generating the most revenue. It would create more of an incentive for programs to be successful, and it would reward student athletes of the teams who were having the greatest success.Title IX cannot be applied to the stipend system because it is outdated and needs to be reformed. Title IX was originally created for the racial movement in order to encourage what, at that time, was a change that needed to be enforced (â€Å"In Defense† 1). Today, many schools athletic departments actually lose money by trying to comply with the outdated law. In order to equally match the number of guy to girl scholarships a university might be forced to eliminate a men’s revenue generating sport such as hockey and instead Kastel 11 add a women’s sport that loses money ( â€Å"In Defense† 2).Title IX is outdated and if a stipend system is established, the top 3 revenue generating teams should receive a stipend. Whether the NCAA wants to accept it or not, their exploitive actions in pursuit of commercial profit have eliminated any sense of college sports today seeming â€Å"amateur†. Because of this exploitation it is time for college student athletes to finally receive the proper reward they have deserved for a good amount of time. College athletes should receive stipends because there is a large discrepancy between what college athletes are worth and how much they are given.This is because athletic scholarships do not cover the full cost of living, and also because the operation, money, and industry associated with college athletics is too great to still be titled â€Å"am ateur†. By affording these stipends to college athletes, maybe just maybe, when that athlete walks into the store and sees that jersey with his name on the back he might be financially secure enough with his living expenses to be able to purchase it. Works Cited â€Å"2011-2012 NCAA Division I Manual (August 2011). † NCAA Manual. NCAA. org. Web. 09 Nov. 2011. Branch, Taylor. The Shame of College Sports – Magazine – The Atlantic. † The Atlantic — News and Analysis on Politics, Business, Culture, Technology, National, International, and Life – TheAtlantic. com. Web. 19 Nov. 2011. â€Å"College Students' Perceptions On The Payment Of Intercollegiate Student-Athletes – Statistical Data Included – Page 2 | College Student Journal. † Find Articles | News Articles, Magazine Back Issues & Reference Articles on All Topics. Web. 19 Nov. 2011. â€Å"History of Intercollegiate Athletics and the NCAA. † World Scientific P ublishing Co. , 12 May 2009.Web. â€Å"In Defense of Collegiate Athletics: The Case Against Paying Student-Athletes – Garnet And Black Attack. † Garnet And Black Attack – For South Carolina Gamecocks Fans. Web. 19 Nov. 2011. â€Å"Intercollegiate History of the NCAA. † NCAA Public Home Page NCAA. org. Web. 09 Nov. 2011. Low, Chris. â€Å"Nick Saban Commits to Alabama Crimson Tide through 2017 Season – ESPN. † ESPN: The Worldwide Leader In Sports. Web. 19 Nov. 2011. O'Toole, Thomas. â€Å"NCAA Reaches 14-year Deal with CBS/Turner for Men's Basketball Tournament, Which Expands to 68 Teams for Now. News, Travel, Weather, Entertainment, Sports, Technology, U. S. & World – USATODAY. com. Web. 17 Nov. 2011. â€Å"Research | National College Players Association. † Home | National College Players Association. Web. 18 Nov. 2011. â€Å"Revenue Vs. Expenses. † NCAA Public Home Page – NCAA. org. Web. 17 Nov. 2011. Wieberg, S teve. â€Å"Study: College Athletes Are Full-time Workers – USATODAY. com. † News, Travel, Weather, Entertainment, Sports, Technology, U. S. & World – USATODAY. com. Web. 19 Nov. 2011. â€Å"Winners and Losers In SEC TV Deal. † College Gridiron 365. Web. 17 Nov. 2011.

Fun Loving Girl Essay

I have a grown daughter that is on her own with a very special little girl that has stolen my heart. They are most important in my life and always will be. Family is very important to me and I want to be with someone who also values family. This fun loving girl is ready to start taking care of her social life. I keep myself busy as a foster parent and sometimes forget that I need to get out and have some fun. I am a small town country girl who just likes to keep things simple. I work at a hunting lodge so stay very busy during the season. I love what I do and don’t consider it a job. I’ve grown up around guns and like to shoot at the range. Never been out hunting, but would like to see what it is all about†¦.. test the ‘if it flies, it dies’ theory. I shot clays for the first time last fall and really enjoyed it, so looking forward to doing that again. Love to go fishing (and yes, I can bait my own hook), just kicking back and taking it easy, spending time around the fire with friends having a few drinks and lots of laughs. I’d rather look at the stars and kiss in the rain than go to the mall. I like NASCAR and hope to get to a race someday. I think it would be awesome to take a car for a spin around the track too. Demo derbies, stock-car races, dirt track†¦. love the atmosphere. I haven’t been on the back of a bike in a very long time and have always wanted to learn to ride myself, so if you are into that, I am not opposed to having the wind in my hair. I enjoy rock from the 70’s, 80’s and 90’s and country. Never had much opportunity to learn how to two step but would like to learn. I like to go to out of the way places to look at the history, the old buildings and structures and remnants of the past that have been left behind. Antique stores and such are fun to explore and I like going to the local country auctions. I can always find something from the past that catches my eye. I’m looking for someone to enjoy life with†¦. Start out slow but have no limits to where it may go. I am a very affectionate girl who loves holding hands in public and giving hugs and kisses because that is how I like to show you that I care and I am really into you! I don’t have time to play games†¦.. unless, of course, they are mutually agreed upon. I am adventurous and passionate, so intimacy and romance is a must. You should know that I give like I want to get back and am looking for that special guy that does the same thing. You must have a great sense of humor! I love to laugh and can find humor in just about anything. I believe you have to laugh at yourself before you can laugh at someone else. And I laugh at myself every day! Laughter is a great healer and I try to surround myself with people who laug h at the smallest most ridiculous thing, and can also create their own humor. I am looking for someone to build a relationship with, that special friend to stand by my side through it all†¦the good and the bad. I want someone who also tries to keep a positive attitude in all things. I am determined to be happy, regardless of what life throws at me. I have learned through experience that the greatest part of my happiness will depend on my disposition, not my circumstances. I choose to be happy. I want someone to enjoy life with. I don’t need someone to change me or someone to change for me. I am who I am, I’m not perfect but I work through my imperfection to be a better person. Life is not certain so I live life with no regrets, I am who I am because of my life and don’t live in the past. I look forward to each new day and the adventure it brings. So if there is someone out there who is up to the task, I am ready to have fun. Here is our chance to maybe finding that spark for more. I am looking forward to meeting new people, forming lasting friendships, exploring life and the possibility of ultimately finding my soul mate. If you get what I’ve said here, then hit me up and we can get to know each other.

Amateur radio

Amateur radio   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If regular communications were knocked out, Amateur Radio would be there to step in! Amateur Radio connects people in times of need during emergencies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To start one’s adventure into Amateur Radio, one needs to obtain a license. There is a test required by the FCC in order to obtain a license which one needs to operate an Amateur Radio (H10). Only licensed amateurs can operate an Amateur Radio station (BARTLETT). Amateurs have to go through the different levels of licenses, which go from technician to general then to extra (HARING). With each step, they get more privilages and frequencies. Past exam questions included equipment, regulations, and morse code, all of which were dropped (HAMILTON). Now Amateur Radio is growing at a rate of 10% a year (HAMILTON). Amateur radio is growing with the new generation as well. â€Å"Amateur Radio not just meant for old folks. The Amateur Community want to see a new g eneration of men and women try Amateur Radio,† said Don Montgomery (CONRAD). Test and study materials add up to usually $40 (H11).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Amateur Radio is getting more and more in-sync with new technology and computers. Automatic Packet Reporting System (APRS) uses Global Positioning System with Amateur Radio to remotely track Amateurs’ movements and reports them to the APRS website (H11). All one needs to use APRS is a GPS and an Amateur Radio (H11). Anyone can go online to the APRS website to see where amateurs are at, anytime of the day. Amateurs also use APRS for use with Geocaching (H11). Geocaching is a scavenger hunt where people use a GPS unit to find treasures outside (H11). Echolink can be used as an alternative to equipment. Echolink is a software program, which hams can use to listen to and transmit audio over the Internet (H10). Echolink works by using a computer and Internet connection with a radio to listen to the repeater, an d to constantly transmit audio over the Internet via Voice Over Internet Protocol (VOIP) technology to the end-user (H12). The same happens in reverse, when an end-user transmits they use VOIP technology to get to the computer, and the computer transmits audio to the radio, which the radio transmits audio to the repeater. With Echolink, licensed operators can get on other repeaters and listen and transmit on them as well (H12). There are conferences which are groups that can handle large amounts of users. These are server-based groups that are basically a middle-man or main group which people, links, repeaters, or other conferences can connect to (H12). Internet Radio Link Project (IRLP) is almost exactly like Echolink, except that it is made mainly for connecting only repeaters to repeaters via VOIP, and not for desktop clients (H10). Logging ones contacts for a record is important as well. There also is logging software which can log stations that amateurs have made contact with ( H10). Mostly logging is used with High Frequencies (HF) because of contesting. It is an easy way to keep track of one’s data to send QSLs to (H10). Amateurs may also use an online log book, called Log Book of the World (LBW). This is useful for contacts that are in other countries (H10). If an amateur were to send QSL postcards to everyone whom they have had contact with in other countries, it would get really expensive, really fast (H10).

Should the right to have an abortion remain solely with the mother Essay

Should the right to have an abortion remain solely with the mother - Essay Example When viewed from opposite perspective, it is clear that in certain situations, abortion becomes necessary to maintain the physical or mental health of the woman, whose circumstances are not favourable for giving birth to a child. Since the ‘origination’ of humans in the form of men and women, stereotypical and realistic views about the role and rights of the women are always being discussed. In most of the cultures, women are being treated as the less-dominant sex, and stereotyped as individuals, whose only purpose in life is getting married and delivering children. Although, women are trying to nullify these views and are still fighting for their rights and freedom, there have been only modest successes. Women’s rights relating to the activity of abortion is a crucial at the same a controversial one. Although, there is opposition from various sections, regarding ‘women’s choices’ in relation to abortion, the basic fact is the decision to have a child or not, should entirely lie with the woman. Also, in certain situations, abortion becomes necessary to maintain the physical or mental health of the woman, whose circumstances are not favourable for giving birth to a chil d. So, this paper taking legal and political perspective will discuss why the woman or mother should only have the right to abortion. Abortion is the process of destruction or termination of the foetus, when it is in the mother’s womb, either spontaneously or by induction within 20 weeks of pregnancy. According to the standards of the Royal College of Obstetricians and Gynecologists, a woman can obtain an abortion up to 24 weeks of pregnancy, if two doctors agree that it would cause less damage to her physical or mental health than continuing the pregnancy. (rcog.org.uk, 2004). Abortion is of two types - Spontaneous abortion and induced abortion. Spontaneous abortion is the one that occurs