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Financing A College Education

2007-04-08T00:03:00.000-07:00

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Financing A College Education

by: Kelly Gillis

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So your teenager has decided to go to college. You've hoped for this day. You sweated through 12 years of school with your child, and have been an active participant in his/her education. You've been saving for this day for years, but with all the other "incidentals" of daily life, car expenses, medical bills, that new roof, the money you had hoped you'd have is not there. What you have is not quite enough for that four year private college he/she is interested in attending, and you don't want a home equity loan. What to do?

Today there are many federal and private loans available to help parents and students pay for college expenses. There are also billions of dollars in scholarship aid and grants available, you just need to know where to look. Some of these monies come directly from federal and state governments, others are from private sources. Generally, scholarships and grants, which do not have to be repaid, and are based on the student's ethnicity, financial need, intended major, and GPA and SAT scores.

The first course of action would be to try to obtain a college scholarship or grant. There is grant money available through the federal government Pell Grant. To apply for this grant, the student must complete a FAFSA, or Free Application for Federal Student Aid. The amount a student receives is based on the actual school cost and the amount the family will pay. The student could also check with his or her high school guidance counselor. The guidance counselor will know what scholarships are available if the student will be attending a college in the local area. Check with local community organizations and local businesses for possible scholarship availability. Another place to search for scholarship money is the college that you are interested in attending. Most colleges have what are called institutional awards. You can check the college website or catalog for these.

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There are loan programs available to the parents, or to the student, at generally low interest rates. One federally funded loan program for parents is called PLUS Loans. Under this low interest loan program, parents can borrow up to 100% of college costs and the interest may be tax deductible. There is no collateral necessary and no pre payment penalty. The Federal Stafford Loan is a low interest loan made to the student. This is a deferred loan, meaning that loan payments may not start until the student graduates.

About The Author

Kelly Gillis

Article courtesy of http://www.degrees-online.net

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The Dialogue of Dreams - Part II

2007-04-05T00:01:00.000-07:00

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Dreaming (D-state or D-activity) is associated with a special movement of the eyes, under the closed eyelids, called Rapid Eye Movement (REM). It is also associated with changes in the pattern of electrical activity of the brain (EEG). A dreaming person has the pattern of someone who is wide awake and alert. This seems to sit well with a theory of dreams as active therapists, engaged in the arduous task of incorporating new (often contradictory and incompatible) information into an elaborate personal model of the self and the reality that it occupies.

There are two types of dreams: visual and "thought-like" (which leave an impression of being awake on the dreamer). The latter happens without any REM cum EEG fanfare. It seems that the "model-adjustment" activities require abstract thinking (classification, theorizing, predicting, testing, etc.). The relationship is very much like the one that exists between intuition and formalism, aesthetics and scientific discipline, feeling and thinking, mentally creating and committing one's creation to a medium.

All mammals exhibit the same REM/EEG patterns and may, therefore, be dreaming as well. Some birds do it, and some reptiles as well. Dreaming seems to be associated with the brain stem (Pontine tegmentum) and with the secretion of Norepinephrine and Serotonin in the brain. The rhythm of breathing and the pulse rate change and the skeletal muscles are relaxed to the point of paralysis (presumably, to prevent injury if the dreamer should decide to engage in enacting his dream). Blood flows to the genitals (and induces penile erections in male dreamers). The uterus contracts and the muscles at the base of the tongue enjoy a relaxation in electrical activity.

These facts would indicate that dreaming is a very primordial activity. It is essential to survival. It is not necessarily connected to higher functions like speech but it is connected to reproduction and to the biochemistry of the brain. The construction of a "world-view", a model of reality is as critical to the survival of an ape as it is to ours. And the mentally disturbed and the mentally retarded dream as much as the normal do. Such a model can be innate and genetic in very simple forms of life because the amount of information that needs to be incorporated is limited. Beyond a certain amount of information that the individual is likely to be exposed to daily, two needs arise. The first is to maintain the model of the world by eliminating "noise" and by realistically incorporating negating data and the second is to pass on the function of modelling and remodelling to a much more flexible structure, to the brain. In a way, dreams are about the constant generation, construction and testing of theories regarding the dreamer and his ever-changing internal and external environments. Dreams are the scientific community of the Self. That Man carried it further and invented Scientific Activity on a larger, external, scale is small wonder.

Physiology also tells us the differences between dreaming and other hallucinatory states (nightmares, psychoses, sleepwalking, daydreaming, hallucinations, illusions and mere imagination): the REM/EEG patterns are absent and the latter states are much less "real". Dreams are mostly set in familiar places and obey the laws of nature or some logic. Their hallucinatory nature is a hermeneutic imposition. It derives mainly from their erratic, abrupt behaviour (space, time and goal discontinuities) which is ONE of the elements in hallucinations as well.

Why is dreaming conducted while we sleep? Probably, there is something in it which requires what sleep has to offer: limitation of external, sensory, inputs (especially visual ones hence the compensatory strong visual element in dreams). An artificial environment is sought in order to maintain this periodical, self-imposed deprivation, static state and reduction in bodily functions. In the last 6-7 hours of every sleep session, 40% of the people wake up. About 40% - possibly the same dreamers report that they had a dream in the relevant night. As we descend into sleep (the hypnagogic state) and as we emerge from it (the hypnopompic state) we have visual dreams. But they are different. It is as though we are "thinking" these dreams. They have no emotional correlate, they are transient, undeveloped, abstract and expressly deal with the day residues. They are the "garbage collectors", the "sanitation department" of the brain. Day residues, which clearly do not need to be processed by dreams are sweptunder the carpet of consciousness (maybe even erased).

Suggestible people dream what they have been instructed to dream in hypnosis but not what they have been so instructed while (partly) awake and under direct suggestion. This further demonstrates the independence of the Dream Mechanism. It almost does not react to external sensory stimuli while in operation. It takes an almost complete suspension of judgement in order to influence the contents of dreams.

It would all seem to point at another important feature of dreams: their economy. Dreams are subject to four "articles of faith" (which govern all the phenomena of life):

Homeostasis - The preservation of the internal environment, an equilibrium between (different but interdependent) elements which make up the whole.
Equilibrium - The maintenance of an internal environment in balance with an external one.
Optimization (also known as efficiency) - The securing of maximum results with minimum invested resources and minimum damage to other resources, not directly used in the process.
Parsimony (Occam's razor) - The utilization of a minimal set of (mostly known) assumptions, constraints, boundary conditions and initial conditions in order to achieve maximum explanatory or modelling power.
In compliance with the above four principles dreams HAD to resort to visual symbols. The visual is the most condensed (and efficient) form of packaging information. "A picture is worth a thousand words" the saying goes and computer users know that to store images requires more memory than any other type of data. But dreams have an unlimited capacity of information processing at their disposal (the brain at night). In dealing with gigantic amounts of information, the natural preference (when processing power is not constrained) would be to use visuals. Moreover, non-isomorphic, polyvalent forms will be preferred. In other words: symbols that can be "mapped" to more than one meaning and those that carry a host of other associated symbols and meanings with them will be preferred. Symbols are a form of shorthand. They haul a great amount of information most of it stored in the recipient's brain and provoked by the symbol. This is a little like the Java applets in modern programming: the application is divided to small modules, which are stored in a central computer. The symbols generated by the user's computer (using the Java programming language) "provoke" them to surface. The result is a major simplification of the processing terminal (the net-PC) and an increase in its cost efficiency.

Both collective symbols and private symbols are used. The collective symbols (Jung's archetypes?) prevent the need to re-invent the wheel. They are assumed to constitute a universal language usable by dreamers everywhere. The dreaming brain has, therefore, to attend to and to process only the "semi-private language" elements. This is less time consuming and the conventions of a universal language apply to the communication between the dream and the dreamer.

Even the discontinuities have their reason. A lot of the information that we absorb and process is either "noise" or repetitive. This fact is known to the authors of all the file compression applications in the world. Computer files can be compressed to one tenth their size without appreciably losing information. The same principle is applied in speed reading skimming the unnecessary bits, getting straight to the point. The dream employs the same principles: it skims, it gets straight to the point and from it to yet another point. This creates the sensation of being erratic, of abruptness, of the absence of spatial or temporal logic, of purposelessness. But this all serves the same purpose: to succeed to finish the Herculean task of refitting the model of the Self and of the World in one night.

Thus, the selection of visuals, symbols, and collective symbols and of the discontinuous mode of presentation, their preference over alternative methods of representation is not accidental. This is the most economic and unambiguous way of representation and, therefore, the most efficient and the most in compliance with the four principles. In cultures and societies, where the mass of information to be processed is less mountainous these features are less likely to occur and indeed, they don't.

Excerpts from an Interview about DREAMS - First published in Suite101

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Dreams are by far the most mysterious phenomenon in mental life. On the face of it, dreaming is a colossal waste of energy and psychic resources. Dreams carry no overt information content. They bear little resemblance to reality. They interfere with the most critical biological maintenance function - with sleep. They don't seem to be goal oriented, they have no discernible objective. In this age of technology and precision, efficiency and optimization - dreams seem to be a somewhat anachronistically quaint relic of our life in the savannah. Scientists are people who believe in the aesthetic preservation of resources. They believe that nature is intrinsically optimal, parsimonious and "wise". They dream up symmetries, "laws" of nature, minimalist theories. They believe that everything has a reason and a purpose. In their approach to dreams and dreaming, scientists commit all these sins combined. They anthropomorphesize nature, they engage in teleological explanations, they attribute purpose and paths to dreams, where there might be none. So, they say that dreaming is a maintenance function (the processing of the preceding day's experiences) - or that it keeps the sleeping person alert and aware of his environment. But no one knows for sure. We dream, no one knows why. Dreams have elements in common with dissociation or hallucinations but they are neither. They employ visuals because this is the most efficient way of packing and transferring information. But WHICH information? Freud's "Interpretation of Dreams" is a mere literary exercise. It is not a serious scientific work (which does not detract from its awesome penetration and beauty).

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I have lived in Africa, the Middle East, North America, Western Europe and Eastern Europe. Dreams fulfil different societal functions and have distinct cultural roles in each of these civilizations. In Africa, dreams are perceived to be a mode of communication, as real as the internet is to us.

Dreams are pipelines through which messages flow: from the beyond (life after death), from other people (such as shamans - remember Castaneda), from the collective (Jung), from reality (this is the closest to Western interpretation), from the future (precognition), or from assorted divinities. The distinction between dream states and reality is very blurred and people act on messages contained in dreams as they would on any other information they obtain in their "waking" hours. This state of affairs is quite the same in the Middle East and Eastern Europe where dreams constitute an integral and important part of institutionalized religion and the subject of serious analyses and contemplation. In North America - the most narcissistic culture ever - dreams have been construed as communications WITHIN the dreaming person. Dreams no longer mediate between the person and his environment. They are the representation of interactions between different structures of the "self". Their role is, therefore, far more limited and their interpretation far more arbitrary (because it is highly dependent on the personal circumstances and psychology of the specific dreamer).

Narcissism IS a dream state. The narcissist is totally detached from his (human) milieu. Devoid of empathy and obsessively centred on the procurement of narcissistic supply (adulation, admiration, etc.) - the narcissist is unable to regard others as three dimensional beings with their own needs and rights. This mental picture of narcissism can easily serve as a good description of the dream state where other people are mere representations, or symbols, in a hermeneutically sealed thought system. Both narcissism and dreaming are AUTISTIC states of mind with severe cognitive and emotional distortions. By extension, one can talk about "narcissistic cultures" as "dream cultures" doomed to a rude awakening. It is interesting to note that most narcissists I know from my correspondence or personally (myself included) have a very poor dream-life and dreamscape. They remember nothing of their dreams and are rarely, if ever, motivated by insights contained in them.

The Internet is the sudden and voluptuous embodiment of my dreams. It is too good to me to be true - so, in many ways, it isn't. I think Mankind (at least in the rich, industrialized countries) is moonstruck. It surfs this beautiful, white landscape, in suspended disbelief. It holds it breath. It dares not believe and believes not its hopes. The Internet has, therefore, become a collective phantasm - at times a dream, at times a nightmare. Entrepreneurship involves massive amounts of dreaming and the net is pure entrepreneurship.

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About the Author

Sam Vaknin is the author of Malignant Self Love - Narcissism Revisited and After the Rain - How the West Lost the East. He is a columnist for Central Europe Review, United Press International (UPI) and eBookWeb and the editor of mental health and Central East Europe categories in The Open Directory, Suite101 and searcheurope.com.

Visit Sam's Web site at http://samvak.tripod.com

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5 Tips for Top Test Scores

2007-04-03T00:01:00.000-07:00

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5 Tips for Top Test Scores

By Wayne F. Perkins

Are you ready to take your final examinations? Do you feel confident you will pass your tests?

Here are five great tips that will help you achieve higher test scores and reduce the stress associated with taking your tests, at the same time. As a hypnotist, I have worked with thousands of students in, junior high school, high school, and college. I find these tips help all students overcome anxiety caused by test taking, and improve memory and recall. The results are better examination scores.

1. Get a good night sleep before the test. Do not stay up all night. Your brain works so much better after a good night's sleep. You will carry a relaxed and confident feeling into the testing classroom or lecture hall.

2. Breathe deeply. When you find yourself in the classroom, begin breathing deeply and deliberately. Think to yourself, the test will be easy, and you feel confident in the improved grade you will attain after taking the test.

When the teacher passes out your test and it is in your hand, take three slow deep breaths. Each time you inhale; feel energy entering your body. Feel the energy stimulate your brain. Each time you exhale, picture, and feel all of the tension leaving your lungs.

3. Skip the difficult questions. As you begin taking the test, answer all the questions, you are confident in, first. Each time you pass over a hard question, take slow deep breaths again, allowing your body to relax and your brain to focus on the easy questions.

You will find you will soon have an urge to go back to the difficult question, answering it. Go ahead and do so at this time.

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4. Remember, you are smarter than you think. In spite of what your parents said or what your teachers think, you are much smarter than you think. As you relax your body and focus your brain, you will begin to feel more in control of your test results. Everything you have ever read, heard, touched, tasted or smelled is always stored in your brain. As you relax, you will find it easier to remember information.

5. Never, cheat on a test. By cheating on a test, not only do you stand a chance of expulsion from school, but also you are sending a message to your brain that you are not smart enough to take a test on your own. What happens next is you lose self-confidence, for not only the test you are taking currently, but also all tests and all subjects. The loss in self-confidence is much more damaging and will follow you around longer than expulsion from school.

The lack of self-confidence will find affect personal relationships, jobs, and earning power over a lifetime. Relax and trust yourself to remember the information you need without cheating on tests.

Summary

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Remember to relax when taking tests. Relaxation triggers the brain to remember information easier and recall it when taking tests. Practice the five steps and watch your test scores rise.

Wayne F. Perkins

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About the Author

Wayne F. Perkins, the School Assembly Hypnotist is an educational hypnotherapist and author of "How to Hypnotize Yourself without Losing Your Mind." Wayne presents school assembly programs and consults with educators and students across the United States on how to improve test scores.
Hypnotism Education Website
http://www.wayneperkins.net/
mailto:wayne@wayneperkins.net
Phone: 602-647-4280

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Studying When You Have Chronic Fatigue Syndrome - Part 1

2007-03-28T01:03:00.000-07:00

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Studying When You Have Chronic Fatigue Syndrome - Part 1

by: Claire Williams

Studying can be extremely difficult when you have Chronic Fatigue Syndrome /Post Viral Fatigue Syndrome /ME. And if you experience severe brain fog, concentration and memory problems, it can be a near-to-impossible feat. But if you **do** feel well enough to study, there **are** options out there which can make things a lot easier for you.

So what do you do if you want to study but have CFS/ME/PVFS?

Well if your condition is moderate-to-severe then taking a term- or year-out to recover from your condition is definitely worth considering. But for some of us this just isn't an option.

In addition, some of us may already be studying a course when we first develop this condition. Not wanting to stop the course, it is not uncommon for us to try to carry on, regardless of our struggles to keep up with the course's pace and intensity.

What's more, often it's not a case of 'just managing your course' either. If only it were that simple! College and university life opens up a 'brave new world' of socializing, parties, and events - things that most CFS/ME/PVFS sufferers struggle to keep up with, if at all.

----- SIDE NOTE -----

Alcohol for example, can play a big role in socializing, especially at university. But many (if not most) CFS/ME/PVFS sufferers are alcohol-intolerant so beware!

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----- SIDE NOTE -----

From a personal perspective, studying with CFS/ME/PVFS is something I'm very familiar with. I was diagnosed with Post Viral Fatigue Syndrome (PVFS) in the second term of my first year at university, so most of my university-life was spent as a PVFS sufferer.

Although the PVFS wasn't nearly as bad as it is now, I still had to battle with the brain fog, exhaustion, weakness and the many other dreadful symptoms that come with it. That was in addition to the emotional stress of getting used to the illness and the restricted lifestyle it imposed on me. In fact, not being able to do as much as I would like to is **still** something I'm trying to get used to even now!

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Many students move away from their home to study further a field. And while that often can make sense for a healthy individual, I think that in some cases, the strain of living on your own/with friends/in halls/dorms can make coping with CFS/ME/PVFS even more difficult.

When I was a university student I lived away from home, firstly in halls, and then with friends. I studied full-time but with hindsight I think that studying **part-time** would have lifted a lot of the stress for me. The pace would have been slower and I may have even been able to attend more classes too (I missed many of them).

With hindsight, I think that it may have been easier if I had considered either:

1) going to a **local** university or college and studying **part-time** or;

2) opting for a 'home study' course (distance learning).

So if you feel that you can study but perhaps not full-time, then going part-time could be an option for you. And if you feel that you are not able to manage a full-time or even part-time course, then home study (distance learning) can be a viable option.

I think that living in the home environment while you study may make it much easier on you (if your home environment is a safe, calm environment and if you are surrounded by people who know and care for you).

Studying when you have CFS/ME/PVFS **is not** a decision to be taken lightly, particularly if you are considering moving far from your familiar home environment and studying full-time. That is not to say that it cannot be done, because it can. But how well you manage will be largely affected by your living and course arrangements, and the severity of your illness.

That doesn't mean there aren't ways around it! The location of your university/college, and the length of your course/ frequency of your classes can all have a bearing and this is especially relevant when you study as a CFS/ME/PVFS sufferer. So bear this in mind. Try to keep your options open and don't rule out taking a term- or year-out, part-time study or home-study.

The second half of this article will feature in another issue of the Sleepydust E-magazine, where we'll take a look at studying techniques and exams.

To read more tips about how to manage and deal with your ME and Chronic Fatigue Syndrome visit:

http://www.sleepydust.net/MYALGIC-ENCEPHALOPATHY-cfsme-homepage.html

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-------

** Publication Guidelines **

The article above may be freely reproduced provided that:

(1) you only mail to a 100% opt-in list;

(2) ALL links are LIVE hyperlinks

(3) the article is published in its entirety including the title, copyright notice, & the author's bio & resource box (which must be placed directly below the article).

-----

About The Author

Claire Williams is editor of sleepydust.net and has suffered from Post Viral Fatigue Syndrome since 1995.

She created sleepydust.net to help ME / Chronic Fatigue Syndrome and Fibromyalgia sufferers deal with their condition - from handling their money worries, to recovering from their illness.

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Learning Styles And Their Effect On Language Learning

2007-03-19T01:00:00.000-07:00

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Learning Styles And Their Effect On Language Learning

by: Frank Gerace

Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

How can you best learn Spanish? It depends on your particular approach to learning. Take a look at the following approaches to learning Spanish. But if you already know where you are, you can skip the following reflections and go back to see what is available for your level ( beginning, intermediate, or advanced ) in Spanish, to sort and search for your specific needs, as well as to read reviews and summaries of the books that strike your interest.

DIFFERENT STYLES

Non-Virgins: Those who studied another language should use the skills they acquired with that language. They know what a conjugation is. They know that verbs are different from nouns. Their previous study gives them some mental hooks to help with their Spanish. They should not throw away their advantage by working on Spanish in a completely conversational manner. They should try to get an overview of some commonplaces in the language. They should get an "old fashioned" grammar and lean heavily on the tables to organize their thought. This type of learner should "invent" Spanish on the basis of what they know of the other language. They will remember a little of the structure of the other language. For example, what is the relation between adverbs and adjectives in Spanish? What is the most common way to express what happened yesterday (past tense)? If the other language is a Western language, they should observe the possible similarities. If the other language is non-Western!

, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study "the wrong way". This is not for everyone. The learner should know his or herself.

Brains: These folks will operate much like the Non-Virgins. They will progress better by concentrating on the little points that intrigue them such as the difference in usage between the prepositions "por" and "para" and the verbs "ser" and "estar". To master one or two of these elements so characteristic of Spanish will help the learn build on their conquests to go on to master other things. This analytical approach will be of great utility to the persons with the cerebral learning style.

Motor Mouths: The persons who are not afraid to try out their Spanish will progress very rapidly. These folks probably have a little genetic edge over the rest of us. However, we all should try to put together the pieces as we learn them. If there is no opportunity to talk with someone else, then we can tape our attempts. There are two parts to this early talking practice: confidence and pronunciation. The most important thing is to gain confidence or to be thick-skinned enough to speak your piece, knowing that the exercise will pay dividends. However, we should not put off working on our pronunciation until it is too late and we have given up on acquiring a valid accent. There are too many people who after living years in a Spanish speaking country are perfect in their grammar but who have a typical or even stereotypical English accent. There is no need for that. Spanish is perfectly regular in its phonetics. Motor mouths should also work on their accent!

People People: Anyone who likes being with people and who has a need to communicate will progress quickly in learning a language. Many outgoing, friendly people learn language in the "motor mouth" mode. However, other people without the gifts of the motor mouths can gain valuable exposure to the language by just following their social instincts. These folks, however, should not overlook the need to speak correctly. Although they are not interested in traditional grammar in the same way the "brains" are, they must work at speaking correctly. We all know people who learned English years ago, but still say things like, "I am interested to go with you". You don't want to spend your life in Spanish with a similar easily corrected error. Learn it right as soon as you can. The people people have to stay curious about the language.

Learn-while-doing People: I was told once that the only way to learn French was to sleep with a French woman. The idea behind this is that we learn the expressions and words for the activities we are interested in. People who learn like this try to get their Spanish-speaking friends to accompany them as they cook or fix their car. They find that they learn better when their whole body is involved in learning the new words and phrases. For example, the person who learns the word "serrucho" while sawing a board will remember it better than the person (see the "word collector") who just learns the vocabulary from a list.

Word Collectors: This person may be great at crossword puzzles (Crucigramas) in Spanish but rarely gets to speak it. If you find yourself learning words and not getting any further, break out of it! We once had a houseguest, a young man from Spain who came to learn English. There were times when our family would be talking Spanish, and he would echo all the Spanish words with their English equivalents. He had a great vocabulary but never got around to talking English. This kind of learner should alway make sure that they make up sentences to practice using the new words they learn. They can combine their ability with vocabulary with the "divide and conquer" tactic. They should not only invent sentences to use the new words; they should run through diferent grammatical constructions as the setting for their vocabulary.

Divide and Conquer People: Every learner of a foreign language has to learn to incorporate the learning style of dividing and conquering into their own style. If they are "brains" they should concentrate on one grammatical turn of phrase, such as conditions contrary to fact, (If my grandfather hadn't died, he'd be alive today!) until they can handle it.

The people people should repeat in the same conversation the new expression that they just heard. The same goes for all the others. The only way to learn a language is by following the "swiss cheese" method, nibble away at the things you don't know, and master them until they are all gone.

Lost Latinos: This person should try to remember the nursery rhymes that they might have learned in Spanish. They should run over the names of their cousins and uncles. All of this will loosen up their rusty language skills. They should listen to how others speak "spanglish" and try to figure out the proper way to say things. They should make a game of trying to spot the influence of English in the Spanish they hear at home or in the barrio. This detective work will make them more aware of correcting whatever bad habits they have picked up. However, don't think that these persons have all the advantages. The person learning from scratch will probably spell Spanish words better than those who know a little Spanish. I'm not sure why.

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What works for EVERYONE... There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

1. Passive Listening. Everyone should keep the Spanish radio on as much as possible. Keep the radio or TV on while you doing other things. It has to be the sea of sound that you swim in while you are beginning your study of Spanish. You don't have to concentrate on it; you are not listening to try to understand. After a while you won't hear it but it will be affecting you. Little by little you will begin to anticipate the rhythm of the language, even before you understand everything. You will also begin to recognize certain words. You will begin to hear "beyond" the differences in pronunciation of different people and recognize the underlying word. Once you clearly hear a word or phrase, you can look it up and progressively expand your vocabulary.

2. Pattern Response Drills. You have to run through all the permutations of the new expressions that you learn. For example, suppose you just learned to say. "Pedro tiene cuatro a os" rather than translating from the English incorrectly, "Pedro es cuatro". Now to make this new element of the language stick with you, you should go on substituting different ages and the names of different people. You have to be able to say comfortably, "Mar a tiene cuatro a os." "Juan tiene ocho a os." "Yo tengo treinta a os." " Cu ntos a os tienes t ?" "Nosotros tenemos cuarenta a os." This type of drill is necessary for all the different learning styles.

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About The Author

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Frank Gerace Ph.D has lived and worked in Latin America on Educational and Communication Projects. He currently teaches English in New York City at La Guardia College/CUNY. He provides help to parents wanting to have their children speak Spanish at: http://www.bookslibros.com/SpanishForNinos.htm.

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Boost Your Education And Life With An Online Degree

2007-03-16T01:04:00.000-07:00

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Boost Your Education And Life With An Online Degree

by: David Birgelli

Obtaining an online bachelors degree can be a swift and easy way to further your career,prospects and life in general. But before you enroll, there are a few important points you need to know get your head around.

Number one, you'll want to make ensure that the college that offers you a degree online is accredited. School and universities are accredited on a national or state level. This accreditation means that a relevant board of education has researched and approved the schools curriculum and course.

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Secondly, you will want to make sure that the school is highly recognized and that the bachelors degree can be transfered. This will help because someday you might need to further enhance your education by completing your masters degree and you might be required to transfer your bachelors credits.

Prerequisite to obtaining your bachelors degree from a university or college, First you must have the minimum of a G.E.D or a high school diploma. It will also help to have some college or previous work experience under your belt. If you have attained previous college credits, then they can be put toward your bachelors degree program and the period of time that you will need to be enrolled in school will be shortened.

If you have not attained previous college credits, The majority of bachelors degree online programs take about thirty six months to finish. This period of time is based on a person that takes a minimum of twenty hours of course work per week. With previous college credits, or by spending a larger amount of time on course work every week, some individuals can finish their bachelors online degree program in as little as twelve months.

To choose which university or college to enroll with, it is best to decide what type of degree program you require. The majority of colleges offer these type of programs but some specialize in man varied fields. For example, an individual who wants a bachelors degree in business might decide to go with Ashworth College, while a person that wants an degree for education would want to go with Penn State University.

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When you have chosen a bachelors online degree course, you need to research its class schedule. Most online programs or courses allow you to download the course work and complete it at your own leisure, but some programs insist that you log on to the Internet for virtual class sessions at a designated time a few times a week. Now you know the basics you will see that making up for lost time can be easier than you might have thought and topping up your education is a real possibility. Go on what have you got to lose?

About The Author

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David Birgelli is an author and webmaster and is know as an expert in the field of distance learning mba strategies. He is also contributor at the prestigious http://www.onlinedegreeworld.com

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Changing Fear into Excitement

2007-03-14T01:03:00.000-07:00

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Fear scares people. That s what it s supposed to do; it s just a matter of how much and how often do we really need to be scared? Basically, there are two kinds of fear. Real fear allows you to save your butt in challenging situations (like being chased by a predator or facing imminent danger). Then there are imagined fears-which hold you back from experiencing life. Imagined fears may come from a previous unpleasant experience, other people s fears or bad information. The way your brain sees it there is no difference between an imaginary fear and a real one.
Fear can provide stress and physical anxiety as you prepare for new experiences. It can cause you to lack good judgment or to do irrational things. Chicken-heartedness can turn into terror and complete immobilization. Or you can change your panic into an exciting edge when stepping out of your comfort zone. What s scary for some is sheer delight for others. Confronting your fears will give you an incredible sense of satisfaction and confidence.
Your happiness is directly related to whether fear runs your activity schedule or your courage does. In a modern world, fear has minimal uses, especially if the perceived concern has no basis in reality. When you are full of fear, you end up worrying about events that will never even happen. We worry about the environment, the safety of the neighborhood or world peace. We worry about murderers, terrorists and the stock markets. Some people call it worrying; others call it being realistic. But worrying is a waste of time; it has never paid a single bill nor stopped a hurricane. If the situation or problem can be remedied, there is no point worrying about it. If there is nothing you can do about your problems, there is no point worrying either.
Think about the fears and worries in your life and how they affect your fun level. You don t have to deny your fears, just question if they re truly looking out for your best interests. Are you focusing on what could go wrong instead of what could go right? Somany people are consumed by worry, hoping that one day their lives will get better, as another day slips away. Instead of seeing the worst-case scenario in your mind, see the best-case scenario. Become what motivational speaker Brian Tracey calls an inverse paranoid. Become convinced that there are hundreds of people waiting around every corner to show you some form of fun or pleasure. Become paranoid that the world is out to do you good.
Now, fun people do not deny their fears. Are they scared when they face their fears? You bet, but devoted delight detectors make it a habit of facing their fears instead of tucking their tails behind their legs and hiding under the bed. They change their fears from a debilitating annoyance into waves of adrenaline and excitement. When you face your fears, whether you succeed or not, you are a winner. You are a winner because you have chosen to be motivated by your passion for living and not by fear.
The way to counteract your fears and worries is to gain knowledge,which gives you courage. Use wisdom, not worries, when traipsing out into the world. If you were to head out hiking in the mountains, would you worry that you could fall off a cliff, become lost, get eaten by a bear or get hit by an avalanche? These are all possible scenarios, but only remotely possible. The more you worry about it, the more likely you are to create it. If you stay away from the cliffs, take a map and a compass, avoid taping salmon to your body and stay out of the avalanche zones, you ll be fine.
We do so many dangerous things in our everyday lives and yet we worry about a little adventure. What about crossing the street? Do you see yourself getting pegged by a bus? Of course you don t. So when we consider new or unknown activities, why do we create such terrible visions? Chances for a major injury are much greater crossing a busy street than traipsing in the mountains. If something does happen while you re enjoying the world, at least you re living! Watching TV and eating potato chips may be safe but you will get fat and it s boring.
If you say no to snorkeling in the ocean because you re scared of sharks or sea monsters, you re the one who loses. You will never see the magic of the underwater world. Yes, there is that chance that a water monster might go for a snack while you re splashing around, but the chances are so slim. You have a better chance of being hit by lightning or winning an Olympic gold medal. Thousands if not millions of people have been in the ocean and survived. Why would you be singled out for tragedy?
You will never be able to remove every potential danger, but you can diminish the threat by following the golden rule of adventure: safety first. If there s a way to lower the risk factor, do it. If there s protective gear, wear it. If there s a need for common sense, then use it. Take the proper steps to ensure your safety. Do you need a life jacket, a helmet or special training before you try this activity? What about learning from a professional? Yes, every year, a few people die while they re out having fun, but often that s because they haven t been smart about safety precautions. So be smart. Dying because of stupidity makes you stupid and dead. And being both dead AND stupid is definitely embarrassing. Avoid at all costs. Let s say you want to go kayaking. Kayaking is a much more enjoyable experience if you know how to swim and how to self-rescue. Learning to minimize the danger of any activity will help you face the world. The more you understand something, the less you will fear it. The more people you meet who are doing that activity, the more confidence you ll have in saying, They re no better than me-I can do this! You may find that this activity you ve perceived as treacherous isn t that dangerous after all.
So you ve gained some knowledge and you ve made arrangements for a safe experience, but you re still too scared to get on the roller coaster or get out on the dance floor. Then turn your fear into excitement. Feel the fear and do it anyway. Be thankful that you have this highly tuned system that recognizes danger and lets your senses sharpen. Let it send tingles to the tips of your toes and enjoy the burst of energy. Fear will multiply your excitement sensations. You may be scared now, but when you come out the other side, you will feel fantastic, confident, proud and reliving your wonderful adventure. Another positive twist on being scared is that the more scared you are, the more intense your pleasure will be during and after your fun activity.
Most of your fears are imagined and should be treated as imaginary. Learn to distinguish the fears that are valid and those that are not. The next time you feel scared, challenge your fear and the thing you fear will disappear. Ask yourself, What would I do if I wasn t feeling fear? then act accordingly. When you confront your fears, astonishing things will happen. Remember you are the master and you are in control.
Each time you challenge your fears, you add another brick to a solid foundation for happiness. Each tiny little fear that you face and conquer will give you courage against all your other fears. If you re unable to take control of your fears or have some kind of panic disorder, go and seek professional help. Moving past unreasonable fears will give you astonishing amounts of self-respect, confidence and satisfaction. Use courage and knowledge to assist you in your journey. If there is a fun activity that you want to try but are afraid, make a plan to conquer your fears. Investigate it, take some lessons, learn what you can, turn your fear into excitement, pretend to be brave and then go for it. Who runs your life, unfounded fears or wonderful you?

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About the Author

Ted Schredd has been a fun researcher for fifteen years. He has been featured on radio, television, and print articles across Canada. This article is an excerpt from his latest book Gramma Knows the F Word How adults can discover more fun in their lives. His books are available at www.Amazon.com or www.discoverfun.com

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Learning Styles And Their Effect On Language Learning

2007-03-13T01:03:00.000-07:00

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Learning Styles And Their Effect On Language Learning

by: Frank Gerace

Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

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DIFFERENT STYLES

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, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study "the wrong way". This is not for everyone. The learner should know his or herself.

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What works for EVERYONE... There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

Do you want to return to look at beginning ; intermediate , or advanced books? Or you can check out other Books ON Spanish at: http://www.bookslibros.com/spanishbooks.php to help you out.

Kids Can Learn Spanish! Take a look at: http://www.bookslibros.com/SpanishForNinos.htm

About The Author

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The Real Facts About Your Child's IQ

2007-03-09T23:01:00.000-08:00

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The Real Facts About Your Child's IQ

by: Alannah Moore

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Parents may be surprised to discover the following facts about IQ and IQ testing.

1. IQ stands for Intelligence Quotient. But it is debatable whether IQ tests really measure intelligence (or whatever it is we mean by "intelligence" - psychologists have been divided for years).

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IQ tests do not take into account aspects such as creativity, artistic or musical talent - a child can most certainly be "gifted" without having a high IQ.

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Nor do IQ tests take into account qualities such as leadership which will have a huge impact on the child's life. They cannot be taken as any kind of indicator of success in future life.

It is dubious as to whether IQ scores have any real value of their own outside the educational system.

2. However unimportant IQ is in itself, your child s IQ score will have a serious impact on his or her schooling. It may well determine which class he or she is put in and can therefore have far-reaching effects.

It is a fact that children achieve better academic results when in a class with more able pupils. It is therefore in your child's interest that he or she gets a place in the highest class possible for his or her abilities.

3. IQ test results can be very unreliable. Research has shown that 50% of children will achieve a score varying by 5 points in either direction when retested, some as much as 20 points!

The most unreliable tests are group tests (rather as individual tests) which are usually the kinds of IQ test used in schools. The teachers responsible for carrying out the tests are often not trained adequately, which may make the results even more unreliable.

4. The IQ of an individual is not innate or fixed.

Many parents assume that the IQ score is something innate to their child, that he or she will have to live with it for the rest of their lives. This is not the case. The IQ can change significantly - either decrease or increase - due largely to environmental factors. It is not fixed at any time.

5. Statistics show that the IQ of children is related to their environment. Parents can raise their child s IQ by providing the optimum environment and stimulating the child in the right way. It is proven that IQ scores can be significantly raised by practising IQ tests, as explained in detail in "How to Raise Your Child's IQ" ( http://www.raise-your-childs-iq.com/ ).

6. It is dubious as to whether IQ tests actually test any kind of innate intelligence. You can see this when you examine an IQ test. Much emphasis is placed on aspects which are in fact "learnt" rather than innate - in particular, a heavy emphasis on verbal expression (vocabulary and proverbs) which is commonly taken as a useful intelligence indicator, however depends greatly on the kind of environment in which the child has been raised, and what kind of training he or she has received.

Given that the IQ is not innate or fixed, and that such an importance is attached to IQ scores in the educational system, it is the responsibility of the parents to assist their children as much as they can in achieving as high a score as he or she is able to reach. The child will most certainly benefit.

About The Author

Alannah Moore

Visit http://www.raise-your-childs-iq.com/ to see how you can help your child by improving his or her iq score.

This article may be freely reproduced in your ezine or on your website, providing you retain the resource box and do not alter anything within the article. If you publish the article on your website please ensure the URLs are live.

info@raise-your-childs-iq.com

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Top Five Qualities a Parent Should Look For When Hiring a Tutor

2007-03-08T23:00:00.000-08:00

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Top Five Qualities a Parent Should Look For When Hiring a Tutor

by: Laurie Hurley

Hiring a tutor can be an overwhelming experience, especially if you have never done it before. The following five qualities are the most important ones that you should look for when matching a tutor with a child:

1) Their ability to connect with your child and you.

2) Their teaching style does it match your child s learning style?

3) Their ability to be patient and empathic when your child is truly struggling.

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4) Their reliability and dependability.

5) Their tutoring experience backed up by current references.

It is imperative that the tutor immediately makes a strong connection with your child. The tutor should use part of the first session getting to know your child by asking questions about their likes, dislikes, strengths and weaknesses. Setting the rapport is important so future sessions run smoothly and productively. The tutor should also be able to easily communicate with you after the session and give you adequate feedback regarding what he or she accomplished during the session.

If your child is a visual learner, the tutor should bring appropriate materials (a small white board, for example) so the learning process compliments your child s learning style. Conversely, an auditory learner would benefit from reading out loud with the tutor or talking through math problems. A kinetic learner will need the sessions to be very hands-on and interactive.

There is nothing worse than a tutor giving up and getting angry with a child when the going gets tough. Patience is definitely a virtue and every tutor needs to posses this quality to put your child at ease. An inpatient person will have the opposite effect. Chances are good that your child will not want to be cooperative in the future with anyone who can t relate to their problems. The reason you hired a tutor was to find someone who can repeat themselves numerous times if necessary or present information in a different way until it clicks with your child.

A tutor who is constantly late or just doesn t show up without calling should immediately be terminated.

Checking a tutor s references is imperative. Written references should not be older than a year old and you should call the author of the letter anyway, just to confirm they wrote it. The best references are from individuals who have observed the tutor teaching or tutoring. Other parents who have used the tutor are the best references, but don t dismiss your gut feeling about someone you are interviewing.

An extensive interview must be done to be sure you are selecting only top-notch teachers and tutors. You will want to conduct a thorough background and criminal check and call all of the references provided.

Most importantly, a visit to every home to meet the family before attempting to place a tutor is imperative. This complimentary visit proves invaluable when making a match with you child.

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Laurie Hurley, President, Bright Apple Tutoring Service, Home Tutoring Business, http://www.hometutoringbusiness.com, http://brightappletutoring.com 1-888-847.0033 or info@hometutoringbusiness.com. Laurie is available for media interviews, discussions on education and home-based business opportunities such as starting a tutor referral business.

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Of Drugs and Youth

2007-03-07T23:01:00.000-08:00

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Of Drugs and Youth

by: Billy I Ahmed

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Today, the problem of drug abuse among the youth has assumed a greater significance and heightened concern in various socio-cultural and economic strata. Though no accurate figures are available to measure the actual extent of the problem, drug addicts reporting to counseling in the country points out that the problem has spread among various age groups, and much among youths aged 16 to 25 years.

The age group in which a youth is, signifies the transformation of an adolescent to a young person, which usually is accompanied with the trials and tribulations of a 'child' in becoming a 'grown-up'. A bundle of exuberant but undirected energy, he derives pleasure in taking risks and experimenting with new things. He craves to taste the 'forbidden fruits' in his quest for attaining recognition and status amongst his peers. Such a behaviour often brings him in open or concealed conflict with his parents and 'parent figures' which leads to the much discussed 'conflict of generations' and 'generation gap'. The situation has been further complicated due to the fast paced social transformation brought in the society by rapid industrialisation, urbanisation and rural-urban migration. It has eroded the traditional, informal, social control mechanisms and has even brought in changes in the structure of the family, from joint to nuclear, or at best an extended family.

The 'media explosion' has shrunken the world, especially for the youth, and they are now more aware of things around. This has also raised their level of aspiration and ambition. With materialism, consumerism and individualism gaining ascendancy, modern youth is drifting away from his traditional roots and finds it difficult to cope with ever increasing social pressures. Further, the increasing economic pressures compel more and more parents to take full time employment leaving a child, more so a youth, alone in the house or in the company of friends. With no adequate programmes available to keep them busy, they become easy prey to anti-social activities including drug-abuse.

There may be various reasons for a youth to take to drug abuse, from just curiosity and a tendency to experiment with. It may be an expression of his revolt against established authority, a way of gaining recognition in his group or he may just not be able to say 'NO', when offered.

Therefore awareness creation or preventive education programme for youth is an imperative. In build up immunity amongst them, would promote self-respect and determination, provide experiences which encourage self-respect and sense of dignity, enhances personal and social skill which are necessary for functioning in a rapidly transforming society and provide for professional skills.

What is more important is that the leisure time activities of both student and non-student youth are so organised that they provide for healthy recreation and constructive work habits. As is evident, a youth feels more at home within his age-group. Therefore, to reach them, it is but natural to take the help of more active groups among them.

In Bangladesh, a strong emphasis has been placed on awareness building against drug-abuse among youth as they are considered to be the most precious asset for human resource development. Financial and technical assistance is provided by the government and NGO's to help them undertake activities such as socio cultural programmes. Experience has shown such programmes have a salutary impact, if backed by a good follow-up programme.

It has also been realised that youth power can be harnessed not only from preventing youths from the malady of addiction but also by improving the environment they live in. One such example is the "Rainy Day" concert organised by Prothom Alo to observe the International Day against Drug Abuse and Trafficking. Some 15000 youths saying 'No to drugs' vowed to launch a nationwide movement against drug.

I take my hats off to Anusheh who had the gut to narrate her once drug addicted life. Anusheh, you can be a good ambassador to help the drug addicts return to their original track. Such activities/programmes help to identify addicts in their own peer groups. Dare devils as the youth are, they prove to be an asset in reaching rather inaccessible areas of the community, such as, pockets of addiction.

Many a time, due to their connection with traffickers, pushers and pedlars, it becomes difficult to impress upon addicts to leave their habit. It is here that the youths, voluntary organisations have not only been able to create awareness but also have been able to muster support for combating trafficking, pushing and peddling drug.

About The Author

Billy I Ahmed

Experienced in writing feature articles, short stories, biographies, and reports.

Well versed in copyediting and proof reading.
Strong technical command of English language&familiar with virtually all writing styles serious commitment to excellence lexicography.
Competent researcher, interviewer, and reporter.

Billy covers

News summaries * Analytical reports * Translations * Current affair / Human rights/ environment/ health / poverty allevation/ human resource/ management issues/ production planning/ write-ups * Research services * Consultancy services*Copywriting*Proofreading*Editing

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The Top 10 Life Lessons Your Child Can Learn from Playing Golf

2007-03-05T23:01:00.000-08:00

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During the last seven years, I have watched my son and his friends grow up in the world of Junior Golf. This amazing sport has brought out the best in these young men, and has taught them so many valuable life lessons. I am forever impressed, in particular to the following ten qualities that I have observed my son develop as a bi-product of the great game of golf.

1. Humility and Respect

Golf requires that you show courtesy to others and that you communicate with respect. In the Junior Golf tournaments across the country, it is well stated that good sportsmanship must be exhibited at all times and that all play is ended with an exchange of a hand shake.

2. Punctuality

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When the tournament schedule states "Tee time is at 9:00," this means that you are to be on the tee box at 8:55. If you are late to the tee box, you are automatically disqualified, no questions asked. While this can be a tough lesson to learn, it is one that works brilliantly and has instilled in my son the importance of being on time for not only every tournament but every event in life.

3. Confession

Golf is a game of honor, and recognizing that a transgression has occurred and taking responsibility for the transgression is a part of the game. This one act instills integrity and fairness to all concerned.

4. Safety

Golf balls and clubs are very hard and dangerous instruments, and one of the first and foremost rules of golf is safety. My son has been instructed again and again to not take practice swings in the direction of another person, not to swing clubs when someone else is walking by, and never to hit into a group playing in front of him. These rules of safety have filtered into other aspects of his life, including biking, swimming, and safety in the home.

5. Quiet

Golf requires an amazing amount of concentration, and quiet is required at all times on the golf course. While this takes practice for young kids, it is a life skill that teaches constraint and respect for others.

6. Visioning

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The night before and the morning of a tournament, my son sits quietly and mentally and visually plays the course. This skill is teaching him how to "see the end in mind," which is key to goal achievement.

7. Problem Solving

Rain, wind, trees, multiple sand traps, and deep rough can make for a challenging day of tournament play. These are a normal part of golf and can be an amazing opportunity for clever problem solving and personal growth.

8. Focus

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Golf is a tough sport. It requires that you not only know the physics of hitting the ball (and what club to use when) but requires intense mental and emotional concentration. Silencing the inner critic after a "bad shot" is crucial to regaining clear focus, which is an advanced skill to learn but one that can take you very far in life.

9. Practice, Persistence, and Listening

In golf, instant success is very rare. My son has become a great golfer through daily practice, persistence, and through being open to listening to his mentors. In life, it is important to know that we rarely reach our goal in one "stroke." By practicing, making corrections along the way, being open to coaching, and being persistent, we can tackle most of life's tough challenges.

10. Graciousness

One of the most important life lessons my son has learned from golf is to be gracious and respectful to adults. At the end of each tournament, he and his competitors thank and shake the hands of the tournament chairmen and follow this up with a handwritten note of thanks

About The Author

Bea Fields, Southern Pines, NC, USA
bea@fivestarleader.com
http://www.fivestarleader.com
Bea Fields is an Executive Coach and a Certified Guerrilla Marketing Coach. She is also a Consultant, Trainer, Public Speaker and author of the Five Star Leader e-course. Her area of expertise is that of Leadership Development and Marketing for Executives, Managers, Small Business Owners, and Political Leaders.

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Learning Styles And Their Effect On Language Learning

2007-03-04T23:03:00.000-08:00

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Learning Styles And Their Effect On Language Learning

by: Frank Gerace

Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

DIFFERENT STYLES

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, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study "the wrong way". This is not for everyone. The learner should know his or herself.

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What works for EVERYONE... There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

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Valuable Audio Resources for Teachers

2007-03-01T23:01:00.000-08:00

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Valuable Audio Resources for Teachers

by: Jillian Gregory

Are you a first year teacher? Have you taught in the past and are returning to the classroom? Do you crave knowledge about specific tips and tricks that will help your school year run smoothly? You might be brand new to the education scene or have a few years of teaching under your belt. Either way you can learn from teachers, professors, and educators with years of experience in the field of education through audio books.

After grading papers and reading all day long, your eyes may be fatigued. Give your eyes a rest and listen to educational strategy books instead. You can curl up on the couch to listen or learn while commuting home from school. The extra knowledge you can garner from listening to these audio resources is valuable and will affect your teaching in a positive manner.

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What audio books should you check out? If you are a first year teacher then you definitely want to listen to "The Essential 55" by Ron Clark and "Educating Esme" by Esme Raji Codell. The Essential 55 discusses 55 rules that Ron Clark employs in his classroom to great success. Every teacher should be aware of these rules as they will make their teaching experience enjoyable and effective. The rules range from having students properly follow classroom protocols to standing up for what you believe in. He also provides tips for dealing with parents and discipline issues, both of which are a recurring theme in teaching.

In addition, you will want to listen to Educating Esme before your first year of teaching. Many new teachers are excited, but nervous at the same time. Educating Esme provides a hilarious account of a teacher s first year. Take comfort in the joys, successes, and setbacks that Esme endures during her first year of teaching. This audio book will help inexperienced teachers feel like they are not alone.

Psychology plays an important role in education. You need to understand the needs of each child and fill those needs appropriately. Spend some time listening to "The Education of Children" by Alfred Adler. This timeless book provides insight on personality, social development, and the role of the parent.

Other great audio books to check out are "The Closing of the American Mind" by Allan Bloom, "Cultural Literacy" by E.D. Hirsch, Jr., and "Dangerous Minds" by LouAnne Johnson. You might have seen the movie Dangerous Minds in the 1990 s. Listening to the audio version, with a focus on teaching, will help you succeed in a difficult classroom. By adding these audio books to your listening library, you will cover social issues in education that are hot beds of debate today.

You have stocked your classroom with the basics such as pencils, paper, and textbooks. Now it is time to take your supplies a step further by listening to these entertaining education titles. They are a resource that will prove immensely useful in your classroom experience.

About The Author

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Jillian Gregory writes for LearnOutLoud.com, an online portal for educational and self-development audio and video material which can be found at http://www.learnoutloud.com. For the HTML version of this article complete with links to the titles that were mentioned, please visit http://www.learnoutloud.com/teach01

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Examples of Emotional Intelligence from Popular Songs

2007-02-25T23:03:00.000-08:00

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It's hard to find a song that isn't about 'the war of the brains'. Because we have three brains that are often in conflict with one another (reptilian, limbic and neocortex), we suffer conflict, guilt and shame.

And because our brains are the way they are, we are the way we are, -- we endure love, grief, excitement, inconvenient passions, attempts at rational control, impotent anger and the need to push to the head of the line. And we do dumb things like fool around with Jose's faithless girl. (Don't go there!)

EQ is about experiencing and managing those emotions -- yours and theirs -- and it's in all our songs.

It used to be the Western tradition to have a poet laureate starting in England in the 1600s, appointed for poetic excellence and being a salaried member of the royal household with no official duties, they spoke the feelings for the people. (Poets laureate of England included Jonson, Dryden, Wordsworth and Tennyson, among others.)

Though states in the US continue to appoint poets laureate, poetry is no longer popular (as in 'enjoyed by many people') and their original function is now filled by our popular music.

EQ is about experiencing and managing those emotions -- yours and theirs -- and it's in all our songs.

1. Kodachrome (Paul Simon) / EQ can matter more than IQ, especially when it means being able to "read the writing on the wall"

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When I think back on all the k*** I learned in high school, it s a wonder I can think at all, and my lack of education hasn't hurt me none, I can read the writing on the wall.

2. Heaven s Just a Sin Away (The Kendalls) / Primitive (Reptilian) Brain s winning out over limbic and neocortex

Heaven s just a sin away, just a sin away, can't wait another day, I think I'm giving in. How I'd love to hold you tight, be with you tonight, that still won't make it right, 'cause I belong to him. Way down deep inside, I know that it's all wrong, your eyes keep tempting me, and I never was that strong. The devil's got me now, gone and got me now, I can't fight him any how, I think he's gonna win ... Heaven help me when I say, I think I'm giving in.

3. The Girls All Get Prettier at Closing Time (Mickey Gilley) / Reality check, chemical , low impulse control and intentionality, low EQ

Ain t it funny, ain t it strange, how a man s opinion changes when he starts to face that lonely night... The girls all get prettier at closing time, they all begin to look like movie stars. If I could rate 'em on a scale from 1-10, I'm looking for a 9, but 8 could work right in. A few more drinks, and I might slip to 5 or even 4, and when tomorrow morning comes and I wake up with a number 1, I swear I'll never do it any more.

4. Count on Me (The Statler Brothers) / Empathy, communication, interpersonal skills, intuition, high EQ, what a couple

I can tell by looking, you've got feelings in your heart you're hoping no one else can see. But you can't hide feelings from someone who cares. Open up and let it out, and count on me. Count on me (for doing my share), Count on me (you know that I care), Count on me (I'll always be there), Count on me. Count on me (when others won't hear), Count on me (when there's no one else near), Count on me (I'll be right here), Count on me. I hear the sounds you're saying, but the words don't ring true, there's something here that didn't used to be. If there's something deep inside you, tell me now what you need, and together we can heal it, count on me.

5. The Baptism of Jesse Taylor (The Oak Ridge Boys) / Social Responsibility, Self-Management, Authenticity

From now on Nancy Taylor can proudly speak to neighbors and tell them how much Jesse took up with little Jim. Now Jimmy s got a Daddy, and Jesse s got a family, and Franklin County s got a lot more man.

6. Rhythm Guitar (The Oak Ridge Boys) / Interpersonal Skills, Teamwork

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He s written a song about what s gone wrong, and I m singin it to you now. Nobody wants to play rhythm guitar behind Jesus, Everybody wants to be the lead singer in the band. It's hard to get a bead on what's divine, when everybody's pushin' for the head of the line.

7. He s Gonna Smile on Me (The Oak Ridge Boys) / Resilience, bouncing back and retaining hope and trust through adversity

I wasn t born with a silver spoon in my mouth. Often there were times when I had to go without. I ve been called a fool, and used just like a tool, but I still believe in the Golden Rule. And right now I m so happy as I can be.

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8. Tell Him (The Exciters) / Communication, Verbal and Nonverbal

Take his hand in yours and tell him that you re never gonna leave him. Tell him, tell him, tell him, tell him right now.

9. Rose-Colored Glasses (Jon Conlee) / Learned Optimism, which is not always reality-based

These rose-colored glasses that I m lookin through, show only the beauty, cause they hide all the truth, and they let me hold on to the good times, the good lines, the ones I used to hear when I held you. And they keep me from feelin so cheated, defeated, when reflections in your eyes show me a fool these rose-colored glasses I ll just keep on hopin , believin that maybe by counting the many times I ve tried, you ll believe me when I say I love you, and I ll lay these rose-colored glasses aside.

10. Come a Little Bit Closer (Jay and the Americans) / the three Fs fight, flight or, canoodle ? (from the reptilian brain comes those powerful ones -- territorial defense, aggression, violence, lust and fear)

She was sitting there giving me looks that made my mouth water, so I started walking her way. She belonged to that man Jose, and I knew, yes I knew, I should leave, but then I heard her say, Come a little bit closer, you re my kinda man, so big and so strong, come a little bit closer, I m all alone and the night is so long." We started to dance, in my arms she looked so inviting, and I just couldn t resist just one little kiss so exciting. Then I heard the guitar player say "Vamoos, Jose' s on his way," and I knew, yes I knew I should run, but then I heard her say ...

About the Author

Susan Dunn, MA Clinical Psychology, cEQc, The EQ Coach ,
http://www.susandunn.cc . Emotional Intelligence coaching,
teaching, training, and assessments. Susan is the author of
How to You re your Life with Emotional Intelligence and
other eBooks available at
http://www.webstrategies.cc/ebooklibrary,html .
Mailto:sdunn@susandunn.cc for FREE eZine.

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Cannabis, misunderstandings and possibilities.

2007-02-23T23:02:00.000-08:00

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I think a lot of the things being said now stem from the plain fact that the Government at present have abjectly given in to something endemic they feel they can not fight. So they seek to liberalize and soften the impact, to talk down the effects, and to move the goalposts as they do with anything that is a little too difficult to deal with in a proper manner. Sweep it under the carpet and relabel it as something else.

I speak from having taken cannabis in the seventies, the hippy era of peace not war, love to all men, much of whose language and terms are now coming back into trendy and cool use. But there are fundamental differences between then and now, which young people should be made aware of.

Then the cannabis was in the form of a leaf, a naturally occurring plant. Now it is synthetic, as in most of the other areas of life where the natural has given way to the unnatural, to our eternal detriment. Coincidentally enough, it is now around forty times stronger, as well as being chemical based.

The Governing people who seek to legalise and feel the danger is slight, are by and large ex users of a much lesser potency of a naturally occurring plant. They feel little danger in occasional recreational use of a drug they feel did little to harm their long term prospects.

This is based on the false assumption that people tend to start smoking it around university stage and peter out of its use in a few years, with no addictive element. Also that they tend, like we did, to only use it occasionally at times when we needed to calm down after a tough project, or relax at a concert, again remembering the product then was one fortieth as potent and much more mellow than it is today.

That is being charitable and assuming they are not in full informed of the dangers. This also begs the question, if not why not, and if so why run and hide.

This creates at least two anomalies. One is that our young people can point the finger at our generation and say, you are being hypocritical, when you took it yourselves. Secondly, we did not start at twelve to thirteen, and use it every day at forty times the strength. The weight of evidence of severe psychiatric damage is I feel too heavy to discount any more, plus although in itself said to be non addictive, the culture that has sprung up around it tends to keep people in a circle of self same users, and a massively significant portion of our youth are taking it. So there is a great peer pressure to take something which the Government at present sends out signals saying, that it is not too bad to use it, just keep it relatively discreet and we will leave you alone.

I fear this is storing up a time bomb of serious psychological problems, and perhaps the strengths and constitution of the substance should be taken into account more. Politicians surely hear the word cannabis and relate to their own youth, where if they did not take it they knew people who did who by and large are still sane. This is not consistent with what is in circulation today, nor indicative of the higher daily use of a drug that formerly was taken recreationally every week or month or concert or so.

It also gives the police an almost impossible job, as there are no guidelines to follow, and also drug pushers can admit to cannabis but be carrying other more harmful drugs as well, with impunity. Surely if you are carrying more on you than enough for your personal use for at the most a weekend say, then you are a dealer. Just set a level that is a definite level and above it is illegal. The experiment in the London boroughs has been truly and demonstrably disastrous, yet it is being cloned to the rest of Britain as if as harmless as sweets.

Perhaps if we actually addressed our inner cities and used the money earmarked for them, yet held back, some of our most deprived kids could go to places where they could enjoy themselves, perhaps with an emphasis on sport and exercise to help combat obeisity, where it is easy to blame junk food and convenient to forget lack of basic exercise and plain lazy and slothful habits. But where in all conscience have kids got to go to, when even relatively well off kids to what we were are reduced to straggling on street corners like beggars or tramps and invariably annoying and alienating passers by, creating a division and schism in society between the young and old much more substansive and divisive than the natural contempt of the vigour of youth for oldies like us. It is easy to criticise this behavior, and easy to sympathise with victims of it, but what are we doing to provide an alternative to this kind of behavior, a place to meet, to go to and learn, have fun, and compete against each other at a sporting not warring level. I had little to my name as a kid, I worked the markets and two paper rounds and anything I could think up to make a few bob, and we all played cricket or football till dark in the street, everybody, loads of us. We were not fat or a real nuisance, but we did not have the pernicious power of television advertising and brainwashing telling us what to do, or parents determined not to be as strict as ours were and creating a soft youth who are spoilt rotten where we had nowt. Somewhere in the middle is right, but it does not help the kids now cope with an ever more sophisticated world wide machinery of selling and media manipulation around them.

Money should be released to inner cities to build centres for youth to go to, and proper well equipped centres run by local hard men, or respected local figures, evn criminals who at least see their future is in their kids getting out of the gutter and into a real world on their own two feet, who will ensure zero destruction levels of what is provided.
This should be expanded to rural areas and a gradual education in exercise and diet should be introduced.

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At present anything that is too difficult for this government is relabeled and ignored, and what this is doing long term to our youth god alone knows.

To reiterate, cannabis is forty times stronger than it was and synthetic. It is abused from age twelve daily through to way past twenty. I would not take this if I were given it free, nor would any of my old friends and associates I canvassed on this subject. Also I might add, I ended up with a smoking addiction it took twenty four years to quit, and most kids smoke it here, so there again we have a vicious circle of addiction which surely does kill you, even if the current cannabis does not send you mad, or kill your will to work completely. It is an exponentially growing apathy drug in high strength with, for very many, serious psychological side effects, and for the government to pretty well give up on it is yet another abject failure in their long litany of failing the British public at large. One could understand this if their minds had been destroyed by this drug in its present form, but what they used, if they did, was a pale imitation of todays fare. Each to their own, but I would not take the presentstuff, and we are forcing more and more to go through what passes for Universities, at the end of which not only do they have huge debts but a smoking drinking and cannabis habit which needs money to feed it just when a lot of them are unable to find work. Is it any wonder there is so much theft. If we channelled the money we have to spend on clearing up the mess which is our society at present into free University education, which surely is the right of anyone, and an educational programme backed up by free coach travel to all schools, ensuring safety and massively cutting congestion at the same time, then maybe then we would not have these problems to deal with in the foirst place.

The Government has abdicated responsibility for what it should do for the country, it should reassess the obligation it has to every British citizen no matter what colour or creed age or infirmity, and do what is right for all of us, instead of creating divisions of poor and rich, educated and non educated, treated and sick, fined in cars rather than protected in their own homes.

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It should first and foremost completely streamline the rail and power infrastructure and get free school buses for all in place. We would not need to spend millions on roads, see them cracking up under the strain and wait hours in queues, and be uncompetative abroad if we had a bloody train system that worked properly, and a Government not in striking unions pockets. Then we could address our inner cities, schools, hospitals and roads with renewed vigour and the optimism that the money is actually there and not being flagrantly thrown down a black hole of red tape and incompetence.

Can you imagine what the Army would do with any one of these problems, on a professional basis? So if that is the case, why cant we manage to do the same in civil life, if not for apathy, greed , self important beurocrats, and idiotic causes sponsored solely for their vote. This country needs a government and a Royal family with the country at heart, with a firm professional agenda on crucial issues and the strength to implement them now. We also need them to take our youth in hand and educate them away from the seditious claws of a greedy marketplace brainwashing them via television programming, that normal life is series of arguments and divorces, that soap operas are a true reflection of real life though they have to be super agitated every second for thirty minutes, and sensationalised beyond belief. We were not weaned on television from the cradle, most of our under twenty fives have been , and have been exposed to this trash for all of their life and given substandard education to counteract it, littlewonder they are mostly all led by the nose.

Is virtually legalising cannabis in its present toxic chemical form going to help them think clearly and objectively, and are they likely to go on to put right what is wrong in Britain later in their lives when getting out of bed each morning is achieved about one pm in a blurred confusion, and their brain is steadily being eaten away?
We are failing our own youth by letting them have their own way, and not standing up for what is right. Just because we had a harsh youth does not mean being soft helps anyone, life is hard, and ignoring failings early on just stores up problems of a greater nature in the future.
If we do not deal with drugs and the failure to fund our inner cities and give people proper amenities and proper councelling then we are doomed to failure and violent backlashes,
virtually legalising by the back door one of the most unpredictable drugs affecting the brain is worrying to say the least, and not actually telling kids that the stuff is forty times stronger and a chemical or puredosage is remiss at least and criminal at worst.

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They use the language we used, and chill out and are cool, even mobile phone adverts harp on the drug culture language to sell, a cool phone. What no one is telling them all is that we would not take once what they take every waking day, and I debate whether twelve or thirteen year olds are sufficiently aware to be allowed to partake of what can be deadly. You cant prescribe some brian altering drugs under eighteen years of age, that affect serotonin levels to induce anti depressant effects, yet you can stand by and watch kids of twelve smoke cannabis.

At the very least I have tried to tell it like it is as I see it on these pages and in the thoughts column, as I feel I am somewhat divorced from media control, and watch little of what passes for entertainment on our not dumbed down but crude and clumsy television fare, what could be the greatest educator in the world is used for distinctly dubious and subversive ends, to sell, and to brainwash where possible in the process. Cannabis use is not the most potent form of awareness therapy when faced with the television threat, and one wonders whether the present Government actually likes this state of affairs as it too governs via the media directly to the public thanks to the liar Blair, when not kow towing and fawning to Bush,, and killing our troops in the process in someone elses war.

I rest my case, if you want to kill your own minds after all this information from a disinterested source who profits nothing in the telling and may even suffer abuse because of it, then it is your
mind you are destroying, and your life you are shortening. Ive been an alcoholic, a chain smoker and addicted to bloody painkillers. I have dealt with all three, kicking cannabis should be not quite as bad as any one of these, believe me, and you definitely do not want to go where I have been, ever. Instead of a group and gang culture you have to realise that in the end it comes down to you. We are all totally alone, when all is said and done, and stand and falll on our own actions, and if you make three or four very close friends in life thats about it. So it pays to think for yourself, and the earlier you start the better, its too easy to get dragged into things you would not normally do when in a crowd, better to be an individual, preferably with a clear mind.

When stating this I admit I was well educated by the state at a Grammar school , and television was a tad less sophisticated to say the least, after all you do not spend one hundred thousand pounds odd on a twenty second advert that will NOT subvert peoples minds, do you?
I can merely warn, and point out the pitfalls, it is up to you to be strong, for all our futures.
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About the Author

I am a retired systems programmer. Used to be a Civil Engineer. Now try to help people out.

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Must Manners be Taught?

2007-02-04T23:03:00.000-08:00

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Must Manners be Taught?

by: Jacquie McTaggart

PLEASE answer the following questions honestly. (Go ahead you won t be graded.)

Does your child

Greet you with something other than a grunt in the morning?
Use the word PLEASE when he asks you to purchase a $90 pair of designer jeans?
Say THANKS when you take his forgotten homework assignment to school?
Utter EXCUSE ME after he accidentally knocks you down on his way to the phone?
Write Grandma a thank-you letter for the DVD she sent in the mail?

Chances are pretty good that a few of you answered, yes to some of these questions. Chances are even better that many of you answered, no to most of them.

During my lengthy career (forty-two years) in the classroom I observed a drastic decline in what we call Good Manners. I have no answers (or theories) as to why this has occurred, but it has. I believe that we must make an attempt to correct the situation.

Good manners are the cornerstone of courteous behavior. They provide the impetus to say the words and exhibit the behaviors that distinguish us humans from the rest of the animal kingdom. Good manners show consideration for others.

Good manners demand that intentional sounds of physical relief such as belching and fluffing are saved for non-public areas. (You male readers may call fluffing by another name, but I m sure you get the idea.) Good manners encompass all the things that make the people around us feel good. They compel us to eliminate words, sounds, and actions that cause others in our presence to feel uncomfortable. In essence, they enable us to be an accepted member of a civilized society.

Good manners are not automatically caught, they must be taught. A child or adolescent does not magically discover on his own the fact that common decency and politeness help to make him a more socially acceptable person. Neither does he understand that those attributes will ultimately contribute to his success, and help to make him a happier individual. It s up to us to teach our children these concepts.

How do we do that? Good manners, like most values, must be demonstrated and lived in the home if they are to become a permanent part of the child s character. The school should not be expected to bear the primary responsibility for teaching good manners. Seven hours a day for nine months of the year is not an adequate amount of time to instill a lasting principle or a moral value. (In one year, the average kid spends 1,253 hours in school and 7,507 hours out of school.) Teachers can force compliance ( Tell Jimmy you re sorry ), but they can t make good manners and common decency an automatic, knee-jerk response. Parents can.

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How? Parents need to demonstrate good manners in the home day in and day out. Kids hear messages that are delivered by lecture You should They internalize that which they observe. Parents must practice what they preach, if they want the value of good manners to become a part of the child s moral fiber. And they should begin this process when the child is very young.

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Politeness and good manners open the door to a successful and happy adult life. We need to give our kids the legs that will enable them to walk through that door.

Life is not so short but that there is always time enough for courtesy.

- Ralph Waldo Emerson

About The Author

Jacquie McTaggart is a recently retired 42-year career teacher and author of, "From the Teacher's Desk." She currently travels throughout the country speaking at teacher conferences and symposiums for parents. You can find more of her teaching and parenting tips at http://www.theteachersdesk.com.

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mctag@indytel.com

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Kick Start Your Mentor Program and Stop the Bullies!

2007-02-02T23:00:00.000-08:00

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Whining about bullying and how rotten the bullies were and the poor students that they bullied used to be one of my regular activities. "We have to do something to help these kids" both the bullies and their victims," I would whine. But for years, I just talked to these kids and sent them on their way. After I got sick and tired of being sick and tired of talking about this - I did do something! I started a mentor program for these students!

Behavior referrals, grades, social problems, and poor achievement were our starting criteria for being in the program. Almost every staff member in the building had 2-3 mentees - everyone from the administration, teachers, and counselors to the educational assistants, cafeteria workers and custodians. Over 150 students were in that mentor program which began in 1998.

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Each mentor was given a mentor folder with a permission slip, a brochure about the program, a profile sheet, and tips on being a mentor, a pencil and a "Welcome Back to School"card. The profile sheet identified their mentees, homeroom teacher, grade, birthday, and area of concern. Also included in the packet was a birthday card and pencil for the mentor to give their mentees.

Giving gifts was left of to the discretion of the mentor. Some mentees came to expect gifts and the purpose of the mentor relationship was diminished. The kids came to expect them and thought that they were entitled to getting things from the mentor. I had students asking me to be in the mentor program because they wanted to get stuff.

We really learned that first year to reinforce that the mentor program was about improving behavior and grades to be more successful in school - and we had to keep telling the kids that too!

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As all of you know, people who work in a school are super busy, and we found that having even just 2 mentees was too much. It was difficult to develop the relationship and effect change because the mentors were stretched too thin. So in the years to come, and we are in our 7th year of the mentor program, we have assigned everyone only 1 mentee.

Another area of concern was keeping track of the number of mentors in the program. Over the years we have reduced this number - first we cut back to only the professional staff having mentees. Staff who wanted to be mentors and had the knack for working with these problematic students were asked to be mentors. A few educational assistants were also asked also because of their expertise in this area also.

Dramatic results were reported with a group of middle school girls. One of the girls had to actually break away from the group of girls who were bullying, so she could improve her reputation as a respectful and serious student. This was a difficult process, and she had 2 mentors working with her to help her make this difficult peer group change. The parent/guardian was not supportive. By the end of the school year, she had completely changed groups of friends, made the honor roll, and received a multitude of awards for academic excellence at the quarterly awards assembly.

So, don t worry that you don t have all the pieces in place. You will learn and improve your program each year. Just start helping these kids! You will be inspired and the kids will be thrilled and getting their education!

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For more information on kick starting your mentor program, send an email to coach@bullyzapper.com

2004

Permission granted to reprint this article in print or on your web site so long as the paragraph above is included and contact information is provided to the email coach@bullyzapper.com

About The Author

Paula McCoach has been in public education for 23 years. She has been a school counselor for the past 10 in an alternative school and an elementary/middle school in Maryland. She has spearheaded mentor programs, Character Education initiatives, & Bully awareness. For more information, send an email to coach@bullyzapper.com

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Kids To Improve Their Summer Fire Safety Know-How

2007-01-24T23:05:00.000-08:00

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To Improve Their Summer Fire Safety Know-How
by: News Canada
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(NC)-When Canadians think of summer, they conjure up images of vacations and long-weekend getaways, camping, picnics, spending time with the kids and, of course, going to the cottage. It is a time when relaxing in the sun and having a good time are at the forefront of everyone's mind. However, according to the Canadian Association of Fire
Chiefs (CAFC), studies have shown that summer, in particular, tends to be the most dangerous time of year for children, especially with respect to fire-related incidents. In fact, the number of children playing with fire increases dramatically during the summer. Even more frightening, children in North America are more likely than adults to die or be seriously injured in fires.
"Children are naturally curious about fire, and have more free time on their hands during the summer to find things around that house that can be potentially hazardous - like matches, lighters and cooking appliances," says Ken Kelly, president, CAFC. "Sadly, most don't understand the real dangers or consequences associated with fire. For this reason alone, it is extremely important that parents continue to teach their children about the dangers of fire."
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In response to this, Duracell Canada and the CAFC are partnering to launch a unique, interactive program called the Duracell Fire Safety Drive. During the drive, Duracell and local firefighters will bring fire safety education events to numerous communities across Canada from June to September. Parents are encouraged to bring their children to participating retailers to learn more about the dangers of fire and how to adopt a new and improved fire safety and escape plan for their homes. In addition, consumers will be able to join Duracell Canada in its support of local firefighters by purchasing new Advanced Performance Duracell CopperTop batteries. During the campaign, for every pack of new Advanced Performance Duracell CopperTop batteries sold, available in stores on June 3, Duracell Canada will donate $0.25, up to $50,000 to firefighters' training and development across Canada.
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"Fire safety has long been important to Duracell and we're proud to be a partner with the CAFC in this nationwide, community effort," says David Weeks, director of marketing, Duracell Products. "It is our hope that the Duracell Fire Safety Drive will remind children and parents alike that practicing fire safety is vital for families during the summer, as well as all year long."
During the Duracell Fire Safety Drive events at participating retailers, children and their parents will have the opportunity to meet local firefighters, tour a fire truck, participate in fire safety exercises and pick-up a free fire safety guide.
Please visit www.duracell.com/firesafety for event locations and dates across Canada.
About The Author
News Canada provides a wide selection of current, ready-to-use copyright free news stories and ideas for Television, Print, Radio, and the Web.
News Canada is a niche service in public relations, offering access to print, radio, television, and now the Internet media, with ready-to-use, editorial "fill" items. Monitoring and analysis are two more of our primary services. The service supplies access to the national media for marketers in the private, the public, and the not-for-profit sectors. Your corporate and product news, consumer tips and information are packaged in a variety of ready-to-use formats and are made available to every Canadian media organization including weekly and daily newspapers, cable and commercial television stations, radio stations, as well as the Web sites Canadians visit most often. Visit News Canada and learn more about the NC services.
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The Free Agency Revolution

2007-01-21T23:01:00.000-08:00

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The Free Agency Revolution

"I am as cool - or uncool - as my project. Period. My projects are my life. My projects are my legacy. Period."
Tom Peters, Author of the Project 50

What is a Free Agent?
Anyone who defines themselves as self-employed, freelancer, temp, home-based businessperson, independent contractor, solo practitioner, and operator of a micro-business (that is, a business employing less than 3) is considered to be a Free Agent. Today, there are approximately 33 million Free Agents across North America, which represents approximately one in every five people in the workforce.
Freelancers vs. independent contractors vs. temp
Quite simply, a freelancer is an independent contractor who earns his or her living by contracting for projects on a project by project basis. A freelancer is not an employee of anyone and so he or she must actively seek out work, negotiate the terms and conditions of the project (the contract) and complete the work to the satisfaction of theclient. Once the project is complete, the freelancer seeks out and enters into another contract for another project. A freelancer becomes a microbusiness when they obtain a business license. Independent contractor is a legal term for a freelancer. The importance is that independent contractors are covered by different labors than regular employees. Consultant, often a euphemism for unemployed white-collar worker, is now a common label for independent workers.
Freelancers are not exactly a twenty-first century innovations. Writers, artists, and photographers gave worked this way for decades. And both the idea of freelancing and the term itself are even older, dating back to the Middle Ages and the bands of Italian and French mercenaries who roamed Europe looking for a war. These so-called free companions would fight for any sovereign and march under any banner if the price is right. When this notion migrated to England, some British subjects began calling these rent-a-knights free-lances. They weren tfree of charge, just free of loyalty
On the other hand, temporary agencies hire the temporary worker and then sell the worker's services to an employer. So the "temp" worker receives their paycheck from the agency. Typically, employers may offer the temporary worker a permanent job, but terms and conditions apply that usually cost the employer an additional fee. This raises your cost of hire, but it gives both you and the employer an opportunity to "try before you buy" - testing the relationship and the job fit, Temporary workers, since they are employed by the agency, are not independent contractors. There are high-end temps, like 5000-a-day CEOs; however, many temporaries are not so lucky. They work for meager pay and no benefits. Temporary workers, since they have little control over the conditions of their work, tend to be the most dissatisfied member of the workforce. According to one economist s survey, only 27 percent of temporaries are happy with their present situation. (Sharon R. Conahy, Workers in Alternative Economy Monthly Labor Review (October 1, 1996))
Not that long ago, freelancing was something people did mainly in larger metropolitan areas where work for writers, artists, and other creative types was plentiful and easily accessible. Today, however, the freelance landscape has dramatically changed.

For one, you can live practically anywhere in the world and still be able to maintain a successful freelance career. Not to mention that the creative fields are not the only areas where freelancing is popular any more.

Today, accountants, trainers, computer technicians, etc. are all able to earn a living as freelancers. Regardless of the freelancing field you are interested in, there are some important things you should know that will help you get started and get successful. In addition, most importantly, freelancing is no longer considered something that you did when you could not find a real job, but rather as a viable career option. Check the Internet about getting started as a freelancer and also get involved in online forums. Of course, always double-check any information you get. Many unscrupulous people out there will promise you instant freelance success if you buy their products. Just remember that the road to freelance success will never be easy, but takes a lot of hard work and patience. Eventually, if you produce good work and market yourself incessantly, you will, with a bit of luck, find yourself on the path to being a successful freelancer.

About the Author
Bio: Janet K. Ilacqua is a freelance writer based in Tracy, California and specializing in academic ghostwriting and prosperity. For more information about her services, check her website at http://www.writeupondemand.com

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College Debt How To Avoid It, and How To Get Out Of It

2007-01-12T23:01:00.000-08:00

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Because most college students are using loans to finance their college education, the debt level of recent graduates is rising rapidly. On average, students graduate owing $12,000-$16,000 in student loans and another $2,000 in credit card debt. Is this the price you have to pay for higher education, or can you avoid college debt in the first place?

The secret to avoiding college debt is to plan wisely and take advantage of the many opportunities to reduce college costs before and during your college years.

Planning ahead

You can avoid college debt by making wise high school decisions:

Take advanced placement classes

Take all the advanced placement classes you can in high school--every AP exam you pass means one less class you need to take in college.

Keep your grades up

Scholarships can be competitive, and even the grades you make early in your high school years can mean the difference in winning or losing. Don't make the mistake of thinking you can save the hard work for your junior and senior years!

Stay involved

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Scholarships also may depend on community and school involvement.

Search for scholarships and grants

Scholarships and grants are the best money source for college because it is money that doesn't have to be repaid. To find out about grants and scholarships, visit your high school career counselor and the Financial Aid Office of your intended college. You can also search the internet for scholarships and grants.

Investigate public service options

The United States Military, National Health Service Corps, and Americorps will give you money for your education in exchange for your signing up for a tour of duty. The time commitment ranges from 10-12 months to 8 years.

Living wisely

The chances to make wise decisions and avoid debt continue into your college years.

Start out in a community college

Most towns and cities have two-year community colleges where you can take your basic courses at less cost than at a four-year college or university. Just investigate to make sure your community college credits will transfer.

Take advantage of Work-Study programs

If you qualify for the federal work-study program, take advantage of it! You will have an on-campus job, possibly in your field of study.

Or work for the school

Many colleges give discounted or free tuition to employees and their family members. There are lots of non-teaching jobs on campus that you can apply for.

Live frugally

Live at home or get a roommate. Avoid expensive spring break trips. Buy used textbooks, and sell your books at the end of the semester.

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If you have a federal student loan, it is possible to have your loan debt discharged (canceled) or reduced, under certain specific circumstances:

You die or become totally and permanently disabled

Your school closed before you could complete your program

You work in certain designated public school service professions (such as teaching in a low-income school)

You file for bankruptcy (only if the bankruptcy court rules that repayment would cause undue hardship.)

As you can see, there are many steps to avoiding or relieving college debt. To best manage your debt it is wise to implement a combination of the strategies listed above that work best for you.

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This article is distributed by NextStudent. At NextStudent, we believe that getting an education is the best investment you can make, and we're dedicated to helping you pursue your education dreams by making college funding as easy as possible. We invite you to learn more about how to avoid college debt at www.NextStudent.com.

About The Author

My goal is to help every student succeed - education is one of hte most important things a person can have, so I have made it my personal mission to help every student pay for their education. Aside from that, I am just a pretty average girl from San Diego California.

http://www.nextstudent.com/

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The Real Facts About Your Child's IQ

2007-01-03T23:03:00.000-08:00

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The Real Facts About Your Child's IQ
by: Alannah Moore
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Parents may be surprised to discover the following facts about IQ and IQ testing.
1. IQ stands for Intelligence Quotient. But it is debatable whether IQ tests really measure intelligence (or whatever it is we mean by "intelligence" - psychologists have been divided for years).
IQ tests do not take into account aspects such as creativity, artistic or musical talent - a child can most certainly be "gifted" without having a high IQ.
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Nor do IQ tests take into account qualities such as leadership which will have a huge impact on the child's life. They cannot be taken as any kind of indicator of success in future life.
It is dubious as to whether IQ scores have any real value of their own outside the educational system.
2. However unimportant IQ is in itself, your child s IQ score will have a serious impact on his or her schooling. It may well determine which class he or she is put in and can therefore have far-reaching effects.
It is a fact that children achieve better academic results when in a class with more able pupils. It is therefore in your child's interest that he or she gets a place in the highest class possible for his or her abilities.
3. IQ test results can be very unreliable. Research has shown that 50% of children will achieve a score varying by 5 points in either direction when retested, some as much as 20 points!
The most unreliable tests are group tests (rather as individual tests) which are usually the kinds of IQ test used in schools. The teachers responsible for carrying out the tests are often not trained adequately, which may make the results even more unreliable.
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4. The IQ of an individual is not innate or fixed.
Many parents assume that the IQ score is something innate to their child, that he or she will have to live with it for the rest of their lives. This is not the case. The IQ can change significantly - either decrease or increase - due largely to environmental factors. It is not fixed at any time.
5. Statistics show that the IQ of children is related to their environment. Parents can raise their child s IQ by providing the optimum environment and stimulating the child in the right way. It is proven that IQ scores can be significantly raised by practising IQ tests, as explained in detail in "How to Raise Your Child's IQ" ( http://www.raise-your-childs-iq.com/ ).
6. It is dubious as to whether IQ tests actually test any kind of innate intelligence. You can see this when you examine an IQ test. Much emphasis is placed on aspects which are in fact "learnt" rather than innate - in particular, a heavy emphasis on verbal expression (vocabulary and proverbs) which is commonly taken as a useful intelligence indicator, however depends greatly on the kind of environment in which the child has been raised, and what kind of training he or she has received.
Given that the IQ is not innate or fixed, and that such an importance is attached to IQ scores in the educational system, it is the responsibility of the parents to assist their children as much as they can in achieving as high a score as he or she is able to reach. The child will most certainly benefit.
About The Author
Alannah Moore
Visit http://www.raise-your-childs-iq.com/ to see how you can help your child by improving his or her iq score.
This article may be freely reproduced in your ezine or on your website, providing you retain the resource box and do not alter anything within the article. If you publish the article on your website please ensure the URLs are live.
info@raise-your-childs-iq.com
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Horticultural Jobs Board

2007-01-02T23:01:00.000-08:00

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Horticultural Jobs Board
by: Gee Hazleton
Horticulture and agriculture have often been the poor relations as far as progress is concerned. Take for instance recruitment; it s not so long ago that farmers, nurserymen and garden centres would simply go to the job centre or put a small ad in the local newspaper to get their staff. Qualifications and/or experience were not always thought to be necessary or even an advantage to gain a job working on the land.
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Then, back in 1989, specialist horticultural agencies burst on to the scene with a brand new approach to finding staff and suddenly, just like most other industries, Horticulture had dedicated recruitment companies able to source for them qualified and experienced staff. Almost overnight the industry was revolutionised and progressive companies were able to utilise and build on this new fund of expertise for the benefit of the company, the customers and the industry in general.
Now a NEW revolution in recruitment has arrived with the development of a unique and dedicated website where trained horticulturists can seek employment and horticultural companies can advertise their jobs.
The specialist site of www.bloominggoodjobs.com claims to be the ideal middle ground between recruitment agencies and advertising in trade journals. Blooming Good Jobs is staffed by a subtle mix of IT professionals, horticulturists and recruitment consultants bringing together a blend of skills that makes this an unbeatable combination to further your horticultural career or find that ideal next member of staff.
We have spent the last 18 months building up a database and mailing list of thousands of horticultural professionals meaning that every job will be immediately seen by a highly specific audience of suitably qualified and experienced candidates. Said Gee Hazleton, marketing director of Blooming Good Jobs. Candidates can see the job details and instantly apply on line. They will also be emailed with every relevant vacancy. They do not need to register their details and the whole operation is both quick and free.
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Whilst there are a number of companies offering a similar service as part of their websites; www.bloominggoodjobs.com is the first specialist website in the UK to bring together all of the necessary experience and expertise and offer such a complete package for Garden Centres, Nurseries, Florists, Landscapers and farmers.
Further details from Gee Hazleton

Tel: 08451579310 (direct line)

Email: Gh@bloominggoodjobs.com
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About The Author
Gee Hazleton is a qualified horticulturist working in IT recruitment. Employed with www.bloominggoodjobs.com he has developed the ultimate horticultural jobs board.
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The High Costs of Anger (Part 2)

2007-01-01T23:01:00.000-08:00

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The High Costs of Anger (Part 2)
by: Dr. Tony Fiore
Dr. Fiore, the voice on the phone pleaded, I need anger management classes right away. I blew up at my girlfriend last night and she said it s over until I get help.
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As Kevin recounted the first night of class, he and his girlfriend had argued in the car over which route to take home from a party. Events progressed from mild irritation, to yelling and name calling.
Things escalated at home. He tried to escape, but she followed him from room to room, demanding resolution of the conflict. He became angry, defensive and intimidating.
Frightened, she left. Later, she left an anguished message saying that she loved him, but couldn t deal with his angry, hurtful outbursts.
Kevin said that he normally is a very nice and friendly person. But on this occasion, his girlfriend had been drinking before the party. In his view, she was irrational and non-stop in criticism. He tried to reason with her, but it just made things worse. Finally, as Kevin saw things, in desperation he lost it and became enraged.
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How should Kevin have handled this situation? What could he have done differently? What actions should you take in similar situations?
Option 1: Time out. Take a 20 minute time-out (but commit to returning later to work on the issue). Take a walk. Calm yourself down. Breathe deeply. Meditate. Do something else for awhile.
New research by John Gottman, Ph.D., at the University of Washington indicates that when you and your partner argue, your pulse rate goes above 100 beats per minute, and you enter a physiological state called DPA (diffuse physiological arousal). Once there, it becomes nearly impossible to solve the problem. You lose perspective. Your reasoning ability, memory and judgment greatly decline.
Taking a time-out allows both of you to return to your normal state of mind.
It is neither healthy nor necessary for you to explode as a result of being provoked by your partner. Our recommendation: Turn the heat down rather than intensify the pressure.
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Option 2: Interact differently. Many couples like Kevin and his partner develop patterns of behavior that create miscommunication and conflict. Do you interact in one or more of these ways?

Inattention; simply ignoring your partner when you shouldn t. This is also called stonewalling or being emotionally unavailable when your partner needs you, or not speaking to your partner for long periods because you are upset with them.

Intimidation; engaging in behavior intended to make your partner do things out of fear. This includes yelling, screaming, threatening and posturing in a threatening way.

Manipulation; doing or saying things to influence your partner for your benefit instead of theirs.

Hostility; using sarcasm, put-downs and antagonistic remarks. Extreme or prolonged hostility leads to contempt a major predictor of divorce.

Vengeance; the need to get even with your partner for a grievance you have against them. Many dysfunctional couples keep score and are constantly trying to pay back each other for offenses.
Option 3: Positive interactions. Start by actually listening not only to what your partner says, but what he or she means. Partners in conflict are not listening to understand; rather, they listen with their answer running because they are defensive. Unfortunately, defensiveness is another predictor of divorce.

Stick to the issues at hand. Seems obvious but is very hard to do in the heat of battle. Focus and stay in the present.

Learn to forgive. Research by Peter Larson, Ph.D., at the Smalley Research Center, suggests a huge relationship between marriage satisfaction and forgiveness. As much as one-third of marriage satisfaction is related to forgiveness!

Communicate your feelings. Tell your partner how you feel about what they do, instead of accusing them of deliberately offensive behavior. Use I statements rather than accusatory, or you statements.
About The Author
Dr. Tony Fiore is a So. California licensed psychologist, and anger management trainer. His company, The Anger Coach, provides anger and stress management programs, training and products to individuals, couples, and the workplace. Sign up for his free monthly newsletter "Taming The Anger Bee" at www.angercoach.com and receive two bonus reports.
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A Career with the CIA

2006-12-31T23:00:00.000-08:00

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A Career with the CIA
by: Diana Clarke
On the very popular TV series Alias, Jennifer Garner plays a CIA operative, Sidney Bristow. If you watched Episode One, Season One, you learned that Bristow was a graduate student who became a double agent for the CIA. But in the real world of the CIA, you wouldn t receive permanent employment until you finished college.
But you don t have to wait until you graduate to work for the Central Intelligence Agency (CIA). You can apply to the Undergraduate Student Internship Program or the Student Scholarship Program.
Students working at the CIA must meet the following requirements:
U.S. citizen

3.0 GPA or better

excellent verbal and written skills

Strong interest in foreign affairs

You will also need to successfully complete physical and psychological exams, a polygraph test, and a background investigation.

The CIA also desires individuals who speak a foreign language and have international military experience.
You should apply to one of the programs at least 6 months before you wish to work. If accepted, you will relocate to Washington DC.
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Undergraduate Student Internship Program
During the student internship program, expect to work either one six- month or two three- months sessions. You may apply to the Directorate of Operations Professional Trainee (PT) program and after that if you qualify, you may apply to the Clandestine Service Trainee (CST) program. You will not be awarded college credit for the internship.
Student Scholarship Program
The scholarship program is for high school seniors and college sophomores who are willing to work each summer during each year they are in college. After college, they must work for the CIA for a period 1.5 times the length of their college sponsorship. Transportation and housing allowances will be provided since students will need to relocate to Washington DC. Minorities and those with disabilities are encouraged to apply.
Scholarship recipients must meet the following requirements:
18 years of age

3.0 GPA or better

1000 SAT/21 ACT (For high school seniors)

financial need

full-time student
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A few words from Jennifer Garner on a career with the CIA

"I'm Jennifer Garner. I play a CIA officer on the ABC TV series Alias. In the real world, the CIA serves as our country's first line of defense in the ongoing war against international terrorism. CIA's mission is clear and direct: safeguard America and its people. And it takes smart people with wide-ranging talents and diverse backgrounds to carry out this mission...people with integrity, common sense, patriotism and courage. The kind of people who have always worked for the agency. But since the tragic events of 9/11, the CIA has an even stronger need for creative, innovative, flexible men and women from diverse backgrounds and a broad range of perspective. Right now, the CIA has important, exciting jobs for US citizens...especially those with foreign language skills. Today, the collection of foreign intelligence has never been more vital for national security. If you're an American citizen and seek a challenging, rewarding career where you can make a difference in the world and here at home, contactthe agency at www.cia.gov. Thank you."
KATHY Ops Officer
"I heard about the Agency during a College Career Fair. Although many other positions sounded intriguing, I was drawn to the idea of living overseas and serving as a collector of intelligence. After receiving extensive training, the Agency put their complete trust in me to travel and recruit foreign agents who provide information, carrying out this entire process in a clandestine manner. Dealing with people, operating with so much independence, and relying on my own street smarts and training to make critical decisions is the ultimate challenge. Every week is different - it can be slow one minute and breakneck speed the next. I've done some thrilling operations that mirror what is seen in the movies, and I feel tremendous pride that I, an average all-American female from an average American family, am the one doing it."
CIA Career Areas
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The CIA has career opportunities in the following areas:
analytical positions

professional Positions

language positions

clandestine service

scientists, engineers and technology

Discuss internship and scholarship opportunities with your career advisor or intern coordinator. The CIA also offers graduate student and co-op opportunities.

Source: CIA

www.cia.gov
About The Author
Diana Clarke is a California credentialed teacher who has taught career search skills to adults in Silicon Valley.
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