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Keeping Busy: AGU Student Rebuilds Countries By Day

 by: Nicole Lehner

You may remember the old television commercials for the Army, the ones that claimed, We do more before breakfast than most people do all day. In the case of Wanda Cross, that s probably true. Cross, a contract specialist with the U.S. Army Space Missile Defense Command (SMDC), is not only serving her country in the Middle East, she s also a full-time student at American Graduate University.

How does she manage it? With AGU s flexible, student-centered and cost-effective distance learning programs, earning a degree is an attainable goal for anyone, even those with the most demanding schedules.

Currently stationed in Kuwait, Cross is earning a Master s Certificate in Acquisition and Contracting. She admits that it s a challenge juggling both career and school, especially in a foreign country.

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I am required to manage a number of priorities at once and my schooling is one of them. It s easier because AGU s program provides me the time I need to complete course assignments, on the go, overseas or anywhere in the world. I have the flexibility to earn my degree and still be successful in my career.

She began her studies at AGU in October of 2003, while still stationed in Huntsville, AL. Cross was deployed to Iraq in 2004, where she completed a nine-month detail assignment with the Coalition Provisional Authority, helping to rebuild the infrastructure and otherwise better the lives of Iraqi citizens. It was a truly rewarding experience for her.

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I sensed that many of the Iraqis were glad to have our presence, she explains. The military mission created jobs, improved the infrastructure, helped to restore electricity, and built hospitals and schools. More importantly, Iraqis now have the freedom to live as they choose and make decisions for their families, without the dictatorship they previously experienced over the past 30 years.

Shortly after her return to the States, Cross was offered a year-long assignment with the U.S. Army Contracting Command-Southwest Asia (USACC-SWA) and the Area Support Group-Kuwait (ASG-KU). She is now part of a support team assisting the military operations and units in the Middle East, including Iraq, Afghanistan, and other locations. ASG-KU provides supplies, equipment maintenance and repair, staging and logistics support for these military operations.

Although Cross has made the commitment to one year s service in Kuwait, her assignment may be extended for up to five years. With a career that requires travel and flexibility, it s easy to see that a traditional graduate program was next to impossible for her. Yet she still desired the credibility and professional status that a degree would afford her. I am gaining experience to prepare me for challenging assignments and complex procurements involved in defense contracting, says Cross. A degree sets the stage for everything that follows.

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The Master s certificate program in Acquisition and Contracting includes courses such as Business Development & Proposal Preparation, Government Contract Law, and Risk Analysis and Management. It is geared toward students who wish to obtain not only an in-depth knowledge of acquisition, contracting and procurement processes, but also how these processes are interconnected with standard business management processes such as finance, marketing, law, and operations.

American Graduate University has a rolling admissions policy, which means that students can begin their studies any day of the year, and can take as long as they need to complete their education. Ideal for self-directed, self-motivated individuals who are also balancing career, family, and the pressures of everyday life, classes at AGU are text-based and web-enabled there are no artificial deadlines or demands.

The Acquisition and Contracting Master s Certificate program, like all of the degree and certificate programs at AGU, has an emphasis on experiential learning and real-world applicability. The knowledge and skills that students gain are directly related to, and influenced by, their day-to-day experience in the working world. Wanda Cross can attest to this. She says that the education she s receiving at AGU has had an immediate impact on the work she does in Kuwait. In fact, I brought my books from previous courses with me, and I refer to them often, she explains. The AGU courses supplement my experience and make me well-rounded in various types of procurements.

Asked about the work she s doing, and the message she wants to convey to her fellow Americans back home, Cross says, The war on terror is real and it is a world challenge. We all must stay vigilant at home and abroad, and support our troops, who put their lives on the line every minute to protect the freedoms that we enjoy in the USA. Yet her time abroad has shown Cross that, despite outward differences in ideology or customs, people the world over share fundamental similarities. The world must continue in prayer for world peace and unity among all countries, she adds.

As much as she enjoys her present assignment and its many challenges, Cross is looking forward to her return home. I plan to spend time with family and continue working in the Army contracting field, she says of her plans for the future. With the invaluable experience she gained in the Middle East, and the education she has earned from American Graduate University, it s certain that Wanda Cross will find success in that field.

About The Author Nicole Lehner For more information about AGU, visit: http://agu.searchforclasses.com. Visit http://www.searchforclasses.com for other online education choices. Our blog http://searchforclasses.blogspot.com/ is a great resource for articles and tips.

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Part of what motivates me to write this book is a concern that we ve lost touch in education with the sheer joy of what it means to learn something new.
Thomas Armstrong, Author, Awakening Genius in the Classroom

I think I was around 6 years old, when my mum decided to put me into Piano class. I am quite sure it was an afterthought because it was my younger sister who was first put into the class. Till today, I could still remember, following my mum and sister to her classes at Yamaha.

Why was I asked to learn the piano with my sister? I guess it was my demonstration of my musical ability on the piano (which was bought for my sister to practice). Without any formal music lessons, I stunned my family by playing tunes from the TV shows on the piano. And, of course, I disrupted my sister practice sessions (and maybe, self-confidence, in the process).

My mum, a talent scout of sorts insisted that I should have formal training to bring out the best in me. Like all parents would do. So, I began to attend piano lessons each week in a small cramped room that was only big enough for my piano teacher, the piano and me. Frankly, I cannot really remember much of the lessons. But, without a doubt, I could definitely recall the constant nagging of my mum to practice everyday pounding in my head. This went on for about 2 years. During those two years, I did not take any practical exam, as I was averse to the idea of being graded. Fear of failure, maybe. Soon after, my dear mum withdrew me from the piano lessons. I guessed she must have realized that I was not going to amount much since I had adamantly refused to go for any practical exams.

Was I being a difficult child to my mum who probably had so much hope in me to be the next Richard Clayderman or even, a Mozart in the making? How could it be when I had actually passed my theory exam with flying color (shocking everyone in the process!)? To top it all, my piano teacher was very pleased with me and raved to my mum about my prodigious musical talent during the initial few weeks of piano lessons. But, I just wouldn’t go for any exams and hated the piano lessons as the weeks passed.

Yes, I HATED the whole learning process!

Thinking back, I realized that it was the strict and pressurized formal music training that killed my interest and eventually, not wanting to touch a piano since then. Did I resent my mum for sending me to the piano lessons? Probably not, although I could still recall the agony whenever I was coerced to practice. I supposed my mum could have been more observant towards my change of attitudes before and after the classes. So, mum and dad (yes, you!), please observe your kid s behavior and attitudes when you send them for enrichment classes or just school, for that matter.

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At the end of the day, it is your child s joy of learning that would sustain his/her interest to excel if he/she chooses to. Bear in mind that force-feeding would only do more harm than good. As always, keep a balance in whatever you do for your child. Try to put yourself in their shoes. The joy of learning that you imbue in your child would outweigh the anxiety (and fear!) that you put your child through to excel in a certain area.

Be mindful and stay balanced!

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Reflect upon these Words of Wisdom:

“At times, it is difficult to keep a proper balance in our lives. But, over time, an improper balance will lead to problems.”

Catherine Pulsifer

“Just as your car runs more smoothly and requires less energy to go faster and farther when the wheels are in perfect alignment, you perform better when your thoughts, feelings, emotions, goals, and values are in balance.”

Brian Tracy

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About the Author

Mike Lim is the Managing Director (and Chief Learning Officer) for Tumble Tots (Singapore and Asia-Pacific). A believer of A Balanced Child philosophy, he hopes to inject balance and wisdom in Tumble Tots variety of preschool educational programmes.

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Acne And Teenage Girls

 by: Terry Lowery

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Over 70% of teens say that acne has affected them in a negative way. An estimated 20 million teens suffer from acne, but even the fact that they’re not alone doesn’t ease the pain they feel. Teens are embarrassed at a time when they are unsure of themselves. They may become depressed and withdrawn. Acne is especially hard on teenage girls. At a time when they’re noticing boys, and visa versa, acne can be devastating. They’re surrounded by visions of beauty all around them on TV, in movies, in magazines and on line. We live in a society that worships youth and beauty.

Parents can help their teenage girls through this time by offering a supportive and sympathetic ear. Parents should help the child focus on all their positive attributes, which will help to strengthen the child’s self esteem. The parents need to be actively involved with helping their child find the best possible cure for their particular form of acne.

Parents should also educate themselves about acne causes and treatments. Thirty years ago it was thought that acne was caused by eating the wrong foods. Chocolate and potatoe chips were culprit. It’s now known that this isn’t true. Food is not thought to play a large role in acne. It also has nothing to do with cleanliness of the skin.

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What is fact is that acne in teenagers is caused by the action of hormones on the skin’s oil glands. During puberty both boys and girls have an increase in the hormones called androgens. These hormones cause sebaceous glands under the surface of the skin to enlarge. The sebaceous glands in response produce excess oil. This excess oil mixes with bacteria and dead skin on the skin’s surface and blocks pores. Inside these pores the bacteria multiple and cause inflammation.

Most cases of light to moderate acne can be treated by over the counter medications. There are many to choose from. Some find that benzoyl peroxide or salicylic acid works well. Benzoyl peroxide is known to readily kill acne bacteria. Benzoyl peroxide can be found in cleansers and in spot treatments. Benzoyl peroxide is very drying and can make your face look even more irritated, especially when you first start washing with it. Many acne suffers use a moisturizer on their face after washing. There are many moisturizers available that are specifically designed to help with acne such as Cetaphil, Eucerin, and Neutrogena.

Severe acne, or acne that has not responded well to over the counter products, can be successfully treated with the knowledge and expertise of a dermatologist. A dermatologist will consider many things before suggesting treatment. He will perform a thorough evaluation of the patient, considering things such as severity of acne, patient age, lifestyle, and co-existing conditions. The dermatologist then may suggest a combination of two or three different therapies for best treatment.

Whatever one of the literally hundreds of treatments you decide to choose, or if you seek the help of a dermatologist, remember that acne takes time to disappear. Overnight or miraculous results don’t happen. It takes six to eight weeks to see results from treatment. Unfortunately, in a teenage girl’s life six to eight weeks can feel like a lifetime.

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About The Author Terry Lowery This article courtesy of http://www.acne-treamments.com

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The Genesis of Self Defense Courses During World War II

 by: Jake Ross

Prior to the 1940s, civilian self defense courses virtually were unheard of in many countries in the western world. For instance, in nations such as the United States, the United Kingdom, France and other European countries, self defense courses truly were a rarity. Prior to the commencement of hostilities in World War II, self defense courses were rarely seen outside the basic training regimen for youthful soldiers in the armed forces. With the trench warfare of the Great War, military experts and planners recognized the importance of incorporating self defense courses — including modified submission fighting — into the basic training routine.

During the 1940s, civilians were introduced to organized self defense courses in many countries for the first time. Self defense courses of different types began to crop up in cities and towns across North America and Europe as soldiers grappled in the various theaters of war during that same time period. In many instances, the movement towards the implementation of self defense courses arose out of a reasonably held belief on the part of citizens of many countries that they might face hostile forces on their own home territories. Additionally, the hand to hand combat of World War I remained fresh on the minds of many men and women the world over, leading to a natural desire to learn more about self defense courses and techniques.

Due to the obvious fact that significant portions of the adult male population was involved in fighting the Second World War, a notable number of participants in these early self defense courses were women and teenaged boys. (In some communities, teenaged girls could also be found involved in certain types of self defense courses.)

Indeed, as far as educating teenaged boys via self defense courses, many schools — both private and public — initiated self defense courses as part of the overall physical education course. (Again, there were some limited instances when teenaged girls were included in self defense courses. However, during the World War II era, the inclusion of teenaged girls in such activities was exceptional.)

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While there were a number of self defense courses that featured the use of hand held firearms in the training, these programs actually were few and far between. (Of course, later in the 20th century, handgun training courses were prevalent in many countries around the world, particularly in the United States.)

Most self defense courses that were implemented during the decade of the 1940s centered on techniques common to the martial arts and associated with submission fighting. In other words, participants in these early self defense courses were taught what essentially amounted to martial arts styled hand to hand combat.

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About The Author While this is a good stuff, I always ponder if it works for persons in any way. The article is meant to cater to those persons who were searching for speed read. But some were unfortunate. As a specialist who is searching for speed read, only you can fairly figure out if this assists. Just perceive all the words to get the value of this write-up. Jake Ross is an internationally recognized authority on hand-to-hand combat, martial arts and self defense. Jake has researched a multitude of martial arts from around the world and throughout history, but he prefers the realistic combat systems from the late 19th to early 21st centuries. For more information on fighting techniques, visit http://www.combatclassics.com/.

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As parents, we want our children and teens to grow up and “be successful.” But what “being successful” means depends on our definition of “success” in the first place. Obviously “success” means a lot of different things to a lot of different people. Our definition of success has become “The Progressive Realization of Moral, Virtuous, or Godly Goals.”

As a parent, how are you defining “success” for your children?? How do you define “success” for yourself as a parent??

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Each of these questions is important for us to think through. Many of us, kids included, only define success in terms of what we have, or what we have accomplished so far in life. Some define success in terms of how society and culture define it, while others have chosen to define “success” through the eyes of God, as best as they can know it.

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As for me, I define “success” as “the progressive realization of moral, virtuous, or Godly goals.” As I look at my kids and rate their levels of success, or rate myself as their parent, I want to keep in mind what my kids are becoming, rather than what they have accomplished in the past. As long as I can see my kids on a path toward becoming productive and honorable adults, then I will feel successful as a parent.?
?
Parents, please relax a bit.

I want to encourage each of you to take a long term view in regards to your role as parents. I have received many emails from parents of 4, 5, and 6 year old kids who are having trouble with attention span, or coloring within the lines, or reading, or whatever. Please relax.

Focus on getting your child onto a road that will lead them to be productive as adults. Teach your children how to be good fathers and mothers to their own children in the future. Teach your kids how to love and serve other people. These are the major lessons. See life in the context of eternity, and your definition of success will change radically, both for your children and yourself.

Douglas Cowan, Psy.D., is a family therapist who has been working with ADHD children and their families since 1986. He is the clinical director of the ADHD Information Library’s family of seven web sites, including http://www.newideas.net, helping over 350,000 parents and teachers learn more about ADHD each year. Dr. Cowan also serves on the Medical Advisory Board of VAXA International of Tampa, FL., is President of the Board of Directors for KAXL 88.3 FM in central California, and is President of NewIdeas.net Incorporated.

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Article source: http://www.topiccenter.com/Home-and-Family/Parenting/

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