Adult Dating and Swinger Parties in Bedfordshire

Adult dating and swinger party fun can be easily be found in Bedfordshire, even though it is the smallest of the so-called, ‘Shire Counties’.Bedfordshire is located just on the south-eastern edge of East Anglia and about thirty miles north of London. It’s northernmost limits are often described as being in the ‘midlands’.With a population of 192,000 people, Bedfordshire offers plenty of scope for adult dating fun but it has no cities and the majority of people live in the town of Luton which is in the south of the county. The other town of notable size is Bedford, laying some eighteen miles to the north. Smaller urban areas such as Dunstable and Leighton Buzzard are also active areas for adult dating and swinger party fun. Bedfordshire is, elsewhere, a fairly rural County bordering Northamptonshire to the north, Cambridgeshire, to the east, Hertfordshire to the south and Buckinghamshire to the west.At first glance, sexual liberation might not be something one associates with Bedfordshire. It is famous for its puritan roots, being the birth place of John Bunyan and the place where he wrote ‘The Pilgrim’s Progress’, setting its allegorical world in the heart of the Bedfordshire landscape. A substantial Irish catholic community established itself in the Luton area throughout the 50s and 60s, whilst a large Italian catholic community exists in the Bedford area. More recently, people of Pakistani and Bangladeshi origin founded a substantial Islamic community, making the county today one of the largest Islamic populations in the U.K. Despite these built in religious barriers to sexual liberation, Bedfordshire is an active county to live and visit when it comes to finding adult dating and swinger party fun.To get some idea of how many singles and couples in the county of Bedfordshire engage in adult dating, I first of all looked at the numbers of active members in my own adult dating club. At the time of writing this article there were 572 in total, being made up of 327 couples, 113 single females and 132 single males. Looking back at the club’s figures over the last ten years, there has at most times been around the same numbers.The next thing I did was to check out the figures of some other leading adult dating and swinger clubs. Whilst some were a little lower, most were around the same. Allowing for the fact that many people sign up with several adult dating and swinger clubs, the total number of couples and singles actively adult dating in Bedfordshire is probably about 500 couples and 400 singles at any given time.What this all means is that anyone living in or looking for adult dating contacts in Bedfordshire should be able to join a leading online swinger club or adult dating site and be successful in their quest for meeting other like-minded people. What the figures do not tell us is whether there are regular swinger parties in the county of Bedfordshire and if so where these are held.Bedfordshire currently has one very well established swinger party venue. It is situated in Dunstable and operates a members-only basis. Apart from this, there are usually some privately hosted parties taking place in Bedfordshire. Being in people’s homes, invitations are made selectively to couples and singles that the hosts feel they can trust and who are likely to match their taste in both the personal and sexual-physical sense.To receive invitations to this sort of adult party, the first step is to become a member of a swinger club or adult dating site. Once you have become a full member, the next step is to get active and make yourself known to other members. You do this mainly by taking part in chat room discussions but you need to exercise patience and introduce yourself over a period of time rather than rushing in and expecting everyone to pay attention to you straight away. You will find plenty of advice about how to do this effectively in other articles I have written. These are available on our website and elsewhere.

How Adult Acne Treatments Differ From Teenage Acne Treatments

When you think about acne, do you think about spotty teenagers with oily skin and greasy hair? Well you’d be right, because acne affects around 85% of teenagers, affecting more boys than girls. This is because acne is caused by the over-activity of the sebaceous glands that secrete oil onto the skin during puberty. During adolescence there is a sharp increase in the production of androgens in the body which stimulate the sebaceous glands. This is why acne affects more teenagers than adults.So why are adult acne treatments different from teenage acne treatments? For starters, adult acne is slightly different from teenage acne. Whilst teenagers suffer with a range of blackheads, whiteheads, papules (red bumps), pustules (pus filled bumps) and cysts (lumps under the surface of the skin), adult acne tends to be characterized by more papules and cysts. Whilst teenage acne is mostly caused by the over-production of sebum, in adults there are different causes such as hormonal fluctuations, stress, coming off birth control pills and reactions to cosmetics. For these reasons, adult acne affects more women than men. It’s not unusual for a woman to get spotty around the time of their periods, during pregnancy and during menopause. Another reason for acne in adult women may be polycystic ovary syndrome.Getting acne at any age can cause problems emotionally. No one wants to look in the mirror and see a spotty face looking back at them. For teenagers, especially, it is a vulnerable time when they are very concerned with their looks and with how other people see them. Having acne can cause embarrassment and affect self-confidence and self-esteem. This does not mean that adults have no problem with spots, but that they are better able to deal with them. They probably laugh it off and say that they are turning into teenagers!So what are the main differences between adult acne treatments and teenage acne treatments?1. Over-the-counter medication to treat teenage acne is usually the same as treating adult acne. However, with prescription-only medication, a teenager will be probably prescribed a lower dosage based on his or her body weight than for an adult.2. Teenage skin is usually oily and acne products marketed towards teens contain ingredients that cause the skin to produce less oil. Unless your skin is very oily, adults should stay away from teen marketed products as these can be too drying. You should look for brands that are specific to the adult market.3. Oral contraceptives are sometimes prescribed to treat adult acne in women to help balance the hormonal fluctuations that cause acne around menstruation. Also some women are advised to take Hormone Replacement Therapy (HRT), especially post-menopausal women who are also suffering from other symptoms.Whether you are a teenager or adult with acne, the treatment strategies are still the same: to use prescription or over-the-counter medication as prescribed or advised by your doctor, dermatologist or pharmacist.

Public Speaking – Apply Adult Learning Principles For More Effective Training

Did you know that adults have special needs as learners?When we were kids, we went to school, and we sat through class every day, and our teachers taught everyone pretty much the same way. It didn’t really matter if you were a visual learner, an auditory learner, or a kinesthetic learner. The teacher pretty much did whatever s/he felt most comfortable doing. Times have changed, and teachers are more aware of learning styles now, and other issues that affect children’s learning.But the principles of adult learning are still pretty new to most people. If you’re a speaker, and you’re doing any kind of education or training with the groups you’re speaking to, this applies to you.First, a little history. Malcolm Knowles is considered the “father of adult learning”, although the topic had been discussed and researched over a century earlier.Knowles’ assumptions were that adults:1) move from dependency to self-directedness;
2) draw upon their reservoir of experience for learning;
3) are ready to learn when they assume new roles; and
4) want to solve problems and apply new knowledge immediately.In his book, “The Modern Practice of Adult Education: From Pedagogy to Andragogy,” Knowles opposes the view that adults are unable to learn: “…the rapidly accelerating pace of change in our society has proved this doctrine to be no longer valued. Facts learned in youth have become insufficient and in many instances actually untrue; and skills learned in youth have become outmoded by new technologies.”The term “andragogy” has come to mean self-directed learning for people of all ages, as opposed to the term “pedagogy” which defines teacher-directed learning. In practical terms, it means that when educating or training adults, process comes before content.Knowles may not have invented these terms or concepts, but he was the first to put them together into an organized theory. Additional theories of adult learning have been developed since Knowles’ time, as well. Here is an overview of adult learning principles that will greatly improve your understanding of how and why adults learn. This will allow you to tailor your presentations and training more effectively to the groups you serve.1. Adults are autonomous and self-directedAdults want to decide for themselves what, when, how and why to learn. Speakers/instructors should allow adults to direct some of their own learning. Here are some ways to facilitate this:* Ask your participants what they already know about your topic and what they’re interested in learning. Find out what their goals are for being there.
* Share your agenda and ask for input. This might lead to switching around the order of your workshop to better serve the group’s needs. You might find you spend more time on certain subjects than you had planned, and less on others. Be flexible.
* Act as a facilitator, guiding the group and encouraging them to reach their own conclusions, rather than force-feeding information in a lecture format. Allow them to be responsible for their own learning.
* Do your research on the group and organizational needs beforehand, so you can provide a combination of information that meets their perceived needs and their actual needs.2. Adults have a lifetime of knowledge and experience that informs their learningAdult learners can be a valuable resource for you as an instructor/speaker. It’s also important for them to connect learning to those previous life experiences. Here’s how to make the most of your audience’s experience and knowledge.* Don’t assume that your participants are “blank slates” and know nothing about your topic. Nothing is more insulting than a speaker who launches into a lecture without first finding out the needs and knowledge level of the audience. Do your research and ask first to find out what they already know.
* When appropriate, ask your audience to share their experiences, and create activities that call on them to use their experiences, for example, in small group discussions.
* Prepare activities that involve choice, so the learning process can better fit the individual levels of your participants.3. Adults need relevancy in learningIt’s important to adults that they are learning something relevant and applicable to real life, whether it’s work-related or personal. Here’s how to make learning relevant to your audience.* Identify learning objectives and ask participants to share their goals.
* Discuss and ask for sharing of real-world applications of your topic.
* Avoid giving a workshop or presentation that’s too theoretical.In the book “Teacher”, Sylvia Ashton-Warner discusses relevancy in her work as a teacher with Maori children. She recalls trying to teach them to read out of European textbooks with images and language that mean nothing to them. When she starts working within their own language, culture and experiences to teach them reading, they blossom. Relevancy is one of the major keys to learning for people of all ages.4. Adults are motivated to learn by both external and internal factorsWhen we were kids, many of us were not motivated to learn by anything other than our parents’ and teachers’ rewards and punishments.As adults, we have many reasons for pursuing learning:* it’s a requirement of a job
* we want to make new friends and connections
* for professional development and to advance our careers
* to relieve boredom
* because we’re interested in a particular topic and want to learn for fun
* to create a better environment for our children and families. . . and the list goes on.As an instructor/speaker, it’s important to understand the many reasons why your attendees are in your seminar. They may not be there by choice, for example. Ask them why they’ve come and what they hope to gain from the experience.As it is important to understand what motivates your participants to learn, it’s also important to understand what might be barriers to their learning:* worry about finances
* time constraints
* childcare issues
* relationship issues (one partner feels threatened by advancement of the other)
* lack of confidence in ability to learn (some people grew to believe they were not good in school, and they carry that with them forever)
* insecurity about intelligence
* concern about practicality and relevance. . . and the list goes on!Understanding the motivations and barriers your participants face can help you as an instructor pinpoint how best to serve them, by increasing their motivation for learning.5. Adult learners have sensitive egosMany of us, over the course of a lifetime, have developed a fear of appearing stupid or incompetent. As children, we were encouraged to explore, ask questions and learn about the world, but somewhere along the way, that was taken away from us. Many adults have mixed feelings about teachers, school, and structured learning.Some people go to great lengths to hide their inability to read, for example, or their lack of understanding of the duties of their job.An instructor/speaker must be aware of these issues and build trust by treating learners respectfully, sensitively, and without judgment.* Allow participants to build confidence by practicing what is learned in small groups before facing the large group
* Use positive reinforcement to encourage participants
* If sensitive issues are to be discussed, create a safe space by enforcing confidentiality and allowing participants to “pass” if there’s something they’re not comfortable talking about
* Provide activities that are low-risk before moving on to activities featuring higher risk or greater trust
* Acknowledge participants’ previous life experience and knowledge and allow them to voice opinions and share in class leadershipA speaker who believes she/he knows more than anyone else in the room is asking for trouble, and creating an environment that will discourage learning.6. Adults are practical and problem-oriented, and want to apply what they’ve learnedProbably the most important result for adult learners is to be able to apply their learning to their work or personal life – immediately. Help facilitate this by doing the following:* Use examples to help them see the connection between classroom theories and practical application
* Use problem-solving activities as part of learning
* Create action items or task lists together with participants
* Help learners transfer learning to daily practice by offering follow-up coaching or mentoring
* Create an experiential learning environment that follows an experiential learning cycleThis has been just a brief overview of adult learning principles. I hope you’ve found some of the tips in these articles to be helpful.At its most basic level, adult learning tends to be self-directed and based on the person’s individual needs and life experiences. Follow these tips when working with adults, and you will be on your way to creating a truly effective learning experience.