that picture sucks even with the extra JDM tight angleOriginally Posted by oneSLOWex
that picture sucks even with the extra JDM tight angle
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lol cool cellphone pics broski
you cant even see the best part tho
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what you talkin bout willis?
evo wing
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when did you get an evo wing?
i have had it for a minute but just now got it on the car, im molding in the grooves for the 2000-05 eclipse doors now
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so i'm thinking for sunday, caffeine & octane followed by importalliance. who's with me?
either way, this weekend is gonna be the tits.
where is c&c bc i want to get to import alliance early enough
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fucking sweet dude!
ahh, yeah lanning... good point. might have to skip c&o because it's from 8:30-11:00am... and IA starts at 9:00, right?
I think 10
naw n*gga it's 9:00
im pretty sure it does, im sure its gunna be a bitch getting in the parking garage this year
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not if you can tokyo drift like me.
it is 9, genepussy can no drift
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troof
where the fuck does daniel live anyways
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B.F.E.?
RACISE
figures
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I won't make it to the drift event. My wifes cousin is getting married. We will still come to Daniels for the party, though. But, I have other bad news. I don't think the wife and I will be attending Import Alliance. I know I know. I love you all though and will see you Saturday night.
thats cool we will see yall at daniels
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WHAT THE FUCK MAN
lols it's cool. i'll find plenty of other times to be homo with you
Puppies.
teacher just walked by and said awwww how cute to the puppies
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Damn. Did she call you gay right afterwards?
no puppies aren't gay, kitties are gay (notice bill has cats and not dogs)
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And you chilling with him all the time says what about you?
one of the things that we know is friends are friends weither they take it in the pooper or not
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epic homo lulz
PAUL.... MY NIKER
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30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING:
1. Adults seek out learning experiences in order to cope with specific life-changing events--e.g., marriage, divorce, a new job, a promotion, being fired, retiring, losing a loved one, moving to a new city.
2. The more life change events an adult encounters, the more likely he or she is to seek out learning opportunities. Just as stress increases as life-change events accumulate, the motivation to cope with change through engagement in a learning experience increases.
3. The learning experiences adults seek out on their own are directly related - at least in their perception - to the life-change events that triggered the seeking.
4. Adults are generally willing to engage in learning experiences before, after, or even during the actual life change event. Once convinced that the change is a certainty, adults will engage in any learning that promises to help them cope with the transition.
5. Adults who are motivated to seek out a learning experience do so primarily because they have a use for the knowledge or skill being sought. Learning is a means to an end, not an end in itself.
6. Increasing or maintaining one's sense of self-esteem and pleasure are strong secondary motivators for engaging in learning experiences.
7. Adult learners tend to be less interested in, and enthralled by, survey courses. They tend to prefer single concept, single-theory courses that focus heavily on the application of the concept to relevant problems. This tendency increases with age.
8. Adults need to be able to integrate new ideas with what they already know if they are going to keep - and use - the new information.
9. Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
10. Information that has little "conceptual overlap" with what is already known is acquired slowly.
11. Fast-paced, complex or unusual learning tasks interfere with the learning of the concepts or data they are intended to teach or illustrate.
12. Adults tend to compensate for being slower in some psychomotor learning tasks by being more accurate and making fewer trial-and-error ventures.
13. Adults tend to take errors personally and are more likely to let them affect self-esteem.
Therefore, they tend to apply tried-and-true solutions and take fewer risks.
14. The curriculum designer must know whether the concepts or ideas will be in concert or in conflict with the learner. Some instruction must be designed to effect a change in belief and value systems.
15. Programs need to be designed to accept viewpoints from people in different life stages and with different value "sets."
16. A concept needs to be "anchored" or explained from more than one value set and appeal to more than one developmental life stage.
17. Adults prefer self-directed and self-designed learning projects over group-learning experiences led by a professional, they select more than one medium for learning, and they desire to control pace and start/stop time.
18. Nonhuman media such as books, programmed instruction and television have become popular with adults in recent years.
19. Regardless of media, straightforward how-to is the preferred content orientation. Adults cite a need for application and how-to information as the primary motivation for beginning a learning project.
20. Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
21. The learning environment must be physically and psychologically comfortable; long lectures, periods of interminable sitting and the absence of practice opportunities rate high on the irritation scale.
22. Adults have something real to lose in a classroom situation. Self-esteem and ego are on the line when they are asked to risk trying a new behavior in front of peers and cohorts. Bad experiences in traditional education, feelings about authority and the preoccupation with events outside the classroom affect in-class experience.
23. Adults have expectations, and it is critical to take time early on to clarify and articulate all expectations before getting into content. The instructor can assume responsibility only for his or her own expectations, not for those of students.
24. Adults bring a great deal of life experience into the classroom, an invaluable asset to be acknowledged, tapped and used. Adults can learn well -and much - from dialogue with respected peers.
25. Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
26. New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience. The learner is dependent on the instructor for confirming feedback on skill practice; the instructor is dependent on the learner for feedback about curriculum and in-class performance.
27. The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock. Ironically, it seems that instructors are best able to establish control when they risk giving it up. When they shelve egos and stifle the tendency to be threatened by challenge to plans and methods, they gain the kind of facilitative control needed to effect adult learning.
28. The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
29. Integration of new knowledge and skill requires transition time and focused effort on application.
30. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
1 Thing We All know
I'm not reading all that shit.
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Well, i should be coming to this!!!! I am goin to the caffine and octane meet early sunday, then Rollin to ia after. If anyone wants to go to that with me, then come!!!!!!! I plan on staying up all nite, cause I know if I fall asleep then I won't wake up in time.
.......wow, 4uh8ers posted on ia!!!!!!!!
this
Bill and Lanning:
I definately miss hangin out with you guys.... this thread has become my daily laugh..... i lub you guys!! some homo
*sings* i dont see nothing wrong, with a little bump and grind...Bill and Lanning:
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are we all meeting up to go to import alliance?
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