Adult Development and Collaborative Learning

Adult Development and Collaborative Learning Introduction Theories of collaborative learning have, for a number of years, lend credence on the manner in which learners operate within a group setting. Several empirical studies have been carried out to explore the role of collaborative learning in adult development (Dillenbourg et al., 1996, p. 1). According to Kiely, Sandmann and Truluck (2004), the number of adults enrolled for various degree programs has increase remarkably in the last three decades (p. 17).Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More For instance, William Branson (facing compulsory retirement from the FBI) opted to pursue a master’s degree in counselling to help imprisoned adolescents he dealt with previously. Diane Johnson opted to seek certified credentials (after administering home-based schooling to her children) in order to provide elementary education to child ren. William and Diane are among a growing list of adults in pursuit of official degree programmes (Kiely, Sandmann Truluck 2004, p. 17). According to the University Continuing Education Association, the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions introduced distant-learning courses between 1997 and 1998. In addition, Lewis et al. (1999) reports that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners because they are time-and place independent. Therefore, this paper aims to explore strategies and theories for adult development and collaborative learning. Adult Learning Theo ry Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map (theoretically) the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Merriam (1988) portrays adult education as a web and suggests a six-part template to assist adult educators manoeuvre through various relevant areas, such as theories of adult education as well as traits of adult learners.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In a more current study, Merriam (2001) defines adult education as an â€Å"ever-changing mosaic, where old pieces are rearranged and new pieces added† (p. 1). Furthermore, Merriam (20 01) incorporates conventional theories of adult education that lend credence on traits of individual adult learners as well as learning processes. Merriam and Caffarella (1999) provide the most inclusive theoretical framework for explaining and comprehending the diverse nature of adult learning theory. Their theoretical construct explores three areas: the characteristics of the adult learner, circumstances under which adult individuals learn, and the adult learning procedures. The following sections explore the theory of adult education that elucidates diverse aspects of adult education process. For adult educators who develop and control adult degree programs, the theory of adult learning provides a valuable instrument to manoeuvre the immense sphere of adult education, including hypothetical standpoints and their realistic applications (Kiely, Sandmann Truluck 2004, p. 19). Adult Learning Theory The adult learning theory (also known as Androgogy) was first suggested by Knowles et al. (1998). According to Knowles et al. (1998), the adult learning theory comprises of six doctrines. The first doctrine relates to the learner’s need to know: â€Å"how learning will be conducted, what learning will occur, and why learning is important† (Knowles et al., 1998, p. 133). The second doctrine, known as self-sufficient education, refers to the ability of a learner to control strategies and aims of learning. Third, previous knowledge of the learner influences education by producing prejudices and adults’ self-realization, offering rich resources and generating diversity among adult learners. The fourth doctrine is willingness to learn. Adults are usually willing to study when their life circumstance produce a desire to learn. Usually, adults fancy analytical approach to learning. For instance, adults learn better when learning is embedded in real-life experiences. The fifth doctrine is inspiration to study. The adults’ inspiration to learn is usually high especially if the knowledge acquired can enable them to work out key issues in their lives. Brookfield (1995) investigated four key procedures associated with adult learning. First, self-administered education lends credence on the procedure in which adults learners manage their learning process. First, adults establish their learning objectives, search for suitable resources, make decision regarding their education styles and assess their advancement.Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More Second, in-depth reflection refers to the procedure of understanding the manner in which adult learners think critically and contextually. Third, tentative education emphasizes that adult learning should lend credence on the experiences of adults. Lastly, learning to learn is an integral component for adult development (Huang 2002, p. 30). Hu ang (2002) asserts that adult learning is a lifetime process that takes place at individual level. With respect to individual disparities, it is perfectly normal for adult learners to experience anxiety when they are subjected to a new learning environment. In addition, Huang (2002) states that adults must be motivated adequately to undertake learning because they have additional responsibilities (i.e. family and work). Therefore, adult educators must provide constructive environment at the appropriate time and provide relevant materials that are well organized in order to improve the prospects of success (p. 30). Constructivism Some researchers have suggested that adults could learn dynamically and construct novel ideas on the basis of their previous knowledge (Bruner 1996; Huang 2002). Under constructive approach, the role of educator is to facilitate the learning process. Huang (2002) asserts that circumstances symbolize the knowledge of the environment that affects interactions occurring between the learner and his/her settings. Therefore, the learning process is grounded upon active experience. In addition, he suggests that the learner should acclimatize his/her problem-solving skills to other subjects. An adult learner who lacks motivation will not recognize a problem. Therefore, the learning process should incorporate problems that capture interests of the learner. Thus, constructivist approach lends credence on enhancing the capability of a learner to solve his/her real-life problems. Consequently, problem-solving and free discovery are intertwined. This means that knowledge is vibrant and is constructed on the basis of course of discovery. Under constructivism, the educator is deemed as a guide as opposed to an instructor. The rationale for this argument is that learning facilitates interaction between the learner and the educator as opposed to result-based learning (Huang 2002, p. 29).Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The role of social learning is also emphasized by Vygotsky (1978). For instance, Vygotskian theory lends credence on the significance of socio-cultural perspective in which learning occurs and the manner in which it influences the learning process (Vygotsky 1978). Vygotskian theory is also known as social constructivism because it lends credence on the role of interaction between educators and adult learners in cognitive development. A substantial part of the collaborative problem-solving approach is based on the zone of proximal development (ZPD), a concept developed by Vygotsky (Huang 2002, p. 29). Online Technology Huang asserts the crucial role of technology in adult learning. He categorically states that: Principal emphasis in education should be placed upon skills†¦skills in handling, in seeing and imaging, and in symbolic operations, particularly as these are related to the technologies that have made them so powerful in their human expression (Huang 2002, p. 29). Thus, technologies are deemed as cognitive instruments that can assist an adult student to elucidate his/her experiences as well as participate in constructive learning. Various technologies (i.e. World Wide Web, online chat rooms and courseware) are utilized to help adult learners engage in collaborative learning. For instance, the Web offers hypermedia ability to aid the learning process. Web publishing and hypermedia are online tools that usually incorporate information search engines. The search engines are used on regular basis to search and understand a variety of ideas generated by other learners. In addition, the Web offers massive information for adult students. For example, the adult learner can use the Web to generate his/her own ideas or search for relevant information to solve problems. Therefore, the Web is an important tool for constructivist education. Furthermore, newsgroups, chat rooms, listservs and Email enable adult learners to interact with their peers and access new knowledge. Synchronous and asynchronous conversations lends emphasis on the advancement of knowledge-creating groups where members share the knowledge created as well as procedures employed to create it (Huang 2002, p. 30). Constructivism in Adult Learning Interactive Learning Vygotsky (1978) asserts that adult students learn effectively when they collaborate with their peers. In other words, interactivity plays an important role in stimulating and motivating adult learners. In addition, online interactivity facilitates knowledge exchange between learners and educators. However, some adult learners do not engage in active interactions with their peers. Therefore, educators must help them to participate actively in group discussion. For example, educators can achieve this goal by developing discussion plans that require all adult students to take part in group conversation through coordinated communication instruments such as multi User Dungeons (MUD), online conferences or online c hat rooms. In addition, educators can request adult students to read and react to course materials via asynchronous communication instruments such as emails, news groups and listservs. Thus, significant feedback and response surface when adult learners appreciate the significance of their learning process. It is important to mention that interactions between adult students, educators and course material are essential elements required in distance learning (Huang 2002, p. 33). Collaborative Learning Social constructivists suggest that adult education should underline interaction between adult learners and their environments in order to augment collaborative learning. Developing a social conciliation environment can promote introspective responses and augment collaborative learning. This is an important aspect that must be emphasized by educators in order to promote critical thinking abilities among adult learners. In addition, novel technologies can augment learners’ interacti ons as well as promote collaborative efforts to amalgamate collective knowledge. In nutshell, constructivist approach emphasizes that instructors must strive to inculcate collaborative learning via social negotiation and reflection (Huang 2002, p. 33). Facilitating Learning A successful instructor must provide an enabling environment that permits adult learners to articulate their experiences in suitable ways. In addition, the environment should allow adult learners to pose questions as well as share their knowledge. In addition, distant learners will be willing to work hard and succeed if the learning environment is secure and motivating. Thus, constructivist approach provides adult learners more autonomy to choose and organize their learning procedures with their peers. Furthermore, under the constructivist approach, the educator facilitates the learning process. The constructivist approach also emphasizes that educators must supervise and certify the quality of collaborative lear ning. In addition, educators must provide adequate support, guidelines and directions for online students (Huang 2002, p. 33). Authentic Learning According to constructivist theory, the learning process ought to be authentic. In addition, the process should capture real-life experiences. According Huang (2002, p. 33), â€Å"constructivists emphasize the design of learning environments rather than instructional sequences†. In other words, adult students must acquire skills associated with their work experiences. This is an important aspect which must be addressed by educators and integrated in the adult learning process. Adult educators must also strive to integrate practical education in adult education. Furthermore, learning should be embedded in real-life issues, incidents or challenges which must be meaningful and interesting to adult students. In addition, educators must evaluate the traits of adult students so as to steer clear of pre-authentication. It is important to m ention that educators should involve adult learners in developing the curriculum. In other words, adult learners should have a say regarding what should be taught, the objectives of the curriculum and the relevant materials required for the course. Consequently, the knowledge of adult students will be authentic and meaningful (Huang 2002, p. 34). Learner-Centred Learning Adult learning theory and constructivist approach emphasize that adult learners should take charge of their learning process. In addition, these theories emphasize that learners should undertake learning via a problem-solving approach. In general, there are several hypotheses associated with adult distance learning. For example, adult distance learners are inspired and individually different, self-oriented, and extremely independent. Consequently, the prospects of Learner Centred Psychological Principles are in harmony with the hypotheses of adult distance learning. This is because the prospects for promoting lifeti me learning lean towards learner-oriented design of instruction which emphasize the active role of adult learners with respect to the development of learning programmes. Furthermore, self-oriented students set their goals, are extremely motivated, search for resources and assess their education process to achieve their objectives (Huang 2002, p. 34). High-Class Learning Constructivist approach lends credence on the learner’s ability to control the learning process. The approach also reduces the gap between the real-life experiences and the learning environment. Compared to conventional learning environment, online instructional media endows unlimited autonomy of control to the learner. In other words, an adult learner can access limitless number of information related to real-life experiences using search engines. As noted earlier, adult students must soak up external inputs and create ingenious ideas from their previous experiences. Huang (2002) asserts that adult learners n eed key thinking abilities to be able to confront and direct their lives. To put another way, adult learners should possess necessary skills to be able to evaluate the authenticity and quality of information available online. Adult students must also learn how to control, evaluate, review and convert information into precious knowledge (Huang 2002, p. 34). Conclusion Statistics show that the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions offer several distant-learning courses. In addition, Lewis et al. (1999) reported that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners beca use they are time-and place independent. Several empirical studies have been done to explore the role of collaborative learning in adult development. This paper has discussed several theories and strategies to enhance adult development and collaborative learning. As mentioned earlier, constructivist theories provide various strategies that educators can use to construct learner-oriented and collaborative settings that enhance learning processes and critical reflection. Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Online discussion groups have a number of characteristics such as collaborative, inquiry-based, project-ba sed, authentic, and discussion-based. In nutshell, educational theories, instructional strategies and other related factors are important for promoting adult development and collaborative learning. References Dillenbourg, P, Backer, M, Blaye, A O’Malley, C 1996, The evolution of research on collaborative learning, Elsevier, Oxford. Bruner, J 1996, The culture of education, Harvard University Press, Cambridge. Huang, H 2002, ‘Toward constructivism for adult learners in online learning environments’, British Journal of Educational Technology, vol. 33 no. 1, pp. 27-37. Kiely, R, Sandmann, L Truluck, J 2004, ‘Adult Learning Theory and the Pursuit of Adult Degree’, New Direction for Adult and Continuing Education, no. 103, pp. 17-30. Knowles, M, Holton F Swanson, R 1998, ‘The adult learner’, Computer and Education, vol. 31, pp. 229-242. Lewis, L, Snow, K, Farris, E Levin, D 1999, Distance Education at Postsecondary Education Institutions, National Center for Educational Statistics, Washington, D.C. Mackeracher, D 1996, Making Sense of Adult Learning, Culture Concepts, Toronto. Merriam, S 2001, Editor’s Notes: The New Update on Adult Learning Theory, Jossey-Bass, San Francisco. Merriam, S 1988, ‘Finding Your Way through the Maze: A Guide to Literature in Adult Learning’, Lifelong Learning: An Omnibus of Practice and Research, vol. 11no. 6, pp. 4–7. Vygotsky, L 1978, Mind in society, Harvard University Press, Cambridge.

United States Actions during W essays

United States Actions during W essays The United States actions during WWII Many people question whether or not the United States did as much as they could have to stop the killing of so many people in Germany during WWII. I think that the United States did all that they could during the War even though thousands of people had to die. The United States got involved legally, Roosevelt geared American Industry to manufacture wartime machinery and also the political influence was very high. The United States got involved legally in that written in the Constitution it states that the United States can not get involved in a war unless Congress votes and approves the declaration of war or if another country attacks us. So Roosevelt wanted Japan to attack us and kind of pushed them to so that we could go to war. Roosevelt knew that many of the Congress members did not want to go to war and so he knew that they would not declare war on Germany with out being attacked so he spent a lot of time figuring out how he could get Japan to attack us. Once we were attacked by Japan illegally the American people really rallied behind the government and supported us going to war. Roosevelt geared American industry to manufacture wartime machinery such as guns, tanks, planes, ships, clothing, and other items and sold and transported them to Canada and England so that they could have something to fight with. The Americans were much more sophisticated in the building of these items so since America could not be in the war because Congress wouldnt let them declare war they decided to help out the Allies and supply with the things that they needed. Some of the men from America went and joined the Canadian Air Force because they wanted to help the Canadians since at that time they could not do anything in United States. Many of the same items that we used in the war was already being used by the other Allies because in actuality even though we were not fighting we had been...

Assessments for the English Language Learner Research Paper

Assessments for the English Language Learner - Research Paper Example â€Å"The present culture of testing has placed an increased amount of emphasis on the development of state standards, high-stakes testing, and the use of rigid curricular programs† (Brantley, 2007, p. 28). Therefore, an educational assessment is mandatory in today’s highly competitive world. There are three types of assessments; formal, alternative and informal. The purpose of implementing a classroom assessment system is to improve instruction and student achievement. The English language learners are rapidly growing in the population of the U.S classroom. As such, considerate amount of thoughts and training need to be implemented when designing and administering educational assessments. There are many factors that need to be kept in mind while selecting educational assessments for students. Language barriers and educational background factors are the main factors. In the first factors, language barrier factors, different issue like different linguistics background, L evels of proficiency in English, and levels of proficiency of native languages are the three main barriers that should be addressed in the assessment. In the educational background factors issues such as degrees of formal schooling in native languages, degrees of formal schoolings in English language, and exposure to standardized testing should be addressed in the assessment. While administering an educational assessment, it crucial for the classroom teacher to provide the English Language Learning students with fair and appropriate assessments while keeping in mind the various factors that could hamper their academic growth. It is pivotal for the teachers to be knowledgeable about the different assessment types as to provide adequate and fair assess of their students’ progress as well as achievements in the class. As mentioned before, there are three types of assessments; formal, alternative and informal. The formal assessment is mainly based in the results of the standardiz ed tests and other formal exams regulated under the test- taking guidelines. In Formal assessment students are assessed on the basis of their written document, test, quiz or essays. The student’s progress is determined based on the data collected on the student’s performance on the tests. Formal Tests are usually used to assess the overall achievement of the student and compare his/ her intelligence with other students as well as to find a student’s strength or weaknesses in a particular topic. The formal assessment test has its own purposes, advantages and disadvantages. Formal assessment is a good assessment to be implemented to the student to determine their strength and weaknesses. It also evaluates the student’s achievement by comparing their progress with other students. It is appropriate to use the formal assessment to indentify the student’s special needs and it can also improve learning at an individual level for young English language lea rners. Formal assessments are categorized into separate groups such as norm referenced tests and criterion referenced tests. The Norm references tests are characterized by strict rules and implementations. These types of tests are mainly used to compare one student to another, one group of students to another group as well as schools. When implementing a norm reference test teachers should implement the test under specific and similar circumstances.

Management Essay Example | Topics and Well Written Essays - 250 words - 21

Management - Essay Example Every member of the team had relevant and useful information to put on the table, an aspect the led to greater work productivity. Members of the group capitalized on their diversity to create a cohesive group that met its objective as a team. While group cohesiveness is fundamental as far as teamwork productivity is concerned, it does not always lead to positive impacts on group projects. Drawing from a personal experience, group cohesiveness negates project productivity when members of the team fail to debate the contents of their project. Due to individual differences within a group, it is important to debate project contents, scope, and progress (Griffin & Moorhead, 2013). When this fails to take place, the cohesiveness of the group makes a project vulnerable to poor results and/or performance. For example, not all contributions made in a group become part of the final project. If this happens, the cohesiveness of the group affects the quality and validity of the project

The Veldt Essay Example for Free

The Veldt Essay In the short story â€Å"The Veldt by Ray Bradbury, everything starts with the purchase of their new family home. This home was not your average home because where other homes flawed this house seemed to have perfected itself. This house had features that would cater to the family such as feed them, sing to them, and even nurture them nothing was to good for their children said George. The greatest feature was the nursery. What this nursery would do, was catch the telepathic emanations of the children’s minds and create it in the room. This house did everything for the family; the children quickly grew more and more fascinated by the house then there parents. Soon enough, the children realized there was no need for their parents. As time progressed the kids started to adapt to being spoiled and pampered by the house. As the story goes, one day the parents walked into their three dimensional nursery and they discovered Africa; no longer was there nursery a lovely childish room, but it was now a dead desert with feeding animals. At first they were surprised at what their kids had been imagining then George said, â€Å"Nothing over there I can see but cleaned bone and vultures dropping for what’s left. † Than Lydia suggested that they give a call to the psychologist because there was not any reason why kids of so little age can be imagining this. So they did just that, and the psychologist advisor agreed with them to close the nursery down, and go on a family vacation. So George locked up the room and started turning off all there other machines that would cater to them one by one. That same night Peter and Wendy snuck into the nursery and as they were there a scream was herd all the way into their parent’s bedrooms; so George and his wife woke up to see what the commotion was about. George decided it was time to turn off everything all the machines so he did but right before he did Wendy and Peter got two minutes to say good bye. Too much time had passed and Lydia and George began to worry; they went in the nursery and it automatically locked them in and the lions ate Peter and his wife. The following day the psychologist came to visit the family and Pater and Wendy just acted as if nothing was wrong. Wendy even offered the psychologist a cup of tea symbolizing that she had no remorse over what had occurred to her parents.

Stereotypes Essay -- essays research papers

Stereotypes Pretend you are driving along on the highway. You see a person on the side of the road having car problems. This is person is wearing an Armani suit and driving a Porsche. The next day, you encounter the same incident but, this time, it is a man wearing baggy jeans with holes in them, a dirty shirt and he looks very unclean. Would you be more likely to stop for the man in the Armani suit, or the the second man? I know that I would stop for man #1. The reason I and most of our society would do so, is because we have a horrible habit. The habit is unintentional and we do it not meaning to hurt anybody This habit is stereotyping people by the way they look or talk based on what society considers normal. In the book, To Kill a Mockingbird, by Harper Lee, Scout, Atticus and Tom Robinson are victims of being stereotyped by others. Each has to cope with being stereotyped. Scout and Atticus have the ability to change their ways in order for people to respect them, unlike Tom Robinson, who is stereotyped as a mutant to the town of Mayberry simply because he is black. For example people are preaching to Scout that she should act like a typical girl. Atticus is stereotyped as a traitor to his people, the white race, because he stands up for a black man, Tom Robinson, who is accused of raping a young woman. Last but not least, Tom Robinson is stereotyped as being a flaw in the human race because he is black. When he is accused of committing a rape, he is not given a fair tr... Stereotypes Essay -- essays research papers Stereotypes Pretend you are driving along on the highway. You see a person on the side of the road having car problems. This is person is wearing an Armani suit and driving a Porsche. The next day, you encounter the same incident but, this time, it is a man wearing baggy jeans with holes in them, a dirty shirt and he looks very unclean. Would you be more likely to stop for the man in the Armani suit, or the the second man? I know that I would stop for man #1. The reason I and most of our society would do so, is because we have a horrible habit. The habit is unintentional and we do it not meaning to hurt anybody This habit is stereotyping people by the way they look or talk based on what society considers normal. In the book, To Kill a Mockingbird, by Harper Lee, Scout, Atticus and Tom Robinson are victims of being stereotyped by others. Each has to cope with being stereotyped. Scout and Atticus have the ability to change their ways in order for people to respect them, unlike Tom Robinson, who is stereotyped as a mutant to the town of Mayberry simply because he is black. For example people are preaching to Scout that she should act like a typical girl. Atticus is stereotyped as a traitor to his people, the white race, because he stands up for a black man, Tom Robinson, who is accused of raping a young woman. Last but not least, Tom Robinson is stereotyped as being a flaw in the human race because he is black. When he is accused of committing a rape, he is not given a fair tr...

Sunny San Diego

Literature 1301-012| Sunny Sandy Eggo| A Guide to San Diego for Young Adults| | Jonathan Lincoln| 3/5/2013| | Aloha! And, Welcome to one of the friendliest and most temperate climates in the world. We like to call this little slice of heaven, San Diego. Today, you will just get a crumb of the cake, as to what the beaches of this amazing, international hub have to offer. Starting from north, and heading south, along the coast line are La Jolla Beach, Pacific Beach, Mission Beach, and Ocean Beach.With everything from restaurants on piers, bars and novelty shops on the boardwalk, to rollercoasters and dog beaches. You can never go wrong on a bright, sunny, warm day from Also, for the college students; we will cover the social scenes that each area has to offer. La Jolla Beach is widely known for its Full Moon parties at Black’s beach, which is located north of Scripps Pier, beneath the Torrey Pines Glider port and close to UCSD. Hence, the name Full Moon party, every full moon, l ocals gather at the beach, usually with guitars, drums, and an occasional dj.Everyone then conjugates around a fire, and just enjoys the good times, along with life its self. Black’s beach is also known for its occupant’s sun bathing in the nude during the daytime, so I wouldn’t recommend venturing into the unknown. Our next stop, Pacific Beach, better known as PB, has more of a college student’s age demographic. Offering bars on the boardwalk, and a restaurant on the pier. If you’re in your party stage, this is where you want to be.Between Typhoon’s, which is one of many trifectas in the area, it triples as a restaurant, bar, and club, on Garnet Ave; to, Crystal Pier, there must be at least 20 different diverse bars, clubs and restaurants, offering something different for every walk of life. Heading further south, along the Ocean Front Walk, you will stride by many condos and houses before coming upon the first marker of Mission Beach, Belm ont Park. Here, you can enjoy a wooden rollercoaster, bumper cars, or simply lounge on the beach and enjoy the sun, sand and aqua. Down, past Belmont Park, on the Mission Beach Peninsula, you come to the yacht clubs.Although most are private, and only accessible by members and their guests, I personally, have been invited to join a handful of parties on the yachts, just by simply being in the right place at the right time. Skipping across Mission Bay to Ocean Beach and Sunset Cliffs, this peninsula was my home, better known as Point Loma Peninsula. The core of Ocean Beach’s, better known as OB’s, life support, lies within Newport Ave. At the base of the avenue, you will find not only, access to the pier and beach; but to two blocks that include over 30 different businesses based on tourism.The Black is probably the most recognized novelty shop, while Gallagher’s is the official Irish pub, and Roberto’s, the official restaurant. Also, if you have the time, take an hour or two to work your way further down the coast. I promise that you won’t be disappointed. Well, although there is so much more this ten mile stretch has to offer, I can’t give away all of the secrets and gems that this area has. Go out and discover things. Share your experiences. And remember, it’s only one life, so live with no regrets, and enjoy.