Adult Dating in Essex Is Probably About As Good As It Gets

Essex is one of the most densely populated counties in Britain. It is also one of the most active counties for swinger parties and adult dating fun. Nearly 1.8 million people live in Essex and there is an average population of 1200 people to the square mile. This is the kind of statistic that should be music to the ears of any single or couple looking for an abundance of adult fun contacts and parties.

There are many areas of Essex that can be described as adult dating hot-spots. The area of the county town of Chelmsford has always been one of them, with many adult party venues flourishing there over the years. The Romford area is another, having at least three regular venues at the time of writing this article. Even the villages of Essex have hosted more than their fair share of swinger parties over the years and all of the major ones provide plenty of dating activity most of the time.

The close proximity of Essex to London is another factor in making the county such a good one for adult fun seekers to live in. Practically all of the big London clubs and party venues are less than hour away.

It is only possible to estimate how much swinging goes on in Essex by looking at counting the numbers of contact adverts showing for the county on leading swinger and dating clubs. One of the most popular adult dating and swinger clubs, has a successful postal and non-internet division whose numbers of members I also took into account.

Quite a few singles and couples sign up with three or four of the larger adult dating sites at the same time. This was allowed for when calculating the total number of people on the adult dating scene for the county.

According to this method of reckoning, my educated guess of the numbers of swingers / adult dating site users active in adult dating in the county is somewhere in the region of 1800. This is composed of 45% couples, 30% single males and25% single females

These figures should inspire both singles and couples who would like to enjoy adult dating in Essex, by confirming that the region offers some of the best opportunities anywhere in the U.K.

In addition to the abundance of adult contacts, Essex also offers the established adult party club venues described above. Many more seasoned swingers however, consider that the most successful parties are more often than not those that take place in the homes of other swingers.

The opening move to receiving invitations to these, privately hosted adult parties in Essex, is to join with a top adult dating club. Take some time and care to write your profile then start building a popular presence on the site. In order to achieve this, you’ll have to be fully geared up to spend a great deal of time and energy logged into the site getting involved in chat rooms and forums. There are a number of advice articles that are for both members and site visitors. The articles will help you acquire the secrets of creating an appealing online personality.

Earnings From Learning for EFL/ESL Educators: The More You Learn, The More You Earn

On October 17th, 2010 the Moveable Feast conference was held at Osaka Gakuin University, where the main theme was teacher development, and what we, as educators, could benefit from learning. After first hearing about the conference, I started to realize that the more that I learned, the more that I earned (and, as I continue, it continues). Both learning and earning can be categorized in several ways, and the benefits are rather obvious to those who pursue that type of philosophy.

When most people thing of ‘earning’, with respect to employment at least, the concept of monetary remuneration comes to mind. While this is true in many instances, earning can be much more broadly defined. As an example: earning as defined by The Farlex Dictionary is to ‘1. To gain especially for the performance of service, labor, or work: earned money by mowing lawns. 2. To acquire or deserve as a result of effort or action: She earned a reputation as a hard worker. 3. To yield as return or profit: a savings account that earns interest on deposited funds‘ (Earn). When we, as educators embark on learning in its various forms, the rewards will most likely include the first definition, but will by no means be limited to that definition. The other defined earnings can be very valuable and important as well.

While earning can come in more than one form, learning can come in numerous forms, so for explanatory purposes, three are utilized here( though they can and do overlap): Formal learning is defined as formal learning and study with the end goal of degrees, diplomas or certificates; semi-formal learning includes taking classes, attending and giving seminars as well as at conferences; and informal learning is learning that is done on one’s own through actions such as reading, discussions and media.

Formal Learning

The most obvious one and the one that tends to have the most profitable financial results, at least at the beginning (of course, once you get too far, it has the potential of diminishing monetary results later). As most people are aware, the more education one achieves, the better the salary at least in theory ( there is a very familiar quote that states that an average college grad will make one million dollars more than the average high school graduate-but that has been disproven by research, such as from Inside Higher Ed). However, there is a definite increase that can be earned with better education.

The wage increases can and do continue into graduate studies. An excellent case in point is the difference in pay in EFL in Japan from (at least average) English conversation teachers (where a bachelor’s degree is the norm) versus university work (where, at least, a master’s is the norm). But, there are the other ‘earnings’, which include deeper knowledge of the topic (particularly with, but not exclusively with respect to content bases instruction CBI), better understanding of various university systems, research methodologies and academic writing to name a few.

Options available to educators who want to expand into other areas are numerous and include online as well as in traditional class programs. As far as the latter, traditional degree programs are available to Japan based educators. Temple University in Osaka and Tokyo as well as Columbia Teachers College (in Tokyo only) are two large American universities with that option. The in class options not only extend to them. For example, I have an American friend currently in a PhD Program at a Japanese university (Kansai University). So, keep the Japanese university option in mind as well, if considering a traditional degree. Aside from degrees, there are CELTA programmes that are run out of Kobe. As for non-traditional ways of studying, there are numerous options available and those options are growing all the time. The best advice I ever had was to find an area that really interests me, then research it and choose the best place that I can afford to apply to.

There are numerous benefits to this type of education. As a personal example: One side benefit of completing an MBA was that it gave me the added advantage of having experience writing a dissertation with the standard dissertations to it. By the time I complete the degree, I had a deeper background in research methodologies through taking classes in the subject, and then through writing the dissertation. Because of that, I am better equipped to guide students through their 4th year thesis and to advise on some of the options that they have available to them.


As most people who have completed a master’s degree (at least) will contend, the monetary payoff can be immediate and long lasting. Personally, I know that when I completed my master’s of education, it had paid for itself in increased remuneration within two years. Even the MBA (which was expensive) is paying for itself in money terms, but has already paid off in non-monetary earnings with better understanding of the materials I’m teaching and more enthusiasm through teaching classes I want to teach (business and economics). This is, however, a very personal example, and there are other numerous fields one can pursue. The best advice I’ve ever come across is, “do what you love and the money will follow”. (Aaron, 1997)

It is safe to say that through formal studying, we become more knowledgeable and we become better teachers. This is because of any number of ways, including: learning teaching theory, being forced ourselves to give presentations, (after all, being critiqued and peer reviewed raises the self awareness that we all have towards pedagogical approaches to the classroom). In addition, our critical thinking and study skills improve through being involved in formal classroom settings.

Semi-formal Learning

Self improvement and learning is not limited to formal learning, going to conferences, attending seminars and taking classes are excellent ways to improve and increase earning power. While it may not seem as serious a route as formal learning and the earning power seems to be more leaning towards non-monetary gains, there are a number of things that can be learned, comprising skills along with knowledge. Keep in mind that I know of several people on hiring committees who were inclined not to hire non-JALT members who were applying for work. Also, conferences (particularly international ones) may have the effect of raising an application to the top of a hiring committee. Aside from that, there are almost always useful ideas that can be gained from attending conferences. Finally, it is a chance to interact with others and (in the case of education oriented conferences) keep up to date with the advances within the discipline.

Not to discount the monetary earning potential with semi-formal learning, there are networking opportunities, rarely found elsewhere in such abundance. This connects with the other side of earning which is non-monetary. This includes keeping up with new trends, and finding that we are not the only ones in the situations we find ourselves in. Confidence tends to build in most who find out that they are not alone. As one participant stated during a final Q&A session, “once the door is closed, it is a lonely profession”, and finding peers to share with is an excellent way of coping.

Informal Learning

While this broad category may overlap in some ways with the semi-formal, there are a number of things that differentiate it, and make it and make it valuable. With respect to the earning potential as far as money is concerned, it is seemingly the weakest, although, I do know of several cases where teachers are hired because of the specialized knowledge that they acquired through informal learning. The best examples are in IT, but I have also seen it with film studies and geo-politics. As an example of the latter, I do know of one British teacher who is teaching in a lecturer position at a university without a graduate degree due to his acting experience.

The area of learning includes, watching TV news, reading books, experiences and discussions (among others). The biggest payoff might be with the better and more knowledgeable classes that the instructor can provide. Recently, at Konan University’s ‘Peccha Kucha’ night, there was an excellent presentation from one university teacher who uses Dungeons and Dragons in his classes to teach. That, I believe, shows that if the teacher is enthusiastic, knowledgeable and passionate about the topic, it can easily translate into a good and worthwhile class.

As an example of informal learning, I was introduced to the concept of Peak Oil, and I started reading up on the concepts of oil as well as world population, and the idea that sustainable growth might be an oxymoron. As a result, I’ve developed several lesson plans on the exponential rule of 72, world population growth and peak oil. I’ve used these materials in classes that were first, second, and third year university classes as well as a corporate class. I have also given several presentations on these concepts at several venues.

Several years ago, I was given a book on outsourcing (for personal as well as business work) and read it through looking for materials for homework assignment for an MBA course. I was unable to use it in my course, and I thought it was not very useful for me as an English instructor in Japan. However, while preparing original materials for classes, I was reluctant to photocopy from other text books. So, I went to a website that was on the book ( ) and outsourced a number of drawings to the Philippines where it cost me less than $100 to get 12 illustrations (including the one above that I use for ‘homework’ with my original materials).

One way for educators to keep a record, as well as using it as a tool for self development, is the academic CV (curriculum vitae). An academic CV is different from a resume in several ways as an academic CV is a complete record of your academic work, without descriptive adjectives, with three main areas, research, teaching and service. In other words, just the facts. Being a complete record, in can become quite long sometimes going 20 or 30 pages. Listed is a brief overview of differences between a resume and an academic CV.



· Long

1 or 2 Page(s)

· Just the facts

Power sales tool

· Details of all academic work

Broad strokes of abilities

· Standard/Unchanged

Tailored to the job application

While the academic CV may or may not be used as an employment tool, it can be a very valuable asset (though a suggestion would be to add a 1-page resume if adding it to a teaching job application). Because there are few hard and fast rules for academic CVs, a suggestion might be to start with the name, address and then education (starting with the highest obtained, then moving down) and then student activities. This is followed by publications, presentations and then chronology of work (academic only) with all classes listed by academic year starting with the most recent. Next, include student advising, class projects, and memberships.

Because of the lack of set rules for the academic CV, adjustments can be made to the CV. As an example, if your publications are weak, then abbreviated abstracts can be included after the title of the publication. If, on the other hand there are a number of publications that you have, use of APA might be a more appropriate approach. Even if this document is not for employment, it can be a very powerful tool in assessing where one’s strengths and weaknesses are with respect to one’s career. The academic CV can become a flexible record that is more a living document that is added to as achievements are made.

From the employer’s perspective, reasons why an academic CV can be very useful include the professionalization of the EFL industry, changes in the job market, fewer jobs with more competition, and a stronger acceptance of their use by hiring committees. And from the personal side, the CV can be utilized as a scorecard that helps with career decision making (see below), it is a complete record of what one has done professionally and it allows the educator to have a ‘hidden agenda’ where extra work might be performed if it enhances the CV. As Tom Peters stated: “Ask yourself the following. In the last 90 days, what have I done to improve my resume?” He goes on to challenge the reader to complete the sentence “My Principal ‘resume (CV) enhancement activity’ for 90 days is…”And ‘The next year…'”(Peters, 1999)

One suggestion is to introspectively look at our careers through a balance scorecard with the CV as a centre of reflection. By doing so, it is easy to see the strengths and weaknesses that all of us have.

The balanced scorecard was something I adopted and reconfigured from a corporate strategy tool, which is used as a performance management device (Merchant & Van der Stede, 2007). It has been adapted to an academic CV so that educators might want to consider where their strengths and weaknesses lie. While not all areas are covered, the large amount of information from an academic CV is found in the four areas and shows how it balances. The only one major area that might be missing for people in Japan would be their Japanese language ability.


Aaron, R. ( 1997). Bloom Where You Are Planted. Toronto: Raymond Aaron Group

Earn. (n.d). In The Free Dictionary byFarlex.

Lakin, T. (2010, September 15). College sports can change your life. Retrieved from

Leaderman, D. (2008, April 7). College isn’t worth a million dollars. Retrieved from

Merchant, K. & Van der Stede, W.A. (2007). Management Control Systems. Harlow, Essex. Financial Times/Prentice Hall.

Peters, T. (1999). The Brand New 50. New York, NY: Random House.

Connecticut’s Best Communities: Essex CT

Essex, Connecticut was in the top of “The Best 100 Small Towns in America” by Norman Crompton. Its high rating reflects a combination of factors, including education, low crime rates, annual growth, prosperity and income.

Dating back to the mid-17th century, Essex sits on the west bank of the Connecticut River, 6 miles upstream from Long Island Sound. It includes the villages of Ivoryton and Centerbrook. Today, Essex retains its early 18th century New England village charm with its tree-lined streets and heritage.

The area known today as Essex Village was originally named Potapoug Point that’s a peninsula with two large coves on either side. Shipbuilding which played a central role in the early development of the community first began in the area in 1720 by John Tucker.

By the 1740s “Snows” for the West Indies trade were being built that was a distinctive New England vessel with two main foremasts and a small mizzen mast astern. When the American Revolution broke out in 1775, Uriah Hayden built the “Oliver Cromwell” which was a man-of-war carrying twenty-four guns that was the first warship ever built for the Continental forces.

During the War of 1812, the town’s shipyards was one of the few American cities that received a major attack by the British. The British blockaded the Connecticut River which had a major economic impact on Essex shipbuilding.

The shipyards turned to building small fast ships that were used as privateers that could overcome the larger slower British merchant ships. Captain Richard Hayden was a prominent local shipbuilder who advertised the Black Prince he was building in a New York City newspaper as “a 315 ton sharp schooner that would make an ideal privateer.”

The British spied the shipyards. In the early morning hours of April 8th, 1814, about 136 British marines and sailors from four warships under the command of Richard Coot rowed six boats up the Connecticut River arriving at the shipyards at four o’clock in the morning.

The Marines quickly gained control of the town, receiving a promise of no resistance from the local militia in return for not burning their homes or harming the town’s people. The Marines and sailors went to work with torches and axes burning and destroying the newly built privateers being readied for sail in the harbor.

They marched to Bushnell Tavern – now the Griswold Inn one of Essex’s several historic houses – and the Hartford Courant later reported that “$100,000 or upwards” worth of rum was captured. The British also seized the town’s supply of rope that was of strategic value as each ship required about seven miles of rope to sail.

After six hours the British had destroyed a total of 28 ships inflicting a major defeat against the Americans before setting off downstream towing two captured ships – one of which was the Black Prince that is believed to have initiated the raid.

However, the British became mired in the shallows as the tide dropped and came under fire from the residents of Killingworth who lined the river bank, killing two marines and causing the British to destroy the ships. They finally made their escape with the rising tide.

Following the raid and perhaps as a response to the notoriety the town had gained with its less than heroic defense the town’s name was forever after changed to Essex. Today, The Connecticut River Museum is located at the site where Coot and the British landed. It houses an exhibit portraying the raid with a large diorama and a musket ball believed to have been fired at that time.

There are many leisure and cultural activities in Essex. Summer recreation activities abound along the coast along with summer house rentals. The town promotes and maintains beaches, and boating and fishing areas. Attractions such as the 1920s Essex Steam Train and Riverboat are among Connecticut’s most popular tourist stops.

Essex village’s traditional New England charm and heritage makes it one of Connecticut’s best cities for your home and family.