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Football, or Soccer as it is known in America, is the most popular team sport played professionally and by amateurs worldwide. Soccer players are revered as icons and soccer teams sign millions of dollars as endorsement deals.

Soccer is a game between two teams of 11 players, each trying to net the most goals in the opposite side?s goal post. Players are forbidden to use their hands, except for the goalkeeper, who can prevent a goal with his hands. So each team tries to prevent the other from scoring while trying to score itself. A standard match consists of two sessions of 45 minutes each, separated by a 15-minute break called half time. Extra time and penalty shootouts are allowed by the referee under special circumstances to decide an undecided match.

Soccer is played professionally all over the world, in stadiums where millions of fans throng to watch a match. Such matches are also watched on television. Amateurs also play soccer. A survey by Federation Internationale De Football Association (FIFA? soccer?s governing body) revealed that in 2001, over 240 million people worldwide in more than 200 countries played the game.

Six regional confederations are associated with FIFA. These include the Asian Football Confederation (AFC), Confederation of African Football (CAF), Confederation of North, Central American and Caribbean Association Football (CONCACAF), Union of European Football Association (UEFA), Oceania Football Confederation (OFC) and Confederacion Sudamaricana de Futbal (CONMEBOL representing South America).

Soccer trophies are awarded for matches of all sizes, from local playgrounds to huge stadiums packed with fans. The most prestigious is the World Cup, organized by FIFA. It takes place every four years, and about 190 national teams vie to qualify to play the finals. The finals now involve 34 national teams. Soccer has been a part of the Summer Olympics since 1900, except for the 1932 games in Los Angeles. Currently, it is played at an under-23 level, so it is less prestigious than the World Cup. A women?s football tournament was also started for the 1996 Olympics.

The major international tournaments are as follows: FIFA World Cup, European Championship, UEFA champions league, Copa America, African Nations Cup, CAF Champions League, Asian Cup, AFC champions League, CONCACAF league and championship cups and Oceania Nations Cup.

Soccer trophies are made of metal, pewter, gold, silver or other materials, and depict the shape of a soccer ball or a player in action.

Trophies provides detailed information on Award Trophies, Baseball Trophies, Custom Trophies, Football Trophies and more. Trophies is affiliated with Award Plaques.

There are gender differences in learning styles specific to science, math, engineering and technology (SMET) that teachers of these subjects should keep in mind when developing lesson plans and teaching in the classroom. First, overall, girls have much less experience in the hands-on application of learning principles in lab settings than boys.

This could occur in the computer lab, the science lab, or the auto lab ? the principle is the same for all of these settings - it requires an overall technology problem-solving schema, accompanied by use and manipulation of tools, and spatial relation skills that very few girls bring with them to the classroom on day one in comparison to boys.

Let?s look at some of the reasons why girls come to the SMET classroom with less of the core skills needed for success in this subject area. Overall, girls and boys play with different kinds of games in early childhood that provide different types of learning experiences. Most girls play games that emphasize relationships (i.e., playing house, playing with dolls) or creativity (i.e., drawing, painting). In contrast, boys play computer and video games or games that emphasize building (i.e., LEGO?), both of which develop problem-solving, spatial-relationship and hands-on skills.

A study of gender differences in spatial relations skills of engineering students in the U.S. and Brazil found that there was a large disparity between the skills of female and male students. These studies attributed female student?s lesser skills set to two statistically significant factors: 1) less experience playing with building toys and 2) having taken less drafting courses prior to the engineering program. Spatial relations skills are critical to engineering. A gender study of computer science majors at Carnegie-Mellon University (one of the preeminent computer science programs in the country) found that, overall, male students come equipped with much better computer skills than female students. This equips male students with a considerable advantage in the classroom and could impact the confidence of female students.

Are these gender differences nature or nurture? There is considerable evidence that they are nurture. Studies show that most leading computer and video games appeal to male interests and have predominantly male characters and themes, thus it is not surprising that girls are much less interested in playing them. A study of computer games by Children Now found that 17% of the games have female characters and of these, 50% are either props, they tend to faint, have high-pitched voices, and are highly sexualized.

There are a number of studies that suggest that when girls and women are provided with the building blocks they need to succeed in SMET they will do as well if not better than their male counterparts. An Introductory Engineering Robotics class found that while males did somewhat better on the pre-test than females, females did as well as the males on the post-test following the class?s completion.

Another critical area of gender difference that teachers of SMET should keep in mind has less to do with actual skills and experience and more to do with perceptions and confidence. For females, confidence is a predictor of success in the SMET classroom. They are much less likely to retain interest if they feel they are incapable of mastering the material. Unfortunately, two factors work against female confidence level: 1) most girls will actually have less experience with SMET course content than their male counterparts and 2) males tend to overplay their accomplishments while females minimize their own. A study done of Carnegie Mellon Computer Science PhD students found that even when male and female students were doing equally well grade wise, female students reported feeling less comfortable. Fifty-three percent of males rated themselves as ?highly prepared? in contrast to 0% of females.

It is important to note that many of the learning style differences described above are not strictly gender-based. They are instead based on differences of students with a background in SMET, problem-solving, and hands-on skills learned from childhood play and life experience and those who haven?t had the same type of exposure. A review of the literature on minority students and SMET finds that students of color are less likely to have the SMET background experiences and thus are missing many of the same SMET building blocks as girls and have the same lack of confidence. Many of the SMET curriculum and pedagogy solutions that work for female students will also work for students of color for this reason.

Bridge Classes/Modules to Ensure Core Skills

Teachers will likely see a gap in the core SMET skills of female and minority students for the reasons described above. Below are some solutions applied elsewhere to ensure that girls and women (and students of color) will get the building block SMET skills that many will be missing.

Teachers in the Cisco Academy Gender Initiative study assessed the skill levels of each of their students and then provided them with individualized lesson plans to ensure their success that ran parallel to the class assignments. Other teachers taught key skills not included in the curriculum at the beginning of the course, such as calculating math integers and tool identification and use. Students were provided with additional lab time, staffed by a female teaching assistant, knowing that the female students would disproportionately benefit from additional hands-on experience.

Carnegie-Mellon University came to view their curriculum as a continuum, with students entering at different points based on their background and experience. Carnegie-Mellon?s new frame of a ?continuum? is purposefully different than the traditional negative model in which classes start with a high bar that necessitates ?remedial? tutoring for students with less experience, stigmatizing them and undermining their confidence. Below is a list of ideas and suggestions that will help ALL students to succeed in the SMET classroom.

1. Building Confidence

How do teachers build confidence in female students who often have less experience than their male counterparts and perceive they are behind even when they are not?

1) Practice-based experience and research has shown that ensuring female students have the opportunity to gain experience with SMET, in a supportive environment, will increase their confidence level.

2) Bringing in female role models that have been successful in the SMET field is another important parallel strategy that should be used to assist your female students in seeing themselves as capable of mastering SMET classes: if she could do it, then I can too!

3) Consistent positive reinforcement by SMET teachers of their female students, with a positive expectation of outcome, will assist them in hanging in there during those difficult beginning weeks when they have not yet developed a technology schema or hands-on proficiency and everything they undertake seems like a huge challenge.

2. Appealing to Female Interests

Many of the typical SMET activities for the classroom appeal to male interests and turn off girls. For example, curriculum in robots often involves monsters that explode or cars that go fast. ?Roboeducators? observed that robots involved in performance art or are characterized as animals are more appealing to girls. Engineering activities can be about how a hair dryer works or designing a playground for those with disabilities as well as about building bridges. Teachers should consider using all types of examples when they are teaching and incorporating activities in efforts to appeal female and male interests. Teachers can also direct students to come up with their own projects as a way of ensuring girls can work in an area of significance to them.

Research also shows that there are Mars/Venus differences between the genders and how each engages in technology. Overall, girls and women are excited by how the technology will be used ? its application and context. Men will discuss how big the hard drive or engine is, how fast the processor runs, and debate the merits of one motherboard or engine versus another. These are topics that are, overall, of less interest to most females.

The Carnegie-Mellon Study took into account the differences of what engages female students and modified the Computer Science programs? curriculum so that the context for the program was taught much earlier on in the semester and moved some of the more technical aspects of the curriculum (such as coding) to later in the semester. Authors observed that the female students were much more positive about getting through the tedious coding classes when they understood the purpose of it. Teachers should ensure that the context for the technology they are teaching is addressed early on in the semester by using real world stories and case studies to capture the interest of all of their students.

3. Group Dynamics in the Classroom

Research studies by American Association of University Women and Children Now have found that most females prefer collaboration and not competition in the classroom. Conversely, most males greatly enjoy competition as a method of learning and play. Many hands-on activities in technology classes are set up as competitions. Robotics for example, regularly uses competitiveness as a methodology of teaching. Teachers should be cognizant of the preference of many girls for collaborative work and should add-in these types of exercises to their classes. Some ways to do this are by having students work in assigned pairs or teams and having a team grade as well as an individual grade. (See Reading 2 on Cooperative Learning.)

Another Mars/Venus dynamic that SMET teachers should be aware of occurs in the lab where male students will usually dominate the equipment and females will take notes or simply watch. Overall, male students have more experience and thus confidence with hands-on lab equipment than their female counterparts. Teachers should create situations to ensure that their female students are spending an equal amount of time in hands-on activities. Some approaches have been: 1) to pair the female students only with each other during labs in the beginning of the class semester so that they get the hands-on time and their confidence increases, putting them in a better position to work effectively with the male students later on, 2) allot a specific time for each student in pair to use the lab equipment and announce when it?s time to switch and monitor this, and 3) provide feedback to male students who are taking over by letting them know that their partner needs to do the activity as well.

4. Moving Female Students from Passive Learners to Proactive Problem Solvers

The main skill in SMET is problem solving in hands-on lab situations. For reasons already discussed regarding a lack of experience, most girls don?t come to SMET classes with these problem-solving skills. Instead, girls often want to be shown how to do things, repeatedly, rather than experimenting in a lab setting to get to the answer. Adding to this issue, many girls fear that they will break the equipment. In contrast, male students will often jump in and manipulate the equipment before being given any instructions by their teacher. Teachers can address this by such activities as: 1) having them take apart old equipment and put it together again, 2) creating ?scavenger hunt? exercises that force them to navigate through menus, and 3) emphasizing that they are learning the problem solving process and that this is equally important to learning the content of the lesson and insisting that they figure out hands-on exercises on their own.

Research has also shown that females tend to engage in SMET activities in a rote, smaller picture way while males use higher order thinking skills to understand the bigger picture and the relationship between the parts. Again, moving female students (and the non-techsavvy student in general) to become problem solvers (versus just understanding the content piece of the SMET puzzle) will move them to use higher order thinking skills in SMET.

Finally, many teachers have reported that many female students will often want to understand how everything relates to each other before they move into action in the lab or move through a lesson plan to complete a specific activity. The female students try to avoid making mistakes along the way and will not only want to read the documentation needed for the lesson, they will often want to read the entire manual before taking any action. In contrast, the male student often needs to be convinced to look at the documentation at all. Boys are not as concerned with making a mistake a long the way as long as what they do ultimately works. The disadvantage for female students is that they often are so worried about understanding the whole picture that they don?t move onto the hands-on activity or they don?t do it in a timely fashion, so that they are consistently the last ones in the class to finish. Teachers can assist female (and non-tech-savvy) students to move through class material more quickly by providing instruction on how to quickly scan for only the necessary information needed to complete an assignment.

5. Role Models

Since the numbers of women in SMET are still small, girls have very few opportunities to see female role models solving science, technology, engineering or math problems. Teachers should bring female role models into the classroom as guest speakers or teachers, or visit them on industry tours, to send the message to girls that they can succeed in the SMET classroom and careers.

Bibliography

Medina, Afonso, Celso, Helena B.P. Gerson, and Sheryl A. Sorby. ?Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in Brazil and in the United States?. International Network for Engineering Education and Research page. 2 August 2004: http://www.ineer.org/Events/ICEE/papers/193.pdf.

Milto, Elissa, Chris Rogers, and Merredith Portsmore. ?Gender Differences in Confidence Levels, Group Interactions, and Feelings about Competition in an Introductory Robotics Course?. American Society for Engineering Education page. 8 July 2004: http://fie.engrng.pitt.edu/fie2002/papers/1597.pdf.

?Fair Play: Violence, Gender and Race in Video Games 2001?. Children Now page. 19 August 2004: http://www.childrennow.org/media/video-games/2001/.

?Girls and Gaming: Gender and Video Game Marketing, 2000?. Children Now page. 17 June 2004: http://www.childrennow.org/media/medianow/mnwinter2001.html.

Tech-Savvy: Educating Girls in the New Computer Age. District of Columbia: American Association of University Women Educational Foundation, 2000.

Margolis, Jane and Allan Fisher. Unlocking the Computer Clubhouse: Women in Computer. Cambridge, MA: The MIT Press, 2003.

Taglia, Dan and Kenneth Berry. ?Girls in Robotics?. Online Posting. 16 September 2004: http://groups.yahoo.com/group/roboeducators/.

?Cisco Gender Initiative?. Cisco Learning Institute. 30 July 2004: http://gender.ciscolearning.org/Strategies/Strategies_by_Type/Index.html.

Donna Milgram is founder and Executive Director of the National Institute for Women in Trades, Technology & Science (IWITTS). She is currently the Principal Investigator of the CalWomenTech Project, a $2 million National Science Foundation grant awarded in April 2006. She was also the Principal Investigator of the WomenTech Project, funded by the National Science Foundation, which had a goal of increasing the number of women enrolled and retained in technology education in three national community college demonstration sites. She led IWITTS's partnership with the Cisco Learning Institute (CLI)/Cisco Gender Initiative. Ms. Milgram produced the interactive teacher training video “School-to-Work: Preparing Young Women for High Skill, High Wage Careers.” Ms. Milgram's recent conference presentations include: the NSF ATE Conference “Recruiting Women to Science, Technology, Engineering & Math” (2004) and California Educating for Careers Conference in 2003.

Additional Resources:

http://iwitts.com/

http://www.womentechworld.org/

http://www.womentechstore.com/

Today it is possible to have a selection of just about any color for shoes that are for a wedding. The ability to color shoes for a wedding has created many great ideas for wedding shoes. The first time bride likes white shoes. Dyed shoes that match the dresses worn by the bridesmaids accent the clothes. Wedding shoes are in a different market than are regular shoes. Wedding shoes designed by famous designers to match the dresses of the bridesmaids and the bride are very expensive.

Designers have great ideas for wedding shoes that range from low heels, mid-heel to high heels often tend to be exact in design. The designers have used sandals and ballet shoes to create a beautiful effect that coordinates with the beautiful gowns. Just as you can plan a special wedding theme, your shoes should match the theme.

There are designer houses like Vera Wang and Stuart Weitzman that will produce for you any theme or color idea that you feel is appropriate for your wedding party. Other designers create the designer brands replicas flooding the markets with the shoes. Great ideas for wedding shoes can be very expensive or cheap depending on your budget.

There is such a wide variety of dye able wedding shoes which are available in a wide range of styles and sizes that any great ideas for wedding shoes that you might have is probably already on the market. Wedding shoes price range from a mere $25 to a very expensive $1,000. The making of a special shoe is what causes the price to be higher while simply picking one that is already on the market can be much more reasonable in price.

Great ideas for wedding shoes over the past century have come from many a person who was rich and famous to the normal everyday American girl. Princess Diana had her shoes made like Cinderella?s glass slippers that sparkled. Others have selected the sling back style with pearls. While yet others have stuck to the more modern mid-heel shoe dyed to match the bridal parties dresses.

Great ideas for wedding shoes are abound since women has the capability to be creative. It is not the cost that concerns a woman when it comes to a well fitting shoe instead it is the design and the beauty that the shoe portrays at the wedding.

Ashley Rader is the owner of Moments of Elegance, an online wedding boutique specializing in dyeable bridal shoes, bridal flip flops and a huge collection of wedding favors that will say thank you with style and will truly make your event unforgettable. Event planners can receive 10% off their order with coupon code: saveonfavors10.

When you start to play the game of golf, and if you are on a limited budget, you will want to probably purchase the lowest cost equipment until you get proficient at the game. One of the most necessary parts of the golf game is the ball. Unfortunately, the ball is often lost early on in a novice golfers career due to their inability to keep the ball on the green fairway. As you get more proficient at the game of golf, you may start looking more at the quality of the balls that you purchase, opposed to the price that you are paying. Here are a few tips on how to choose the right golf balls for your particular game and level of play.

If there is one aspect of your game that you can improve for very little money, it is choosing the right golf balls. Whilst you cannot improve your game massively without practice, patience and skill, getting the right golf balls can help speed up the process of improvement can give you an edge over your opponents. There are balls for every type of golfer, from those who require better control on the greens to golfers who want that extra bit of distance on their tee and iron shots. Whatever sort of game you have, here are some examples of the best golf balls around that will add something extra to your golf game.

First of all, many of the golf balls on the market today are designed to give players more distance than ever before. These balls are hi-tech and can fly through the air at incredible speed. Particularly good for those players who can swing quickly, distance balls will allow you to hit the ball further than you have imagined doing before. If you are struggling with those par 5 holes and need the extra power, then a distance ball is a good choice.

The next thing you should consider is getting a sizable storehouse of practice golf balls for the purpose of practicing your swings and strokes. Getting better at golf is all about practice, and so it is important to have a good stock of practice golf balls to use. These balls still need to be of a good quality, but ones that perhaps you don?t mind losing if shots go wrong. Practice balls are usually cheaper, and so it is advisable to buy them in larger amounts. You can also get softer or basic plastic balls to use in your garden on park to practice shots without damaging property or hurting people around you. These balls are great if you just want to practice your swing without going to the driving range or golf course. Make sure you have a variety of practice balls to help you improve your game.

Although the novelty aspect of certain golf balls may be appealing to some, sometimes it is best to stick to the traditional golf ball when you are first playing the game or if you are trying to play well on the golf course. With that said, there are still a variety of novelty golf balls that people can purchase. Not all golf balls are about serious technology and features though. There are plenty of interesting novelty balls on the market as well. From balls that flash and light up when they are hit to balls shaped like American footballs, there is something for everyone in the novelty ball market. If you want to have a little fun with your golf game, then novelty balls are a great item to purchase.

Finally, there are some golf balls on the market at the moment that are great for those players who need to add control to their game. If you have the power but lack accuracy, choose a golf ball that will help you hit straighter and keep those shots on the fairway. Many balls have the ability to cut out backspin, meaning you can be sure your balls will stop on the greens where you place them rather than running away from the hole.

The best way to choose the golf ball that is right for you is simply look at your situation and see what feels comfortable to you. If you have the funds, purchase a sizable amount of golf balls by which to start practicing on a daily basis. Do not deviate into novelty golf balls unless you are just playing for fun. If you are serious about the game, and want to improve your game and bring it to higher and higher levels of proficiency, choose golf balls that are designed well and that will help you improve your game with each stroke that you make.

If you are looking for more articles on golf balls, please visit: http://my-golf-directory.com/balls/

Warren Buffet might not know soccer, but when he said, “Tell me your heroes and I'll tell you how your life will end up”, he was onto something.

When it comes to coaching, everyone wants a say but few are willing to turn their words into action and take a team? even under 8?s which is where yours truly started.

How can You enjoy coaching soccer? Let me count the ways:

1. Coach your kids and you get to spend more time with them at something you can help them have fun at AND enjoy mastering new skills.

2. Coaching young people of any age gives you the opportunity to have a massive and important influence on the future of your community and country! This is not just talk. Ask any adult who has played sport for a while and there is a good chance the had great people who were their coaches.

3. You will be remembered for all the right reasons and kids will copy your example. There are no less than 3 great coaches I remember until I left town at 17. Mr Nicolas (Fatherly man who really cared and It was much appreciate) Mr Edgar (fantastic accent I still haven?t mastered but he was fair and encouraging), and lastly Bobby ?Feed the Bear? Mutter (A burly Scotsman whose belief in me propelled my confidence sky high, I can still hear him call, ?Who?s the boss Richard? Show him who?s the boss!?

4. You get to develop skills in something you have a passion for and coaching soccer skills is full of challenge and rewards.

5. Get a life! No longer wandering the streets looking for something or sitting in front of the TV, rock up to your local soccer club or school and I?m sure there will be opportunities to add a new dimension to your life and the lives of others.

6. Build contacts in your community and neighborhood. If you coach kids they have parents and they have lives too that may provide a way to help you with something in your life.

7. Leadership, responsibility, and commitment all have their own rewards and these are abundant when you coach soccer.

8. If you are a player in a club you get praise from members in the club, you get on the ?in? with the other coaches in case you wanted to advance a career in this way, and you get some equipment to use whenever you want to improve your own game.

9. It will add to your attractiveness to employers as coaching soccer or any sport, shows the attributes above. These are easily re-worded to suit the job type. E.g. Active Member of my Community. It shows commitment, reliability, purpose, and that you can get out of bed in the morning.

10. Personal satisfaction. Winning your competition, one game, or having kept a bunch of people happy and off the streets. Plus you are involved doing what you love, Soccer (sport).

I once coached soccer at a local high school and these young boys (11 and 12 yrs) came to class with short black pen marked on the top of their wrists and hands? ?What is that for??, I asked, ?We?re Mr. Kerr-Bell? they said! Never under estimate your power.

There are many coaching videos, courses (often run by your local Soccer Club), books and other coaches to help you. A good way to start is to support the coach, be a manager, or gear minder person and learn that way. Showing up to practices to help is also useful.

Coaching soccer is a full on commitment that reflects everything the Real Madrid?s and Manchester United coaches experience (except the money and chance off being replaced if you lose!)

So enjoy the rush of excitement and adrenaline that coaching gives on matchday?

(PS. Look up soccer club directory online in the search box or thumb through your phonebook to find a club near you.)

Get out there coaching soccer and make a difference and remember, if you are there for the game or kids… you have already won.

By Richard Kerr-Bell

Copyright 2004.

About The Author

Richard Kerr-Bell has played soccer for 32 years and coached for 12. He currently coaches at the Academy of Sport for the Otago Polytechnic. All items can be copied as long as the author and contact/web details are added.

richlife@xtra.co.nz

www.training-soccer-expert.com

Rich@training-soccer-expert.com

Soccer routine kids is something that every coach has to deal with. The coach has to work hard in dealing with various discipline problems at the training session.

Following are some of the things that coaches need to make sure regarding the discipline and behavior of the kids.

? All the kids must follow all instructions of the coach and of those who are assisting the coach in the training session.

? Kids must be attentive to what the coach has to say.

? No matter who wins or loses, the ethics and dignity of the game must be followed.

? There should be no swearing or name-calling.

? Do not allow the kids kick the ball until you tell them to do so.

Whistle is an important equipment for soccer training and every coach must use the same in order to get attention from the players.

It is very important for the coach to understand that the soccer coaching is different from the way classes in academic schools are held. Kids come for the training session with an intention to have fun and play. If the coaches will make the game look very serious, the kids will not enjoy the same and this may result in various disciplinary issues.

Therefore, if you want the kids to have their interest in the game following all the disciplines, you must design the training session fun and engaging. Do not be too rigid, but do not be too light as well.

You should teach everything through practice and interactive games and soccer drills, and not through the long boring lectures. Well, lectures are important, but you must keep it short and simple. Again, there should be no lecture in the middle of the game.

The right time for the lecture is the beginning of the session or in different breaks. Majority of the training session must be in the form of a keep-away game or cone drills. Explain the drills briefly, and then let them run around and play

The more the training session will be interactive, fun and engaging, the les you will have to deal with the disciplinary issues. Thus, soccer routine kids can be easy to deal with if you take care of the little things as discussed.

ABOUT THE AUTHOR:
Andre Botelho is a recognized authority on the subject of soccer routine kids.
His web site, Teaching Youth Soccer Training Drills, provides a wealth of informative soccer articles,
resources and tips for soccer coaches, parents and players.

Soccer is the most widely watched games in the world. It has the most number of people betting on the games. When one refers to soccer tips, they are actually referring to the soccer betting tips.

There are a lot of soccer tipsters providing soccer tips on the internet. This number is now ever growing as more and more people are going into soccer betting as another form of income.

Depending on each country, they have their own betting restrictions imposed on their country. You may want to check these restrictions before considering going into soccer betting.

Primary reason why most people are now going into soccer betting is because the nature of the game. It is played for a period of 90 minutes. Your winning or loss is only based on 90 minutes. This can be seen as a fast way of making money for some.

Same as any other form of investment, there will always be some risk factor.

As for soccer betting, there is only two way to bet. Either the team win or lose. There's only two team playing and risk is only between these two teams.

There are strategy you can apply to reduce the number of risk in the bets.

Unlike other form of investment which can take weeks or months or even years to see your profits, soccer betting only takes you 90 minutes to make you a healthy profit depending on the amount you placed on the bets.

With a lot of tipping services being offered on the internet, one can easily get a reliable soccer tips on the matches played and make profit from it.

Zack Haris is a full time soccer analyst and provide professional ?Million Round table? soccer tipping service. Zack also writes soccer betting secrets and strategy book ?Make Your Bookie Your ATM Machine.? His book has been widely accepted by punters all over the world.

To know more about the author and his service, visit http://www.soccerbettingpro.com and http://www.soccerbettingpro.com/tips

High school football jerseys have become very popular due to the overall popularity of football in general.

The question is, how do you preserve your high school football jersey so you can always remember the season, my teammates, my school?

Here is a great idea, take your jersey and get it professionally framed and matted, exactly how professional athletes frame and mat their jersey. Add a picture of your team, a memorable moment from the season, and a plaque inside the frame and now you have your very own collectible, something you can pass down to your kids.

Otherwise, your high school jersey is just going to get thrown in a closet and get ruined — you might as well memorialize it so you have something to look back on.

Another great idea is to have your high school jersey replicated so your parents can wear it to the games, your fellow students can wear them, and then you can keep the collectible jersey as a piece of your own sports history.

Many high school football fans are doing this with their jerseys now instead of just tossing them after the season. They are also getting them framed instead of doing trophy's at the end of the year. A good friend of mine gave their coach his son's framed high school football jersey at the end of the season instead of a trophy and the coach was amazed.

There are a lot of companies out there that can create custom high school football jerseys for you and then frame your jersey after the season is over. With the popularity of sports memorabilia today — and the enormity of high school football, it is becoming the premier way to preserve those high school memories.

Find out more on how you can your high school football jerseys preserved and to find out other info regardinghigh school football collectibles.

EMBROIDERING ON GOLF SHIRTS

Digitizing and Embroidery Tips

WHEN TO CHOOSE EMBROIDERY

When adding a design or logo to a golf shirt (also called sport shirt, polo or corporate casualwear), embroidery makes a powerful statement. It adds depth and dimension to any garment and is often used to designate a quality manufacturer or an upscale country club as well as help build name recognition for a company, group or organization.

Golf shirts were literally designed for the golf course, cut with larger chest sizes and different armhole angles to allow for extended arm movements during a game of golf. In recent years, however, the golf shirt has moved beyond the golf course to casual business events and dinners out. Not just for men, golf shirts are also cut and styled for women and have made an appearance in children?s attire. Embroidery, a traditional choice for the versatile golf shirt, adds style and interest and is always a quality choice.

LOCATION

Left and Right Chest - The industry standard is to have a logo on the left chest and personalization, such as an employee?s or member?s name, on the right chest. Make sure that designs are small enough to fit comfortably in the space provided. This is especially important on women?s apparel. Standard left chest placement on medium through extra large shirts is 8? down from the shoulder seam and 4? over from center of the shirt?measuring from the center of the of design. A logo on a woman?s shirt may need to be reduced up to 10% to 15% in size to display appropriately in the left chest area. The maximum width for a left chest design on a golf shirt is about 4?. Less is usually better, even for a shirt designed for men. (Be aware that as the logo or design is reduced in size, the text sizes will also reduce and may become too small to digitize properly. Re-designing the logo may be necessary to keep text no less than 3/16? or ?? in height.)

Sleeve ? Adding a logo, design or slogan to the left sleeve adds variety and interest as well as providing name recognition for a vendor or business. A country club might want to add the name of a favorite golf club or ball to its own embroidered golf shirt, for instance.

Collar ? The back of the collar presents another opportunity to add a unique design or message on a golf shirt

Back ? below the collar (yoke area) can also add some variety to design placement. One consideration for this area is to avoid designs that could be irritating for the wearer due to backing. Certain designs that require heavy backing may not be advisable.

FABRIC

Jacquard, bird?s-eye, herringbone, rugby?s, blended jersey, rough grained pique, 100% combed cotton, cotton blend, fine-gauge pique, peached twill, lyocell, tapestry, waffle weaves, polyester and today?s micro fiber fabrics?all of these describe fabrics used in today?s golf or polo shirts. Each fabric has its own characteristics and must be made known to the digitizer before a design can be appropriately digitized for the embroidery process. Pique, for example, will tend to bury thread in its knap and requires larger sized text or an underlay of stitching for small lettering or numbers. Also, keep in mind that thinner fabrics may cost less, but may actually cost more in the long run due to increased backing required for the sewout process. You may pay a bit more for a quality fabric, but it may save you money in the sewout process, last longer and provide a polished appearance that keeps your customers coming back.

THREAD

With its vibrant colors and high sheen, the traditional choice of thread for golf shirts is rayon. Keep in mind that a cooler temperature with color-safe bleach will need to be used for shirts designed with rayon thread to safeguard its color and sheen. Polyester may be a better choice for shirts that will be washed in hot water with large amounts of chlorine bleach.

Not all fabrics are created equal when it comes to determining an appropriate stitch density level for your chosen thread, whether it?s rayon, polyester, metallic or other specialized thread type. Make sure you choose an experienced digitizer who is familiar with many different types of fabrics and a variety of thread types. If, when a design is sewn out, the fabric pulls and puckers, there?s a good chance the density of the stitching is too heavy. If the fabric is showing through, the stitch density is probably too low. Letting your digitizer know the type of fabric in the shirt and specifying the type of thread preferred will help them to provide you with a digitized tape that creates a quality image and sews out well and easily?the first time.

DESIGN ELEMENTS

Letter size is an important consideration when creating a design for the embroidery process. Script or serif fonts are not advisable for small text. For best results, use capitalized letters in a sans serif font such as Arial (for text under ??). (Your digitizer can advise you if the text in your design will sew out well at its original size.) The minimum letter heights listed below are for sans serif, block letters, sewn in a satin stitch. For large lettering, you may choose a fill stitch rather than a satin stitch. This increases the stitch count in the letter area, making the stitches smaller and more resistant to snagging and tears.

Suggested minimum Letter Height by Fabric:

Pique, Terry cloth, Fleece .?. 1/ 4?

Twill, Most other fabrics ?? 3/16?

SEWOUT PROCESS

An important tip for the sewout process is to make sure the purchase order is received by your embroiderer before the goods to be sewn reach their shipping docks. If your purchase order doesn?t arrive first, your items may wind up buried in a warehouse or shipping room, and you may find yourself bumped back on their work schedule.

MARKETING IDEAS

If you?re customer comes to you and says, ?I need embroidered golf shirts for an upcoming company golf tournament,? you might suggest other items to accompany the shirts at the event. Windbreakers and hats make great souvenirs and are always appreciated by golfers. Embroidered golf towels, umbrellas, golf bag covers and golf shoe bags can also help make your customer?s tournament a memorable event that stands out from the ordinary and creates long term advertising for your customer?s company.

Fast Embroidery Tapeshttp://www.fastembroiderytapes.com

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