Thursday, October 31, 2019

Problems of metaphysics Essay Example | Topics and Well Written Essays - 1250 words

Problems of metaphysics - Essay Example Kant argues that, to extend understanding to the more sensible realm of exploratory metaphysics. The basis that understanding has the stated constraints, he says that the mind of people plays very active roles to constitute the features for experience as well as limiting peoples mind’s to access only the observed realm of space in addition to time.Metaphysics have different meanings since it covers other combination subjects such as philosophical and psychological titles on disciplinary subjects. It is not easy to define the term metaphysics, because it does not only deal with â€Å"things that do not change†. Many philosophers for this case argued that there still exists life, hence day by day many things and ideas develop not, forgetting other philosophical issues that are still considered as metaphysical problems. Back in the early twentieth-century, â€Å"Metaphilosophy,† and â€Å"metalanguage† gave hopes to philosophers that metaphysics is, does not only involves the study of physics but it goes beyond all these by studying the lifestyle of human beings and knowing. Kant strongly believes that, Aristotle he had the books that had a clear, and an exact meaning of the word metaphysics, even though, he did not understand the meaning of metaphysics but, only had a rough idea that, metaphysics involves things which do not necessarily change. The fourteen titles of the books of Aristotle books were most likely meant for warning the students of Aristotle’s Philosophy to  attempt metaphysics after mastering â€Å"the physical ones,† his one book about nature- that is, about change, and for the change defines the feature of the natural world. Aristotle identifies metaphysics as being what you are and another, as a cause which comes first. The two subject –matters are regarded as defensible statements of metaphysics to the title until the seventeenth century when problems were identified to be of physics as classified by Aristotle.

Tuesday, October 29, 2019

Implement Person Centred Approaches Essay Example for Free

Implement Person Centred Approaches Essay Outcome 1.1 Define person centred values Person centred care respects the values and uniqueness of individuals, helping them to get their independence back. And can be designed to enable individuals to direct their own care in ways suited to them, working with various healthcare professionals to reach set goals. Outcome 1.2 Explain why it is important to work in a way that embeds person centred values It is important as the person is treated as an individual and not labelled, allowing the individual to maintain their sense of being a person, Understanding their emotional needs and preferences, by doing this you help maintain the service users identity, independence and self esteem. Outcome 1.3 Explain why risk taking can be part of person centred approach Supporting service users to take risks to do what they have chosen is part of a person centred way of working. This can be done by speaking to individuals finding out their needs, also reading their care plan to see specific preferences an speaking to friends and relatives about the individuals background. Outcome 1.4 Explain how using and individual care plan contributes to working in a person’s centred way The individuals care plan is focused solely around the wants and needs of the individual, by following care plans you are fulfilling the individuals wants and needs, supporting them in a way that they or their family members desire. Looking at the individuals needs and building and plan around it, service users should be at the centre of their plans ensuring the right support is being provided. Read more: Describe how active participation benefits an individual essay Outcome 3.1 Explain the importance of establishing consent when providing care or support Consent is important as it makes the service user aware of what is going to  happen, actions that will be taken, and any implications. Consent protects both the service user and care giver against any legal challenges should any arise. Without consent you cannot continue with giving care. Outcome 3.3 Explain what steps to take if consent cannot be ready established If you cannot readily establish consent, it needs to be looked into, if the service user is refusing to co operate you then need to find out why, if there is a communication barrier looking at communication aids such as talking mats or sign language. If it is an emergency then consent is implied as there is nobody present to give consent it is assumed that consent would be given by the family or next of kin. Outcome 4.1 Describe how active participation benefits an individual Active participation contributes to improving health outcomes and quality of care, it empowers service users helping with confidence, self esteem and power to air their concerns and most importantly giving the service users choice, allowing them to feel included in every aspect of their care. Outcome 4.2 Identify possible barriers to active participation Poor communication Lack of attention Immobility Poor eyesight Chronic Pain Sad/Depressed Outcome 4.3 Demonstrate ways to reduce the barriers and encourage active participation Compliment Praise Encouragement Constructive feedback Outcome 5.3 Explain why worker’s personal views should not influence and individuals choices A worker’s own personal views are not fact and can be seen as discriminatory towards the individual or their choices this can give the individual a complex preventing them from progressing. Outcome 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others Encourage questions and listen, ensure the individual is aware of trust policies and procedures, the individual should also be aware of their own rights Outcome 6.1 Explain how individual identity and self esteem are linked with well being The links between the two can fragment personal identity such as lack of access to services which can reduce confidence and self esteem affecting the service users emotional health. Outcome 6.2 Describe attitudes and approaches that are likely to promote and individuals well being Treating each person as an individual is important as well as giving and maintaining dignity and respect for the individual’s culture and beliefs, giving realistic goals to meet encourages empowerment to gain self esteem and confidence, listening can help encourage and develop independence. Outcome 6.4 Demonstrate ways to contribute to an environment that promotes well being By encouraging inclusion to promote an individual’s well being such as Personal attitudes Participating and engaging in activities Aware of environment Own personal space

Sunday, October 27, 2019

Monte Carlo Simulation of Transmission Experiement

Monte Carlo Simulation of Transmission Experiement Fluid Densitometer Design based on Transmission and Scattering Gamma Ray Method using Monte Carlo Approach R.Wirawan, M. Djamal, A.Waris, G. Handayani,  H.J. Kim Abstract. Non-destructive testing is one method in the material testing that was applied and developed for many purposes in the industrial field. Gamma spectrometer is a one method that can be applied for the fluid densitometer. It was studied the potential of the use of transmission and scattering gamma ray measurements in order to evaluate the fluid density using GEANT4 Monte Carlo simulation toolkit. Keywords: Non-destructive testing, scattering gamma, Monte Carlo, GEANT4. PACS: 29.40.-n Introduction Gamma-ray spectrum measurement is one of promising developing method in the non-destructive test application especially for an online measurement. It’s applicable for many industrial applications such as in medical, mining and oil industry, homeland security. The quality of the material can be differentiating from another one based on its density. In the application of gamma spectrometry, it’s influence the gamma ray energies spectrum detection result. Ball et al. (1998) have investigated the response of gamma backscatter to the spatial density in bulk sample [1]. In the fluid product analysis especially for the oil product density measurement, it’s a promising method for a densitometer. Hussein (2011) has developed investigation of the fluid flow in the pipe using gamma spectrometry [2]. Khorsandi and Feghhi have analyzed the transmission mode in densitometer application for the petroleum products monitoring applications [3]. The combination of transmission and scattering measurement modes are good approaching for a better analysis method in the detector response measurement due to the fluid density inside the pipe. For this purpose, simulation using Monte Carlo method can be conducted. Monte Carlo methods have capabilities in the implementation of the several of physics models and give the predicting result in the radiation physics application [4, 5]. In the present study we investigated the potential of the combination of these measurements using the Monte Carlo radiation transport from GEANT4 simulation toolkit. Theory Gamma ray energy spectrum characteristic that detected from its interaction with the material have information to identify the material characteristics involved. In the gamma ray spectrum measurement, there are two kinds of measurement type i.e. transmission and scattering. In the transmission, the gamma ray beams have an attenuated intensity because of energy absorption by material. The mass attenuation coefficient à ¯Ã‚ Ã‚ ­ of photon is a function of photon energy. The attenuated intensity was described by the Beer–Lambert formula: (1) where I0 incident gamma rays intensities, x is material absorption thickness, is mass absorption coeficient and its proportional to the total cross-section as follows , NA is the Avogadro’s number (6.021023 atom/mole) and A is atomic mass number of material[8]. For the scattering measurement, the detected photon beam is the result of deflecting with an electrons material. Scattering interactions that may occur is the single scattering or multiple scattering.The photon beam intensity has attenuation in the path before the scattering point interaction and in the path to the detector after the scattering point interaction. Figure 1 shows the single scattering interaction of photon with an element volume dV. Figure 1 Schematic diagram of photon single scattering interaction with an element volume in the material (adopted from Devlin and Taylor) [9]. According to the Compton scattering interaction, the photon with an energy Eà ¯Ã‚ Ã‚ § will be deflected with scattering angles à ¯Ã‚ Ã‚ ± to the origin direction after collision with an atomic electron. The scattered photon energy (EScatt) is expressed by the formula: (2) The intensity of detected gamma photon are influence of attenuation along primary photon, number of electron in element volume, differential cross-section, attenuation of scattered photon path and the solid angle subtended by detector at the element volume. For the single scattering interaction, the intensity of detected photon as depicted in the formula: (3) where S is the source activity (photon s-1), dV is element volume interaction, n is the electron density of the material, r1 and r2 are the length path of the primary photon before interaction and after scattering respectively. The density à ¯Ã‚ Ã‚ ² of the material is related to the electron density by (4) where NA is the Avogadro number, Z is the atomic number and M is the atomic mass. For the Compton interaction probabilities of the photon beam when it interact with an electron of the material was describe in differential form by Klein-Nishina formula, (5) where r0 is clasical electron radius (2,82 fm) and P parameter as function of incident photon energy and scattering angles à ¯Ã‚ Ã‚ ± as the formula (6) where constant [1,8]. Using the equation (4) and (5) to substitute parameter n and in the equation (3), we have the relation of intensity with the material density: (7) Solution of the equation (7) can be expressed in the simple form: (8) where A and B are constant. Method The simulation setup was developed based on the transmission configuration which conducted experimentally done by Khorsandi [3]. Four detectors are placed in two type positions where two detectors in the same side with source and two others in the opposite site as shown in Figure 2. The spatial distance between two detector d10 and d30 from the collimated source axis are about axis 27.5cm. For detector d20 is placed 20 cm far away from detector d10. Polyethylene pipe have an inner radius 5cm and thickness it’s about 2mm. Fluids under investigation inside the pipe (i.e. gasoline, gasoil and water) are assumed to be of uniform densityà ¯Ã‚ Ã‚ ². A disk gamma ray source model is used for Cs-137 source is collimated by the cylinder shielding lead with 5cm thickness. The 3in. x 3in. NaI(Tl) detector model reconstruction in the simulation is adopted from references [6, 7]. Simulation based on GEANT4 Penelope Monte Carlo using 5.0 x 107 of the gamma source beamon. Figure 2 Schematic visualization of GEANT4 simulation for the transmission and scattering measurements setup. Result and Discussion To examine the response function of transmission and scattering measurement, firstly we need to consider the setup designed for the detector construction according to the c gamma source energy spectrum. The Cesium 137 source was placed in front of the Pb collimated NaI(Tl) 3 in. x 3 in. scintillation detector. Figure 3 shows the detector response function spectrum of GEANT4 simulation result comparing to the measurement result of the 15uCi gamma source. There are a good agreement for photopeak energy between the simulation result and the experiment result. Figure 3 Response function of Cs137 15uCi gamma source for 3 in. x 3 in NaI(Tl) detector. Based on detector construction setup, then we analyzes the detector response function of transmission and scattering measurement. Figure 4 shows the response function result of detector that placed in the four different positions for three different type of density fluid i.e. gasoline, gasoil and water. Figure 4 Response function of detector NaI(Tl) 3in. x 3in. from GEANT4 simulation of four different detector positions for gasoline, gasoil and water fluids in pipe. In the all energy spectrum distribution above, density of fluid matter give an effect to the gamma energies spectrum. The gasoline has a lower density number, but it shows a higher intensity (number of events) of gamma ray energy detected compare to the gasoil and water. The increased density of fluid will increased the number of electrons at the scattering point interaction, attenuation of primary and scattered photons. So, it’s give an effect to the decreasing intensity or peak energy spectrum that detected by the detector. For transmission mode as shown at d0 detector position, the main peak of Cesium 137 gamma source is in the 0.662 MeV. The normalize peak intensity shows that the GEANT4 simulations result have a good agreement to the Khorsandi (2011) experiment result as shown in Figure 5. This result shows that the model can be used for predicting the fluid densitometer experiment. Figure 5 Normalize intensity curve of transmission mode (d0 detector position) from simulation and experiment results. Here in the Figure 6(a), we have the same trends that the decreasing of the photopeak height due to the fluids density increase. Figure 6 Gaussian height curves of photopeak at four different detector positions. Based on the intensity as density function equation (8), the proposed constant A and B for the curve fit in the Figure 6(a) are depicted in Table 1. Table 1. Curve fitting constant Based on the B constant of the four normalize count rates curves, d20 detector position have a higher decreasing slope than the others. In other side, the number of entry photon to the detector d20 position is too small, so for this configuration its need the higher activity source. Conclusions In this study, a Monte Carlo simulation of transmission and scattering measurements of gamma ray for the fluid densitometer was carried out using GEANT4. Due to an increase in the fluid density in the pipe, the peak heights of detected gamma ray intensity have decreased. The simulations for the gamma ray transmission investigation were conducted according to the experiment setup give the best fit curve result. Acknowledgments The author acknowledges the financial support of Directorate General of Indonesian Higher Education through the Sandwich-Like (PKPI) Program 2013. Refference [1] A.J. Ball, C.J. Solomon, J.C. Zarnecki, The response of gamma backscatter density gauges to spatial inhomogeneity An extension of the single scattering model, Nuclear Instruments and Methods in Physics Research B 140 (1998) 449-462. [2] Nagy M. Hussein, Investigation of Fluid Flow using Gamma Spectroscopy, World Academy of Science, Engineering and Technology 80 2011 1169-1174. [3] M. Khorsandi, S.A.H. Feghhi, Design and reconstruction of a prototype gamma-ray densitometer for petroleum products monitoring applications, Measurement 44 (2011) 1512-1515. [4] U.A. Tarim, E.N. Ozmutlu, O. Gurler, S. Yalcin, The Effect of the Housing Material on NaI(Tl) detector response function, J. Radioanalytical and Nucl. Chem. DOI 10.1007/s10967-012-1716-z (2012) 1-5. [5] A.F. Bielajew, Fundamentals of the Monte Carlo method for neutral and charged particle transport, Department of Nuclear Engineering and Radiological Sciences, The University of Michigan, 2001, pp.1-10. [6] Hu-Xia Shi, Bo-Xian Chen, Ti-Zhu Li, Di Yun: Precise Monte Carlo simulation of gamma-ray response functions for an NaI(Tl) detector, Applied Radiation and Isotopes 57 (2002) 517–524. [7] Abd-Elzaher, M., Badawi, M. S, El-Khatib, A. and Thabet, A. A.: Determination of Full Energy Peak Efficiency of NaI(Tl) Detector Depending on Efficiency Transfer Principle for Conversion From Experimental Values, World Journal of Nuclear Science and Technology, (2012), pp. 65-72. [8] Knoll, G.F., Radiation Detection and Measurement (Second Edition), Wiley and Sons, New York, 1989. [9] G. Devlin, D. Taylor: The Spatial Response Pattern of Gamma Backscatter Density Gauges, Journal of Soil Sciences Vol. 21 No. 2 (1970), pp. 297-303.

Friday, October 25, 2019

Gender & Jim Crow: Book Review Essay -- essays research papers fc

In Glenda Elizabeth Gilmore’s book Gender & Jim Crow, Gilmore illustrates the relations between African Americans and white in North Caroline from 1896 to 1920, as well as relations between the men and women of the time. She looks at the influences each group had on the Progressive Era, both politically and socially. Gilmore’s arguments concern African American male political participation, middle-class New South men, and African American female political influences. The book follows a narrative progression of African American progress and relapse. Gilmore argues that African American male political participation between 1890 and 1898 represented a movement toward greater inclusion. She claims that African American males in politics strove for the balance of power between political parties in North Carolina, and that the Populist-Republican victory in 1896 kept African American votes in contention and maintained some African American men in political office for a short period of time. There was an agreement between African Americans and whites that the â€Å"Best Men,† middle class African Americans, were to be the only African Americans to hold office. This was because by being dubbed the â€Å"Best Men,† they had met certain standards and were suitable for office according to the white politicians. The â€Å"Best Men† clashed with the South’s â€Å"New White Man,† who sought to re-monopolize voting rights and political power, as well as to completely dominate African Americans. Gilmore attri butes the â€Å"New White Man’s† goals to these men’s bitterness towards their fathers who were blamed for the defeat in the Civil War, southern underdevelopment, and black progress. Nonetheless, African American men rapidly increased power in politics when many positions became publicly elected. Gilmore reasons that the progress of African American men in politics caused upwardly mobile and middle-class New South men, Southern Progressives, to formulate disenfranchisement and Jim Crow laws, and to later blame the deficient â€Å"cracker† for acting on their verbal violence. She also says that white supremacists reacted to white women’s movement into public space, urbanization, industrialization, and African-American advancement, and â€Å"responded to black power even as [they] capitalized on black weakness† (p 118). The â€Å"Best Men† were blamed for the supposed rapists and malingerers in the Afr... ...th Carolina. I agree with her arguments, and found a great deal of the information in this book surprising, and also disturbing. I did not know a lot of the history of race relation in North Carolina, which was different from the rest of the south since whites barely outnumbered African Americans at that time in North Carolina. Because of this legal segregation came late and was more intense since the African Americans were able to put up more of a fight. All of Gilmore’s evidence supports her arguments, and makes a lot of sense. She did enough research and knows enough about the South that there is no reason any of the standpoints that she makes should be false. Glenda Gilmore’s book Gender & Jim Crow shows a different point of view from a majority of history of the south and proves many convictions that are not often stated. Her stance from the African American point of view shows how harsh relations were at this time, as well as how hard they tried for equity in society. Gilmore’s portrayal of the Progressive Era is very straightforward and precise, by placing educated African American women at the center of Southern political history, instead of merely in the background.

Thursday, October 24, 2019

Divorce in the Philippines Essay

Everyday, we hear stories from the news about women being abused by their husbands up to the point of causing death to the abused. It is also never new to hear a spouse having extramarital affairs and those other stories of infidelity and violence. We may sometimes first-handedly witness it in our own community, neighbors and friends, and even in our own homes. Come to think of it, why stay on this kind of unhappy relationships? According to the Philippine Commission on Women website, â€Å"physical injuries and/or wife battering remains to be the most prevalent case across the twelve-year period, from 1997–2009, accounting nearly half (45.5 percent) of all reported violence against women (VAW) cases nationwide.† Yes, we already have annulment and legal separation in the Philippines but these systems are nothing but flawed—allowing only separation for such grounds that makes marriage void, in the first place. Meaning, this only considers those cases of psychological incapacity, impotence, marriages between collateral blood relatives, incestuous marriages, mistaken identity, and minority. However, spousal abuse and infidelity are not grounds for the annulment of marriage. This does not answer the rampantly occurring cases of violence and infidelity that leaves women rather helpless. Philippines is among the last two countries in the world that do not yet legalize divorce. Gabriela Rep. Liza Maza first filed a divorce bill in Congress in 2005. The bill, known as House Bill 1799, or An Act Introducing Divorce in the Philippines, was re-filed in August 2010 by Gabriela Women’s party-list. It should be no wonder now why it is the women who are fighting for the passage of this bill because they are the object of infidelity and violence. Lawmakers have identified several grounds for divorce: when the married couple has been separated for five years de facto and reconciliation is highly improbable; the couple has been separated for two years before filing for divorce; when the grounds for legal separation (infidelity, psychological incapacity and irreconcilable differences) are present resulting to an irreparable marriage. According to a Social Weather Station survey conducted in March 2011, â€Å"50 percent of adult Filipinos agree and 33 percent disagree with the statement: ‘Married couples who have already separated and cannot reconcile anymore should be allowed to divorce so that they can get legally married again.’† In 2005, a similar survey was conducted which showed that 43 percent of adult Filipinos were in favor of divorce and 44 percent were not. From the statistics, we can conclude that Filipinos are starting to become open-minded with this issue and now accepts divorce as an option for failed marriages. According to Luzviminda Ilagan and Emerciana De Jesus, representatives of Gabriela Women’s Party List, â€Å"The sanctity of marriage is not based on the number of marriages existing but on the quality of marital relationships; when a marriage is no longer viable, divorce should be an option.† Indeed, why stay in a marital relationship where it no longer foster love between husbands and wives? It is now time to accept the rampantly occurring fact that some marriages work and some unfortunately don’t. In cases where a union is more harmful than beneficial, a divorce can be a benevolent and less hurtful way of severing ties.

Wednesday, October 23, 2019

Do Not Count Your Chickens Before They Hatch

We think that all the eggs a hen lays will hatch and become chickens, we may be wrong. Some of the eggs may be rotten. Others may get broken or damaged.So we cannot be sure that an off will become a chick until it has hatched. Do not be too optimistic or hopeful about a favorable outcome. We may have o  wait forthe results. A flower  and a bud are different things although it is the bud that blossoms into the  beautiful flower. But until that happens, we cannot say for sure that the bud will become  a flower. A naughty boy may pluck it off. Some bird might peck and damage the bud or a strong wind might blow and spoil it. So it is always wise not to lay too much hope on anything that we do until it becomes what we hope.It is good to be optimistic. But too much hoping many bring dejection. The  proverb  suggests that it is unwise today excess hopes on anything thatOne can plan one’s life as carefully as possible to get the maximum results out of his efforts. One can dream of bigger and better things too, for, to excel is a basic human urge. However, to be overambitious or to plan beyond what reality permits may be foolhardy and counterproductive. A chicken owner may place 20 eggs for incubation, but only less than half may hatch into chicks, other eggs going rotten.If the former had expected all the eggs to hatch into chicks, he was in for disappointment. Real situations hardly match expectations. If men are aware of this reality of life, it will be good for their mental health. Genuine efforts are expected to yield reasonable results, but that may not match what one desired. Remember, one can be sure of an event only after it had happened, not before. Desires or imaginary things are not realities. So do not count your chickens even before they are hatched. we do in our day to day life.

Tuesday, October 22, 2019

Resistance in wires.

Resistance in wires. Aim: To alter the length of wire and measure the effect on the resistance.Apparatus: 3 wires of widths 28, 30 and 36.1 ammeter - to measure the current in amps4 crocodile clips - attach to the wires6 leads - use to connect circuitRuler - to measure length of wireMasking tape - measure and tape against the rulerPower pack - supply energy in voltsVolt meter - measure the voltage in voltsVariable resistor - control the resistanceBrief: First I will carry out a pre-test where I will test the 3 widths and then choose one that has the lowest resistance meaning it has a higher current. Once I have completed the pre-test, I will carry out the experiment. I will change the length of the wire about 5 times each at 5 different volts for the input. I measure the output voltage using a voltmeter and the current using an ammeter.Scrap Metal Recycling PilePower packVariable resistorAmmeterWireVoltmeterVariables to keep fair test:‚Â ·Length of wire - input‚Â ·Resistance - it will be kept t he same‚Â ·Voltage - will alter‚Â ·Current in amps - output‚Â ·Width of wire‚Â ·Temperature‚Â ·Type of metal for wireMetallic bonding theorye- e- e-+ + +Free electrons move e- e- a sea of electronsWhen pushed by volts + +e- = Delocalised electrons+ = Metal cationAs the metal cations and the electrons are oppositely charged, they will be attracted to each other, and also to other metal cations. These electrostatic forces are what hold the particles together in metals.Metallic bonding is present in all metallic elements. Positive ions of the metallic element form a giant lattice (regular arrangement), with the valency electrons floating over them. This means that the electrons...

Sunday, October 20, 2019

Answers to Questions About Abbreviations

Answers to Questions About Abbreviations Answers to Questions About Abbreviations Answers to Questions About Abbreviations By Mark Nichol Responses to some reader queries about abbreviation issues follow. 1. Which is the preferred abbreviation for â€Å"United States,† US or U.S.? Both forms are correct, but, in the interests of consistency with the decline of the use of periods in abbreviations, the trend is to use US. (Note that the abbreviation should be used only as an adjective, not as a noun: â€Å"She was born in a US territory,† but not â€Å"She was born in the US.†) 2. When one abbreviates states, should there be any punctuation after, say, TX? And are both the T and the X capitalized? The short form of state names based on US Postal Service usage and technically considered a symbol rather than an abbreviation omits periods, and both letters are capitalized. However, the symbol should be used only when listing an address or in a chart or other graphic element where space is at a premium. Newspaper style is to abbreviate according to The Associated Press Stylebook (for example, Tex.), but in many other periodicals and in most books, state names are usually spelled out in regular text. 3. I am teaching a business-writing course, and I want to know how to approach terms like SOP or any other abbreviation. Does one say â€Å"an SOP† or â€Å"a SOP†? I guess the same would apply to â€Å"getting a MA† or â€Å"getting an MA.† Because we pronounce each letter in these terms (â€Å"ess-oh-pee† and â€Å"em-ay†), rather than treating them as words (â€Å"sop† and â€Å"mah†), the first sound determines whether we use a or an when we speak or write the abbreviation. As with other words starting with the â€Å"ess† sound (especially or essential, for example), we precede SOP with an. The same goes for MA, just as in, say, eminent or embellishment. Testing phrases vocally is usually reliable (an seems easier to say before these terms than a does), though there are exceptions: â€Å"An historic occasion† is easier for me, at least to say than â€Å"a historic occasion,† though an is â€Å"wrong.† See this post for more information. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?7 Patterns of Sentence StructureParataxis and Hypotaxis

Saturday, October 19, 2019

Charles Mingus

Charles Minus Charles Minus is a very important and influential name in Jazz; however he is left out by many historians when talking about the history of Jazz. The main reason he is left out by so many historians, Mark Griddle in particular, is because of his attitude and ego. He Is clearly not the most pleasant person, and he surely does not display how a real Jazz musician should act, at least according to most historians.The way he acts during performances can be quite startling at first, If you are not familiar with is ways and methods of playing. For example, he was known for using profanity during performances, either geared at the audience if they were being too loud or the sound operators if the sound wasnt up to Minings expectations. That being said, Minus Is a great musician, and Just because he doesnt display the best of etiquettes while performing, doesnt mean he should be left out of the history books. Minus also has a very long list of accomplishments In his life. As a growing musician, he was most inspired by Duke Longtime, and he even got the chance to play side him at one point, even if only for a very short amount of time (Due to his demanding and not very pleasant attitude). Not only was Minus a very accomplished bassist, but he also went on to be one of the best and most known band leaders and composers in all of Jazz, with such an enormous amount of variety in his music.That being said, the only real reason historians have for choosing to exempt him from Jazz history books was because of the way he acted. If I were to alter Mark Griddles Concise Guide Tacoma, I would include Charles Minus in chapter 8, Hard Bop. Although Minings styles vary so much that it is hard to place him into one chapter, I feel like this chapter includes the most variance to do so in such an acceptable and correct way.This chapter includes many jazz sounds that spin off of many of the cool styles, as well as bop, bebop, hard bop, funky Jazz, mainstream, post-bop, and soul Jazz. These are all elements that Minus has displayed at one time or another during either his composing or bassist career. Another chapter I would also include him in would be Chapter 5, How Swing Differs from Early Jazz. I would include Minus in this chapter as well because it talks so much of his most influential Jazz artist, and at one point fellow band mate, Duke Longtime.I feel like Minus truly does have enough variance in his music to help point out and draw the flee line between early Jazz and the newer swing Jazz. The mall differences between these two categories of Jazz are that In early Jazz, you were a lot less likely to have the big ban d feel to the music, and soloist played a more important role in early Jazz, whereas in the swing era, you were introduced to more FAA variety of instruments as well as new techniques on how to play them. Minus puts out good examples and songs/performances that clearly display how things transitioned from early Jazz to swing, and then onto other evolutions of jazz as well. After learning and hearing many of Charles Minings music, I definitely feel It Is book writers to come take note of Minings accomplishments, and start to include him in the history books right up there with Duke Longtime, Miles Davis, and Louis Armstrong. It is only fair to him and his fellow band mates, however, only time will tell.

Friday, October 18, 2019

Mind-Body Connection Essay Example | Topics and Well Written Essays - 1250 words

Mind-Body Connection - Essay Example It is also not clear how compatible these inter-relations are, if any, and how complete are in the physical world. Descriptions given by formative degree and mid-nature connections are analogous. The operational principle of mind-body connection receives rations internally. Therefore, this connection strongly depends on spirit and mental effects. To begin with, there are vital things that influence connection between people’s minds and bodies. The inter-relation may result in negative or positive response within our bodies. Proponents believe that, people’s bodies do not just respond boldly but there is an internal play connecting mind with the rest of the body. In addition to that, our physical manifestation takes place due to our thoughts and emotions (Hall, 2011). For instance, a joyous memory or emotion may make people feel lighter and relaxed. On the other hand, an upsetting moment may cause a heart to race or make someone feel clammy. The body does not think but f eels. Therefore, it is clear that actions occur when mind and body inter-connect. Furthermore, some scientists claim that there is no any connection between mind and body where else others use some facts to explain the connection. Some say that personal growth is the key to mind and body connection since it raises people’s awareness and consciousness as well (Sha, 2006). When people free and expand their minds, they condition beliefs and behavior hence what enters one’s mind contributes to some degree of body reaction. There is a way in which mind shifts. In this case, people rethink how they live and start revolving around suggestions that discovered the conduit between people’s physical and mental status. Even though it seems so odd, it is true that all boundaries and divisions matters of our actions are simply a construct of our thoughts. Those who do not see the relationship between mind and body believe that there is nothing separate in the world of quantum . Moreover, those defying the presence of mind-body connection put across that, following emerging science assumptions the word connection loses its bases without the word separation. It is through utilization of language that people get informed thus creating too much awareness about reality. However, traditional medicine specialists view both mind and body as a dualistic dichotomy. They consider mind and body as simply wholesome aspects but differing (Klein, 2007). Scientific research reveals that, the idea of critical role played by our minds and emotions is a fundamental premise within interrogative medicine. Ancient healing procedures incorporated mind and body connection to heal. In order to achieve good health there should be balanced state of mind, body, and environment. Humans’ body undergoes situations that trigger emotional stress. For example, some situations like loss of a loved through death, separating from a loved one, getting laid-off from work and even movin g to a new house may be extreme thus causing anxiety or stress. However, people overcome them by use of fight-to-fight response. In such a situation, the mind links with the body and the latter secretes a hormone called catecholamine. Examples of catecholamine are no epinephrine and epinephrine. In entering the body’s bloodstream these hormones either increases breathing rate or quickens heart hence putting someone in position to deal with the current situation such as fear. Generally, how the mind and body inter-connect is amusing.

Sociology Essay Example | Topics and Well Written Essays - 4000 words - 2

Sociology - Essay Example His work emphasized on the methods of sociological studies, division of labour, scientific studies of religion and the analysis of suicide due to imbalance between self and the society. (â€Å"Durkheim, Émile†, 2007) Durkheim’s made his most influential work on the detailed study of suicide in his famous book ‘Le Suicide’ which was published on 1897. This book, not only broke the conventional analyses of suicide, but it was successful in giving sociological studies a new momentum from the long celebrated ones. The modern standard structure of sociological research and analysis was originated from Durkheim. Durkheim, in his book framed a new definition of suicide as â€Å"the term suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result†. Through this definition Durkheim distinguished suicide from accidental death. He was very much interrogative regarding the analysis of suicide in a social perspective. The essence of his analysis lies in discovering the actual correspondence, if exists, among the different socioeconomic and psychological factors that may inculcate the desire inside a person to terminate his life intentionally. According to this great sociologist there could be many factors generated from the social and economic structures that would lead to the desire to kill oneself. In his book Le Suicide, Emile Durkheim not only changed the way of understanding suicide but also he was successful in cultivating a new way of conducting sociological researches. Hence he was successful in conceptualization of a new structure of sociological research. From the very beginning of the book he started to define the pivot term under discussion and advanced towards sketching out the promotional outlines of a pedagogical explanation of suicide, which would be informed by social science. In this way he used the tables of suicide statistics. He collected

Abortion Essay Example | Topics and Well Written Essays - 1000 words - 7

Abortion - Essay Example topic of abortion first from a standpoint of statistical data which reinforces the fact that teen pregnancy, though declining in number, is leading to an abortion epidemic in the U.S., â€Å"In the U.S., teen abortion accounts for 19% of all procedures of this nature†(Huttenlocker, 2008). Establishing quantitative data by obtaining statistics from a reliable source is an effective approach to structuring a sound and convincing argument on any topic, especially one of this nature. Huttenlocker proceeds to establish that though teen pregnancy has actually declined in number within the last ten years, the abortion rate has not. This validates the fact that abortion is being treated as a means of birth control as opposed to being a last resort decision in extreme circumstances. By going on to include health information pertinent to teens having abortions, Huttenlocker is able to clearly establish the notion that abortion may not be the best alternative for teens, especially as a m eans of birth control, â€Å"Teens are at higher risk for post-abortion infections such as pelvic inflammatory disease (PID) and endometritis (inflammation of the uterus), which may be caused either by the spread of an undiagnosed sexually transmitted disease into the uterus during the abortion, or by micro-organisms on the surgical instruments which are inserted into the uterus†(Huttenlocker, 2008). Huttenlocker does not exhibit specific rhetoric which serves to convince his reader as much as he presents claims supported by quantitative data thus reinforcing his credibility. This method utilized by Huttenlocker leaves little room for fallacy or the suspicion of it. This article does not leave its reader in the dust as does the following article but instead, actively informs the reader without prejudice or preaching and thus should be rated as 1 out of 4, 1 being the highest rating due to skilled rhetoric, without a great deal of unsubstantiated claims or fallacies. The next article was

Thursday, October 17, 2019

Essay 2 Example | Topics and Well Written Essays - 250 words - 5

2 - Essay Example Bruno and Shmuel become friends despite being on the opposite side of the fence and war. The wish in these two boys for friendship is much stronger that they even disregard the fence between them. They turn out to be very reliant on one another. This companionship will eventually lead to catastrophe. The move by Bruno’s father to inquire from him how he managed to know the people in Striped Pajamas, Bruno argues that he saw them from the window. Brunos father prohibits him to go near the fence and tells him to play close to the house. Bruno does not understand why his father hates these people. In this film, we also meet hateful and violent soldier who comes to Bruno’s old sister. Nevertheless, when he beats a prisoner who works in the house, we see his violent hatred of Jews. He also intimidates and threatens Bruno. The actions of the Bruno’s father and the Nazi soldiers display the theme of prejudice that runs all through the film. . The film â€Å"The Boy in the Striped Pajamas† explores the picture of a child’s innocence in a time of war. The common craving we all have for friendship and the fences; both figurative and literal that we must all find the way and make a

Arab nationalism Research Paper Example | Topics and Well Written Essays - 1750 words

Arab nationalism - Research Paper Example To Schwartz it is the political participation and activity of Wahabism and Saudism that has led to the disparity and turbulence within the Muslims ranks and force must be used against them in order to neutralize the impact and provide Muslims with a better chance of protection of their political inspirations in the desired manner (Mikhail). Adeed Dawisha has taken into account the overall scenario with study and analysis of multiple retrospectives to analyze the situation and causes of Arab Nationalism and the overall effects associated with it. Adeed Dawisha has taken into account the perspective of the Israeli writers as well to assess the overall scenario in a more transparent manner. The writer has tried to assess the situation and phenomenon of Arab Nationalism from the perspective of political face and the factors and elements it incorporated in the social spectrum. The book provides an effective account of the events and the concepts based on the fact and support of the study of multiple social systems and political orders. The book does and the author does not limit itself to the study of Arab and Nationalism as a force, rather takes into account the parallel social systems of the western world as well to analyze the exact situation at hand. Arab Nationalism has a touch and shade of one of the ethnocentric approach that came to forth prior to it. This was in form of the Western cultural and nationalistic movement. Where the policies and manifestos were in line with the agenda of promoting their culture and society. The periods of study and focus in the entire study that seek more attention are the ones during the middle of First World War and the ones that were right before the start of Second World War. The two events were significant on multiple accounts and accords. The first being that of the vulnerable and nearly collapsed state of Ottoman Empire right in the middle of First World War where the Empire and Caliphate was on its last leg and needed a mere kick to come down. The second on account of the Second World War was that of Jewish settlements in that region that were thick and heavy during those days and were an open challenge to the Arab States and it broadly invoked the feeling of extended and hardliner nationalism amongst Muslims for the purpose of defending their values and independence from the challenges faced in multiple forms. Karsh & Efraim(Karsh) have tried to assess and understand the concept of Arab Nationalism and the Pan Arab movement. They have evaluated that the overall movement is based on the concept of oneness, unity and integration of the Muslim nations into one. Densely rich with the natural resources and other territorial and strategic advantages and edge against the other parts of the world, they felt the need for capitalizing on this advantage and making use of their policies and actions in a more collective way that would allow protection of their agendas and manifestos in the desired manner. The study also takes into account the important dimension of the reasons that have contributed towards the stalemate in the achievement of goals in the overall journey of Pan Arab movement. Century long movement is challenged with multiple threats all round. This comes

Wednesday, October 16, 2019

Abortion Essay Example | Topics and Well Written Essays - 1000 words - 7

Abortion - Essay Example topic of abortion first from a standpoint of statistical data which reinforces the fact that teen pregnancy, though declining in number, is leading to an abortion epidemic in the U.S., â€Å"In the U.S., teen abortion accounts for 19% of all procedures of this nature†(Huttenlocker, 2008). Establishing quantitative data by obtaining statistics from a reliable source is an effective approach to structuring a sound and convincing argument on any topic, especially one of this nature. Huttenlocker proceeds to establish that though teen pregnancy has actually declined in number within the last ten years, the abortion rate has not. This validates the fact that abortion is being treated as a means of birth control as opposed to being a last resort decision in extreme circumstances. By going on to include health information pertinent to teens having abortions, Huttenlocker is able to clearly establish the notion that abortion may not be the best alternative for teens, especially as a m eans of birth control, â€Å"Teens are at higher risk for post-abortion infections such as pelvic inflammatory disease (PID) and endometritis (inflammation of the uterus), which may be caused either by the spread of an undiagnosed sexually transmitted disease into the uterus during the abortion, or by micro-organisms on the surgical instruments which are inserted into the uterus†(Huttenlocker, 2008). Huttenlocker does not exhibit specific rhetoric which serves to convince his reader as much as he presents claims supported by quantitative data thus reinforcing his credibility. This method utilized by Huttenlocker leaves little room for fallacy or the suspicion of it. This article does not leave its reader in the dust as does the following article but instead, actively informs the reader without prejudice or preaching and thus should be rated as 1 out of 4, 1 being the highest rating due to skilled rhetoric, without a great deal of unsubstantiated claims or fallacies. The next article was

Arab nationalism Research Paper Example | Topics and Well Written Essays - 1750 words

Arab nationalism - Research Paper Example To Schwartz it is the political participation and activity of Wahabism and Saudism that has led to the disparity and turbulence within the Muslims ranks and force must be used against them in order to neutralize the impact and provide Muslims with a better chance of protection of their political inspirations in the desired manner (Mikhail). Adeed Dawisha has taken into account the overall scenario with study and analysis of multiple retrospectives to analyze the situation and causes of Arab Nationalism and the overall effects associated with it. Adeed Dawisha has taken into account the perspective of the Israeli writers as well to assess the overall scenario in a more transparent manner. The writer has tried to assess the situation and phenomenon of Arab Nationalism from the perspective of political face and the factors and elements it incorporated in the social spectrum. The book provides an effective account of the events and the concepts based on the fact and support of the study of multiple social systems and political orders. The book does and the author does not limit itself to the study of Arab and Nationalism as a force, rather takes into account the parallel social systems of the western world as well to analyze the exact situation at hand. Arab Nationalism has a touch and shade of one of the ethnocentric approach that came to forth prior to it. This was in form of the Western cultural and nationalistic movement. Where the policies and manifestos were in line with the agenda of promoting their culture and society. The periods of study and focus in the entire study that seek more attention are the ones during the middle of First World War and the ones that were right before the start of Second World War. The two events were significant on multiple accounts and accords. The first being that of the vulnerable and nearly collapsed state of Ottoman Empire right in the middle of First World War where the Empire and Caliphate was on its last leg and needed a mere kick to come down. The second on account of the Second World War was that of Jewish settlements in that region that were thick and heavy during those days and were an open challenge to the Arab States and it broadly invoked the feeling of extended and hardliner nationalism amongst Muslims for the purpose of defending their values and independence from the challenges faced in multiple forms. Karsh & Efraim(Karsh) have tried to assess and understand the concept of Arab Nationalism and the Pan Arab movement. They have evaluated that the overall movement is based on the concept of oneness, unity and integration of the Muslim nations into one. Densely rich with the natural resources and other territorial and strategic advantages and edge against the other parts of the world, they felt the need for capitalizing on this advantage and making use of their policies and actions in a more collective way that would allow protection of their agendas and manifestos in the desired manner. The study also takes into account the important dimension of the reasons that have contributed towards the stalemate in the achievement of goals in the overall journey of Pan Arab movement. Century long movement is challenged with multiple threats all round. This comes

Tuesday, October 15, 2019

Communications Essay Example for Free

Communications Essay 1. What is an implication, in general, and what are specific implications of the presence of the U.S. flag, Constitution, and Bill Of Rights in all the classrooms at the University of Arizona? a. A general definition of an implication is an assumption that can be inferred from a given scenario that is not obviously specified. The US flag, Constitution, and Bill of Rights are all important symbols of freedom in the United States. The Bill of Rights contains the first ten amendments to the Constitution that preserve the liberties and freedoms prevalent in the United States. The Constitution sets forth the structure of the government we created after rebelling against the British monarchy. The US flag contains a representation of the original 13 colonies that rebelled against the British monarchy as the stripes and the current 50 states as the stars, this representation holds a strong symbol of Americanism. A specific implication of having the U.S. flag, Constitution and Bill of Rights in all University of Arizona classrooms is to help remind students of the freedoms that are available to them in the United States. These symbols of personal freedom promote one’s ability to be an outspoken individual, go against the grain in everything they do, and maintain an individual spirit. 2. Problems in business, government, and relationships are frequently blamed on a lack of communication or a failure to communicate properly. Use the Tubbs communication model on page 9 of your Human Communication textbook to diagnose a communication problem and suggest a recommendation for fixing the problem. a. Tubbs’ communication model involves two communicators and contains three main components of communication: the messages, interference, and the channel. Communication problems can exist across all three components of Tubbs’ communication model. Messages can be intentional and unintentional, when we send an unintentional message we give a message that we didn’t intend to and will usually not find out about the error until we receive feedback from the receiver. Communication problems in channels can occur when sending a message through the wrong channel, each channel serves a primary purpose and sending the wrong message through a channel can lead to a breakdown in communication. Interference is what causes a sent message to become misunderstood or missed completely, usually due to a distortion in the message or the receiver becoming distracted. A fairly common problem that has become more prominent in communication since the rise in popularity of electronic messaging is the inability to relate sarcasm, irony, or other emotions effectively. Usually when someone says something sarcastic it can be taken as a serious statement and the receiver can view the sender as ignorant or senseless. To fix this the person either has to relate the message through a more emotionally efficient channel, such as a telephone call, or include a signifier that allows the person to realize the text should be taken as sarcasm, such as including the tag /sarcasm afterwards. 3. What subject matter is at the heart of the field of communication? To answer this question, imagine that a friend or family member asked you what ‘communication’ as an academic subject was about. How would you respond to that person so that they had a clear understanding? a. Communication has changed a great deal over the last 2400 years but has always maintained a primary center to its study while adding more and more elements. In ancient Greece, Socrates and Plato used communication (then called Rhetoric) as a means to discover the truth and draw it out of their students. Aristotle took Plato’s view and expanded onto it that truth is not always absolute and humans must therefore ascertain the â€Å"probable† truth. These early understandings still hold relevant today and create a framework for the contemporary study of human communication. At the heart of communication is the need for understanding, the need for people to be able to help others understand what they’re saying and understand what others are saying. With this need for understanding Plato stated that rhetoric would be used to promote falsehood over truth while Aristotle saw that either falsehood or truth could be promoted and it is the duty of the citizen to use rhetoric to defend the truth. Communication covers the central topic of providing information to other people through multiple channels in an efficient and effective manner. As communication progresses it will continue to hold its central subject matter while adding more and more relevant areas of interpretation. 4. How was the ancient Greek city-state of Athens involved in the history of communication? What connections exist between communication in ancient Athens and communication in the world today? a. Athens was home to the three scholars who created the two primary views to what we currently know as communication. Socrates, Aristotle and Plato provided a strong foundation for the study of communication while coming from two different views of rhetoric. Socrates and Plato were credited to creating the view of â€Å"Divine Truth† which sought to use reasoning and dialogue to â€Å"draw out† knowledge and understanding. Where as, Aristotle viewed that truth is all around in the environment and must be taken in through the senses. Much of what Socrates, Aristotle and Plato put into communication (rhetoric) is still valid today; Aristotle stated communication is â€Å"purposive† and can be evaluated on whether they accomplish their purpose. Socrates demonstrated a strong relationship between communication that would result in the discovery and appreciation of truth and beauty; this gave a precedent to the value of ethics in communication. Each view puts value into a different way of viewing the truth that surrounds us every day; one sees that there is truth in everything and it’s up to the individual to find that truth while the other views that truth is dependent on the person and can change depending on a persons view. These two views from ancient Athens will continue to lead the study of communication and help shape the continued understanding of the field.

Monday, October 14, 2019

Advent of the democratic dispensation in south africa

Advent of the democratic dispensation in south africa 1.1 INTRODUCTION The advent of the democratic dispensation in South Africa has brought about significant changes in the political, social and economic spheres of the country. As a microcosm of society, the education sector too has been caught up in the ebb and flow of these democratic changes (Zatman, Florio and Sikorski, 1997:3). Consequently new educational laws and policies that are consistent with the new dispensation have been put in place. Although the transformation from apartheid education to Outcomes-Based Education (OBE) was necessitated by the democratic demands, its implementation is not a forgone conclusion. According to (ANC, 1995:8), â€Å"education and education systems are, above all, human and social institutions with all their capabilities and limitations†. Education institutions need to be managed. Unlike machines, they cannot be programmed for certain outcomes and then set to run by themselves. School principals together with other members of the School Management Teams (SMTs) as change agents and key personnel in schools, are faced with the challenge of managing these changes. Unfortunately many variables in the process of change are either unknown or cannot be controlled (Pudi, 2005:148). However, it is important to understand the roles that SMTs have to play for the effective management of the educational changes in schools. It is because of this that the roles and effective management of change in schools through SMTs is both important and necessary. The demands of a new education dispensation have in effect made necessary a paradigm shift in the management of schools. 1.1.1 A paradigm shift in the management of schools The introduction of OBE, the Integrated Quality Management Systems (IQMS), the National Curriculum Statement (NCS) and other educational changes in schools made imperative a modified or changed teaching approach from educators. More significantly effective implementation of OBE requires development of new management strategies and competencies from all the members of the SMTs. However the author is concerned about whether the current members of SMTs are sufficiently equipped with the necessary skills that will enable them to manage the current turbulences in schools. According to Zatman et al. (1997:3) it is convincing that school managers today are faced with a perplexing situation of trying to satisfy the needs and requirements of South Africa`s diverse population. Gultig and Butler (1999:7) stress that the management development programmes should no longer focus on school principals only, but on other middle managers as well. These authors maintain that under conditions of decentralization and a significant shift towards school-based management, the focus should primarily be on the broader and more inclusive understanding of education management development. School development programmes should not be seen as the preserve of the few seniors at the top of the school management structure. To meet the needs of the present democratic society, school principals and the rest of the management team are expected to be involved in self development programmes and develop other stakeholders in the school. The latter could be members of the community who should feature in school governance structures. According to Gultig and Butler (1999: vii) the paradigm shift in the management of schools has affected the way in which educators as classroom managers have to manage their classes. The dictates of OBE stresses team work and cross consultation with the learners. DoE (2002:08) points out that since OBE is focused on the outcomes, and that the process of obtaining these outcomes are in essence different, there have to be different ways of managing not only the outcomes but also the process of arriving at these outcomes. In the classroom, the OBE approach has led to a paradigm shift from teacher domination to active participation of learners as stakeholders in the teaching and learning process. School managers are required to ensure that educators implement the participatory mode of teaching effectively. Gultig and Butler (1999:29) stress that prior to the birth of the democratic society in South Africa, leadership and management practices in some institutions including schools, were mainly focused on how efficiently educators executed their prescribed duties without giving them opportunity for creativity and innovation. According to Bertram, Gultig and Ndlovu (1999:61) in the present education dispensation members of SMTs and educators are given freedom to participate in school management and education of the learners. Participation is promoted by the constitution of the Republic of South Africa and other relevant management and leadership models that are not only participatory but also promote democracy. According to Seller (2001:257) the present OBE approach â€Å"encourages an open school climate that promotes sharing of challenges, a cross-pollination of ideas and collaborative decision-making which is vital for high morale as well as increased efficiency and effectiveness†. This approach emphasizes alignment of school management with the democratic principles. The focus of this study is on investigating whether the members of SMTs in Mogodumo region in Limpopo province are capable of meeting the managerial expectations of the current democratic society that is brought by educational changes such the implementation of OBE in schools. In the present era, school managers are expected to become responsive to the changing needs that are imposed by the democratic changes and educational transformation. Legislations and school policies are pivotal in achieving this ideal. 1.1.2 The impact of the new policies on the roles of school managers The introduction of the present education policies and legislations demand members of SMTs to possess new managerial competencies that will enable them to implement these policies effectively (Gultig and Butler, 1999:64). The introduction of the current education Acts such as the South African Schools (Act 84 of 1996), with its emphasis on active participation of parents in school governance, has undoubtedly impacted on the roles of school managers. Section 9(3) and 9(4) of the Constitution (S.A Constitution, 1996a) stipulate that â€Å"no person (including learners) may be directly or indirectly discriminated against on the basis of race, gender, colour, ethnic or social origin.† This has in part led to the introduction of the current admission policy in South African schools. The spin-off to the present admission policy which encourages schools to open up the doors for learning to all without discrimination, has led to an increasingly diversity of learner population. This diversity can create racial and discipline-related problems that can challenge the managerial capabilities of the current school managers. Lemmer and Squelch (1993:27) note that school managers are faced with learners of different population groups and a multicultural ethos. These authors further point out that the introduction of this non discriminatory admission policy was an attempt to desegregate education so as to accommodate learners from all racial groups. However, the impact of this admission policy on the managerial capabilities of school managers cannot be left to chance. One of the other policies that impact on school managers in Mogodumo region in Limpopo province is the policy on corporal punishment. This is stated in section 10(1) of the South African Schools Act (SASA, 1996b). The Act stipulates that â€Å"no person may administer corporal punishment at a school to a learner.† This can be interpreted as upholding human dignity and respect to learners as human beings. Learners are therefore protected from being treated in a cruel, inhumane and degrading manner that may have been consistent with the previous dispensation and its relevant management practices. However, the impact of the abolition of corporal punishment has created serious disciplinary problems which demand school managers in Mogodumo region in Limpopo province to become more creative with regard to the application of appropriate alternative disciplinary measures for the maintenance of discipline and the effective teaching and learning in schools. The (DoE 2001:6) cites poor discipline as one of the manifestations of lack of transformation of management practices to conform to the changing times and environment. School management, from curriculum to non curricular activities is achieved as a participatory endeavour where all stakeholders are not only informed but also actively involved. 1.1.3 Participatory management approach School managers as leaders hold influential positions in schools. They are thus charged with the responsibility to manage educational changes in schools in the province. In their efforts to align changes with educational reforms, school managers today are expected to adopt leadership and management practices which are consistent with the democratic principles. Since this mode of management requires active participation of stakeholders in schools, it impacts on the managerial roles of school managers. Stakeholders such as parents were included in the governance of schools prior to the present democratic dispensation as stipulated in section 9 subsection 1 of South African Schools Act (SASA, 1996b). However they were often not provided opportunities to participate actively in executing the roles that they were supposed to play. In responding to the demands of the democratic society, this Act promotes parents not to be the rare species in schools anymore. Through the South African Schools Act (SASA, 1996b), parents are not only charged with the responsibility for the education of their children but are also mandated by law to participate actively in school governance. This implies that the current school managers need to play the role of building strong bases for parent participation in schools. In order to practice participatory management meaningfully school managers are expected to take parents on board on matters that demand their attention. Zatman et al. (1997:8) state that school managers as advocates of change are faced with a diversity of forces from within and outside the school arena. School managers are expected to involve the parents particularly members of the School Governing Body (SGB) in matters such drawing school budget and development of the mission statement of the schools. Apart from the involvement of parents, the scope for SMTs is further expanded by their involvement with learners and other external members of the public and clients who have a stake in the education 1.2 AWARENESS OF THE PROBLEM The post apartheid era in South Africa has dawned with tremendous changes that manifest themselves clearly within the education arena. Schools as components of the education system are faced with the challenge of implementing these changes in a meaningful way. As stated in section 1.1.1, educational changes such as the introduction of the OBE and NCS, IQMS and other changes that are brought by the changing needs of the current democratic society have been enacted. These changes require school managers to assume new managerial roles and responsibility. They are supposed to act as leaders and managers with the capabilities to manage the educational changes (Lombard, 2003:3). Unfortunately there is no policy document or norms and standards that precisely guide school managers on how to manage schools and these educational changes. The researcher realizes that there is not yet a policy that serves as a guide for school managers on the management of schools and the current changes that characterizes them (schools). The Education Policy Act (Act 27 of 1996) which focuses on the roles of educators has been drawn to serve as guidance regarding the responsibility of educators as classroom managers. Lombard (2003:3) argues that school managers of the pre-democratic era were mainly equipped with the skills to exercise control and fulfill administrative duties. This implies that their initial formal training that prepared them to become teachers did not equip them (school managers) with the knowledge and the capacity to execute managerial roles, particularly in change management. The training prepared them to manage classroom environments that prevailed during the pre-democratic era rather than to manage the changes experienced in contemporary schools. From these discussions, it is evident that there is little relevance between the skills that are possessed by the present school managers in Mogodumo region in Limpopo province and new managerial expectations that they are required to play in their attempts to execute their managerial roles in schools Based on these limitations, the researcher is not certain whether the current school managers in Mogodumo region in Limpopo province will be capable of managing and transforming schools in accordance with the demands of the democratic principles. It is these uncertainties that have led the researcher to undertake an investigation into the roles that members of SMTs in Mogodumo region in Limpopo province play in their efforts to manage educational changes. 1.3 PROBLEM STATEMENT When the problem under discussion is analysed and evaluated, the question arises on whether members of School Management Teams in Mogodumo region in Limpopo province are capable of playing their roles in managing the changes in schools. From this, the problem statement for this study can be stated as: The roles that school managers need to play in managing educational changes in schools in Mogodumo region in the Limpopo province. 1.4 AIM OF THE STUDY The aim of this study is to investigate the role that school managers play in managing the educational changes in the Mogodumo region in the Limpopo province. 1.5 MOTIVATION FOR THE STUDY 1.5.1 Importance and necessity The study focuses primarily on the roles that school managers are supposed to play in the management of educational changes. Effective management of schools today requires school manager to have knowledge of the new managerial roles that are necessitated by the current educational changes. This study is thus deemed necessary for school personnel, and in particular members of SMTs. It is because this study intends to equip them with the knowledge of the actual roles that they (school managers) are expected to play in the transforming education system in South Africa. This knowledge is required by school managers if they are to manage changes in schools effectively. The kind of knowledge that this undertaking intends to expose is deemed important not only for the self improvement of school managers, but also for the development and the improvement of the whole school. Other members of staff will also benefit from school managers through school-based in-service training that focuses on change management. The present school managers are faced with the transforming education system in South Africa (DoE 1996:1). This study is therefore necessary for it does not only focus on the roles of school managers but also has a bearing on the exposition of changes and the new policies in education. Knowledge of these policies is deemed essential for the current school managers because it (knowledge) is regarded as one of the prerequisites for the successful execution of their new roles. As Morgan (1988:2) explains, school managers need to acquire the skills and knowledge that are necessary to deal with the consequences of transformation as it unfolds itself over time. 1.5.2 Contribution to the study It is expected that the empirical findings from the sampled school managers will contribute to the body of knowledge of change management and the managerial responsibilities of the contemporary school managers. It should be noted that though generalizations cannot be made from the empirical findings, the results of the interviews with some of the members of SMTs in Mogodumo region are hoped to put to light the actual roles that school managers play in their effort to manage educational transformation. It is hoped that this study will form a base for a better understanding of the way the current educational changes demand for the transformation of the managerial roles of school managers during this era. Morgan (1988: xii) emphasizes that dealing with the consequences of change requires managers to apply specific competencies that will enable them to identify â€Å"fracture lines†. 1.6 RESEARCH METHODOLOGY On the basis of the nature of this study which requires the researcher to listen to the verbal description of the experiences of the respondents in their natural environment, the researcher has opted to conduct this study within the qualitative paradigm. This approach requires research techniques such as the interview that involve social interaction between the researcher and the respondents rather than instruments and statistical methods that are common for the quantitative research design (Hoberg, 1999:80). He further states that the qualitative research approach emphasizes the intervention of the researcher in the natural setting of the respondents and allows for participant observation as well as gathering first-hand information from the respondents. On this basis, the researcher visited the sampled schools in the Mogodumo region in Limpopo province. The intention was to understand the lived experiences regarding the roles and the strategies that members of the SMTs apply in their efforts to align the envisaged changes with the current school environments. 1.7 EXPLANATION OF CONCEPTS For the convenience of the reader and to avoid misunderstanding, certain concepts will be explained. The purpose of the explanation is to offer a clear understanding of what each concept means as it is used throughout this study. 1.7.1 Role Hawkins (1984: 725) defines ‘role as â€Å"a persons task or duty in an undertaking†. Rabothata (1982:3) emphasizes that ‘roles are â€Å"duties and responsibilities expected from a person occupying a certain position in an institution†. Roles can comprise the tasks ascribed to or expected of a person by virtue of the position held. However, the researcher is of the opinion that it should be kept in mind that roles are not limited to occupational status, nor does the fact that one is cast in the role of a manager during working hours prevent him/her from taking on other roles such as a husband, president, father et cetera, at some other time. Roles can also be defined as a set of expectations imposed on educators and school managers by the parents of learners, educationists and society in general (Pudi, 2005:147). From this perspective, it is evident that the roles of educators are based on the way the parents, the community or the society expect educators to behave. The word ‘role will be used in this study to refer to the tasks and responsibilities that the members of SMTs are expected to execute in their efforts to manage the changes in the schools. 1.7.2 School Managers The concept ‘school managers in this study does not only refer to the principals as the head of the school but also to other member of SMTs in schools. Besides the fact that principals are regarded as the highest-ranking professional educator, they do not manage the schools alone. Other personnel who manage and lead the school together with the principals such as the Deputy Principals and the Heads of Departments (HODs) are also regarded as managers. However it should be acknowledged that in some schools especially small schools, the senior teachers may also be co-opted into the management teams. The concepts ‘school managers and members of School Management Teams or SMTs will be used interchangeably in this study. 1.7.3 Competencies Van der Bank (1996:3) defines ‘competencies as the abilities to do something in a satisfactory or effective way. The concept ‘competencies is also defined as the ability to do something especially measured against a standard (Karpike and Murphy, 1996:33). 1.7.4 Paradigm A ‘paradigm is a model that forms a basis of something (Morgan 1988:129). According to Bertram et al. (1999: vii) the concept ‘paradigm refers to ‘a frame of reference. A paradigm is often based on a set of ideas or a particular way of making sense of the word and dealing with it. 1.8 PROGRAMME OF STUDY Chapter 1: Introductory orientation In this chapter, the background to the study, awareness of the problem, statement of the problem, aims of the study, motivation of the study, and description of the research methodology are discussed. Chapter 2: The nature of change and educational changes in schools This chapter contains literature study focusing on change. Particular focus is given the educational changes that impact on the roles of members of SMTs in the contemporary era. Chapter 3: Educational changes in schools: the role of school managers Emphasis is placed on the roles that members of the SMTs are supposed to play in their attempts to deal with the changes in schools. The impact of these changes on the school will be discussed. The suggested effective managerial competencies are also be highlighted. Chapter 4: Research design and methodology Planning of the research is undertaken. The research methodology together with data collection techniques used in this research is explained. The empirical research and methodology are outlined in this chapter. The research approach, the research methods and data collection techniques employed in this study are explained. Chapter 5: Empirical research and findings Presentation and analysis of the data collected is undertaken. The findings are discussed. Chapter 6: Summary, recommendations and conclusion The entire study is summarized. Conclusions regarding what school managers could do to rectify the situations in their schools are explained. Limitations of the study are explained. Recommendations for further research are stated. 1.9 SUMMARY This chapter provided the orientation to the study. The statement of the problem, aims and motivation for the study were outlined. In the following chapter the nature of change and educational changes in schools will be studied. CHAPTER 2 THE NATURE OF CHANGE AND EDUCATIONAL CHANGES 2.1 INTRODUCTION Change appears to be an ongoing natural process that tends to be inevitable in human life. Seller (2001:255) stresses that the call for change in all aspects of the educational delivery system has been continuous. It has been stated in section 1.1 that the education system is South Africa has been restructured to keep abreast with current societal demands. Among various educational changes, restructuring of schools by the inclusion and active involvement of groups of stakeholders such as the SMTs, the SGBs and the Representative Council of Learners (RCLs) can be cited as some of the common changes in schools. These groups of stakeholders were not given chance to play appropriate roles that they were supposed to play in most schools prior to the present democratic era in South Africa. Effective involvement of these stakeholders has a bearing on the organizational structure of schools as well. According to Bertram et al. (1999:vii) the democratization of the South African government encourages participation of stakeholders in the governance of the country. This demands a paradigm shift from autocratic and non-democratic leadership that was common during apartheid era. It suggests that instead schools should be run in a participatory and reflective manner. In addition the necessity for improvement of the quality of the learning has brought about a change in the content and the method of teaching and learning in schools. As pointed out in section 1.1.1, there has been a move to learner-centered OBE and NCS which promotes participation, setting measurable outcomes and continuous assessment of learners. Fullan (1985:3) emphasizes that â€Å"it is no exaggeration to say that dealing with change is endemic in the post-modern society†. Apart from these changes other innovations have been introduced such as the abolition of corporal of punishment, the changed policy regarding admissions, the norms and standards for school funding and many other changes that cannot be covered within the scope of this study. All these have demonstrated that change is an inevitable phenomenon particularly within the current democratic society. Based on the above discussion, it is evident that change is one of the important phenomena that impact on South African education today. Thus prior to investigating the roles that the managers of schools are supposed to play in aligning the changes with the present school environments, the researcher deemed it necessary to begin by defining change. A focus will also be on exposing some of the common educational changes that impact on the roles of school managers today. The intention is to provide a basis for understanding some of the educational changes that have brought about transformation of the managerial responsibilities of school managers in the present era. 2.2 CHANGE DEFINED Change can be defined from different perspectives. According to McLean (2005:16), change is defined as the alteration of individual behaviour or the substitution of one thing by another. On the other hand, Credora (2001:01) views change as the adoption of innovation where the ultimate goal is to improve the outcomes through alteration of practice. In addition to these definitions, one may point out that change can be seen as a modification of existing rules, regulations, values and belief systems. It may be regarded as a way of correcting behaviours or the way things are done. In short, change is deemed to be a movement away from the status quo. 2.3 THE NATURE OF CHANGE 2.3.1 Change as a process Fullan (1985:392) notes that change is not an event but a process. This statement is based on the fact that change takes place over a period of time. In the second of the eight basic lessons of the new paradigm of change Fullan (1992:21) further suggests that â€Å"change is a journey, not a blueprint†. It is non-linear and it is loaded with uncertainties. Like death and taxes, change is said to be an inevitable part of everyones life. In as much as one cannot run away from death, change cannot be avoided. Resistance to change is not a solution. Change will continue even if people resist it. Lombard (2003:28) provides a very useful analysis of the main themes on educational change and its management. He identified the following main themes concerning the nature of change as a process: †¢ Change is structural and systematic. Any real change will often affect the whole system in that change in one part of an institution has a ripple effect in other parts. †¢ Change is a process that occurs over time. Because any changes take place overtime, organizational change is not a discrete event, it is not sequential and it does not follow a straight line. †¢ Change is multi-dimensional. Change encompasses a number of different dimensions including resources, contents, process, evaluation, emotions, beliefs, values and principles. †¢ Change is viewed differently by various participants and therefore evokes a range of responses. All those involved in the change process will have their own perception about it. †¢ Change management requires investment in technological resources, human resources, and management of the process. The effective management of change requires creativity and the ability to identify and solve problems. Besides the different views on change, one could state that change is often regarded as a process. It is characterized by a series of interconnected events that may lead to alteration of values, beliefs or approaches over a period of time. During the process of change, the success of each stage of development is determined by the success of the previous stage (Lombard 2003:208). It should be noted that, while one may observe certain stages, change is not a linear process which follow clear cut stages. Complex changes may necessitate a number of stages for them to be sustained. Hence change depends on the extent of its complexity and other contextual factors. It affects people and their perceptions differently on a continuum from positive to negative. 2.3.2 The perceptions about change Some school personnel may hold a positive view of change while others may view it negatively. Garrett (1997:96) states that those who view it negatively often see it as a means of stepping away from ones firm ground (where one feels confident and is familiar with the rules and is also able to function comfortably), into swampy territory (where one feels uncomfortable and uncertain about roles and relationships and is also less confident about the skills and knowledge necessary to function effectively). According to Lombard (2003:6), when institutions such as schools are restructured, some of the members of the staff may worry about adjusting or losing their status or jobs. The recent changes such as redeployment and the introduction of OBE in South African schools have led to the reshaping of roles and the disruption of stability in schools. Feelings of uncertainty and discomfort have been stirred among some of the school personnel. Lombard (2003:6) further stresses that the senses of purpose of the majority of school managers and educators are often threatened by the changes. For instance the process of redeployment made some of the school managers to feel less confident about their skills. While some showed signs of resistance to these changes, others resorted to taking packages, early retirements and even resignation from the teaching field. It is as a result of this that there is a constant outflow of educators to other economic sectors (Tshabalala, 2006:12). McLean (2005:20) points out that, change may be perceived negatively as a force that upsets individuals` comfort zone and constantly challenges them to think outside their boxes and behave in new ways that may be alien to them. For school personnel who hold a negative view, the changes that occur in schools often stir fear in them. Changes challenge their competence, power and authority. Th

Sunday, October 13, 2019

Technology Spontaneously Approaching `humanity With The Passage Of Ti :: essays research papers

Technology Spontaneously Approaching `Humanity' With the Passage of Time By Avner Erez Tel Aviv University , Department of Film & Television Tools once helped early man increase his survivability, and they became more and more useful as means to achieve our goals. Today, innovations in technology have allowed us to fabricate tools of increasing complexity. As we recognize that the most effective tools have human characteristics, such as a computer capable of learning, we will give our tools these characteristics. If technological innovations continue, we could actually create tools that are human, or at least beings that challenge how we define being ‘human.' Ridley Scott's Blade Runner and James Cameron's Terminator 2 offer two particular scenarios of futures in which the state of technology gives us the ability to do â€Å"questionable things.† As we give our machines selected human characteristics to make them more efficient, they will tend to discover humanity in their own unique way, rising above their ‘specifications' to actually become human. By definition, tools are designed specifically for certain tasks, and as technological tools, the T800 and the replicant are deigned to meet specific specifications. In Terminator 2, the T800 is a multipurpose cyborg assigned to save John Connor, given a series of â€Å"mission parameters,† initially characterized by his computer logic. He often advises John based on permutations of the T1000's next move, similar to the way a chess computer decides what move to make next. Just as the T800 is designed to perform solely as a unemotional computer, the ‘replicants' in Blade Runner are designed to work in slavery without protest. Since it's remarked in Blade Runner that humans develop emotions by existing for a period of time, it is predicted that replicants could not develop emotions in their four year life span. So it's easy for the society in Blade Runner to equate replicants with machines, indicated so politically by the term ‘retirement.' As in Terminator 2, these manufactured beings are intended to parallel humans only in efficiency and effectiveness, not in emotion. Similar in practice to how we solve problems, the T800 is a learning computer, designed to carry out its objectives dynamically. The Nexus 6 generation of replicants simulates human intelligence by actually using a human brain, taking advantage of the human brain's innate intelligence and ingenuity. Both the T800s and replicants were designed to carry out prescribed functions, like any other machines, enhanced by their creators who foresaw the distinct performance advantages offered by the human abilities to learn and reason. Their creators, however, did not anticipate these selected human characteristics to dynamically grow into other human characteristics. Technology Spontaneously Approaching `humanity With The Passage Of Ti :: essays research papers Technology Spontaneously Approaching `Humanity' With the Passage of Time By Avner Erez Tel Aviv University , Department of Film & Television Tools once helped early man increase his survivability, and they became more and more useful as means to achieve our goals. Today, innovations in technology have allowed us to fabricate tools of increasing complexity. As we recognize that the most effective tools have human characteristics, such as a computer capable of learning, we will give our tools these characteristics. If technological innovations continue, we could actually create tools that are human, or at least beings that challenge how we define being ‘human.' Ridley Scott's Blade Runner and James Cameron's Terminator 2 offer two particular scenarios of futures in which the state of technology gives us the ability to do â€Å"questionable things.† As we give our machines selected human characteristics to make them more efficient, they will tend to discover humanity in their own unique way, rising above their ‘specifications' to actually become human. By definition, tools are designed specifically for certain tasks, and as technological tools, the T800 and the replicant are deigned to meet specific specifications. In Terminator 2, the T800 is a multipurpose cyborg assigned to save John Connor, given a series of â€Å"mission parameters,† initially characterized by his computer logic. He often advises John based on permutations of the T1000's next move, similar to the way a chess computer decides what move to make next. Just as the T800 is designed to perform solely as a unemotional computer, the ‘replicants' in Blade Runner are designed to work in slavery without protest. Since it's remarked in Blade Runner that humans develop emotions by existing for a period of time, it is predicted that replicants could not develop emotions in their four year life span. So it's easy for the society in Blade Runner to equate replicants with machines, indicated so politically by the term ‘retirement.' As in Terminator 2, these manufactured beings are intended to parallel humans only in efficiency and effectiveness, not in emotion. Similar in practice to how we solve problems, the T800 is a learning computer, designed to carry out its objectives dynamically. The Nexus 6 generation of replicants simulates human intelligence by actually using a human brain, taking advantage of the human brain's innate intelligence and ingenuity. Both the T800s and replicants were designed to carry out prescribed functions, like any other machines, enhanced by their creators who foresaw the distinct performance advantages offered by the human abilities to learn and reason. Their creators, however, did not anticipate these selected human characteristics to dynamically grow into other human characteristics.

Saturday, October 12, 2019

Media and the Writing Process :: Television Media TV

Media and the Writing Process When looking at a work of media, ones tries to find something that would enhance the writing process. Television, as well as cinema often lends to this process. One example of this is with the John Carpenters’ Vampires, which incorporates the use of suspense and anticipation to lure the viewer into concerning themselves more in to the story. Another example, is the television documentary Hitler’s Henchmen which uses a systematic, chronological method to tell the story of Adolf Hitler’s main Architect, Albert Speer. Of course literary works also can help in enhancing the quality of one’s work. A River Runs through it, Norman Macleans’ personal memoirs, lends to the reader the idea of the metaphor to pursue plot. Another literary work The Perfect Storm, by Sebastian Junger tells the story of a doomed vessel lost at sea and does so through the use of creative language. Cinema is often overlooked as an outlet for literary enhancement. On the contrary, however, many films often tend to use or incorporate ideas which can be transferred with success to a literary piece. The film, Vampires uses many literary devices to progress its story and plot. The devices which were used most extensively, those of suspense and anticipation, can easily be incorporated to enhance a literary piece aesthetically. Television, again, like Cinema is a media which is overlooked when searching for methods to enhance ones work. A television documentary, recently aired, Hitlers Henchmen used a technique which is perhaps vital to a successful literary work. Displaying a information in a systematic, or chronological fashion, as done in the documentary, often clears the path for the reader, or the viewer in this case to make their own assumptions, or judgement of what they have seen. The most important of all media to be used to enhance ones’ own work of course is another piece of literature. The metaphor, as in Norman MacLeans’ work, A River Runs Through It is an excellent device used to give more meaning to single ideas, and can easily enhance a work.

Friday, October 11, 2019

Nurture Your Child’s Self-Esteem Essay

Kids start developing their sense of self as babies when they see themselves through their parents’ eyes. Your tone of voice, your body language, and your every expression are absorbed by your kids. Your words and actions as a parent affect their developing self-esteem more than anything else. Praising accomplishments, however small, will make them feel proud; letting kids do things independently will make them feel capable and strong. By contrast, belittling comments or comparing a child unfavorably with another will make kids feel worthless. Avoid making loaded statements or using words as weapons. Comments like â€Å"What a stupid thing to do!† or â€Å"You act more like a baby than your little brother!† cause damage just as physical blows do. Choose your words carefully and be compassionate. Let your kids know that everyone makes mistakes and that you still love them, even when you don’t love their behavior. Catch Kids Being Good Have you ever stopped to think about how many times you react negatively to your kids in a given day? You may find yourself criticizing far more often than complimenting. How would you feel about a boss who treated you with that much negative guidance, even if it was well intentioned? The more effective approach is to catch kids doing something right: â€Å"You made your bed without being asked — that’s terrific!† or â€Å"I was watching you play with your sister and you were very patient.† These statements will do more to encourage good behavior over the long run than repeated scoldings. Make a point of finding something to praise every day. Be generous with rewards — your love, hugs, and compliments can work wonders and are often reward enough. Soon you will find you are â€Å"growing† more of the behavior you would like to see. Set Limits and Be Consistent With Your Discipline Discipline is necessary in every household. The goal of discipline is to help kids choose acceptable behaviors and learn self-control. They may test the limits you establish for them, but they need those limits to grow into responsible adults. Establishing house rules helps kids understand your expectations and develop self-control. Some rules might include: no TV untilhomework is done, and no hitting, name-calling, or hurtful teasing allowed. You might want to have a system in place: one warning, followed by consequences such as a â€Å"time out† or loss of privileges. A common mistake parents make is failure to follow through with the consequences. You can’t discipline kids for talking back one day and ignore it the next. Being consistent teaches what you expect. Make Time for Your Kids It’s often difficult for parents and kids to get together for a family meal, let alone spend quality time together. But there is probably nothing kids would like more. Get up 10 minutes earlier in the morning so you can eat breakfast with your child or leave the dishes in the sink and take a walk after dinner. Kids who aren’t getting the attention they want from their parents often act out or misbehave because they’re sure to be noticed that way. Many parents find it rewarding to schedule together time with their kids. Create a â€Å"special night† each week to be together and let your kids help decide how to spend the time. Look for other ways to connect — put a note or something special in your kid’s lunchbox. Adolescents seem to need less undivided attention from their parents than younger kids. Because there are fewer windows of opportunity for parents and teens to get together, parents should do their best to be available when their teen does express a desire to talk or participate in family activities. Attending concerts, games, and other events with your teen communicates caring and lets you get to know more about your child and his or her friends in important ways. Don’t feel guilty if you’re a working parent. It is the many little things you do — making popcorn, playing cards, window shopping — that kids will remember. Be a Good Role Model Young kids learn a lot about how to act by watching their parents. The younger they are, the more cues they take from you. Before you lash out or blow your top in front of your child, think about this: is that how you want your child to behave when angry? Be aware that you’re constantly being observed by your kids. Studies have shown that children who hit usually have a role model for aggression at home. Model the traits you wish to cultivate in your kids: respect, friendliness, honesty, kindness, tolerance. Exhibit unselfish behavior. Do things for other people without expecting a reward. Express thanks and offer compliments. Above all, treat your kids the way you expect other people to treat you. Make Communication a Priority You can’t expect kids to do everything simply because you, as a parent, â€Å"say so.† They want and deserve explanations as much as adults do. If we don’t take time to explain, kids will begin to wonder about our values and motives and whether they have any basis. Parents who reason with their kids allow them to understand and learn in a nonjudgmental way. Make your expectations clear. If there is a problem, describe it, express your feelings, and invite your child to work on a solution with you. Be sure to include consequences. Make suggestions and offer choices. Be open to your child’s suggestions as well. Negotiate. Kids who participate in decisions are more motivated to carry them out. Be Flexible and Willing to Adjust Your Parenting Style If you frequently feel â€Å"let down† by your child’s behavior, perhaps you have unrealistic expectations. Parents who think in â€Å"shoulds† (for example, â€Å"My kid should be potty-trained by now†) might find it helpful to read up on the matter or to talk to other parents or child development specialists. Kids’ environments have an impact on their behavior, so you may be able to modify that behavior by changing the environment. If you find yourself constantly saying â€Å"no† to your 2-year-old, look for ways to restructure your surroundings so that fewer things are off-limits. This will cause less frustration for both of you. As your child changes, you’ll gradually have to change your parenting style. Chances are, what works with your child now won’t work as well in a year or two. Teens tend to look less to their parents and more to their peers for role models. But continue to provide guidance, encouragement, and appropriate discipline while allowing your teen to earn more independence. And seize every available moment to make a connection! Show That Your Love Is Unconditional As a parent, you’re responsible for correcting and guiding your kids. But how you express your corrective guidance makes all the difference in how a child receives it. When you have to confront your child, avoid blaming, criticizing, or fault-finding, which undermine self-esteem and can lead to resentment. Instead, strive to nurture and encourage, even when disciplining your kids. Make sure they know that although you want and expect better next time, your love is there no matter what. Know Your Own Needs and Limitations as a Parent Face it — you are an imperfect parent. You have strengths and weaknesses as a family leader. Recognize your abilities — â€Å"I am loving and dedicated.† Vow to work on your weaknesses — â€Å"I need to be more consistent with discipline.† Try to have realistic expectations for yourself, your spouse, and your kids. You don’t have to have all the answers — be forgiving of yourself. And try to make parenting a manageable job. Focus on the areas that need the most attention rather than trying to address everything all at once. Admit it when you’re burned out. Take time out from parenting to do things that will make you happy as a person (or as a couple). Focusing on your needs does not make you selfish. It simply means you care about your own well-being, which is another important value to model for your children.