Use of community-based organizations as a mechanism for sustainable development: the case of Kabkabiya Small Holder Charitable Society-Darfur, Sudan.

Use of community-based organizations as a mechanism for sustainable development: the case of Kabkabiya Small Holder Charitable Society-Darfur, Sudan. Abstract The article examines the role of community based organizations insustainable development Sustainable development is a socio-ecological process characterized by the fulfilment of human needs while maintaining the quality of the natural environment indefinitely. The linkage between environment and development was globally recognized in 1980, when the International Union . It presents the experience of Kabkibya SmallHolder Charitable Society (KSCS) in North Darfur Coordinates: North Darfur (Arabic: شمال دارفور; transliterated: Shamal Darfor) is one of the 26 wilayat or State The article isbased on survey conducted with six branches of KSCS in 2005 to assessthe capacity of the KSCS in promoting sustainability in terms of eightselected criteria, namely: a) Identity. b) Structure. c) System and procedure. d) Motivation and incentives. e) Gender dimension f) Environmental dimension. g) Economic dimension. h) Social dimension. Results have shown that all branches studied have strong identitybased on linage lin��agealso line��age ?n.1. The number of lines of printed or written material.2. Payment for written work at a specified amount per line.linageNoun1. geographical proximity of KSCS and common history. --The frequent changes in leadership within KSCS branches areconsidered an important indicator of democratic organization that canenhance sustainability. --Gender analysis is made at different levels, to determine thegaps in involvement of men and women and how they can be eliminated toensure effective community participation. --Equal representation, participation, access to project benefitsand decision making are cared for in all KSCS development programs. --Findings show that environmental sustainability is considered asone of the top priorities in KSCS strategies towards sustainabledevelopment. Evidence from KSCS shows that increased levels of participation andcommitment among its intended beneficiaries, coupled with thedevelopment of relatively strong leadership, led to good organizationalperformance [TEXT NOT REPRODUCIBLE IN ASCII ASCIIor American Standard Code for Information Interchange,a set of codes used to represent letters, numbers, a few symbols, and control characters. Originally designed for teletype operations, it has found wide application in computers. ] Introduction Kabkabiya Small- holder Charitable Society (KSCS) is a communitybased organization (CBO CBOSee: Collateralized Bond Obligation. ) created by local people in collaboration withOxfam Great Britain Great Britain,officially United Kingdom of Great Britain and Northern Ireland, constitutional monarchy (2005 est. pop. 60,441,000), 94,226 sq mi (244,044 sq km), on the British Isles, off W Europe. The country is often referred to simply as Britain. (OGB OGB OXFAM Great BritainOGB OnGuard Backup (Palm)OGB Open Gastric Bypass ) and registered as a local institution in 1990.Its aim is to improve the living standards living standardsnpl → nivel msg de vidaliving standardsliving npl → niveau m de vieliving standardsliving npl of its targetedbeneficiaries. Since 1994 when it ended its operational involvement,KSCS has taken over the operation and management of the project. OGBcontinued to support KSCS as one of its main partners for five yearsafter the handover n. 1. The act of relinquishing property or authority etc. to another; as, the handoverof occupied territory to the original posssessors; the handoverof power from the military back to the civilian authorities s>. of the project. Afterwards, KSCS became completelyindependent in seeking ways for getting resources from within and beyondthe Sudan to provide support to its beneficiaries (Strachan, 1997). This study is an attempt to examine using (KSCS) as a mechanism to achieve sustainable development in Kabkabiya and to assess the effectiveness of its various roles. Objectives of the study: To assess the capacity of the KSCS in promoting sustainability interms of eight selected criteria, namely: a) Identity. b) Structure. c) System and procedure. d) Motivation and incentives. e) Gender. f) Environmental dimension. g) Economic dimension. h) Social dimension. Methods of data collection The study has been undertaken in Kebkabiya locality 1. locality - In sequential architectures programs tend to access data that has been accessed recently (temporal locality) or that is at an address near recently referenced data (spatial locality). This is the basis for the speed-up obtained with a cache memory.2. in North DarfurState of Western Sudan. It covered parts of Kebkabiya and Jebel Silocalities where the village-level branches of the CBO under the study(KSCS) are located. Six Branches were selected as a sample for the study(Table 1). The Capacity of the CBO This section presents and discusses the results of the assessmentof the capacity of six branches of KSCS. Background information of thesix branches is presented in Table 1. Results of assessment ofsustainability of the branches of KSCS in terms of the selected eightcriteria are presented below: Identity: Many organizations have the same stated purpose, but differ interms of identity. Data obtained from the field survey show that the Staff, members and beneficiaries of KSCS are: --Living in close geographical area proximity. --Sharing common interest, values and strong social cohesion. --Social control is mutually exercised by committee members. From the results of field intervention it can be said that allbranches of KSCS have strong identity based on linage geographicalproximity of KSCS and common history. Structure: --Leadership is legitimately selected and controlled by KSCS branchmembers. --Tasks are defined constantly with the purpose and according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the skills of the participating members. --The structure tends to serve the interest of all members ratherthan that of individuals. --The frequent changes in leadership within KSCS branches areconsidered an important indicator of democratic organization that canenhance sustainability. --It is implied that every member of the community who has capacitycan compete and gain experience, which is essential for long-termsustainability of KSCS. System and Procedure: Regarding system and procedure the six branches studied have provencapability to: --Setting its priorities effectively. The branch committee membershave received intensive capacity building/ training includingParticipatory Rapid Appraisal techniques which enabled them to sit withtheir community targeted groups at the grass-roots level and provide forcommunity involvement in the setting of priorities due to theirperception of existing problems. --Consequently, a space for dialogue is created, communities'voices were heard and they gained power of knowledge and information andresources. More importantly they discovered the power already they hadwithin themselves. --Motivation and Incentives: The study of the six branches identified the following factors thatmotivate people to participate effectively at different levels: --Continuation of the benefits flows to people after projectstermination and the practicing of independent management. --Continuation of local action stimulated by the project. --Generation of successful services of delivery initiatives as aresult of building capacity among the project beneficiaries. --Most of the members' expectations have been fulfilledthroughout the organizational performance towards achieving KSCS goals.As one of the member said during the study in the discussion recently'all organization achievements are representing our needs andpriorities, we are motivated by seeing our objectives achieved. Manydesirable changes in our life have resulted from our membership in KSCS,and the whole community, is motivated to contribute fully to theorganization's activities, managerially as well asfinancially". Gender: Concerning gender the results of analysis for six branchesindicated that, --Gender analysis is made at different levels, to determine thegaps an involvement of men and women and how they can be eliminated toensure effective community participation. --Equal representation, participation, access to project benefitsand decision- making are cared for in all KSCS development programs. --Remarkable women empowerment have been achieved through; --Enhancing income generation activities (individual credit onrevolving fund revolving fundn.A fund established for a certain purpose, such as making loans, with the stipulation that repayments to the fund may be used anew for the same purpose.Noun 1. base, women canteens (1), food processing Food processing is the set of methods and techniques used to transform raw ingredients into food for consumption by humans or animals. The food processing industry utilises these processes. , goatrestocking and soap making). --Capacity building programs, women skills up- grading, and womenleader trainings are more common in all of these branches as well asefforts for developing new marketing techniques. The appearance of womentraders is also common. Literacy classes and women extension haveresulted in positive community attitudes towards women position, girlseducation and women participation in decision making. --Even the technologies used by KSCS aiming to reduce the work loadon women (donkey donkey:see ass. donkeyor burroDescendant of the African wild ass that has been used as a beast of burden since 4000 BC. The average donkey stands about 40 in. (100 cm) high at the shoulder, but breeds range from 24 to 66 in. drawn-plough, and donkey cart as the means of ruraltransport) have resulted into increased women productive power. Alltogether they have contributed effectively in maximizing women access toand control over resources which ensure long-lasting benefits andempowerment. Environment: The study results show that environmental sustainability isconsidered as one of the top priorities in KSCS strategies towardssustainable development. Therefore, many activities have been carriedout to achieve environmental conservation as follows: --The comprehensive extension programs implemented by KSCS in thesix branches are environmentally sound at different levels. Peopleperceive that the use of environmental technology, and adopting therelated extension messages, had led to better utilization of theirnatural resources base. --Water and environmental sanitation sanitation:see plumbing; sanitary science. activities that were conductedas emergency program in response to recently Darfur crisis/war, havepositive effects on Internal Displaced displacedsee displacement. persons (IDPs) in kabkabiya. Economic: --In term of economic progress, the study results show that, thereare many interventions which led to the promotion of small scaleproductivity in KSCS area within different branches, and even in allover Kebkabiya governorate. --Adoption of irrigated fanning technique has proved to be moreeconomically viable than use of the traditional rain- fed cultivationmethods. Social: The study showed that the impact of KSCS on the social dimensionrepresents the uniqueness of KSCS when compared to many of the Sudanesevoluntary" organizations. This is reflected in that: --Development of the cooperative spirit among members is expressed. --There is a remarkable change in peoples attitudes represented in: -General awareness among both men and women in project area, abouttheir roles in the organization. -Cooperative sprit to attain self- management, and self-financing.. --Evidence from KSCS prove that there is a considerable change inthe position of the disadvantaged groups as follows: * Their living condition improved. * Not only their voices were heard, but they exercised directinvolvement in the planning of action programmes * The remarkable change in people's attitudes both amongcommunity and the leaders, represent an important wheel driving thesociety towards sustainability of its development activities. Conclusion: Evidence from KSCS shows that increased levels of participation andcommitment among its intended beneficiaries, coupled with thedevelopment of relatively strong leadership, led to good organizationalperformance. The concentration of the KSCS management board on the building of acommunity organization based on self-reliance and self-financing hasbeen an effective way of ensuring long lasting benefits. Furthermore, the process of enabling the poorest of the poor to getbenefit to improve their quality of life and at the same time empowerthem to influence policies and decisions, has also been considered areal breakthrough leading to society strength and sustainability. However, the remoteness of many KSCS villages, and the effect ofdrought and conflicts, have affected its project implementation andcould jeopardize jeop��ard��ize?tr.v. jeop��ard��ized, jeop��ard��iz��ing, jeop��ard��izesTo expose to loss or injury; imperil. See Synonyms at endanger. the efforts of the organization to attain its desiredobjectives and the realization of its long term strategy. Many donors and NGOs have the objective of contributing tostructural alleviation of poverty through sustainable developmentprocesses in which institutional building and empowerment of the pooroccupies a central role. Such an objective can not be realised if NGOsand donor agencies are not committed to long term project interventionplans grounded in people centred development approaches and capacitybuilding programs. This implies increased local resources mobilization mobilizationOrganization of a nation's armed forces for active military service in time of war or other national emergency. It includes recruiting and training, building military bases and training camps, and procuring and distributing weapons, ammunition, uniforms, to move people towards self-reliance and autonomy. Accordingly, the KSCSin terms of its organizational set-up, financing and hand-overexperience and the independent performance capacities following thehandover has become a model benefiting other community-basedorganizations. There are further elements, which determine organizational successand sustainability at the community level, such as desirable authoritystructures of the organization and its rules, roles and policyframework. Strong local organizations can not flourish in the absence ofa policy framework that gives them requires recognitions. Thus,community responsibility backed by legitimate authority and effectivecontrol of local resources could lead to local capacity building. It can be said that the democratic structure of KSCS has led to thesuccess of the organization. Also it is found that from the experienceof KSCS the deprived people can make great change where there is equity,power-sharing and confidence. It is worth mentioning that the KSCS successful experience inempowering disadvantage groups may lead to long lasting development inthe targeted. Finally, it can be said that the community based organizationsdeveloped by KSCS have proved to constitute an effective mechanism forachieving sustainable development through community participation.Recommendations: In order for any community to achieve sustainable changes andeffective community- based development, there are certain factors whichhave to be maintained: Use of Community-Based Organizations as a Mechanism for SustainableDevelopment: The Case of Kabkabiya Small Holder Charitable Society-Darfur, Sudan. * Development should be for the people, by people and with thepeople (people involvement in all stages of development fromplanning--up to evaluation). * Equity and justice should be maintained for both rural and urbanpeople. * Communities should think increasingly in terms of developingself-reliance. * Decision-making processes need to reach beyond tribal leaders andvillage elite to include all community members. Establishment of relevant institutions to enable the target groupsto participate in their process of development at grass-roots level. References --Abusin, A. (1997). KSCS Program Evaluation Program evaluation is a formalized approach to studying and assessing projects, policies and program and determining if they 'work'. Program evaluation is used in government and the private sector and it's taught in numerous universities. Report, Kabkabya. --Chambers, 1992. Rural Development, Putting the Last First. --Chambers, R (1997). Whose Reality Counts, IntermediateTechnology, London. --Clarence, King (1955). Working with People in Community Action.New York--School of Social Work--Colombia United Nations. --Eade, D. (1997). Capacity Building an Approach to People --Centred Development. Oxfam, Oxford. --Easman, M and Upholf, N (1984). Local OrganizationsIntermediaries in Rural Development. Cornell University Cornell University,mainly at Ithaca, N.Y.; with land-grant, state, and private support; coeducational; chartered 1865, opened 1868. It was named for Ezra Cornell, who donated $500,000 and a tract of land. With the help of state senator Andrew D. Press, Ithaca,New York This article is about the City of Ithaca and the region. For the legally distinct town which itself is a part of the Ithaca metropolitan area, see Ithaca (town), New York.For other places or objects named Ithaca, see Ithaca (disambiguation). . --Gregory E. Kersten, (1999). Decision Support System forSustainable Development. Klvwer Academic Publishers. Boston, Dorderchi,London.. --KSCS (1996). Strategic Review meeting report, Kabkabya. --KSCS (2000). Community Training and Capacity Building Proposal.Kabkabya. --KSCS (2000a). Agricultural Development Proposal, Elfasher, Sudan. --KSCS (2000b), Community Training Capacity Building Proposal,Kabkabya. --KSCS (2000c). Strategic Review Meeting Report, Kabkabya. --KSCS (2001). Project Proposal for 2000/01--2001/02, Kabkabya ... Use of Community-Based Organizations as a Mechanism for SustainableDevelopment: The Case of Kabkabiya Small Holder Charitable Society-Darfur, Sudan. --Nimat Adam Humedan (2005) Community- Based Organizations asMechanism for Sustainable Rural Development .The Case of KabkabiyaSmallholders Charitable Society --(KSCS) in Western Sudan, Dissertation submitted impartialfulfilment for the Award of M.SC, in Sustainable Rural Development AhfadUniversity for Women Ahfad University for Women is a private women's university in Omdurman, Sudan,and was originaly founded as a girls school by babiker badri in 1905 and was awarded the status of university in 1966. . --Osman, A. M (1993). Sudan and the Lost Development periods. SudanStudies Centre, Cairo, Egypt. --Oxfam (1996). Strategic Plan for Sudan, 1996-2001. --Oxfam (2000). Six Monthly Report of CAA CaaSee CCC. Funded Project to KSCS,Elfasher. --Rick James, (1994). NGOs and Development Workshop. PaperUniversity of Manchester The University of Manchester is a university located in Manchester, England. With over 40,000 students studying 500 academic programmes, more than 10,000 staff and an annual income of nearly ��600 million it is the largest single-site University in the United Kingdom and receives . INTRAC Oxford. UK. --Robert, L.; Pettite, J; Eade, D. (2003). Development and theLearning Organization, Oxfam GB, Publication Oxford, UK. --UN Habitat (2001). Community- Based Organization (CBO), UrbanGovernance Toolkit Series, Copy rightwesid. UNFPA UNFPA United Nations Population Fund (formerly United Nations Fund for Population Activities)UNFPA United Nations Fund for Population Activities (now United Nations Population Fund)(1997). Program of the Government of Sudan, Program SupportDocuments, Area Development Scheme, Phase III Noun 1. phase III - a large clinical trial of a treatment or drug that in phase I and phase II has been shown to be efficacious with tolerable side effects; after successful conclusion of these clinical trials it will receive formal approval from the FDA , Khartoum, Sudan. Dr. Shadia AbdelRahim and Niemat Adam--(Ahfad University for Women)Table 1: Background Information on Branches of KSCS in North DarfurStateName of the Location in North Distance From No. of villageBranch Darfure State Kabkabiya councils (VCs)Keraker North east 15 km 6 VcsGadara North 25 km 9 VcsKamonga East 30 km 7 VCsFuldong South 36 km 8 VCsShoba South east 10 km 5 VCsUmbilsaiso West 7 km 5 VCs Composition of branch committee by genderName of the Number of Number ofBranch population households Male Female TotalKeraker 600 124 6 6 12Gadara 6300 1050 9 9 18Kamonga 3050 390 7 7 14Fuldong 2536 494 8 8 16Shoba 2025 310 5 5 10Umbilsaiso 1500 200 5 5 10Source: Field Study 200

Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings.

Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings. Abstract The use of a self-monitoring strategy to increase on-task behaviorwas examined with a post-institutionalized 13-year-old child who wasincluded in a regular school. A functional assessment conducted prior tothe intervention indicated that the student engaged in stereotypy stereotypy/ster��eo��ty��py/ (ster��e-o-ti?pe) persistent repetition or sameness of acts, ideas, or words. ster��e��o��ty��pyn.1. The maintenance of one attitude for a long period. on analmost continuous basis unless she was actively involved in academictasks. A self-monitoring intervention was implemented across threeclassrooms in a multiple baseline design fashion. Significant increasesof on-task behavior were observed in all three classrooms during theimplementation of the self-monitoring intervention. A brief withdrawalof the self-monitoring intervention in one classroom resulted indecreased on-task behavior. On-task behavior then increased when theintervention was re-introduced. The results are discussed in terms ofdeveloping strategies to support children with severe disabilities ininclusive classrooms. DESCRIPTORS: Self-monitoring, Romanian orphans, Inclusiveeducation, Functional assessment, Stereotypy. ********** Recent court decisions and government policy positions have createdopportunities for students with intellectual disabilities to attendtheir local national schools in the Republic of Ireland (Education Act,1998; O'Donoghue V. The Minister for Health, The Minister forEducation, and The Attorney Genera genera,in taxonomy: see classification. !, 1993). Until recently, the majorityof educational services for these students were provided in segregatedspecial schools (Bennet bennetexcludes the devil; used on door frames. [Medieval Folklore: Boland, 56]See : Protection , Gash, & O'Reilly, 1998). Segregatededucational provision continues to be the dominant model for childrenwith moderate levels of disability while any form of systematiceducational provision for children with severe/profound disabilitiesremains in its infancy (Gash, O'Reilly, & Walsh, 1996).Children with intellectual disabilities who are placed in local nationalschools and their teachers usually have very little access to specialeducation support services support servicesPsychology Non-health care-related ancillary services–eg, transportation, financial aid, support groups, homemaker services, respite services, and other services . Without the development of specialistsupport services to such classrooms the educational inclusion of thesestudents m ay not be successful (e.g., Hunt & Goetz, 1997). A developing body of literature from the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. is beginningto describe a series of instructional/classroom technologies that seemto be effective in supporting the academic/social inclusion of studentswith intellectual disabilities in regular classroom settings. Forexample, the use of cooperative learning cooperative learningEducation theory A student-centered teaching strategy in which heterogeneous groups of students work to achieve a common academic goal–eg, completing a case study or a evaluating a QC problem. See Problem-based learning, Socratic method. or peer tutoring instructionalmodels can enhance academic achievement and social inclusion of studentswith intellectual disabilities (Hunt, Staub, Alwell, & Goetz, 1994;Robertson & Weismer, 1997). Other researchers have examined variousinterventions to improve social behaviors of students with disabilitieswhile interacting with peers during play periods at school (Kamps etal., 1992; Pierce & Schreibman, 1997). Various other forms ofcurriculum modification have been demonstrated to enhance the learningopportunities of students with intellectual disabilities in inclusiveclassrooms (Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991;Foster-Johnson, Ferro, & Dunlap, 1994). Self-management techniques have also been forwarded as potentiallyimportant strategies that can be used to enhance independent activityand decrease challenging behaviors in classrooms (Koegel, Harrower har��row?1?n.A farm implement consisting of a heavy frame with sharp teeth or upright disks, used to break up and even off plowed ground.tr.v. har��rowed, har��row��ing, har��rows1. ,& Koegel, 1999). Four strategies of self-management have beendescribed in the literature and include: self-monitoring orself-recording, sell-assessment or self-evaluation, self-instruction,and self-reinforcement (Nelson, Smith, Young, & Dodd, 1991). Whilethe functional properties of some of these strategies may differ suchstrategies can enhance the ability of the student to manage their ownbehavior and thereby free-up classroom personnel to concentrate on otheractivities. Self-monitoring or self-recording is a particular set of strategieswhereby the student is taught to discriminate dis��crim��i��nate?v. dis��crim��i��nat��ed, dis��crim��i��nat��ing, dis��crim��i��natesv.intr.1. a. targeted behaviors and torecord the occurrence and/or nonoccurrence of these behaviors duringpredetermined pre��de��ter��mine?v. pre��de��ter��mined, pre��de��ter��min��ing, pre��de��ter��minesv.tr.1. To determine, decide, or establish in advance: time intervals within a given session or activity.Self-monitoring interventions have proven to be dramatically effectivein reducing challenging behavior (e.g., stereotypy) with individualswith severe disabilities such as autism autism(ô`tĭzəm), developmental disability resulting from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. (Koegel & Koegel, 1990).More recently these self-monitoring strategies have been successfullyused to increase academic performance and reduce disruptive behaviorwith 2 students with severe disabilities in regular kindergarten kindergarten[Ger.,=garden of children], system of preschool education. Friedrich Froebel designed (1837) the kindergarten to provide an educational situation less formal than that of the elementary school but one in which children's creative play instincts would be classrooms (Koegel, Harrower, & Koegel, 1999). The current study extended the analysis of the use ofself-monitoring with students with disabilities in regular classrooms ina number of ways. This study was conducted with a student who hadsuffered severe early deprivation in Romanian orphanages prior toadoption by Irish parents. Some 600 of these children have been adoptedby Irish parents in the last decade and a substantial subgroup sub��group?n.1. A distinct group within a group; a subdivision of a group.2. A subordinate group.3. Mathematics A group that is a subset of a group.tr.v. of thesechildren display developmental delay accompanied by challenging behavior(Lacey lac��ey?adj.Variant of lacy. , 2001). Frequent forms of challenging behavior displayed by thesechildren include tantrums and quasi-autistic stereotypy the severity ofwhich seem to be associated with length of stay in such orphanages(Fisher, Ames, Chisholm, & Savoie, 1997; Marcovitch, et al., 1997;Rutter et al., 1999). This is the first known study that has appliedself-monitoring to treat quasi-autistic stereotypy with such children.Also, the use of a self-monitoring intervention in the classroom withthis child was based on the results of a functional assessm ent that wasconducted in an outpatient clinic. Method Participant and Settings Pauline was a 13-year-old Romanian girl who was adopted by Irishparents 3 years previously. She had spent the first 10 years of her lifein a number of Romanian orphanages where she was reported to haveexperienced severe deprivation and abuse (e.g., her adopted parentsreported that she had spent the first 2 years of her life confined con��fine?v. con��fined, con��fin��ing, con��finesv.tr.1. To keep within bounds; restrict: Please confine your remarks to the issues at hand.See Synonyms at limit. to acrib with minimal adult contact). Psychological assessment immediatelyprior to this study indicated that she was functioning at the moderatelevel of developmental disability. She was referred to the Biobehavioural Unit at the NationalUniversity of Ireland, Dublin due to problems she was experiencing atschool. Assessments (psychiatric interview psychiatric interviewPsychiatry The central vehicle for assessing a psychiatric Pt, during which there is a free exchange of information that forms the basis for therapy and outpatient functionalassessment) were conducted over a 2 hr period at the Biobehavioural Uniton the University campus. Pauline attended sixth grade in her localNational School. Classes at the school were streamed for academicability and Pauline attended the lower ability classes. She alsoreceived one-to-one tuition for English with a resource teacher 4 hr aweek. The intervention, derived from the results of this outpatientassessment, was implemented during Gaelic, Religion, and English classesat the school. These classes consisted of 15, 30, and 10 studentsrespectively. Pauline had the same teacher for Gaelic and Religion and changed teacher for English. Target Behaviors A structured telephone interview was conducted with parents andschool personnel. This interview is designed to examine the topography topography(təpŏg`rəfē), description or representation of the features and configuration of land surfaces. Topographic maps use symbols and coloring, with particular attention given to the shape and elevations of terrain. of challenging behavior, potential communicative com��mu��ni��ca��tive?adj.1. Inclined to communicate readily; talkative.2. Of or relating to communication.com��mu function of suchbehavior, current communication skills, and health status of the person.Results of the interview revealed that Pauline engaged in high levels ofstereotypic stereotypic/ster��eo��typ��ic/ (ster?e-o-tip��ik) having a fixed, unvarying form. behavior throughout the school day. This behavior wasdescribed as interfering with ongoing educational activities. Interviewresults also seemed to indicate that her behavior did not serve acommunicative function (e.g., did not seem to be associated with accessto attention or escape from tasks etc.). Stereotypic behavior included,body-rocking (moving back and forth when sitting or swaying sway?v. swayed, sway��ing, swaysv.intr.1. To swing back and forth or to and fro. See Synonyms at swing.2. from side toside when standing), and hand-gazing (placing a hand in front of herface and staring at it). The target behavior selected for the classroom intervention wason-task behavior. On-task behavior was operationally defined as Paulinesitting appropriately at her desk with her eyes focused on her work oron her teacher when instruction was being delivered by the teacher tothe class. On-task behavior was selected for intervention because it isan adaptive behavior Adaptive behavior is a type of behavior that is used to adapt to another type of behavior or situation. This is often characterized by a kind of behavior that allows an individual to substitute an unconstructive or disruptive behavior to something more constructive. that is incompatible with stereotypic behavior. Procedure A multiple baseline design across classes was used to demonstrateexperimental control. After an outpatient functional assessment, on-taskbehavior was measured under baseline conditions (i.e., no interventionswere in place) during all three classes until stability occurred. Theself-monitoring program was then implemented in Gaelic class whilebaseline conditions remained during Religion and English classes. Theintervention was then sequentially implemented across Religion andEnglish classes. A withdrawal phase was introduced for Gaelic class onceon-task behavior had stabilized sta��bi��lize?v. sta��bi��lized, sta��bi��liz��ing, sta��bi��liz��esv.tr.1. To make stable or steadfast.2. at acceptable levels (i.e., theself-monitoring materials were removed). This withdrawal was conductedto examine whether the self-monitoring materials were necessary tomaintain behavior change Behavior change refers to any transformation or modification of human behavior. Such changes can occur intentionally, through behavior modification, without intention, or change rapidly in situations of mental illness. . Outpatient Assessment. The outpatient assessment began with adetailed interview of the mother and father. Immediately following theinterview a structured functional assessment was conducted. Thisassessment was implemented by the parents under the guidance of apsychologist. The psychologist described and modeled how the parentsshould interact with Pauline during each functional assessment conditionimmediately prior to each condition. Pauline was systematically exposedto a series of three social conditions in a multielement treatmentdesign fashion. Each condition was implemented for three sessions andeach session was 4 min in length. In the alone condition Pauline wasobserved through a one way mirror while on her own in a therapy room. Inthe ignore condition both of Pauline's parents were present in thetherapy room. The parents interacted with each other but did notinteract with Pauline. Finally, in the instruction condition the fatherattempted to teach Pauline a variety of tasks that were taken f rom hercurrent school curriculum. No contingencies were in place for stereotypyduring these assessment conditions. These assessment conditions wereimplemented to examine her stereotypy under low (i.e., alone and ignoreconditions) and high (i.e., instruction) levels of stimulation. Atraditional functional analysis was not conducted (i.e., Iwata, Dorsey,Slifer, Bauman, & Richman, 1982/ 1994) as parents seemed quitedistressed during the prior interview and such assessments can bestressful for parents to conduct. Stereotypic behavior was recorded during sessions using a 10spartial interval system. Interobserver reliability was conducted on 44%of sessions by having a second observer simultaneously collectobservational data. Interobserver agreement was calculated by dividingthe number of agreements by the number of agreements plus disagreementsand multiplying by 100%. Mean agreement was 93.75% (range, 79% to 100%).Results of this assessment indicated that high levels of stereotypyoccurred across all social conditions which indicated the possibility ofa self-stimulatory function (see Results section). The interview alsosupported the self-stimulatory proposal as parents described a historyof severe early impoverishment which can predict such maladaptive MaladaptiveUnsuitable or counterproductive; for example, maladaptive behavior is behavior that is inappropriate to a given situation.Mentioned in: Cognitive-Behavioral Therapy behavior (Bowlby, 1969). Based on the results of the interviews andoutpatient assessment a self-monitoring intervention was developed andimplemented in the school setting with Pauline. Baseline. Regular classroom instruction occurred under baselineconditions across Gaelic, Religion, and English classes. Noself-monitoring materials were available (i.e., wristwatch orself-monitoring sheets). An observer (or two observers duringreliability checks) sat unobtrusively un��ob��tru��sive?adj.Not undesirably noticeable or blatant; inconspicuous.unob��tru in the class and recordedPauline's performance during all sessions. Self-Monitoring Training in Resource Room. Pauline was taught touse the self-monitoring protocol during two 1 hr training sessions.These sessions were conducted by two graduate psychology trainees (bothwere also certified See certification. teachers) in a resource room at the school. At thebeginning of each training session the trainers discussed the importanceof remaining on-task during class. Three 4 min training scenariosderived from the Gaelic curriculum were used during training. First, thetrainers role played on-task and off-task (i.e., stereotypy) behaviorwhile Pauline observed. For example, one trainer would deliverinstruction while the other trainer played the role of student. For eachminute of a 4 min scenario a trainer would engage in on-task behavior oroff-task behavior. At the end of each minute Pauline was asked toidentify whether the trainer had been on-task or off-task during theprevious minute. Descriptive verbal praise was delivered for correctanswers ("That's right Pauline. She was off-task beca use shewas rocking back and forth in her chair and staring at her hands. Shewas not paying attention Noun 1. paying attention - paying particular notice (as to children or helpless people); "his attentiveness to her wishes"; "he spends without heed to the consequences"attentiveness, heed, regard to what the teacher was writing on theboard"). Descriptive corrective cor��rec��tiveadj.Counteracting or modifying what is malfunctioning, undesirable, or injurious.n.An agent that corrects.corrective,n feedback was given for incorrectanswers. This training continued until Pauline accurately identifiedon-task and off-task behavior during each of the three scenarios with100% accuracy on three consecutive trials. At this point in the training a repeat chronograph chronograph/chron��o��graph/ (kron��ah-graf) an instrument for recording small intervals of time. chronographan instrument for recording small intervals of time. wristwatch andself-monitoring sheet was introduced. The wristwatch alarm activatedevery minute and Pauline was to record whether she was on-task oroff-task during the previous minute. The trainers again role played thethree classroom scenarios. When the alarm sounded the trainer who roleplayed the student would record on the self-monitoring sheet and woulddescribe aloud the reasons for making that recording (e.g., "I amputting a check mark beside off-task because I was rocking back andforth and looking out the window when I should have been payingattention to the teacher"). Pauline was then instructed to use the self-monitoring sheet torecord her own on-task and off-task behavior during the three trainingscenarios. If Pauline was on-task for 1 min and accurately recorded thatshe was on-task she received verbal praise and an ink stamp (aconsequence which she seemed to enjoy) was placed on her self-monitoringsheet. If she was off-task and accurately recorded this she receivedverbal praise but no ink stamp. She received corrective feedback if sheself-monitored incorrectly. Training continued until she accuratelyself-monitored on all three classroom scenarios for three consecutivetrials. Self-Monitoring Training in Gaelic Class. One of the trainers satbeside Pauline during two Gaelic classes (about 40 min per class). Thetrainer unobtrusively delivered feedback (praise or corrective feedback)each minute on accuracy of self-monitoring. At the end of each class thetrainer briefly met with Pauline in the resource room and deliveredfeedback on accuracy of self-monitoring and her on-task behavior duringclass. In the resource room Pauline received verbal praise and an inkstamp for each interval that she was on-task and had accurately recordedsuch. She received verbal praise for accurately recording being off taskduring an interval. Corrective feedback was delivered for incorrectself-monitoring during an interval. The ink stamps were delivered inthis manner (i.e., in the resource room following the observations)throughout the remainder of the study. Independent Self-Monitoring in Gaelic Class. Immediately prior toGaelic class each day the trainers briefly met with Pauline and promptedher to self-monitor during the upcoming class. They then gave Paulinethe necessary self-monitoring materials (i.e., chronograph wristwatchand self-monitoring sheet). One of the trainers sat unobtrusively at theback of the class and recorded on-task behavior and completed aself-monitoring sheet. At the end of the class the teacher briefly metwith Pauline in the resource room and compared self-monitoring sheets.Pauline again received verbal praise and an ink stamp on herself-monitoring sheet if she accurately recorded being on task duringany 1 min interval, verbal praise if she accurately recorded beingoff-task during any 1 min interval, and corrective feedback if sherecorded incorrectly for any of the 1 min intervals. Introduction of Self-Monitoring to Religion and English Classes.The self-monitoring intervention was introduced to Religion and Englishclasses using the protocol described under the IndependentSelf-Monitoring in Galeic Class section described above. Immediatelyprior to the classes Pauline was given the self-monitoring materials andinstructed to use them in class. She then met with one of the trainersin the resource room immediately following the class and receivedfeedback on her self-monitoring as described above. Classroom Observations and Interobserver Reliability Observation sessions were 10 min in length and a maximum of twosessions were conducted during any one class (i.e., classes in the threesubjects lasted 40 min each). On-task behavior was measured using a 10 spartial interval recording protocol. Interobserver reliability wasconducted on 56% of sessions by having a second observer simultaneouslycollect observational data in the classroom. Interobserver agreement wascalculated by dividing the number of agreements by the number ofagreements plus disagreements and multiplying by 100%. Mean agreementwas 95% (range, 78% to 100%) for on-task behavior in the classroom. Social Validity The two most well-behaved students in the class were selected bythe classroom teachers. On-task behavior of both students was recordedfor a total of 15 sessions across baseline and intervention phases ofthe study. An overall range of on-task behavior was then tabulated forthese students (86% to 94%). This provided a range of on-task behaviorthat teachers might expect to occur in class. Both classroom teacherswere also interviewed with regard to the acceptability and effectivenessof the intervention at the end of the study. Results The results of the functional assessment are presented in Figure 1.Pauline's stereotypy was continuous when she was alone in thetherapy room. With the exception of one session (i.e., 87.5% ofintervals) stereotypy was also continuous in the ignore condition.Stereotypy was high and variable during the instruction conditions(i.e., 62.5%, 91.6%, 54% of intervals). The results of the self-monitoring intervention in Gaelic,Religion, and English classes are presented in Figure 2. The baselinecondition in Gaelic and Religion classes reveal low levels of on-taskbehavior. The mean levels of on-task behavior for Gaelic and Religionwere 32% and 29% respectively. Data from English class reveal thaton-task behavior was not low, nevertheless there was much room forimprovement as some observations revealed levels of on-task behavior aslow as 12%. The mean level of on-task behavior during English class was53.5%. Independent self-monitoring resulted in immediate and dramaticincreases of on-task behavior across all three classes. Mean levels ofperformance in Gaelic, Religion, and English classes were 93.5% (range,84% to 100%), 87% (range, 75% to 95%), and 95% (range, 92% to 100%)respectively. These results indicate that Pauline achieved levels ofon-task behavior that were within the range of what her teachers woulddescribe as being well-behaved (86% to 94%). The self-monitoringmaterials were withdrawn for a period of time during Gaelic class.During this withdrawal condition on-task behavior decreased. When theself-monitoring intervention was re-introduced to Gaelic class on-taskbehavior returned to acceptable levels. Discussion The results of this study demonstrate the effectiveness of aself-monitoring program that included feedback on sell-monitoring at theend of each class period to increase on-task behavior. In fact, thisstudent performed within the range of on-task behavior that her teacherswould expect of well-behaved students. The teachers noted the dramaticpositive changes in the student's behavior when interviewed at theend of the program (i.e., higher levels of on-task behavior and reducedlevels of stereotypy). Teachers also noted that they did not find theintervention and observation protocol to be intrusive in��tru��sive?adj.1. Intruding or tending to intrude.2. Geology Of or relating to igneous rock that is forced while molten into cracks or between other layers of rock.3. Linguistics Epenthetic. and that theywould continue to implement the self-monitoring intervention in theirclassrooms. The self-monitoring intervention was selected for use in theclassroom based on the results of a brief outpatient functionalassessment. The results of this functional assessment seemed to indicatethat stereotypical behavior In animals, a stereotypical behavior or stereotypy is a repetitive motor behavior without obvious purpose or function. It is considered an abnormal behavior and is sometimes seen in captive animals, particularly those held in small enclosures with little opportunity to occurred almost continuously when thestudent was not actively engaged in tasks. It was presumed that aself-monitoring program might interrupt such stereotypic responses byprompting the individual to focus on the task at hand. This type ofstereotypy is often found in children who have suffered from severeforms of deprivation in infancy and early childhood (Bowlby, 1969) andhas been described as quasi-autistic in nature (Rutter et al., 1999).Previous research has demonstrated the effectiveness of self-monitoringinterventions to reduce stereotypy with students who were diagnosed withautism (Koegel & Koegel, 1990). SELF-MONITORING Following training on the use of the self-monitoring strategy forGaelic class the participant was instructed to use self-monitoring inthe classroom and demonstrated immediate and dramatic increases ofon-task behavior during that class. Her use of the self-monitoringstrategy also generalized successfully to Religion and English classeswithout further resource room training. These findings further supportprevious research which has demonstrated how students with severedisabilities can, with minimal difficulties, transfer the use of thesestrategies across settings (Koegel & Koegel, 1990). With the returnto the baseline phase in Gaelic class (i.e., the watch andself-monitoring sheet were removed and she did not receive feedbackfollowing class) there was a decreasing trend in performance towardsprior baseline levels. This result suggests that increases of on-taskbehavior were due to the self-monitoring strategy and were notattributable to the presence of the observer (who was also involved intrainin g) in the classroom. There are a number of limitations with the current study thatdeserve discussion. The study was conducted with a single case and whilethese preliminary results are positive there is need to furtherreplicate rep��li��catev.1. To duplicate, copy, reproduce, or repeat.2. To reproduce or make an exact copy or copies of genetic material, a cell, or an organism.n.A repetition of an experiment or a procedure. such procedures with this population. The intervention wasconducted during one academic term (lasting approximately 3 months). Thelong-term effectiveness of the self-monitoring procedure was thereforenot evaluated. Future research should examine whether such interventionscan produce lasting positive changes with this population. It would havebeen helpful to measure stereotypy as a separate response topographyduring the classroom intervention. Such measurement might have allowedfor firm statements about the effectiveness of self-monitoring to reducestereotypy. However, teachers did note a substantial reduction instereotypy when the intervention was introduced to the classrooms. While challenging behavior was systematically assessed under avariety of social conditions no contingencies were in place forstereotypy during these assessments. It may have been instructive in��struc��tive?adj.Conveying knowledge or information; enlightening.in��structive��ly adv. toconduct a functional analysis using the conditions described by Iwata,Dorsey, Slifer, Bauman, & Richman (1982/1994). A functional analysismay have clarified additional social functions of such stereotypy andmay have been helpful in prescribing additional intervention strategies.Future research should include a functional analysis of such behaviorsin order to clarify whether they are automatically maintained or whetherthey serve additional social functions. Future research might also focuson increasing other academic behaviors (e.g., completion of specificacademic assignments) in addition to on-task behavior. Being on-task,however, is a necessary prerequisite pre��req��ui��site?adj.Required or necessary as a prior condition: Competence is prerequisite to promotion.n. for academic performance and waschosen for this student because it was incompatible with her challengingbehavior (i.e., stereotypy). [FIGURE 1 OMITTED] [FIGURE 2 OMITTED] References Bennet, J., Gash, H., & O'Reilly, M. F. (1998). Ireland:Integration as appropriate, segregation segregation:see apartheid; integration. where necessary. In T. Booth& M. Ainscow (Eds.), From them to us: An international study ofinclusion in education (pp. 249-164). London: Routledge. Bowlby, J. (1969). Attachment and loss: Volume 1. Attachment. NewYork New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Basic Books. Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. (1991).Functional assessment, curricular revision, and severe behaviorproblems. Journal of Applied Behavior Analysis The Journal of Applied Behavior Analysis (JABA) was established in 1968 as a The Journal of Applied Behavior Analysis is a peer-reviewed, psychology journal, that publishes research about applications of the experimental analysis of behavior to problems of social importance. , 24, 387-397. Education Act, (1998). Dublin: Government Stationary Office. Fisher, L., Ames, E., Chisholm, K., & Savoie, L. (1997).Problems reported by parents of Romanian orphans adopted in BritishColumbia British Columbia,province (2001 pop. 3,907,738), 366,255 sq mi (948,600 sq km), including 6,976 sq mi (18,068 sq km) of water surface, W Canada.Geography . International Journal of Behavioural Adj. 1. behavioural - of or relating to behavior; "behavioral sciences"behavioral Development, 20, 67-82. Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferredcurricular activities and reduced problem behaviors in students withintellectual disabilities. Journal of Applied Behavior Analysis, 27,493-504. Gash, H., O'Reilly, M. F., & Walsh, P. N. (1996).Educational services for students with intellectual disabilities inrural and urban areas of the Republic of Ireland. Rural SpecialEducation Quarterly, 15, 20-24. Hunt, P., & Goetz, L. (1997). Research on inclusive educationalprograms, practices, and outcomes for students with severe disabilities.The Journal of Special Education, 31, 3-29. Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994).Achievement by all students within the context of cooperative learninggroups. Journal of the Association for Persons with Severe Handicaps,19, 290-301. Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., &Richman, G. S. (1994). Toward a functional analysis of self-injury,Journal of Applied Behavior Analysis, 27, 197-209. (Reprinted fromAnalysis and Intervention in Developmental Disabilities, 2, 3-20, 1982). Kamps, D., Leonard, B., Vernon, S., Dugan, E., Delquadri, J.,Gershon, B., Wade, L., & Folk, L. (1992). Teaching social skills tostudents with autism to increase peer interactions in an integratedfirst-grade classroom. Journal of Applied Behavior Analysis, 25,281-288. Koegel, L. K., Harrower, J. K., & Koegel, R. L. (1999). Supportfor children with developmental disabilities in full inclusionclassrooms through self-management. Journal of Positive BehaviorInterventions, 1, 26-34. Koegel, R. L., & Koegel, L. K. (1990). Extended reductions instereotypic behavior of students with autism through a self-managementtreatment package. Journal of Applied Behavior Analysis, 23, 119-127. Lacey, C. (2001). An examination of challenging behaviour inRomanian orphans adopted in the Republic of Ireland. Unpublishedmaster's thesis, University College, Dublin, Republic of Ireland. Marcovitch, S., Goldberg, S., Gold, A., Washington, J., Wasson, C.,Krekewich, & Handley-Derry, M. (1997). Determinants of behaviouralproblems in Romanian children adopted in Ontario. International Journalof Behavioural Development, 20, 17-31. O'Donoghue, P. V. The Minister for Health, The Minister forEducation, and The Attorney General (1993). Irish Reports, (1996), 12,20-72. Pierce, K., & Schreibman, L. (1997). Multiple peer use ofpivotal response training to increase social behaviors of classmates Classmates can refer to either: Classmates.com, a social networking website. Classmates (film), a 2006 Malayalam blockbuster directed by Lal Jose, starring Prithviraj, Jayasurya, Indragith, Sunil, Jagathy, Kavya Madhavan, Balachandra Menon, ... with autism: Results from trained and untrained peers. Journal ofApplied Behavior Analysis, 30, 157-160. Robertson, S., & Weismer, S. (1997). The influence of peermodels on the play scripts of children with specific languageimpairment Specific language impairment (SLI) is a developmental language disorder that can affect both expressive and receptive language. SLI is a relatively "pure" language impairment, meaning that is not related to or caused by other developmental disorders, hearing loss or acquired brain . Journal of Speech, Language, and Hearing Research, 40,49-61. Rutter, M., Anderson-Wood, L., Beckett, C., Brendenkamp, D.,Castle, J., Groothues, C., Kreppner, J., Keaveney, L., Lord, C.,O'Connor, T., & the English and Romanian Adoptees (ERA) StudyTeam (1999). Quasi-autistic patterns following severe early globalprivation. Journal of Child Psychology and Psychiatry psychiatry(səkī`ətrē, sī–), branch of medicine that concerns the diagnosis and treatment of mental, emotional, and behavioral disorders, including major depression, schizophrenia, and anxiety. , 40, 537-549. Corresponding Author: Mark O'Reilly, Department of Psychology,Science Building, National University of Ireland, Dublin, Belfield,Dublin 4, IRELAND. Phone/Fax: 353 45 483615 E Mail: mark.oreilly@ucd.ie Author Notes: Roisin Tiernan is now at Teachers Training College,Columbia University Columbia University,mainly in New York City; founded 1754 as King's College by grant of King George II; first college in New York City, fifth oldest in the United States; one of the eight Ivy League institutions. . Requests for reprints can be sent to: MarkO'Reilly, Department of Psychology, National University of Ireland,Dublin, Belfield, Dublin 4, IRELAND.

Useful, if somewhat unbalanced.

Useful, if somewhat unbalanced. Poulter, Alan; Hiom, Debra; and McMenemy, David. The library andinformation professional's internet companion. London: FacetPublishing, 2005. 200p 34.95 [pounds sterling] soft ISBN ISBNabbr.International Standard Book NumberISBNInternational Standard Book NumberISBNn abbr (= International Standard Book Number) → ISBN m1856045099 This easy-to-read book consists of ten chapters introducing andexplaining the internet, its features and applications and the effect onlibrarians and library service provision. As the authors say in theirintroduction, libraries are well-placed to support users in using theInternet and in discovering information, and this book will helpinformation practitioners and library and information students to ensurethat they are informed on the key issues and technologies. The book works as a dip-into resource to consult when wanting toanswer a particular question, such as 'what is ftp and how can I doit?', and it can also be read through from cover to cover. Smallinformation boxes are provided at relevant points offering recommendedleads to follow up on the internet for further exploration. Chapter 8 onNetworking Technologies is available to read from the publisher'swebsite at http://www. facetpublishing.co.uk/images/pouher_chap8.pdf.This sample chapter gives the reader a good indication of the pleasantstyle and the extensive range of information covered in the book. Although the content is UK-based, reflecting the authors'location, the book still provides interest for those in other countries.The historical and present-day coverage of service developments and thenational library initiatives offer useful comparison checks with what ishappening in other countries. However, the length of some of the chapters in proportion to theirrelevance and importance in the professional work of a librarian couldbe questioned. For example, the two large chapters devoted to writingweb pages and designing and publishing web sites, when there are manyother books and web sites covering this sort of information at the levelreached in this book, seem to overshadow o��ver��shad��ow?tr.v. o��ver��shad��owed, o��ver��shad��ow��ing, o��ver��shad��ows1. To cast a shadow over; darken or obscure.2. To make insignificant by comparison; dominate. the comparatively smallerchapters on the newer technologies which are of interest specifically tolibrarians. For instance, RSS (Really Simple Syndication) A syndication format that was developed by Netscape in 1999 and became very popular for aggregating updates to blogs and the news sites. RSS has also stood for "Rich Site Summary" and "RDF Site Summary. feeds are covered in just one shortparagraph. In Australia, several government sites provide good materialvia RSS, such as notification of the latest releases of nationalstatistics and parliamentary reports. Incorporating these sorts ofinformation feeds into library portals and intranets are a useful way ofpushing out up-to-date accurate information, and explanations on how toprovide this sort of service would have been useful. A couple of gripes gripe?v. griped, grip��ing, gripesv.intr.1. Informal To complain naggingly or petulantly; grumble.2. To have sharp pains in the bowels.v.tr.1. arise from the book itself. The first concernslayout: as the authors frequently cross-refer to other chapters, itwould have been helpful to have had the chapter numbers printed at thetop of the page along with the title, to enable an easy flick-on to thesection mentioned. The second is price: it is understandable that asmall specialised publisher like Facet Publishing needs to recoup recoupTo sell an asset at a price sufficient to recover the original outlay or to offset a previous loss. costs,but to charge 35 [pounds sterling] for this sort of paperback isexcessive, especially considering that the presumed main target audiencewould he students--I would have expected something at just over half theprice. Notwithstanding these complaints, for those wanting a friendly mixof information, history, explanations, best practice do's anddon'ts, this is a worthwhile book to have on your shelves. Marie-Laure Bouchet, NSW NSWNew South WalesNoun 1. NSW - the agency that provides units to conduct unconventional and counter-guerilla warfareNaval Special Warfare Department of Commerce

Usenet can still be useful.

Usenet can still be useful. The Internet's defining characteristic is its interactivity,and one of the oldest tools for this purpose is Usenet. AmericaOnline's recent decision to drop Usenet from its services has ledother online companies to question the viability of Usenet as a usefultool for individuals and businesses. It has also generated howls ofprotest from some. Created in 1979 by two Duke University graduate students, Usenet isstill the world's largest gabfest, with nearly 100,000 discussiongroups covering the humanities, sciences, business, politics, computersand other areas. Though they are formally called "newsgroups,"most Usenet groups deliver far more opinion, debate, rumor, advice,camaraderie, humor, flirting and spare than hard news. Despite the fact that Americans and other English speakers aregenerally disproportionately represented, participation is worldwide,leading some to suggest that Usenet can help people better understandone another and bridge differences between countries and cultures. But discussion on Usenet is text-based, and other onlinecommunication and community-building technologies have come along withmore graphical pizzazz. Blogs, short for Web logs, and Web-baseddiscussion groups get much more attention these days. Many people whohave gone online since the Web became popular in the mid-1990sdon't even know about Usenet. Usenet can still be a valuable resource, both for discussingwhat's on your mind What's On Your MindAustin Access, Channel 10This public access show, produced by Sue Cole, aires every Saturday from 5:30-7:00. Many topics are discussed, which mostly are political issues. and for gauging what's on the minds ofothers. "There's lots of good content in the newsgroups, and Iknow of no other place on the Net where you can get immediate answers insuch a cooperative and knowledgeable environment," said ananonymous post. The nameless author was participating in a discussion atCNET (body) CNET - Centre national d'Etudes des Telecommunications. The French national telecommunications research centre at Lannion. , (www.cnet.com), a technology news and information site, followingan article CNET ran about AOL's decision to drop Usenet. "AOL doesn't get it, and never has," agreed NathanBoyle in the same discussion. Boyle, a financial services consultantfrom Bowling Green, Ohio Bowling Green is the county seat of Wood CountyGR6 in the U.S. state of Ohio. At the time of the 2000 census, the population of Bowling Green was 29,636. It is part of the Toledo, Ohio Metropolitan Statistical Area. , has his own blog--www.nwlbnet.blogspot.com--inaddition to participating in Web-based discussion groups. But he stillappreciates Usenet for its research and archival benefits."It's an amazing resource," he said. Blogs typically are sounding boards for individuals, under thecomplete control of the author. Web-based discussion groups arecontrolled by the site or the company that runs them. With Usenet,"anybody can speak his mind," Boyle said. Boyle's sentiments were echoed in the same discussion by JeffBarringer. "Usenet is the ultimate leveler LevelerMember of a republican faction in England during the English Civil Wars and Commonwealth. The name was coined by the movement's enemies to suggest that its supporters wished to “level men's estates. when it comes to freespeech," said Barringer, president and CEO (1) (Chief Executive Officer) The highest individual in command of an organization. Typically the president of the company, the CEO reports to the Chairman of the Board. of OnlineHobbyist.comInc., an animal enthusiast online -community hub he operates out ofWalburg, Texas. The freedom of speech epitomized by Usenet, however, isn'talways accompanied by the responsible use of it. Usenet has a sordidunderbelly, much like the Internet in general. You'll findnewsgroups with names such as alt.pictures.erotica.torture, flame postsreeking of the most venal VENAL. Something that is bought. The term is generally applied in a bad sense; as, a venal office is an office which has been purchased. racial or ethnic hatred, spam ads for illegal"make money fast" pyramid schemes, quack healthcare remediesand other come-ons. Fortunately, filtering software in programs such as Norton InternetSecurity Norton Internet Security (NIS) is a computer utility suite made by Symantec Corporation, with a focus on providing comprehensive Internet protection. It is available for both Microsoft Windows and Mac OS X. It is one of Symantec's flagship products. and McAfee Internet Security Suite A suite of utilities for maintaining the security of a Windows PC from McAfee. Formerly called McAfee Office, it includes more than a dozen utilities such as antivirus, personal firewall, spam blocker and popup blocker. can protect you, familymembers and coworkers from much of this junk. The best way to approachUsenet is with your eyes open, avoiding (as in the larger world) theseedier places and people. Barringer is one of many business or professional people who relyon Usenet for marketing and research. By participating in Usenetdiscussions, he attracts people to his own service, he said. He alsofinds background material useful for his business through Usenet. The premier tool to mine Usenet for informational nuggets isGoogle, which provides a free service called Google Groups atgroups.google.com. This service provides advanced search tools to helpyou find out, for instance, what people are saying about yourorganization, your competition or yourself. Despite AOL's move, many Internet service providers continueto offer access to Usenet through Usenet programs, or"newsreaders," such as Forte Agent www.forteinc.com/agent, orthrough e-mail managing programs that offer news-reading capabilities,such as Microsoft Outlook Express. If you're an AOL subscriber, or if your ISP doesn't offerUsenet access, you have a number of options for gaining access. You canparticipate in Usenet discussions through Google Groups, thoughit's primarily a search and archiving service. Participating inUsenet this way isn't as convenient as a local newsreader A client program that is used to read messages from Internet-based discussion groups (the venerable Usenet) or syndication feeds such as RSS and Atom. Some programs provide a search and organization tool for both newsgroups and feeds as well as local e-mail messages, contacts and other that yourun from your own computer. If your ISP doesn't provide Usenet, you'll need a localnews feed. Two popular options are Giganews and News.Individual.net. Reid Goldsborough is a syndicated columnist and author of the book"Straight Talk About the Information Superhighway." He can bereached at reidgold@netaxs.com or www.netaxs.com/~reidgold/column.

Using Integration Models.

Using Integration Models. Integration of academic and vocational education vocational education,training designed to advance individuals' general proficiency, especially in relation to their present or future occupations. The term does not normally include training for the professions. , learning styles,multiple intelligences and school-to-work initiatives plays an importantrole in the instruction of the business education student. Businesseducation instructors are well-equipped with a variety of integrationmodels to adapt learning concepts to the needs of individual students. Business education instructors have consistently followed theNorton Grubb integration models of incorporating academic content in avocational course. Whether it be mathematical concepts presented in anaccounting lesson, English grammar English grammar is a body of rules specifying how meanings are created in English. There are many accounts of the grammar, which tend to fall into two groups: the descriptivist rules in a keyboarding assignment orthe study of an oil spill's economic repercussions repercussionsnpl → r��percussions fplrepercussionsnpl → Auswirkungen pl, Grubb'smodels allow for practical applications of academic concepts. Business education instructors also can utilize another Grubbmodel--collaborative efforts between academic and vocational teachers.Numerous activities designed by this pairing can promote the use ofacademic skills in the business arena. For example, marketing studentscan design promotional materials for baked goods prepared by culinarystudents. Computer applications students can use word processing word processing,use of a computer program or a dedicated hardware and software package to write, edit, format, and print a document. Text is most commonly entered using a keyboard similar to a typewriter's, although handwritten input (see pen-based computer) and ,desktop publishing desktop publishing,system for producing printed materials that consists of a personal computer or computer workstation, a high-resolution printer (usually a laser printer), and a computer program that allows the user to select from a variety of type fonts and sizes, and/or presentation software skills to reportresearch findings or produce book reports for science or Englishstudents. In addition to Grubb's eight integration models, businesseducation instructors can implement any of the 10 models developed byRobin Fogarty, a leading trainer and author of cognitive strategies.Fogarty's "nested model" integrates specific curriculawith soft skills deemed necessary for a student's future success.Using this model, collaboration, problem solving problem solvingProcess involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. and technological softskills can easily be woven into the teaching of relevant businessconcepts. Students can work in teams to complete assignments likedeveloping a Web page. Business education instructors can combine Grubb's andFogarty's models to integrate technology into business curriculum.When integrating technology and academics, the Internet can serve as aninvaluable tool. Academic data collected through Internet searches--suchas demographic statistics--can assist students in making entrepreneurialdecisions. The statistics can be studied in a spreadsheet, demographicor written format for mathematical, social science or Englishintegration, respectively. Vocational and academic education also can integrate through theuse of electronic mail. For example, students in one school can formsimulated companies while students in another district apply forpositions within those companies. The resume can be graded by thereceiving instructor and/or evaluated by the student-run business. Theapplicant would then receive feedback via an acceptance or rejectionletter A rejection letter is a form of communication, print or otherwise, indicating the refusal of assent (viz: rejection) of a recommended course. There are numerous types and subtypes of rejection letters. . In utilizing the Internet, business education instructors can leadthe way in adapting classroom activities to meet integration goals,course objectives and individual student needs. IN THIS REPORT Supplementing business curriculum with Internet resources is aneffective means to build technology, problem solving and inquiry skillsamong students. Three authors explore this partnership in variousaspects: Kimberly Schultz cites integration models that can beimplemented by business educators. Kelly Wilkinson details specificbusiness applications with Web sites and Cheryl Wiedmaier offers Website creation guidelines guidelines,n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. . Nancy Zeliff, field editor of this Division Report, is an assistantprofessor in the Computer Science/Information Systems Department atNorthwest Missouri State University Northwest Missouri State University is a state university in Maryville, Missouri.Founded in 1905 as a teachers college, it is primarily a liberal arts college offering undergraduate and graduate classes. in Maryville. Kimberly Schultz is the business education instructor for CentralDecatur Middle/Senior High School in Leon, Iowa Leon is a city in Decatur County, Iowa, United States. The population was 1,983 at the 2000 census. It is the county seat of Decatur County.GR6The city is located near the Little River Lake Recreation Area. Leon is home to a major rodeo. .

Using Technology to Teach Information Literacy.

Using Technology to Teach Information Literacy. Using Technology to Teach Information Literacy Several conceptions and definitions of information literacy have become prevalent. For example, one conception defines information literacy in terms of a set of competencies that an informed citizen of an information society ought to possess to participate intelligently and ED. BY THOMAS P. MACKEY AND TRUDI E. JACOBSON New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Neal-Schuman Publishers, 2008. 175 pp. A$150.00 softcover ISBN ISBNabbr.International Standard Book NumberISBNInternational Standard Book NumberISBNn abbr (= International Standard Book Number) → ISBN m 9781555706371 (available from Inbooks) With the continuing expansion of the invisible Web and newinformation sources being created using Web 2.0 tools, the need forinformation literacy skills has become even more vital. Although theseskills have been taught for many years in tertiary institutions, withthe ever-changing face of current technology there is a need to reassesshow and which skills should be taught. Mackey and Jacobson bring together eight distinct academic levelexperiences in using technology to teach information literacy, asoutlined by staff involved in the project, whether librarian or facultymember (and often both). Each case study examines a different aspect ofteaching information literacy skills, which in these instances aretaught alongside technology and research skills, the aim being to ensurethat students have the skills needed, so that they are able to get themost out of their learning. The book is divided into three parts, each examining projects witha different emphasis. Part 1 explores how universities are using thecollaborative Web to teach information literacy. The projects includedeveloping blog and wiki A Web site that can be quickly edited by its visitors with simple formatting rules. Developed by Ward Cunningham in the mid-1990s to provide collaborative discussions, there are several "wiki" tools on the market for creating such sites, including www.editme.com, www.seedwiki.com, www. communities, Web-based video streaming andbuilding a digital library. Part 2 investigates information literacythrough content management systems and includes projects involvingfaculty partnerships, research workshops and collaborative media. Part 3covers assessment and provides an online assessment tool and an approachto ESL (1) An earlier family of client/server development tools for Windows and OS/2 from Ardent Software (formerly VMARK). It was originally developed by Easel Corporation, which was acquired by VMARK. course design. Each report is written by the staff responsible for the project andincludes a literature review, background, context, the details of theproject itself, results of any assessment and future directions. Thecase studies are well illustrated with relevant figures and appendices. Web 2.0 tools are now much more commonplace and accepted; contentmanagement systems are standard on all campuses, and assessment is anecessary part of any project. This being the case, Mackey andJacobson's book brings together many practical examples of howacademic libraries are using these tools and techniques to ensure thattheir students are taught the skills required to make best use of thehigh quality information available, if only it can be found. Theexperience and knowledge shared by the various authors will beinvaluable to any academic librarian involved in online delivery ofcontent and services and to those involved in teaching informationliteracy. Michelle McLean Casey-Cardinia Library Corporation

Using art in Tamil Nadu.

Using art in Tamil Nadu. Why do so many people draw, paint, act, dance, make sculpture orplay music? Why do you like art? Is it just fun to play with materialslike paint, clay and crayons? Or do you feel good after having donecreative work. "Hey, look! I made this!" Art can help you think about an experience that is difficult tounderstand. Making art can sometimes help you think about experiencesyou do not want to talk about. When you are sad, making art can help tomake you feel better. It was for these reasons that I joined ICAF ICAF International Child Art FoundationICAF Industrial College of the Armed ForcesICAF International Comic Arts FestivalICAF International Capoeira Angola FoundationICAF International Committee on Aeronautical FatigueICAF Indo Cine Appreciation Foundation to volunteer in India India,officially Republic of India, republic (2005 est pop. 1,080,264,000), 1,261,810 sq mi (3,268,090 sq km), S Asia. The second most populous country in the world, it is also sometimes called Bharat, its ancient name. India's land frontier (c. .I work with ICAF's partner in India, Chandana Art FoundationInternational. We offered healing HealingSee also Medicine.Achilles’ spearhad power to heal whatever wound it made. [Gk. Lit.: Iliad]AgamedeAugeas’ daughter; noted for skill in using herbs for healing. [Gk. Myth. arts workshops to tsunami-affectedchildren in Nagapattinam Coordinates: Nagapattinam (Tamil:நாகப்பட்டினம்) (previously spelt Negapatnam in the southern state of Tamil Nadu Tamil Nadu(tăm`əl nä`d), formerly Madras(mədrăs`, mədräs`), state (2001 provisional pop. . The tsunami changed life in Nagapattinam, a historical city famousfor its temples and statues This is a list of the most famous statues worldwide, past and present. AustraliaDog on the Tuckerbox, five miles from Gundagai BelgiumManneken Pis in Brussels Butte du Lion ("Hillock of the Lion", "Lion's Mound") in Waterloo . Many families have been living in"relief shelters" since December December:see month. 2004. The shelters are verysmall and there is only one room for each family. Paper, pencil and artsupplies are expensive, and many children cannot afford such items. We started with a workshop for girls on drawing and painting. Somestudents were using crayons for the first time, and nearly all of themwere using watercolors for the first time. Learning how to use thematerials made the girls happy. They appeared more confident aftergaining a new skill. Our second workshop was a free-for-all in which students couldpaint, draw, act, sing, or dance. The theatre groups started doing playson stories that children had told them. The plays included the songsthat the children knew. The children learned how to make masks withbaloons and paper mache, and they used these masks in the theatre. Otherstudents learned how to make portraits, thread painting, clay sculpture,sandcasting and paper art. Each student reacted to the tsunami in a different way. Somestudents kept painting tsunami scenes one after another; others did noteven like to talk about the tsunami. Why was Riswana always drawing banana banana,name for several species of the genus Musa and for the fruits these produce. The banana plant—one of the largest herbaceous plants—is said to be native to tropical Asia, but is now cultivated throughout the tropics. trees? Riswana explained that she had a banana tree she loved to tendevery day. The tsunami swept away the tree. Her family had to live in ashelter with 400 other families. There was no place for a privategarden. When they get a new house, Riswana wants to grow a new banana tree.Meanwhile, drawing the banana tree helps her reflect on a happy memoryand look forward to the future.

Using general semantics for effective self-management.

Using general semantics for effective self-management. IN THE PAST, people had little need to manage their careers; theywere born into their stations in life. More recently, people relied ontheir companies to map their career paths. But times have radicallychanged--today it is essential that we understand how to manageourselves. To take charge of our work lives, Peter F. Drucker, author ofManagement Challenges for the 21st Century, suggests that we askourselves the following questions: What are my strengths? How do Iperform? What do I value? How can I effectively manage my relationships? This article, using ideas and formulations from general semantics gen��er��al semantics?n. (used with a sing. verb)A discipline developed by Alfred Korzybski that proposes to improve human behavioral responses through a more critical use of words and symbols. ,offers practical advice that can help individuals to answer thesequestions. (1) What are my strengths? It's important to know our strengths, because it is easier tobuild on what we do well, than on what we do poorly. But assessing whatwe are good at can be tricky. Drucker maintains that most people thinkthey know what they are good at, but are usually wrong. He argues thattypically people know what they are not good at--and even then morepeople are wrong than right. To discover one's strengths, Drucker suggests doing a"feedback analysis." This consists of writing down what youthink will happen whenever you make a significant decision or take asignificant action and then, nine or twelve months later, comparing theactual results with your expectations. In Drucker's case, feedbackanalysis showed that he had an intuitive understanding Intuitive understanding is comprehension without any necessary contemplation or explanation.When designing products it is useful to think as the "na?ve user", someone who will use the product but has no knowledge of how to use it. of technicalpeople and that he didn't resonate res��o��nate?v. res��o��nat��ed, res��o��nat��ing, res��o��natesv.intr.1. To exhibit or produce resonance or resonant effects.2. very well with generalists. (Thefeedback analysis technique is based on the scientificmethod--experiment, analyze, predict. General semantics emphasizes thescientific approach as a preferred orientation, or generalized gen��er��al��izedadj.1. Involving an entire organ, as when an epileptic seizure involves all parts of the brain.2. Not specifically adapted to a particular environment or function; not specialized.3. way ofsolving problems.) Strengths can be maximized using Korzybski's "extensionaltheory of happiness." (This theory contends that to reach a measureof contentment ContentmentAglaospoor peasant said by the Delphic oracle to be happier than the king because he was contented. [Gk. Myth.: Benét, 15] and a sense of success, we ought to form reasonableexpectations, work hard, and be prepared to get not exactly what wewant.) For example, let's say feedback analysis shows you are goodat resolving conflicts. Applying the extensional theory of happiness tothis talent would give you a reasonable expectation that: (i) you willsuccessfully resolve conflicts much of the time; (ii) you will need towork hard at resolving conflicts; and (iii) you will not always succeedin your efforts to reduce conflicts. The last part of the"happiness theory," be prepared to get not exactly what youwant, is especially useful in helping individuals avoid becomingdepressed if things don't work out according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. plans. Many people find it relatively easy to improve their strengthsbecause they are starting out from a relatively strong position.Problems are more likely to develop when it comes to acknowledging whatone is not so good at, and then trying to master it. For instance, somein the engineering world take pride in knowing very little aboutpeople--perhaps human behavior is far too unpredictable for thetechnical mind to waste time trying to understand it. Human relations human relationsnpl → relaciones fpl humanasprofessionals, on the other hand, often esteem themselves for theirignorance of quantitative analyses. To actualize their strengths, bothgroups would do well to also improve their weak skills and knowledge. "Dating" (a general semantics tool that involvesattaching dates to our evaluations as a reminder that things change overtime) can help to motivate individuals to work on improving theirweaknesses. For example, engineers (today) who are not interested inhuman behavior can imagine themselves as engineers (tomorrow) who willbe interested in human interactions. And, HR professionals (in thepresent) who blithely ignore quantitative matters can picture themselvesas HR experts (in the future) who take an interest in numerical doings.Actually, we all change physically, mentally, and emotionally over time,as new data becomes available and new circumstances emerge. Rigidlysticking to old positions can keep us from seeing and making changesthat might be beneficial. If feedback shows that our good work consistently fails whencooperation is required, it may indicate a lack of courtesy for others.Manners are a lubricant LubricantA gas, liquid, or solid used to prevent contact of parts in relative motion, and thereby reduce friction and wear. In many machines, cooling by the lubricant is equally important. for effective human relations. Without them,friction between human beings can lead to dysfunctional dys��func��tionalso dis��func��tion ?n.Abnormal or impaired functioning, especially of a bodily system or social group.dys��func relationshipsand decreased productivity. Some people are oblivious to the importance of manners at work.They think comments like "How do you do?" or "How areyou?" are superfluous su��per��flu��ous?adj.Being beyond what is required or sufficient.[Middle English, from Old French superflueux, from Latin superfluus, from superfluere, to overflow : because they are mere figures of speech. Butgeneral semanticists know that some remarks are not meant to directlyinform. Certain forms of language contribute to a social mood andestablish workplace rapport The former name of device management software from Wyse Technology, San Jose, CA (www.wyse.com) that is designed to centrally control up to 100,000+ devices, including Wyse thin clients (see Winterm), Palm, PocketPC and other mobile devices. . Exhibiting good manners Noun 1. good manners - a courteous mannercourtesypersonal manner, manner - a way of acting or behavingniceness, politeness - a courteous manner that respects accepted social usageurbanity - polished courtesy; elegance of manner at work is a strength that is useful tohave and wise to develop. This topic is further explored in the lastsection of this article titled, "How can I effectively manage myrelationships?" How do I perform? Improving on-the-job performance can help a person to be moresuccessful at work. To facilitate such improvement, it is a good idea toknow something about how you perform. For example, what learning styledo you use? Schools tend to be organized on the assumption that there is onlyone right way to learn and that it is the same for everyone. But when welook at learners in the "real world," that assumption provesfalse. There are actually many different ways to learn. Churchill learned by writing. So did Beethoven. That great Germancomposer left behind many sketchbooks, yet he never consulted them whenhe composed. Beethoven maintained that he needed to put down histhoughts in writing so as not to forget them. Some people learn by doing. (A former boss of mine used thismethod. He liked to plunge into things rather than read or talk aboutthem.) Others learn by hearing themselves talk. (Drucker reports this istrue for many successful trial lawyers, medical diagnosticians, and forhimself.) The important thing is to identify your learning style. Oncethat is done, you can build on it to solve work problems. Asking questions that can be answered through empirical observation Adv. 1. through empirical observation - in an empirical manner; "this can be empirically tested"by trial and error, empirically can also help us to improve our performance at work--such questions arecalled "useful" in general semantics. Two examples of"useful" work-related questions are, "Do I work well withpeople, or am I a loner lonerPsychiatry A single young man estranged from society and family, who suffers from psychogenic pain, and tends to live 'on the edge', vacillating between aggression and depression; loners often have unrealistic goals, but are unable to work towards those goals ?" and "If I work well with people, amI best as a leader or a subordinate?" (Some people work best assubordinates. According to Drucker, World War II hero General GeorgePatton was one of those individuals. "... When he was proposed foran independent command, General George Marshall, the U.S. chief ofstaff--and probably the most successful picker of men in U.S.history--said, 'Patton is the best subordinate the American armyhas ever produced, but he would be the worst commander.'") (2) A particularly valuable question to ask oneself is, "Do Iperform well under stress or am I more comfortable in a highlystructured and predictable environment?" However you answer thisquestion, it is important to understand that stress and change areubiquitous in life. Because that is so, it makes sense to learn how todeal with stress and adapt to change no matter what the conditions areat work. General semantics asserts that questions that cannot be answeredthrough testing and empirical observation can upset us emotionally."Am I a failure?" and "Am I a success?" are two suchquestions. They are unanswerable except in terms of opinion or belief. What do I value? To be an effective self-manager, it is important to know what onevalues. But the term "values" is an abstract word that can bedefined in many ways (general semantics labels such words high-levelabstractions). To be of use in self-management, "values" needsto be defined with greater specificity. The following list of commonwork priorities, adopted from an inventory devised by psychologistTheodore Rubin, offers some precision. (3) Common Work Priorities Self-identification Our feelings toward work can be complex. Some people stronglyidentify with the work they do and for them the right job is meaningful,inspiring, and restorative re��stor��a��tiveadj.1. Of or relating to restoration.2. Tending or having the power to restore.n.A medicine or other agent that helps to restore health, strength, or consciousness. . Others see work as a necessary evil toprovide money for family living and leisure activities. How we viewwork, and our relationship to it, can have a strong influence indetermining the right job to choose. Money Money has an obvious practical value in terms of the products andservices that one can buy with it. Money also has a vast range ofsymbolic associations, such as power, status, security, expertise,longevity longevity(lŏnjĕv`ĭtē), term denoting the length or duration of the life of an animal or plant, often used to indicate an unusually long life. , freedom, energy, and self-esteem. For a vast group inAmerican society, money is the key priority in selecting an occupation. Security Job security is an important value to many people--there are moreoffice jobholders in the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. than independent entrepreneurs,and many seek the security of tenured positions and civil serviceemployment. If job security is a main value to an individual and it isignored, painful anxiety will ensue en��sue?intr.v. en��sued, en��su��ing, en��sues1. To follow as a consequence or result. See Synonyms at follow.2. To take place subsequently. . Prestige, Power, and Recognition (PPR PPRpeste des petitis ruminants. ) There are some people who find prestige, power, and recognition(PPR) highly motivating values. If this combination is a major value foryou, it is best to recognize that quickly. Individuals who prize PPR,but fool themselves into thinking that they are "simple, benevolent be��nev��o��lent?adj.1. Characterized by or suggestive of doing good.2. Of, concerned with, or organized for the benefit of charity. people," will make wrong job choices and feel constantlyshortchanged. Sociability versus Solitude Most of us feel gregarious gre��gar��i��ous?adj.1. Seeking and enjoying the company of others; sociable. See Synonyms at social.2. Tending to move in or form a group with others of the same kind: gregarious bird species. sometimes, and want solitude at othertimes. But usually one of these two needs predominates. If you are anindividual with an extreme desire for sociability or solitude, it isimportant to acknowledge it. "Socializers" are not going to bevery good as back-room catalogers and "hermits" will probablyfail at sales. Physical Comfort and Convenience American society was founded on the Puritan ethic of hard work andputting up with discomfort. But there is no law that says a person hasto comply with this doctrine. One has a perfect right to value physicalcomfort and convenience. If you are such an individual, it is probably amistake to take a job that involves long hours of commuting or workingin an uncongenial physical setting. Freedom from Stress If minimizing stress is an important priority, it must be takenseriously. Failure to do so can result in a person securing employmentthat will cause psychological and physical harm. One way to have lessstress is to take a job in which the trio of Prestige, Power, andRecognition does not play a significant role. Creative Activity The need for self-expression through art, music, writing, acting,etc., can be a chief priority. When it is dominant, it can demandexclusive attention. Not paying attention Noun 1. paying attention - paying particular notice (as to children or helpless people); "his attentiveness to her wishes"; "he spends without heed to the consequences"attentiveness, heed, regard to this priority can doom aperson to a life of disappointment and regret. Excitement, Stimulation, and Variety (ESV ESVend-systolic volume. ) Individuals who are highly motivated by excitement, stimulation,and variety (ESV) should seek employment that will provide thosebenefits. If such persons find themselves in "boring" jobs,they may manufacture crises to liven up Verb 1. liven up - make lively; "let's liven up this room a bit"liven, enliven, invigorate, animateenergize, perk up, energise, stimulate, arouse, brace - cause to be alert and energetic; "Coffee and tea stimulate me"; "This herbal infusion doesn't their work. Some business peopleare so galvanized gal��va��nize?tr.v. gal��va��nized, gal��va��niz��ing, gal��va��niz��es1. To stimulate or shock with an electric current.2. by ESV that they value it even above profit. How can I effectively manage my relationships? Happiness and success, with respect to managing relationships,depends on how well we are able to reach agreement with people and howwell we are able to get along with people, whether or not we agree withthem. The following general semantics ideas and formulations can improveyour performance in both these areas. Qualify Your Responses Most people will not give you a hard time if, when expressing youropinion, you add the phrase "so far as I know" to indicatethat you are not speaking with the voice of ultimate authority. Saying"so far as I know" does not undermine your position. Who hasthe right to say more? In a process world, where knowledge is bydefinition incomplete, there are no absolute answers. Benjamin Franklin was a great believer in the power of thequalified response. In his Autobiography, he attributes much of hissuccess to the adoption of the "so far as I know" attitude: "I made it a rule to forbear for��bear?1?v. for��bore , for��borne , for��bear��ing, for��bearsv.tr.1. To refrain from; resist: forbear replying.See Synonyms at refrain1. all direct contradiction to thesentiments of others, and all positive assertions of my own. I evenforbid for��bid?tr.v. for��bade or for��bad , for��bid��den or for��bid, for��bid��ding, for��bids1. To command (someone) not to do something: I forbid you to go.2. myself the use of every word or expression in the language thatimported a fixed opinion, such as certainly, undoubtedly, etc., and Iadopted, instead of them, I conceive conceive/con��ceive/ (kon-sev��)1. to become pregnant.2. take in, grasp, or form in the mind.con��ceivev.1. To become pregnant.2. , I apprehend, or I imagine a thingto be so or so, or it so appears to me at present." (4) Delay Your Reactions A useful way to get along better with others is to follow theadvice of general semantics expert Robert Potter Robert Potter (c. 1800–1842) was a Congressional Representative from North Carolina; born in Granville County, North Carolina near Williamsboro (now part of Vance County, North Carolina), about 1800; attended the common schools; midshipman in the United States Navy 1815-1821; to treat the"semantic handicaps" of individuals with the sameconsideration you would afford persons with physical disabilities. (5)If you walk with a person who is lame lame(lam) incapable of normal locomotion; deviating from normal gait. lameadj.1. Disabled so that movement, especially walking, is difficult or impossible.2. , you do not run ahead. You adjustyour pace to that of your slower companion. Similarly, in talking withan individual who exhibits a semantic disability, such as "being aknow-it-all" or a "knee-jerk reactor," you do not advancethe discussion by insulting or chastising the person for their style ofdiscourse. That will only cause the individual to become defensive. Amore effective approach is to delay your desire to correct theperson's semantic handicaps and instead offer your take on theparticular subject under consideration. (If an individual with semantichandicaps seems receptive to your opinions, perhaps then you can talkabout his or her semantic disabilities.) Be a "Good" Listener Are you a good listener? Do you try to understand someone'spoint of view in order to pick up clues that will make for goodconversation, or do you search for evidence to find fault with the wordsof others? If you do the former, you will get along better with people. One way to gain listening proficiency pro��fi��cien��cy?n. pl. pro��fi��cien��ciesThe state or quality of being proficient; competence.Noun 1. proficiency - the quality of having great facility and competence is to become an "activelistener." Active listening Active listening is an intent to "listen for meaning", in which the listener checks with the speaker to see that a statement has been correctly heard and understood. The goal of active listening is to improve mutual understanding. skills include setting aside youropinions and prejudices on the speaker's statements, facing andmaking eye contact with the speaker, paraphrasing back to the speakerwhat you think he or she has just said, asking clarifying questions, andexpressing appreciation for the opportunity to share information. Usingthese skills can facilitate accurate communications and improve yourrelationships. (So can attending to "non-verbal" elements inconversations. General semantics practitioners point out that suchelements as body language, facial expressions facial expression,n the use of the facial muscles to communicate or to convey mood. , and tone of voice canconvey more meaning than what a person says.) Beware the "Is of Projection" General semanticists have long observed that the structure of ourlanguage encourages us to talk and think as if "qualities"exist "in" things. As a result, the role of the observer isobscured. For example, consider the following three sentences:"John is smart." "Fred is a dope." "Mary is Mary I, 1516–58, queen of EnglandMary I(Mary Tudor), 1516–58, queen of England (1553–58), daughter of Henry VIII and Katharine of Aragón. lazy." We appear to be talking about John, Fred, and Mary. Yet thewords smart, dope, and lazy refer to evaluations made by the observer,not to what it "out there." These statements would be moreaccurate if followed by "to me." (The word is, in the previousexamples, is known in general semantics as the "is ofprojection." In this usage, we project our reactions onto the world"out there.") Our projections can bias the way we think about individuals andlead us to make erroneous erroneousadj. 1) in error, wrong. 2) not according to established law, particularly in a legal decision or court ruling. conclusions about them. A more useful approachis to focus on a person's actions. For example, instead of saying"Fred is a dope" or "Mary is lazy," we can inquire in��quire? also en��quirev. in��quired, in��quir��ing, in��quiresv.intr.1. To seek information by asking a question: inquired about prices.2. into their behaviors--e.g., "Fred, why do you keep interrupting meduring our conversations?" "Mary, why do you keep coming inlate to the office?" Asking questions like these, and carefullyobserving how individuals act, can yield valuable information on humanmotivation and increase our understanding of other people. Avoid Either-or-Thinking The structure of our language can lead us to take an"either-or" approach in dealing with people. (Because Englishis loaded with polarizing terms, like "good-bad,""old-young," "strong-weak," it is easy to speakabout extremes. It takes an active effort to talk in terms of degrees.)An either-or approach, by restricting the choices that we offerindividuals in situations, can be an impediment A disability or obstruction that prevents an individual from entering into a contract.Infancy, for example, is an impediment in making certain contracts. Impediments to marriage include such factors as consanguinity between the parties or an earlier marriage that is still valid. to getting along withothers. Using an either-or approach (a "two-valued" approach, ingeneral semantics terminology) can cause us to develop "hardening hardening,in metallurgy, treatment of metals to increase their resistance to penetration. A metal is harder when it has small grains, which result when the metal is cooled rapidly. of the categories." This malady malady/mal��a��dy/ (-ah-de) disease. mal��a��dyn.A disease, disorder, or ailment.maladya disease or illness. can be seen in PresidentBush's statement that, "You're either with us or againstus in the fight against terror." (6) To avoid this"disease," general semantics recommends using a multi-valuedapproach--this approach involves considering the either-or choices andalso the options that fall in between them. A person using amulti-valued approach would not say, "It's either my way orthe highway "My Way or the Highway" is the 20th episode of the American sitcom Scrubs. It originally aired as Episode 20 of Season 1 on April 16, 2002. PlotThe episode begins with a direct parody of West Side Story with the surgical vs. medical scene. J.D. ." Instead, he or she might say, "I hope you willjoin me in my proposal. If you choose not to, perhaps we can negotiate amutually satisfactory alternative plan. But if that doesn't workout, I reserve the right to proceed with my original idea." Make Accurate Inferences General semantics stresses that faulty inferences can lead toflawed flaw?1?n.1. An imperfection, often concealed, that impairs soundness: a flaw in the crystal that caused it to shatter.See Synonyms at blemish.2. judgments and disturbed relationships. The following are threeexamples of this dysfunctional dynamic. Example I Fact: John delivers to his boss a report that he has worked hard toprepare. The boss glances at the document, gives John a "dirtylook," and walks away. John's inference (logic) inference - The logical process by which new facts are derived from known facts by the application of inference rules.See also symbolic inference, type inference. : The boss doesn't like my report. John's judgment: The boss is a jerk. I'm not putting outlots of effort for this guy. Reality: The boss was preoccupied pre��oc��cu��pied?adj.1. a. Absorbed in thought; engrossed.b. Excessively concerned with something; distracted.2. Formerly or already occupied.3. with a pressing business problem.His "dirty look" was a reaction to a negative thought he washaving on that problem. Example II Fact: Mary tells her staff, "During the next twelve months thecompany will be spending over a million dollars to promote ourdepartment. We'll all have to pitch in and work hard to fill theorders that will be generated from this advertising." Mary's inference: The staff will be excited about gettingincreased responsibilities. Mary's judgment: The staff must think I'm a great bossbecause I have brought extra recognition to our department. Reality: The staff is demoralized de��mor��al��ize?tr.v. de��mor��al��ized, de��mor��al��iz��ing, de��mor��al��iz��es1. To undermine the confidence or morale of; dishearten: an inconsistent policy that demoralized the staff. to learn about the advertising.They figure the money spent on it will mean they won't be receivinga raise for the year. Example III Fact: Mike spends the weekend trying to solve a perplexing per��plex?tr.v. per��plexed, per��plex��ing, per��plex��es1. To confuse or trouble with uncertainty or doubt. See Synonyms at puzzle.2. To make confusedly intricate; complicate. businessproblem. He fails to solve it. Mike's inference: I'll never be able to solve thisproblem. Mike's judgment: I guess I'm not cut out for business. Reality: It was a difficult problem that many others with moreexperience in Mike's company had failed to solve. No one in thecompany expected Mike to solve the problem. To increase our degree of certainty in a situation, we can collectmultiple inferences that lead to a similar conclusion, or set ofconclusions, about a particular circumstance. With a higher number ofconverging con��verge?v. con��verged, con��verg��ing, con��verg��esv.intr.1. a. To tend toward or approach an intersecting point: lines that converge.b. inferences, we can place more confidence in our conclusions. Assumptions Have Consequences The formulation of logical fate says that assumptions andconsequences are related: from assumptions, consequences follow--tochange consequences, examine and change your assumptions. Some of thebest assumptions on how to improve human relations have been offered byDale Carnegie, the author of How to Enjoy Your Life and Your Job, andmany other books on human development. His suggestions on how to getalong well with others have been used by millions of people to positiveeffect. Among his ideas are the following: (7) 1. Instead of condemning people when they do badly, try to understand their motivations and offer constructive suggestions on how to improve their performance. 2. If you like something that someone does, tell them about it--give honest and sincere appreciation for their work. 3. People are interested in what they want, not what you want. To motivate people to work with you, take a genuine interest in their desires. 4. Show respect for the other person's opinions. Be diplomatic in correcting the errors of others. Do not say, "You're wrong." 5. In talking with people, don't begin by discussing the things on which you differ. Begin by emphasizing the things on which you agree. 6. Appeal to a person's nobler motives. This will not work for everyone all the time, but many people will respond to a call to do the "right" thing. 7. Most individuals do not like to be ordered around by others. While sometimes orders have to be given, in many instances a better policy is to ask people questions. 8. Even if we are right, and the other person is definitely wrong, we only destroy ego and risk revenge by humiliating others. A better policy is to let the other person save face. 9. People will be more inclined to comply with your wishes if you talk about your own mistakes before criticizing theirs.10. Begin in a friendly way. Remember what Lincoln said: "A drop of honey catches more flies than a gallon of gall." Conclusion It is an axiom in general semantics that we cannot say or know allabout anything; there is always more to be said, more to be learned.Applying that axiom to this article, there is more to be discoveredabout effective self-management than I can say here. Attaining thatobjective is a journey, not a destination. NOTES 1. This article includes a number of arguments, explanations, andrecommendations from Peter F. Drucker's excellent book, ManagementChallenges for the 21st Century (New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : HarperCollins, 1999). Hisbook offers many useful suggestions for succeeding at work. 2. Peter, F. Drucker, Management Challenges for the 21st Century(New York: HarperCollins, 1999), p. 174. 3. These common work priorities, and others, are more fullydiscussed in Theodore Rubin, Overcoming Indecisiveness in��de��ci��sive?adj.1. Prone to or characterized by indecision; irresolute: an indecisive manager.2. Inconclusive: an indecisive contest; an indecisive battle. (New York: Avon,1985), pp. 73-98. 4. Kenneth S. Keyes Jr., How to Develop Your Thinking Ability (NewYork: McGraw Hill, 1950), p. 152. 5. Robert R. Potter, Making Sense: Exploring Semantics semantics[Gr.,=significant] in general, the study of the relationship between words and meanings. The empirical study of word meanings and sentence meanings in existing languages is a branch of linguistics; the abstract study of meaning in relation to language or and CriticalThinking (New York: Globe, 1974), p. 194. 6. Kenneth, G. Johnson, General Semantics: An Outline Survey, ThirdRevised Edition (Fort Worth, TX: Institute of General Semantics The Institute of General Semantics is a not-for-profit corporation established in 1938 by Alfred Korzybski, located in Fort Worth, Texas. Its membership roles include members from 30 different countries. , 2004),p. 41. 7. These ideas are more fully developed in Dale Carnegie, How toEnjoy Your Life and Your Job (New York: Pocket, 1985). REFERENCES Carnegie, Dale Carnegie, Dale(kär`nəgē, kärnā`gē), 1888–1955, American lecturer and writer on self-improvement, b. Maryville, Mo., as Dale Carnagey; grad. State Normal School Number Two, Warrensburg, Mo. (1908). . How to Enjoy Your Life and Your Job. New York:Pocket, 1985. Drucker, Peter Drucker, Peter (Ferdinand)(1909–) writer, management consultant; born in Vienna, Austria. He emigrated to the U.S.A. in 1937. He had a varied early career as an economist, journalist, and philosophy professor before settling into a career teaching , F. The Effective Executive. New York:HarperBusiness, 1993. Drucker, Peter, F. Management Challenges for the 21st Century. NewYork: Harper Collins, 1999. Eppler, Mark. Management Mess-Ups: 57 Pitfalls You Can Avoid (andStories of Those Who Didn't). Franklin Lakes, NJ: Career Press,1997. Johnson, Kenneth, G. General Semantics: An Outline Survey, ThirdRevised Edition. Fort Worth, TX: Institute of General Semantics, 2004. Keyes, Kenneth S., Jr., How to Develop Your Thinking Ability. NewYork: McGraw Hill, 1950. Kodish, Susan and Bruce Kodish. Drive Yourself Sane: Using theUncommon Sense of General Semantics, Revised Second Edition. Pasadena,CA: Extensional Publishing, 2001. Parikh, Jagdish. Managing Yourself: Management by DetachedInvolvement. Cambridge, MA: Blackwell, 1994. Rubin, Theodore. Overcoming Indecisiveness. New York: Avon, 1985. MARTIN H. LEVINSON, PH.D.* * Martin H. Levinson, Ph.D., author of many ETC articles, recentlyretired as director of PROJECT SHARE, a New York City New York City:see New York, city. New York CityCity (pop., 2000: 8,008,278), southeastern New York, at the mouth of the Hudson River. The largest city in the U.S. school-based drugprevention program. Dr. Levinson also writes the ETC "Books"feature.