Tips for Taking Care of your Skin

"Sometimes it may seem like your skin is impossible to manage, especially when you wake up and find a huge zit on your nose or a cold sore at the corner of your mouth. The good news is that there are ways to prevent and treat common skin problems — read on for some tips. "

Acne

A pimple starts when the pores in the skin become clogged with a type of oil called sebum, which normally lubricates the skin and hair. Acne is common during puberty when hormones go into overdrive, causing the skin to overproduce sebum. Because many oil-producing glands are on the forehead, nose, and chin, this area — the T-zone — is where a person is most prone to pimples.

Here are some tips to help prevent breakouts and clear them up as fast as possible:

@ Wash your face twice a day (no more) with warm water and a mild soap made for people with acne. Gently massage your face with circular motions. Don't scrub. Overwashing and scrubbing can cause skin to become irritated.
@ Don't pop pimples. It's tempting, but here's why you shouldn't: Popping pimples can push infected material further into the skin, leading to more swelling and redness, and even scarring.
@ Avoid touching your face with your fingers or leaning your face on objects that collect sebum and skin residue like the telephone receiver.
@ If you wear glasses or sunglasses, make sure you clean them frequently to keep oil from clogging the pores around your eyes and nose.
@ If you get acne on your body, try not to wear tight clothes, which don't allow skin to breathe and may cause irritation. You also might want to stay away from scarves, headbands, and caps, which can collect dirt and oil, too.
@ Remove your makeup before you go to sleep. When buying makeup, make sure you choose brands that say "noncomedogenic" or "nonacnegenic" on the label.
@ Keep hair clean and out of your face to prevent additional dirt and oil from clogging your pores.
@ Protect your skin from the sun. It may seem like a tan masks acne, but it's only temporary.

If you're concerned about acne, talk to a dermatologist.

Sun and Skin
We all know we need to protect our skin from the sun's harmful rays. Of course, it's impossible to avoid the sun — who wants to hide indoors when it feels so great to get outside and be active? And the sun's not all bad, anyway: Sunlight helps our bodies create vitamin D. So follow these tips when you're outdoors to help manage sun exposure:

@ Wear sunscreen with a sun protection factor (SPF) of at least 15, even if it's cloudy or you don't plan on spending a lot of time outdoors.
@ Choose a sunscreen that blocks both UVA and UVB rays. Look for the words "broad spectrum protection" or UVA protection in addition to the SPF of 15 or greater.
@ The sun's rays are strongest between 10:00 AM and 4:00 PM, so make sure you reapply sunscreen frequently and take breaks indoors if you can. If your shadow is longer than you are tall, then it's a safer time to be in the sun (you should still wear sunscreen, though).
@ Apply more sunscreen (with higher SPF) when you're around reflective surfaces like water, snow, or ice.
@ We all know that the sun can damage skin, but did you know it can contribute to eye problems, too? Protect your face and eyes with a hat and sunglasses that provide 100% UV protection.
@ Some medications, such as prescription acne medications or birth control pills, can increase your sensitivity to the sun, so if you're taking medication, increase your sun protection.
@ If you want the glow of a tan, try faking it with self-tanners or salon tanning treatments.

Cold Sores
Cold sores usually show up as tender "pimples" on the lips. Here are ways you can help prevent cold sores from making an appearance :

@ Avoid getting cold sores in the first place by not sharing stuff like lip balm, toothbrushes, or drinks with other people who might have cold sores.
@ People who have the virus know that cold sores can flare up from things like too much sun, stress, or being sick. Just one more reason to lather on that suntan lotion, eat well, exercise, and get plenty of sleep!

If you do have a cold sore, here are some tips for keeping yourself comfortable:

@ Take acetaminophen or ibuprofen if the cold sores are painful.
@ Suck on ice pops or cubes to ease pain and keep cold sores cool.
@ Stay away from acidic foods (like oranges, tomatoes, and lemonade) and salty, spicy foods, which can cause irritation.
@ Don't pick at cold sores while you're waiting for them to go away. They may bleed or become infected with bacteria.

Eczema
Eczema is a condition that causes skin to become red, itchy, and dry. If you have eczema, you might notice that you are prone to getting itchy rashes — especially in places like where your elbows and knees bend or on your neck and face. The symptoms of eczema can vary from person to person. Though you can't cure eczema forever, you can take steps to prevent it from flaring:

@ Stay away from things like harsh detergents, perfumed soaps, and heavily fragranced lotions that tend to irritate the skin and trigger eczema.

@ If you're going to have your hands in water for a long time (like when you're washing dishes or your car), try wearing gloves.

@ Soothe your skin with regular applications of a fragrance-free moisturizer to prevent itching and dryness.Creams work best if applied when the skin is slightly wet, like just after bathing.

@ Be careful which fabrics you wear. Cotton is good because it's breathable and soft.Try to stay away from materials like wool or spandex that may cause irritation or allergic reactions.

@ Keep stress in check. Because stress can lead to eczema flares, try activities like yoga or walking after a long day to keep your stress levels low.
@ If you wear makeup, look for brands that are free of dyes and fragrances that can aggravate eczema.
If you're having trouble managing your eczema, talk to a dermatologist, who can suggest ways to better control it.

Other Skin Conditions

Warts are tiny skin infections caused by viruses of the human papilloma virus (HPV) family. There's no way to prevent warts from occurring.

If you find warts in your genital area, you should see your doctor, who can recommend the best treatment method for that sensitive area.

Another type of wart-like viral infection is molluscum contagiosum. Like warts, it can be transmitted through scratching and sexual contact.

Fine white or purplish lines on the skin called stretch marks are pretty common in most teens. Stretch marks are formed when the tissue under your skin is pulled by rapid growth or stretching, like during puberty. Stretch marks usually fade on their own over time. Talk to a dermatologist if you're concerned about them.

So keep your skin glowing with the right skin care techniques and by eating well and getting lots of exercise.

Take 5 Tips for Life

5 Reasons to Pack Your Lunch
Most schools are trying hard to upgrade their lunch programs and offer the best food they can. But not every school cafeteria provides appealing, healthy lunch choices. Educate yourself when it comes to what your cafeteria has to offer. For example, did you know chicken nuggets have more fat and calories than a plain burger?

Even if your school provides healthy options, it can be too easy to give in to temptation and pick a less healthy choice when you're feeling really hungry. How do you take control? Take a packed lunch to school!

Here are the top 5 reasons to pack your lunch — and snacks — at least twice a week:

1. Control.

Do you ever wait in the lunch line only to find when you get to the front that you don't like what they're serving? So you reach for pizza again. A healthy packed lunch lets you avoid the lunch line (and any temptations). Bringing your own lunch also lets you control exactly what goes into the food you eat.

2. Variety.

It doesn't hurt to cave in and enjoy the occasional serving of pizza and hot dogs. But if you're eating these foods all the time, your body probably feels ready for a change. A packed lunch a couple of times a week means you can enjoy some favorites that you might not find at every school — like a piping hot thermos of your mom's chicken soup; hummus and pita bread; or some crisp, farm-stand apples.

3. Energy.

If you have a big game or activity after school, plan a lunch and snacks that combine lean proteins with carbohydrates to give you lasting energy and keep you going through the late afternoon. Some ideas: your own "trail" mix of dried fruit and nuts or sunflower seeds, whole-grain pretzels and low-fat cheese, or a bagful of baby carrots and yogurt dip.

4. Cold hard cash. Pack healthy snacks so you don't feel tempted to step off campus for a fast-food lunch, or hit the vending machine or corner store for chocolate and a soda! Put the money you save on such snacks aside.

5. That warm and fuzzy feeling.

Remember when your mom or dad used to pack your lunch? Pack yourself a retro lunch featuring healthy versions of your old faves — such as PB&J on whole-wheat bread.

Whether you pack or eat in the cafeteria, what’s important is that you make healthy choices. If you're concerned that your cafeteria doesn't offer enough healthy choices, get involved in trying to make changes. Ask a teacher or someone in food service for advice on how to get started.

For more information, check out these articles:

How Much Food Should I Eat?, Smart Snacking, 5 Ways to Reach a Healthy Weight, Nutrition and Fitness Center.

Way to say NO!! to drugs...

Do drugs? Are you joking?

I'd rather be choking!I'm saving my body for sports!My father would KILL ME!Just KEEP IT, don't bill me!I've read all the latest reports!

Are YOU such a loser A dope and a boozer?

Get lost and don't bother to call!My head is not hollow!I won't take a swallow!No, NEVER, NOT ONCE, NOT AT ALL!!

"21">Get high, like a rocket?

Your brain's in your pocketAnd you've sent all your marbles to space,If you think for a minuteThat I'd dive right on in it,Just by the blank stare on my face!

Do drugs, are you crazy?

I may be called lazy,But I still have a functioning head!Go spread your infectionSome other direction!I'd rather go skiing instead!

"Do drugs!" are you stating?

I'd rather go skatingThan being so "cool" to pretend.I'm NOT a "me-tooer,Go swim in the SEWER,'Cause I don't need YOU as a friend!

"Get stoned" are you saying!

I'd rather go playingSome racquetball, tennis, or bowlI'd rather be funningThan constantly runningFrom the "narcs" and the highway patrol!

"A sip" are you bidding?

You've got ot be kidding!I'll stick to my cola and pop!You're very kindhearted,But once I get startedWho knows if I ever could STOP!

Cocaine are you handing?

Your head is EXPANDINGIf you think I am really that DUMB!The fools, who have tried itAre buried beside it,So KEEP IT and suck on your thumb!

Buy drugs that you're selling?

I guess there's no tellingHow BAD you are needing the dough!To finance your habitGo find Roger Rabbit,'Cause all I will tell you is --- NO!

Rain, The Gift Of Nature.

Rain

Rain is a type of precipitation, a product of the condensation of atmospheric water vapor that is released on the Earth's surface. It forms when separate drops of water fall to the Earth from clouds. Not all rain reaches the surface; some of it evaporates while falling through dry air. When none of it reaches the ground, it is called virga, a phenomenon often seen in hot, dry desert regions. The METAR code for rain is RA.

Formation

Rain plays a role in the hydrologic cycle in which moisture from the oceans evaporates, condenses into drops, precipitates (falls) from the sky, and eventually returns to the ocean via rivers and streams to repeat the cycle again. The water vapor from plant respiration also contributes to the moisture in the atmosphere.
A major scientific explanation of how rain forms and falls is called the Bergeron process. More recent research points to the influence of Cloud condensation nuclei released as the result of biological processes.

Human influence

The fine particulate matter produced by car exhaust and other human sources of pollution form cloud condensation nuclei, leads to the production of clouds and increases the likelihood of rain. As commuters and commercial traffic cause pollution to build up over the course of the week, the likelihood of rain increases: it peaks by Saturday, after five days of weekday pollution has been built up. In heavily populated areas that are near the coast, such as the United States' Eastern Seaboard, the effect can be dramatic: there is a 22% higher chance of rain on Saturdays than on Mondays.

Classifying the amount of rain
When classified according to amount of precipitation, rain can be divided into:
@ Very light rain — when the precipitation rate is <>@ Light rain — when the precipitation rate is between 0.25 mm/hour - 1.0 mm/hour
@ Moderate rain — when the precipitation rate is between 1.0 mm/hour - 4.0 mm/hour
@ Heavy rain — when the precipitation rate is between 4.0 mm/hour - 16.0 mm/hour
@ Very heavy rain — when the precipitation rate is between 16.0 mm/hour - 50 mm/hour
@ Extreme rain — when the precipitation rate is > 50.0 mm/hour

Properties

Falling raindrops are often depicted in popular culture as "teardrop-shaped" — round at the bottom and narrowing towards the top — but this is incorrect. Only drops of water dripping from some sources are tear-shaped at the moment of formation. Small raindrops are nearly spherical. Larger ones become increasingly flattened on the bottom, like hamburger buns; very large ones are shaped like parachutes.
On average, raindrops are 1 to 2 mm in diameter.
The biggest raindrops on Earth were recorded over Brazil and the Marshall Islands in 2004 — some of them were as large as 10 mm. The large size is explained by condensation on large smoke particles or by collisions between drops in small regions with particularly high content of liquid water.
Generally, rain has a pH slightly under 6. This is because atmospheric carbon dioxide dissolves in the droplet to form minute quantities of carbonic acid, which then partially dissociates, lowering the pH. In some desert areas, airborne dust contains enough calcium carbonate to counter the natural acidity of precipitation, and rainfall can be neutral or even alkaline. Rain below pH 5.6 is considered acid rain.

Effect on agriculture

Precipitation, especially rain, has a dramatic effect on agriculture. All plants need at least some water to survive, therefore rain (being the most effective means of watering) is important to agriculture. While a regular rain pattern is usually vital to healthy plants, too much or too little rainfall can be harmful, even devastating to crops.
Agriculture of all nations at least to some extent is dependent on rain. Indian agriculture, for example, (which accounts for 25 percent of the GDP and employs 70 percent of the nation's population) is heavily dependent on the rains, especially crops like cotton, rice, oilseeds and coarse grains.

Culture

Cultural attitudes towards rain differ across the world. In the largely temperate Europe, rain metaphorically has a sad and negative connotation — reflected in children's rhymes like Rain Rain Go Away — in contrast to the bright and happy sun. Though the traditional notion of rain in the Western World is negative, rain can also bring joy, as some consider it to be soothing or enjoy the aesthetic appeal of it. In dry places, such as parts of Africa, Australia, India, and the Middle East, rain is greeted with euphoria.
Rain may be harvested, though rainwater is rarely pure (as acid rain occurs naturally), or used as greywater. Excessive rain, particularly after a dry period that has hardened the soil so that it cannot absorb water, can cause floods.
Many people find the scent during and immediately after rain especially pleasant or distinctive. The source of this scent is petrichor, an oil produced by plants, then absorbed by rocks and soil, and later released into the air during rainfall. Light or heavy rain is sometimes seen as romantic.

Mythology
The Ancient Greeks believed that rain was a sign of the gods' anger towards them. They thought that it symbolised drowning and frustration as it often disturbed what they were doing.

Related Links:
Acid rain ,Basic precipitation ,Cherrapunji ,Cloud ,Johad ,Mawsynram ,Meltwater ,Raining animals ,Rain dancing ,Rain sensor ,Red rain in Kerala ,Sanitary sewer overflow ,Water cycle ,Water resources ,Weather ,Yellow rain.

Truth Commissions

"We believe a nation's morality is judged by how it treats its people, ensuring that fairness and justice are available to everyone".

What is a Truth Commission?
Truth commissions are generally understood to be "bodies set up to investigate a past history of violations of human rights in a particular country -- which can include violations by the military or other government forces or armed opposition forces." Hayner delineates four main characteristics of truth commissions.
@ First, they focus on the past. The events may have occurred in the recent past, but a truth commission is not an ongoing body akin to a human rights commission.
@ Second, truth commissions investigate a pattern of abuse over a set period of time rather than a specific event. In its mandate, the truth commission is given the parameters of its investigation both in terms of the time period covered as well as the type of human rights violations to be explored.
@ Third, a truth commission is a temporary body, usually operating over a period of six months to two years and completing its work by submitting a report. These parameters are established at the time of the commission's formation, but often an extension can be obtained to wrap things up.
@ Fourth, truth commissions are officially sanctioned, authorized, or empowered by the state. This, in principle, allows the commission to have greater access to information, greater security, and increased assurance that its findings will be taken under serious consideration.

Since the mid-1970s, an unprecedented number of states have attempted the transition to democracy. One of the significant issues many of these states have had to deal with is how to induce different groups to peacefully coexist after years of conflict. Particularly since the early 1990s, the international human rights community has advocated truth commissions as an important part of the healing process, and they have been suggested as part of the peace process of virtually every international or communal conflict that has come to an end since. The Truth and Reconciliation Commission (TRC) was a court-like body assembled in South Africa after the end of Apartheid. Anybody who felt he or she had been a victim of violence could come forward and be heard at the TRC. Perpetrators of violence could also give testimony and request amnesty from prosecution.

Creation and mandate

The TRC was set up in terms of the Promotion of National Unity and Reconciliation Act, No. 34 of 1995, and was based in Cape Town. The mandate of the commission was to bear witness to, record and in some cases grant amnesty to the perpetrators of crimes relating to human rights violations, reparation and rehabilitation.

Committees
The work of the TRC was accomplished through three committees:
@ The Human Rights Violations Committee investigated human rights abuses that occurred between 1960 and 1994.
@ The Reparation and Rehabilitation Committee was charged with restoring victims' dignity and formulating proposals to assist with rehabilitation.
@ The Amnesty Committee considered applications from individuals who applied for amnesty in accordance with the provisions of the Act. Public hearings of the Human Rights Violations Committee and the Amnesty Committee were held at many venues around South Africa, including Cape Town (at the University of the Western Cape), Johannesburg (at the Central Methodist Mission), and Randburg (at the Rhema Bible Church).

Findings
The commission brought forth many witnesses giving testimony about the secret and immoral acts committed by the Apartheid Government, the liberation forces including the ANC, and other forces for violence that many say would not have come out into the open otherwise.

Impact
The TRC sharply contrasted the Nuremberg Trials from WWII, and the subsequent prosecutions of former Nazis and Nazi sympathizers. Due to the perceived success of the reconciliatory approach in dealing with human-rights violations after political change either from internal or external factors, other countries have instituted similar commissions, though not always with the same scope or the allowance for charging those currently in power. The success of the "TRC method" versus the "Nuremberg method" of prosecution (as seen used in Iraq) is open for debate.

Criticisms
A 1998 study by South Africa's Centre for the Study of Violence and Reconciliation & the Khulumani Support Group, which surveyed several hundred victims of human rights abuse during the Apartheid era, found that most felt the TRC had failed to achieve reconciliation between the black and white communities. Most felt that justice was a prerequisite for reconciliation rather than an alternative to it, and that the TRC had been weighted in favour of the perpetrators of abuse.

The Operation of Truth Commissions
Simply put, the truth commission's main goal is to establish what happened in the past. Truth commissions do not normally have the power to prosecute. They can make recommendations for prosecution, but this is quite rare. Commissions usually do not even "name names". Often, when a truth commission has been established, the perpetrators of the abuses have been granted amnesty. Because of this, there may appear to be a conflict between finding the truth and administering justice. Finally, the ability of a truth commission to successfully conduct its mission depends on the resources it has at its disposal.

Strengths and Weaknesses

Margaret Popkin and Naomi Roht-Arriaza describe four main goals for truth commissions.
@ Truth commissions seek to contribute to transitional peace by "creating an authoritative record of what happened;
@ providing a platform for the victims to tell their stories and obtain some form of redress;
@ recommending legislative, structural or other changes to avoid a repetition of past abuses; and @ establishing who was responsible and providing a measure of accountability for the perpetrators."

Power Of Praise - How To Encourage Positive Behaviour In Children and Teens

Power Of Praise - How To Encourage Positive Behaviour In Children and Teens.

What if I told you I'm going to show you how to use praise effectively? I hear some of you saying but I already use praise! Yes but read on and you will be pleased you did. First I'm going to explain why praise is one of the most effective tools in raising happy, well-balanced children. AND it's FREE!

Why is praising your child so important?

Praising your child is important because:
@It shifts your focus so you feel and view your child more positively
@You demonstrate you've noticed and appreciate his actions
@It makes him feel valued and builds up his self-esteem
@It reinforces good behaviour because it teaches him how we want him to behave.

Four FAQ relating to praise

Does praise spoil children? Children are not spoiled by praise nor do they only work for external rewards. On the contrary children who receive little or no praise become demanding or attention seeking. Isn't praise manipulative? The purpose of praise is to increase positive behaviour with the child's knowledge. Everybody responds favourably to praise.
Shouldn't I wait until his behaviour has improved before I give praise? To initiate a behaviour change a parent must first praise the smallest positive actions as this teaches a child how we want them to behave.
What should I do if my child rejects praise? Some children have difficulty accepting praise because they view themselves negatively. However you can help improve their self-esteem by continuing to praise and eventually your child will enjoy being praised.

How to use descriptive praise effectively

Sometimes parents praise their children in ineffective ways. Here are four ways you can maximize your effectiveness in praising your child. Be specific, praise appropriately, demonstrate enthusiasm and avoid mixing positive praise with negative comments. Lead by example model self praise for example, 'I did a good job redecorating the bedroom'. Children love to hear you praising them to others.

Specific or descriptive praise: 'Good boy' or 'well done' is non-specific and therefore ineffective because such phrases do not describe the behaviour you are praising. It is rather more effective to say, 'Good boy for tidying the toys away when I asked' or 'I'm pleased you ate all your dinner'.

Appropriate praise: It is important to praise your child's behaviour when it occurs and when the behaviour is appropriate. For example you would not praise your child for writing their name if it was written on the tablecloth. However you would praise your child for actually sharing his toys with his friend. The knack is to catch them being good, praise immediately and ignore low-level inappropriate behaviour. Praising inappropriate behaviour is confusing and misleading.

Demonstrate enthusiasm: If you sound bored or look glum when offering praise it will be ineffective. Praise is reinforcing to children when it is delivered with eye contact, a smile, energy, hugs and sincerity. However if you are unused to giving praise it may sound artificial at first but if you but persevere it will soon feel genuine and natural.

Avoid giving praise and negative comments simultaneously: Some people fall into the trap of giving 'backhanded praise. For example saying 'Thank you for singing to the baby instead of hitting her as you usually do'. This has the effect of being contradictory or feels to the child like a put down. Don't make a sarcastic or critical remark about old inappropriate behaviours as this negates the positive reinforcement. If you sound discouraging your child will stop trying.

To sum up.....

@Praise increases your child's self-esteem and confidence
@It helps you view your child positively
@Catch him being good and Praise immediately and consistently
@Give positive praise
@Praise descriptively, appropriately and enthusiastically
@Give eye contact, hugs, pats, kisses and smiles with praise
@Model self-praise

POSITIVE BEHAVIOUR MANAGEMENT TIPS

Encouraging Positive Behaviour In Children and Teens.

This article will attempt to explain why “just doing it” is more complicated than it may seem and how we can help children learn to “do it.”

1. Remember that discipline means to teach not to punish.

2. Pay attention to the kind of behaviour you want to continue.

3. Ignore any behaviour which is not destructive, dangerous or harmful to others.

4. Find something legitimately reinforcing and encouraging saying to each child everyday. This may be much harder to do with some children, but it is important.

5. Be consistent no matter what! (Major earthquakes or similar events might be a reason not to be consistent.)

6. Let the children know what the class behavioural expectations are and make sure that they understand them.

7. Be careful about what you promise or threaten because you have to carry through even if it punishes you.

8. If a child doesn’t respond to your instructions after the second time you have talked to him, get up and move toward him. Most of the time, you will quickly get the expected response.

9. Avoid sarcasm, negativity.

10. If a child gives a wrong or inappropriate answer reinforce the effort i.e. that was a good try, but….

11. Be neutral emotionally when dealing with inappropriate behaviour. If you get upset and angry, you are no longer in control.

12. Don’t ask why you did that, you will probably get a shrug and “I don’t know”. Instead ask, “what do you think you should have done or how could you do that better?”.

13. Separate the behaviour from the child. “I like you, but not the way you behave.”

14. Consequences should be as natural as possible. “I see you have not finished your work, so you need to finish it before you go out to play.” “I see you can’t sit properly in your chair, so I will take it away until you feel that you can sit in it properly.”

15. Be fair, firm, friendly.

16. Prepare warm up exercises to keep the class quiet and busy when you have to take the roll, collect money etc.

17. Greeting each child with a positive remark as he or she enters the classroom each morning is a good way to start the day and helps to avoid attention getting behaviour later on.

18. With the class, develop 5 or less classroom behavioural expectations and post them on the board. Review them frequently.

19. Reward and remark about good behaviour frequently. “I like the way you are sitting quietly and working so hard.”

20. Establish a routine for your class – and post this on the board. If it is necessary to change the routine – tell the class as far ahead of time as possible and explain the reason for change.

21. Be a good model. They will do what you do a lot faster than what you tell them to do.

22. Keep on your feet and circulating the room when the class is working independently. Use this time to reinforce good work and behaviour.

23. If you have to reprimand a child about anything, it is important to use the next possible time to give him some kind of positive reinforcement.

24. Yelling a lot in class is ineffective if you do this on a regular basis. If it is necessary to reprimand a child, walk over to him and speak to him personally in a normal, but firm tone of voice.

25. Avoid down time in the class. Have plans and materials organised so that children don’t have time and opportunity to get off task for lengthy periods of time.

26. Teach listening skills and make it part of your daily routine i.e.

(i) Knees pointing toward the speaker.
(ii) Hands and feet and mouth still.
(iii) Look at the speaker’s face.

27. Respond immediately to behaviours whether they are good or bad.

28. Whenever possible, give children choices. You choose two things which are appropriate and let them decide between them.

29. The children should know and understand consequences for good or inappropriate behaviour.

Reform, The Beneficial Change

Characterization of Reform

Reforms such as these may be proclaimed by a government, by interested groups, or by revolution. Reform means beneficial change, or sometimes, more specifically, reversion to a pure original state.

Reform is generally distinguished from revolution. The latter means basic or radical change; whereas reform may be no more than fine tuning, or at most redressing serious wrongs without altering the fundamentals of the system. Reform seeks to improve the system as it stands, never to overthrow it wholesale.

A note about grammar: when used to describe something which is physically formed again, such as re-casting it in a mold/mould, or a band that gets back together, the proper term is re-form (with a hyphen), not "reform".
Reform can refer to:

In politics:

Reform movement, a generic term for various social and political movements.
Reform Movement (disambiguation), a list of specific organizations known as the Reform Movement.
Non-reformist Reform, reform which is attentive to immediate social needs and at the same time moves toward further gains, and eventually, wholesale transformation.
Reform Party, a list of parties calling themselves the Reform Party or variants thereof.
Reform Act, a common name for electoral-reform bills in the United Kingdom; they are usually differentiated by their year.
Reform (think tank), a think-tank in the United Kingdom that promotes deregulation, competition in UK public services, and a low-tax economy.
Reforming Movement, a French centrist political group created in 1972 .
La Reforma, a period of liberal reforms in Mexico after 1855 .

In religion:

Islamic Reform or Islamic Renewal. SeeTajdid. Also see Mujadid, an Islamic Reformer or an Islamic Renewer.
Protestant Reformation
Reform (Anglican), an evangelical organisation within the Anglican Church.
Wesleyan Reform Union, an independent group of Methodists in the United Kingdom.
Catholic Reformation or Counter-Reformation
Reform Judaism, a major denomination of Judaism with principles influenced by the Enlightenment.

In chemistry:

Catalytic reforming, a process that converts the hydrocarbons in various oil refinery naphthas into higher octane hydrocarbons for use as components of gasoline,
Steam reforming, also called hydrogen reforming or catalytic oxidation, a method of producing hydrogen from hydrocarbons.

In geography:

Reform, a town in western Alabama.

Declaration of Individual Human Responsibilities

The proposition of a Charter of Human responsibilities

Six theses as the foundation of the Charter

1. Facing the radically new situation of humankind, a third ethical pillar, common to all societies and all social spheres, is needed to serve as a complement to the two existing pillars which underpin international life : the Universal Declaration of Human Rights and the Charter of the United Nations.

2. The same ethical principles can be used at the personal level and the collective level, both to guide individual behaviour and to underpin law.

3. The notion of responsibility, inseparable from any human relationship, constitutes a universal principle. It is the common ethical basis of the Charter of Human Responsibilities.

4. Given the impact of human activities and the interdependence among all human societies, a broader definition of responsibility is essential. It comprises three dimensions : accepting responsibility for the direct and indirect consequences of our actions; uniting with one another to escape from powerlessness; acknowledging that our responsibility is proportional to the knowledge and power which each of us holds.

5. The Charter of Human Responsibilities does not lay down rules; it proposes priorities and prompts choices.

6. Every social and professional sphere is invited to draw up, on the basis of the Charter of Human Responsibilities, which is shared by all, the rules of its own responsibility. These rules are the foundation of the contract which links it to the rest of society.

Humans have rights, which have long been established and enshrined. Those rights are defined in terms of individuals' rights against groups of other individuals. It follows that individuals also have responsibilities in upholding those rights and other desirable ends. These responsibilities are set forth here in order of decreasing importance:

1. A person has the duty not to harm humans in body, mind, or spirit. This responsibility centers first on the individual, who cannot fulfill this duty without taking the highest degree of care in self-mastery, because to do otherwise would harm those close to the individual. The second degree of duty is to immediate family, who are most affected by the individual's actions. The duty attenuates as relationship attenuates, and as the commitment of another person to these principles attenuates; however, to the least-entitled person, the individual owes a duty not to support any organization that oppresses that person or fails to oppose such person's oppression by others.


2. A person has the duty not to harm the environment. At the individual level, this means the individual honors the first human responsibility by recognizing that the environment is indispensable for the health and survival of humans. The individual must not despoil the land, foul the water, or pollute the air to the extent good stewardship can avoid it without conflicting with the first human responsibility.


3. A person has the duty to remain informed to the extent of the person's ability. Without sufficient information, a person cannot uphold the first two responsibilities. The degree of detailed knowledge which the person should aspire to should be governed by the importance of the issue and its proximity, however, distance in time or location is not a license to ignorance, because some level of knowledge is required to gauge the importance of an issue.


4. A person has the duty to support the elevation of individuals of ability, judgment, and integrity to positions of power over matters within their capacities; and the creation of dynamic organizational structures and machines equal to the tasks demanded. An individual's personal capacity is limited, and must therefore be augmented.


5. A person has the duty to procreate only if it can be accomplished without unduly compromising the higher-priority duties. Children, properly reared, are assets to the human race. The duty to the child must include taking reasonable steps not to pass on genetic conditions that result in undue harm to the child's prospects to uphold its responsibilities at maturity.


6. A person has the duty to recognize that the Earth is an extremely small part of a vast universe, and that humanity's destiny is not to be restricted to such a limited sphere. A person's duties include helping his fellows and their descendants by supporting efforts to take advantages of resources and living space beyond the Earth. Should other life be discovered, it should be treated as part of the environment unless it has the ability to make tools or use language.


7. A person has a duty not to labor in a vocation for less than can be obtained, all other things being equal. To do otherwise is to be at least partially enslaved. A person has a duty to avoid being enslaved, for such diminishes the capacity to uphold the person's other duties.


8. A person has a duty to be prepared to defend against violence and theft, which depending on time and circumstance may include the use of deadly force; however, the person must be cautious in the choice and keeping of weapons so that no other duties are compromised. The person should prevent and defend against violence and theft whenever possible because committing a crime is a harm to the criminal as well as the victim, and because leaving a criminal unchecked increases the risk of crimes against others.

What is a good society?

Our answers to this question will always draw upon our personal values and describe the kind of society in which we could feel a sense of well-being.

But there is more to a good society than the sum of the values or the sense of well-being and happiness of each individual. As we each individually pursue what makes us feel good, we affect the lives of others. A good society has procedures for making collective judgments about how these effects are to be managed.

Understanding what makes family life or working life good - or not - can help answer the question of what makes a good society. In these settings, we soon learn that self-interest will not work well or for long, unless it is coupled with some understanding of, and sympathy for, the interests of others.

Since public schools have featured most heavily in my working life, I will make that my starting point. Public schools are, after all, microcosms of society

There is much evidence that children and young people learn best in schools where they have a sense of belonging; where they have opportunities to learn things that they value; and where they experience personal achievement and progress. They will not generally prosper in schools where they feel like 'outsiders'. They will not engage in learning if they feel that the odds are rigged against their being able to succeed.

Schools or school systems that make the opportunities to achieve so unfair that some students are always the 'losers' will create fear, cynicism and alienation among those students. Schools that provide no challenge or reward for high achievement by groups and individuals will create boredom.

So far, I have argued that a good society - like a good school - requires a continuing effort to manage the tensions between the democratic values of liberty, equality and solidarity.

Like a good school or a good family, a good society makes it easier rather than harder for us to be our best selves, to be 'good' persons and to live 'good' lives. Other writers here have already said, in a myriad of ways, that a good society is one in which most individuals consider it rational to treat each other in the way they themselves would want to each be treated by others when presented with similar circumstances: a society where people aspire to 'do' as they would be 'done by' and to live good lives that serve good ends.

The ends which people want to achieve are determined by three things, according to Hugh Stretton and Lionel Orchard (Public Goods, Public Enterprise, Public Choice. Theoretical Foundations of the Contemporary Attack on Government, 1994, p.262-3).

These include their desires and their capabilities. Stretton and Orchard remind us that our desires are not all greedy or antisocial; and that capabilities can only be exercised in the circumstances in which they find themselves.

As well as their desires and capabilities, Stretton and Orchard remind us of the Aristotelian principle 'that human beings enjoy the exercise of their realised capacities (their innate or trained abilities), and this enjoyment increases the more their capacity is realised, or the greater its complexity.

In their view, which I share, a good society is interesting. It satisfies our desire for variety and novelty of experience, it has room for feats of ingenuity and invention, and the pleasures of anticipation and surprise.

My understanding of a good society is one that is open to new and different ideas. One enemy of openness to ideas is the tendency to create false dualisms and unnecessary dichotomies. We can see it in education - the foolish arguments that create a dichotomy between content and process; between excellence and equity; between the ability to recognise individual words and to read for meaning.

Dualism has flourished under the Howard Government. You either support the completely unregulated entry into Australia of all foreigners, or you support Howard's detention centre policy with all its inhumanity and irrational procedures.

It is the mark of an educated mind, according to Aristotle again, to be able to entertain a thought without necessarily accepting it. And that is also a mark of a good society. In such a society we would give priority to those forms of education that, rather than relying on doctrine and dogma, encourage competition among ideas in their students.

This notion that an interesting society is one that ensures its continuing renewal and advancement through openness to new ideas came up when I was deep in discussion last week with CPD regular, Jane Caro, about how to tackle the subject of this article. When I raised the question of what happiness is, Jane observed that happiness for an individual is being able to find your own preferred place on a continuum between boredom and fear.

We could say the same thing about societies. Pervasive fear is surely a hallmark of the worst kind of society. We have had much evidence of this in the past century; and have seen truly repressive societies that have managed to combine pervasive fear with pervasive boredom. The worst thing is that this can sometimes result from trying to create Utopia.

Peter Singer warns of the search for Utopia. In an article entitled 'New Ideas for the Evolutionary Left' (Australian, 17/6/1998, p.49) he urged the Left to replace utopian ideals with a coolly realistic view of what can be achieved, having regard to the tendencies inherent in human beings.

Although a tendency to utopian visions does not seem an imminent danger in Australian society, the balance between fear and boredom is at risk. This can be seen from the Federal Government's ideological mission to give priority to creating a high-risk economy by unpicking forms of protection built up over the past century. Its argument is that governments should 'get out of the way' of those with entrepreneurial flair.

This will increase the level of fear even among the high flyers, let alone among those who face severe penalties for their lack of desire, opportunity or capability to demonstrate such flair.

In a 'good' society, this increase in risk and fear would be balanced by a greater, rather than lesser, governmental role and acceptance of responsibility in guaranteeing the conditions that allow people to protect and secure themselves against exclusion and hardship. It is imperative that these conditions include universal, high quality education and health systems.


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Human rights and democracy
The election of a government promising fairness and dignity for all provides the best opportunity in a long time for the reinvigoration of our democracy. At the heart of this endeavour is the recognition, codification and protection of human rights.
Over the last period of conservative government, Australia's democracy has drifted off course, partly due to our failure to make the transition from the traditional but no longer adequate common law approach to rights, to a new model better suited to the times. In a world where waves of refugees and asylum seekers continue to flee wars and devastation, and where the weak, the indigenous, the mentally ill, and Islamic and other ethnic minorities are subjected to harsh and inhumane laws and policies, we need effective statutory protections.

Australia has not yet followed the example of the rest of the democratic world; it has not carefully reviewed how human rights fare in contemporary Australian society, and has not as yet used the legislative power of parliament to enact the modern human rights protections that should form part of a fair and egalitarian democracy.

The ACT and Victorian governments have accepted this responsibility, with other states set to follow, but at national level, we have a vacuum.

It was in answer to this growing need, and the passivity of political leadership in the face of much human suffering in our country, that a citizens' campaign for a Human Rights Act for Australia, known as the New Matilda campaign, sprang into life.

It started just two years ago. Readers and contributors to New Matilda magazine challenged policies that kept sick children and frightened asylum seekers imprisoned behind barbed wire, and put mentally ill Australians in jail, or illegally deported them. The absence of basic services for our indigenous communities accumulated massive damage.

Problen in Your Sleep? No Tension. Join With Us.

Sleep tips and advice

Do you like to have a weekend lie-in or a nightcap before going to bed? These habits could actually be harming your sleep.

Relax your mind

Simple breathing exercises can help. Breathe, using your abdomen not your chest, through your nose for three seconds, then breathe out for three seconds. Pause for three seconds before breathing in again. Practise this for ten minutes at night (five minutes is better than nothing).
Some people find that lavender oil, valerian or other herbs help them to sleep.
If you still have problems, you could try massage, aromatherapy, or even acupuncture.
If you still find yourself tossing and turning, abandon the bedroom and find something enjoyable and absorbing to do. Jigsaws are perfect. Don't go back to bed until you begin to feel sleepy.

Exercise regularly
Regular exercise is a great way to improve your sleep. Just be careful not to do it close to bed time as exercise produces stimulants that stop the brain from relaxing quickly.
This being the case, exercising in the morning is an excellent way to wake up the body. Going for a run or doing some aerobics releases stimulants into the body, which perks you up.
If you are injured or disabled, you can still benefit from exercise. Check out disability exercise tips.

Create a calm bedroom environment

Your bedroom should be for sleep only. Avoid turning it into an entertainment centre with televisions, computers and stereos.
Two thirds of British children have a computer, games machine or TV in their bedroom and could be losing out on sleep as a result.

Avoid alcohol
It's fine to have a nightcap, but too much alcohol can make you restless. Alcohol is also a diuretic, which means it encourages you to urinate (never welcomed during the night).
Drinking is also more likely to lead to snoring, which can restrict airflow into the lungs. This reduces oxygen in your blood which disturbs your sleep and contributes to your hangover.

Avoid caffeine
Caffeine is a stimulant which can stay in your system for many hours. So avoid sources of caffeine such as coffee, chocolate, cola drinks and non-herbal teas.

Watch what you eat
Eating a large heavy meal too close to bedtime will interfere with your sleep.
Spicy or fatty foods may cause heartburn, which leads to difficulty in falling asleep and discomfort throughout the night.
Foods containing tyramine (bacon, cheese, ham, aubergines, pepperoni, raspberries avocado, nuts, soy sauce, red wine) might keep you awake at night. Tyramine causes the release of norepinephrine, a brain stimulant.
If you get the munchies close to bedtime, eat something that triggers the hormone serotonin, which makes you sleepy. Carbohydrates such as bread or cereal will do the trick.

Set a regular bedtime and wake up time
Create a habit of going to bed and waking up at the same time each day, even on weekends. This helps anchor your body clock to these times. Resisting the urge for a lie-in can pay dividends in alertness.
If you feel you haven't slept well, resist the urge to sleep in longer than normal; getting up on schedule keeps your body in its normal wake-up routine.
Remember, even after only four hours, the brain has gained many of the important benefits of sleep.

It's only natural

Most of us have a natural dip in alertness between 2 - 4pm.
A 15 minute nap when you're tired can be a very effective way of staying alert throughout the day. Avoid napping for longer than 20 minutes, after which you will enter deep sleep and feel even worse when you wake up.

See a doctor if your problem continues
If you have trouble falling asleep night after night, or if you always feel tired the next day, you might have a sleep disorder. It is advisable to seek more advice from your doctor. Most sleep disorders can be treated effectively.

The science of sleep

We spend a third of our lives doing it.

Why do we sleep?

So why do we sleep? This is a question that has baffled scientists for centuries and the answer is, no one is really sure. Some believe that sleep gives the body a chance to recuperate from the day's activities but in reality, the amount of energy saved by sleeping for even eight hours is miniscule - about 50 kCal, the same amount of energy in a piece of toast.

We have to sleep because it is essential to maintaining normal levels of cognitive skills such as speech, memory, innovative and flexible thinking. In other words, sleep plays a significant role in brain development.Neurons, muscles, tissues and cells used while we're awake need time to shut down and repair themselves. Chemicals important to the immune system are said to be secreted during sleep and growth hormones in children are also produced during this vital period of rest.
It has been suggested that without sleep, we would be more prone to disease and children more susceptible to stunted growth.

What would happen if we didn't sleep?
A good way to understand the role of sleep is to look at what would happen if we didn't sleep. Lack of sleep has serious effects on our brain's ability to function. If you've ever pulled an all-nighter, you'll be familiar with the following after-effects: grumpiness, grogginess, irritability and forgetfulness. After just one night without sleep, concentration becomes more difficult and attention span shortens considerably.
With continued lack of sufficient sleep, the part of the brain that controls language, memory, planning and sense of time is severely affected, practically shutting down. In fact, 17 hours of sustained wakefulness leads to a decrease in performance equivalent to a blood alcohol level of 0.05% (two glasses of wine).
Disorders such as sleep apnoea which result in excessive daytime sleepiness have been linked to stress and high blood pressure. Research has also suggested that sleep loss may increase the risk of obesity because chemicals and hormones that play a key role in controlling appetite and weight gain are released during sleep.

What happens when we sleep?

What happens every time we get a bit of shut eye? Sleep occurs in a recurring cycle of 90 to 110 minutes and is divided into two categories: non-REM (which is further split into four stages) and REM sleep.

Non-REM sleep

Stage one: Light Sleep

During the first stage of sleep, we're half awake and half asleep. Our muscle activity slows down and slight twitching may occur. This is a period of light sleep, meaning we can be awakened easily at this stage.
Stage two: True Sleep
Within ten minutes of light sleep, we enter stage two, which lasts around 20 minutes. The breathing pattern and heart rate start to slow down. This period accounts for the largest part of human sleep.
Stages three and four: Deep Sleep
During stage three, the brain begins to produce delta waves, a type of wave that is large (high amplitude) and slow (low frequency). Breathing and heart rate are at their lowest levels.
Stage four is characterised by rhythmic breathing and limited muscle activity.

REM sleep

The first rapid eye movement (REM) period usually begins about 70 to 90 minutes after we fall asleep. We have around three to five REM episodes a night.
Although we are not conscious, the brain is very active - often more so than when we are awake.
After REM sleep, the whole cycle begins again.

How much sleep is required?
There is no set amount of time that everyone needs to sleep, since it varies from person to person. Results from the sleep profiler indicate that people like to sleep anywhere between 5 and 11 hours, with the average being 7.75 hours.
Jim Horne from Loughborough University's Sleep Research Centre has a simple answer though: "The amount of sleep we require is what we need not to be sleepy in the daytime."