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  • Origin And Development Of Guidance And Counseling Practice In Tanzanian Schools

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    1.0. Overview

    1.1. Background and History of Guidance and Counseling in General in School Practice and other setting

    The history of school counseling formally started at the turn of the twentieth century, although a case can be made for tracing the foundations of counseling and guidance principles to ancient Greece and Rome with the philosophical teachings of Plato and Aristotle. There is also evidence to argue that some of the techniques and skills of modern-day guidance counselors were practiced by Catholic priests in the middle ages, as can be seen by the dedication to the concept of confidentiality within the confessional. Near the end of the sixteenth century, one of the first texts about career options appeared: The Universal Plaza of All the Professions of the World, (1626) written by Tomaso Garzoni quoted in Guez, W. & Allen, J. (2000). Nevertheless, formal guidance programs using specialized textbooks did not start until the turn of the twentieth century.

    Counseling is a concept that has existed for a long time in Tanzania. We have sought through the ages to understand ourselves, offer counsel and develop our potential, become aware of opportunities and, in general, help ourselves in ways associated with formal guidance practice. In most communities, there has been, and there still is, a deeply embedded conviction that, under proper conditions, people can help others with their problems. Some people help others find ways of dealing with, solving, or transcending problems as Nwoye, (2009) prescribed in his writings. In schools, presently if the collaboration between teachers and students is good, students learn in a practical way. Young people develop degrees of freedom in their lives as they become aware of options and take advantage of them. At its best, helping should enable people to throw off chains and manage life situations effectively. Unprecedented economic and social changes have, over the years, changed the ways in which we manage our lives. Consequently, not all the lessons of the past can effectively deal with the challenges of modern times. Effective counseling, especially in institutions of learning has now become important. Boys and girls, and young men and women, need to be guided in the relationships between health and the environment, earning skills, knowledge, and attitudes that lead to success and failure in life. The need for counseling has become paramount in order to promote the well-being of the child. Effective guidance and counseling should help to improve the self-image of young people and facilitate achievement in life tasks. Counseling should empower girls and boys to participate fully in, and benefit from, the economic and social development of the nation.

    2.0. Definitions of Concepts

    2.1. Guidance

    Guidance is an act of showing the way for some people, like adolescents, who cannot find the right path. It is directing, pointing, leading and accompanying. Guidance is saying “Yes” to someone who is asking for help. It is saying “Yes” to an invitation of someone who wants a temporary companion along life’s way.

    Guidance is giving directions to the lonely, confused, unloved, the suffering, the sick and the lost. It is pointing to some possibilities of thinking, feeling and acting. It is leading the person psychologically, emotionally and even spiritually to some newer ways of meaningful living. It is accompanying those who are fearful and uncertain, those who need someone along the rugged path of life’s journey.

    From an objective point of view, guidance is part and parcel of the counseling profession. It is called directive counseling. High school and even college students need guidance when they are unsure of what choices to make or what directions to take. The guidance counselor “opens up” a world of choices for these persons for them to choose from. It is like presenting the universe when all that a person sees is the lonely planet earth. The guidance counselor enlarges and widens the horizon of people who sees only a narrow path or a concealed view of that path. Thus, the focus is on possibilities and choices.

    Usually, guidance occurs in schools. High school and college students avail of guidance and counseling services in their school. More often, young people are unsure of what to do, how to react or respond, and how to act in certain choices. When this occurs, they need someone older, wiser and more experienced to show them the way, to guide them. This is the role of the guidance counselor to extend assistance when necessary to those who are confused, uncertain, and needing advice. However, some adults may need guidance too.

    2.2. Counseling:

    Counseling is guiding and more. It is a way of healing hurts. It is both a science and an art. It is a science because to offer counsel, advice or assistance, the counselor must have the knowledge of the basic principles and techniques of counseling. The counselor must be able to use any of these basic principles and techniques as paradigms in order for him to counsel well. However, it is not enough to use know these basic principles and techniques. The other important aspect is for the counselor to know how to counsel-the art of counseling. This aspect considers counseling as a relationship, as a sharing of life, in the hope that the person who is hurting will be healed. As a relationship, counseling involves the physical, emotional, and psychical or spiritual dimensions. The counselor must have the ability to relate to the counselee in an appropriate physical manner without being too intimate or too close for comfort or being too distant or aloof. The emotional dimension in counseling includes empathy, sensitivity and the ability to interpret non-verbal clues of the counselee in order to understand unresolved complexes or pent-up feelings. The psychical or spiritual dimension embraces the counselee’s “soul-content”—what lies inside. This is what is called the interiority of the person. The counselor must have the gift or grace of catching a glimpse of the interior world of the person, particularly his spiritual condition, for this is very important in healing the person’s hurts.

    2.3. Other Definitions of the Concepts

    Biswalo (1996) defines guidance as a term used to denote the process of helping an individual to gain self understanding and self direction (self decision-making) so that he can adjust maximally to his home, school or community environment. This process, however, depends on counseling. He also defines counseling as a process of helping an individual to accept and use information and advice so that he can either solve his present problem or cope with it successfully. He goes further remarking that sometimes the process helps the individual to accept unchangeable situation for example, loss of dearly loved ones and to some extent change it in its favour rather than letting himself be overcome by the situation. Guez and Allen (2000) remarked that it is difficult to think of a single definition of counseling. This is because definitions of counseling depend on theoretical orientation. Counseling is a learning-oriented process, which occurs usually in an interactive relationship, with the aim of helping a person learn more about the self, and to use such understanding to enable the person to become an effective member of society. Counseling is a process by means of which the helper expresses care and concern towards the person with a problem, and facilitates that person’s personal growth and brings about change through self-knowledge. Counseling is a relationship between a concerned person and a person with a need. This relationship is usually person-to-person, although sometimes it may involve more than two people. It is designed to help people to understand and clarify their views, and learn how to reach their self-determined goals through meaningful, well-informed choices, and through the resolution of emotional or interpersonal problems. It can be seen from these definitions that counseling can have different meanings.

    3.0. Origin of Guidance and Counseling Practice in Pre-Colonial Era

    Counseling in Tanzania in different forms and with different interpretations, has existed in societies for a long time before colonial era. The differences and contradictions in present-day, have their origin in the social and historical forces that have shaped modern culture. In Tanzania people in all societies, and at all times, have experienced emotional or psychological distress and behavioural problems. In each culture, there have been well established ways and methods of helping individuals with their problems. However, there are no sufficient written sources about the origin of guidance and counseling practice in Tanzanian schools. But like other places before colonial era there were outstanding unique elements which held the societies together in their livelihood. The elements include the extended family system, including the clan and the tribe, chieftaincy, taboos, various forms of initiation and close links with ancestors and elders.

    The village is the focal point of society. While each one of these elements is important, only a few are used to illustrate the role of guidance and counseling in present-day Tanzanian societies. Basically, traditional chiefs had multiple roles which included serving as a symbol of authority and as a regulator. Since these roles were accepted and respected by all, there was a clear direction in the day-to-day affairs of society. The elders, the chief included, were a valuable source of guidance and counseling for boys and girls. In most cases, the chiefs were regarded as a vital link between ancestors and the present generation. This link was strengthened by the rituals, ceremonies and taboos attached to them. It was easy to guide and counsel the young, since the rituals or ceremonies were also aimed at preparation for adult roles in society. The extended family, the clan, and the village, made society supportive. No individual regarded him/herself as alien. Counseling was readily sought and provided. The forms of guidance and counseling involved were given advice and sharing wisdom.

    4.0. The Developments of Guidance and Counseling Practices in Tanzanian Schools

    4.1. Guidance and Counseling Practices in Tanzanian Schools Trends

    In realizing this perhaps, since we are thinking of the concepts in school setting, we should think the meaning of counseling in education discipline. One could think that the definitions given above on the term guidance and counseling, their meaning can be directed to education grounds and now give the meaning correctly. Guez and Allen (2000) pointed out that a term educational counseling was first coined by Truman Kelley in 1914 in Makinde, (1988), educational counseling is a process of rendering services to pupils who need assistance in making decisions about important aspects of their education, such as the choice of courses and studies, decisions regarding interests and ability, and choices of college and high school. Educational counseling increases a pupil’s knowledge of educational opportunities.

    The ever growing complexity of society in Tanzania, coupled with social problems like HIV/AIDS and the rapid development of science and technology, place heavy demands on education. The school, as an important social institution, was required to adapt quickly to changing patterns, and help prepare citizens for tomorrow’s challenges. That is where guidance and counseling in the educational system should help boys and girls alike, to develop their capacities to the full. These include intellectual, social, physical and moral capacities. This help is of the most important in Tanzania as long as the history and age of education provision and in its systems found today.

    Guidance and counseling practices development in Tanzanian schools can be traced back from the time when vocational education was emerging right at the colonial period. In the process of establishing counseling services in Tanzania, there was a need to first understand the underlying factors that influence people’s beliefs and perceptions about such practices. However, this is thought that was not taken in to consideration at the time and it may be up to recent time. It is especially important to understand the economic, socio-political, religious beliefs, customs and traditions, and cultural changes that are present in different regions of the country. Young people should be understood within this context, but also within the paradoxical situation of having to face the traditional and the modern world, but this is a big challenge to Tanzania and many developing African countries. During colonial period there were some form of vocational guidance under the career guidance and it was administered by career masters. But the career masters who were selected by the head of schools had no professional training in vocational guidance. In fact the duty was limited to helping students fill out employment forms and writing letters of application. In the missionary schools vocational guidance was confined to religious services. The teachers who were usually ‘fathers’, pastors, or reverends guided and trained spiritually inclined youths to become sisters, brothers, fathers and pastors upon their completion of formal education.

    Apart of what could be done in schools in Tanzania, guidance and counseling was more or less a private family affair. Parents and relatives counseled their children on all matters of life management and problem solving. It is true that in many families the duty of general guidance was the traditional duty of senior members of the family, father, mother, uncle, aunt, and grandparents. In case of serious personal or family problems, counseling was done by a specially organized by the community as a competent in handling that specific problem. This is done without any knowledge obtained from formal or informal school system but rather through experience and age wise through collected wisdom. This kind of early form of counseling from school setting and community helped the young to be brought into the bright image of living in the future to the society.

    4.2. Guidance and Counseling Practices in Tanzanian Schools in Post-colonial era

    In several literatures and sources, guidance and counseling in education sector in Tanzania and some other African countries is regarded as the youngest discipline. This is evidenced by First International Conference on Guidance, Counseling and Youth Development in Africa held in Nairobi, Kenya from 22nd to 26th April, 2002 which pointed out that the Guidance, Counseling and Youth Development Programme was initiated in Africa in April 1994, following the First Pan African Conference on the Education of Girls that was held in Ouagadougou in 1993. It is designed to introduce or strengthen guidance and counseling in African countries. It focuses on capacity building in the countries involved and provides training at both regional and national levels on issues of guidance and counseling of schools and colleges.

    What we can call professional guidance and counseling in Tanzania schools begin in the year 1984 following the National October 1984 Arusha Conference, where guidance and counseling services were endorsed by the government as and integral part of the country’s education system (Biswalo, 1996). The aim of the conference is to establish systematic criteria for secondary schools students’ guidance and counseling. Students were then advised, guided and counseled on matters concerning their job selection and student placement for further education. This job was assigned to career masters and mistresses as explained below, however, there were no sufficient guidance and counseling personnel not only in the responsible ministry but also in the schools.

    Guidance and Counseling is now becoming slowly institutionalized and spread in educational institutions. Schools, for example, have to a large extent taken over the task of providing psychological support to boys and girls. However Biswalo (1996) comments that in Tanzania policies pertinent to guidance and counseling is still lacking. The Ministry of Education, however, has somehow tried to institutionalize the services within the education system by appointing career masters and mistresses. He continued saying that the personnel are charged with the responsibility of advising heads of secondary schools concerning students job selection and student placement for further education; to try and help students understands and develop interest in appropriate jobs or further education or training; to asses the students talents and capabilities and to encourage them to pursue careers or further education best suited to them and to help students solve their personal problems which may affect their general progress in school.

    This is an impossible and realistic burden on these untrained personnel. It reflects the apathy of policy and decision makers regarding the new field of guidance and counseling in schools; the strength of the myth of planned manpower in which career guidance is erroneously regarded as redundant and the gross lack of trained personnel who would provide effective guidance and counseling services in schools. It is unfortunate that even after the National October 1984 Arusha Conference on the strengthening of education in Tanzania, where guidance and counseling services were endorsed by the government as and integral part of the country’s education system, the services are to-date still patchy and ineffective in Tanzania’s educational institutions. Guidance and counseling in this manner is discussed by different scholars in primary, secondary and tertiary education levels together.

    5.0. Guidance and Counseling Practices in Primary and Secondary Schools

    In primary school levels in Tanzania in actual fact there were and are no specified pupils’ teacher-counselors. However, the activity is left to teachers themselves to decide what is to be done since there is no programmed or time-tabled activity concerning guidance and counseling. Teachers are left to use part of the teaching to practice guidance and counseling in and outside the classroom although not all teachers have gone teacher-counselor training. As children enter school they need orientation on school itself, its environment, school community and the curriculum to motivate and develop positive attitude toward learning and school community as well (Biswalo, 1996). As the pupils grow older and pass through different grades they need to be directed in studying skills, overcome learning difficulties and other school related problems. But this activity is not performed systematically in primary schools in Tanzania.

    In the case of secondary schools till to-date there is also insufficient programmed or time-tabled system of guiding and counseling students. In some cases this duty is left to discipline masters and sometimes to class masters and head of schools. At secondary school level, students would seek educational opportunities, information of all kinds and any other help pertinent to educational pursuits. These needs are catered to by educational guidance and counseling (ibid). At this level students are helped with subject choice, study techniques and tests and examination. Biswalo (1996) pointed out that sometimes during subject choice, pride of placing as many students as possible in prestigious streams, such as science, takes precedence over actual abilities, interests and aptitudes of students. He said this unfortunate situation has been born out of the lack of genuine educational guidance and counseling services in secondary schools.

    The school has an important role to play in preparing pupils for continued secondary education, paid employment, self-employment and life in the community, as clearly set out by the Ministry of Education in the objectives for its secondary curriculum. Perhaps uniquely, there would be total agreement among pupils, teachers and parents over the relative emphasis a certain schools placed on the preparation for further education, with its focus on academic knowledge and the pursuit of success in the national examinations. That is, the secondary schools where counseling is not well performed placed little emphasis on citizenship and the development of a responsible attitude to life in the community at the local, regional or national level and employment opportunities. However, what is de-emphasized is the informal sector including self-employment but the emphasized is employment in the formal sector with its implied emphasis on white collar jobs.

    5.1. Vocational, Career Guidance and Counseling

    In Tanzania teachers have the capacity to directly influence their pupils’ choice of careers. The achievements and attitudes of pupils have been shown to be related to the characteristics and achievements of their teachers (World Bank, 1995; quoted in Nyutu, P.N. & Norman C.G. 2008). However, the influence of the school depends on the formal interactions and communication which take place between teachers and pupils in the classroom whereas television and radio, act through the informal interactions pupils have with these media. The influence of parents and siblings is through both formal and informal means.

    That is in most cases in Tanzania and may be other states where guidance and counseling is rarely done in schools; parents play the big role to influence on their children’s choice of careers. Others who have lower level careers i.e. teachers, clerks, drivers, personal secretaries, soldiers etc. do not anticipate their children ‘following in their footsteps’ because for the children who are able to study to higher level sometimes saw these jobs as narrow and lacking in interest. However it is suggested that parents’ occupation might have influenced their children’s choice of careers, but this happened to children who have generic skills useful in such jobs, and a few may have job skills relevant to those jobs. Access to information through the media and other forms of technology is giving young people aspirations that, for the most part, cannot be satisfied in their own environment. Choices have to be made and young people must acquire the skills to assess situations and make informed decisions. There is no longer a natural, understandable order from birth to adulthood for the Tanzanian young.

    Vocational guidance at secondary school levels is provided but in very few among others because of shortages of school or vocational trained counselors. For those lucky schools with these kinds of counselors, students are helped but vocational counseling is not emphasized because most pupils, teachers and of course parents push students to make long range plans of study so that to prepare well for the envisaged careers. These counselors plan with school administrators and teachers to provide appropriate class placement for students with special abilities or disabilities for course selection by students.

    5.2. Tertiary Level

    The tertiary level students are provided with orientation and other educational guidance and counseling. In Tanzania tertiary level have at least fulfilled the need of having qualified students’ counselors for both psychological and academics, though they are few in number. Here counselors play a big role in compiling comprehensive information on all aspects of the careers related to the training offered in the institution. Counselors sometimes integrate with administration or practicum department to organize field practices for students and even more rarely might contacts with relevant employing agencies (Biswalo, 1996).

    6.0. Notion on Guidance and Counseling in Tanzania

    According to the research by Sima (2004), professional counseling is yet to be recognized as a stand-alone profession in Tanzania and in many African countries. Nevertheless, the coming and setting of HIV/Aids in the country has strengthened the base for counseling. This is particularly because of the multifaceted nature of the HIV/Aids pandemic whose attention, unlike other human diseases, goes beyond the prerogatives of the medical profession. Thus, counseling is perceived as a crucial avenue for prevention of HIV infection through provision of adequate and relevant information, and for social and psychological support of people infected and affected by the pandemic. Ibid continued saying that since the emergence of the pandemic in the country, a number of non-governmental organizations have been offering counseling services however, there is lack of clarity on the type and nature of counseling services offered by these organization. The nature and characteristics of counseling clients also remain fuzzy.

    In Tanzania the professional counseling as aforesaid is relatively a new phenomenon. Outwater (1995) quoted in Sima (2004) comments that before HIV/Aids epidemic, there was no formal counseling service in Tanzanian hospitals, no professional counselors and no formal system for training counselors. There was a need to fill this gap by training as many counselors as possible to provide optimal care for AIDS patients and their relatives (NACP, 1989; quoted in ibid). Since then many para-professional counselors have been trained in basic knowledge and skills of counseling. Currently there are many counseling centers working not only on HIV/Aids related problems but also different problems affecting Tanzanians. However, as counseling became popular with the advent of HIV/Aids, many people assume that it is only meant for people infected and affected by HIV/Aids and shy away from it for fear of being labeled (Sima, 2002; quoted in Sima 2004).

    7.0. Problems and Challenges

    The Tanzanian government have not yet formulated in the education policy issues pertaining guidance and counseling in spite of the crucially and necessity in schools. Biswalo (1996) pointed out that in Tanzania policies pertinent to guidance and counseling is still lacking. He continued saying that efforts directed towards fulfilling guidance and counseling needs are apparently thwarted by several difficulties including financial resources to support the even established tiny counseling activities in several schools.

    In Tanzania till today counseling is relatively new phenomenon. There are no enough qualified counselors in schools and other education institutions. However, there are limited number of qualified counselors, they are either not utilized well in schools or they are engaged in other activities rather than what they are trained for. Some of school counselors are also teachers and they are fully occupied with teaching responsibilities. More surprisingly counseling is perceived as a crucial avenue for only prevention of HIV infection through provision of adequate and relevant information, and for social and psychological support of people infected and affected by the HIV/Aids (Sima, 2004).

    There is slow growth of guidance and counseling in educational systems attributed to lack of funds, training facilities, and high turnover of guidance counselors to green pastures and in adequately trained counselors. For instance in many schools they lack counseling offices, trained teacher-counselors and counseling equipments. In terms of funds there are various options that can be explored to alleviate financial constraints. Special schools on behalf of parents in need can approach non-governmental organizations.

    The absence of solid professional counseling association in Tanzania to set standards for the appropriate practice is another challenge (Nwoye, 2008). Also insufficient availability of professional counselor training programs in Tanzanian colleges and universities is another contributing challenge.

    There are no efforts to establish counseling curriculum in secondary schools and colleges and guidance and counseling courses in the universities. Guidance curriculum and responsive services can then be structured to address the five content areas, namely human relationships, career development, social values, self development, and learning skills. A guidance curriculum could be taught to students at different levels or in small groups to address issues that are similar to them. For guidance and counseling programs to be effective in Tanzania, trained professionals should be employed to manage and offer services in schools. Such professionals should also be provided with relevant facilities and structural support. At the same time, universities and teacher training institutions will have to establish and develop programs that train professional school counselors and other guidance personnel.

    There is still insufficient assistance in higher education institutions to enable students achieves their career aspirations. However, students today indicate a higher need for career guidance than students in the past decade. Students may therefore be encountering an increased need to acquire relevant career information that will enable them seek better paid jobs. Many schools have in the past appointed some teachers as career masters without providing them with the necessary training and facilities for career guidance. Such career masters usually assume that all students will end up in universities and only focus on helping students complete university application forms and no more. It is the high time for the government to set and implement the policy that will enhance guidance and counseling from primary schools to the tertiary level and in turn will develop programs that train professional school counselors and other guidance personnel.

    8.0. Conclusion

    Guidance and counseling sought to prepare pupils in their schooling program to enter into the world of appropriate work by linking the school curriculum to employment. For the school to be successful in this endeavor, subjects should be taught at a pleasant and convenient environment and should be made relevant and interesting to the pupils. Another factor that needs to be considered is the recruitment of competent teachers capable of guiding and counseling learners in relating what they teach to the job market. What is taught and how it is taught can have great influence on the interest and perception of learners. In Tanzania the spirit to plan and use guidance and counseling services in the effective development and utilization of their respective young human resources is evidently strong. However, as Biswalo (1996) said the efforts directed towards fulfilling this need are apparently thwarted by several difficulties. It appears total and enlightened commitment on the part of policy and decision makers is necessary and should be definitely surmount the problems.

    The emergence of career development in western countries as a construct suggests that it may be an essential area in developing country like Tanzania where students need assistance; students particularly need assistance in selecting colleges and courses. To this end, the schools should offer a career guidance and counseling programme under the able leadership of qualified school counselors.

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    Source by Eugene Shayo

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  • 7 Proven Benefits Of Pure Jojoba Oil

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    Jojoba oil is one of the most used natural ingredients in lotions and moisturizers. This amazing oil consists of a unique combination of vitamins and minerals making the oil suitable for ALL types of skin. It has a lot of cosmetic uses.

    1. Great makeup remover

    Jojoba oil has good cleansing properties and can be used as a makeup remover and facial cleanser. Simply soak a cotton ball in jojoba oil and rub it all over your face and lips. Remove rest of the oil from your face with a moist cotton ball afterwards.

    2. Hydrating body oil

    Apply the oil all over the body before bathing. It will hydrate your body, so you do not need to use a body lotion after your bath. Also, it can be used for body massage. It has a non-greasy texture and pleasant smell.

    3. Cracked heels remedy

    Regular use of the oil on the feet will keep them smooth and prevent cracked heels. Just apply the oil, put on the socks and leave them on for an hour. Your feet will become smooth and soft.

    4. Anti-stretch marks agent

    Jojoba oil also works as a prevention of stretch marks. Just rub a small amount of the oil twice a day. Also, it can be used to reduce existing stretch marks.

    5. Superb dry scalp moisturizer

    Jojoba oil is a great moisturizer for dry scalp and it will help you to get rid of the flaky and brittle skin. It’ll moisturize your scalp deep down to the pores and balance its pH level too. Also, it will keep the scalp healthy with its antibacterial abilities.

    6. Oily scalp remedy

    Jojoba oil helps to control the sebum excretion in the scalp. It regulates the flow of sebum in the clogged pores and balances the amount of oil in your hair.

    7. Easy hair colour preserver

    If you have coloured hair, apply this oil on your hair before going for a swim. The oil will prevent harmful chemicals from stripping your hair colour.

    However, there are a couple of things you need to be aware of while using Jojoba oil for the first time:

    1. Make sure that you are using 100% pure jojoba oil of the best quality – organic and cold-pressed.
    2. If the oil is contaminated with other oils or substances, it can make the skin problems even worse.
    3. The skin should absorb the oil completely. If this does not happen then stop using the oil.
    4. Use it sparingly.

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    Source by Milan Podhrazsky

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  • Driver Vs Passenger

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    Either you have a driver’s license for 2 months or 20 years, the day you start driving your own car you start developing small little corks and tics. As in any other activity you sustain you’ll build up a ritual as to driving your car.

    Starting from the way you enter your car, the order in which you start the engine, set up the mirrors, lover the windows, strap your seat-belt on or not, turn on the head-lights going all the way to the speed consider to be legal in town and outside town, without knowing it you’ll develop, let’s call it, your own driving style.

    However there comes a point in any car owner’s driving career that he will be accompanied by someone else in the car. Having someone else in the car with you can turn out to be a load of trouble, either that other person is a driver or not. Going out for a ride may turn out not to be as recreational as it’s thought to be.

    It is virtually impossible to please everyone who will accompany you for a ride, to keep up with all the driving rules and regulations, and it is pointless to seek or demand perfection as it does not exist. Usually it’s either it’s your wife or your mother who no matter what you do will state out loud that you are driving too fast, either it’s your best friend or your father who feel free to teach you a bit more about driving from their own experience or the “best-case scenario” a work colleague or an acquaintance to question the way you shift gears, the route you took on the way to work, the choice for the oil you use. You needed have to explain why it is that you like to set up your mirrors before you put your seat belt on or why you turn on the headlights before starting the engine, or why your radio is playing Placido Domingo.

    In any of these cases feel free to break it down from the start: you are the driver and at the point when they’re not behind the wheel they are just passengers. And, if possible, try to remember that rule for yourself when riding in another driver’s car.

    When all else fails feel free to place a sticker in front of them: “No talking to the driver!”.

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    Source by Mihai Dumbrava

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  • Understanding Cichlid Mating

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    Introduction

    Cichlids are either monogamous or polygamous fish with mating habits that have been shown to strongly influence many aspects of breeding behavior, including courtship and brooding.

    However, cichlid mating habits and the effects they have on other aspects of breeding behavior can vary from species to species…

    For example, although most monogamous cichlid species are not mouthbrooders, Chromidotilapia, Gymnogeophagus, Spathodus and Tanganicodus are all monogamous mouthbrooders.

    On the other hand, several open or cave spawning cichlids are polygamous; examples of these are Apistogramma, Lamprologus, Nannacara and Pelvicachromis.

    Like most animals, mating can occur only between the same species. For this reason, when setting up a cichlid aquarium, it is important to keep the number of species as small as possible.

    Moreover, since older individuals tend to be more dominant and aggressive than younger individuals, all individuals in the tank should be of approximately the same age.

    First signs that the mating season is approaching

    As soon as the mating season comes, males that are ready to mate become paler in color (becoming highly attractive for receptive females).

    Moreover, you will notice an overall increase in aggressive behavior in your cichlid society. Male individuals will commnunicate their emotional state to other males, flaring their gills and fully spreading their fins (in order to look bigger and scare competitors for the same females).

    Most times, this is enough to establish dominance. However, when two individuals with comparable social rank meet, fights can occur. Some of the most common aggressive behaviors during cichlid mating season include:

    • Tail beating (pushing water against the competitor)
    • Biting
    • Increased swimming speed in the tank

    How do Cichlids mate?

    Cichlid mating is usually a highly aggressive behavior. During the so-called “cichlid mating dance”, scales are lost, decorations are toppled and death can occur.

    Cichlids are egg layers. This means that, unlike mammals, in cichlid fish, mating (or spawning) takes place outside of the body, with no copulation between the male and the female.

    The female lays the eggs and then the male releases his sperm over the eggs. From then on, both the female and the male will take care of the fertilized eggs, until the baby fish (fry) is approximately 1 inch long and can fend for itself.

    Selecting a Mate

    Cichlids are quite picky… they spend a lot of time choosing their sexual mates. Once a male finds a female of his liking, it starts engaging in courtship. Courtship in cichlids involves chasing, slapping the sides of their bodies together and mouth locking. Importantly, all these behaviors must be performed correctly to trigger egg laying in the female.

    Examples of mating behavior in cichlids

    In most cichlids, mouthbrooding starts as soon as the male attracts a sexually ripe female to his ‘nest’ (a little hole he has just dug for the occasion). Then the female lays the eggs which are then fertilized by the male. The female then picks the fertilized eggs and holds them in her mouth.

    In other other mouthbrooders, like Cyprichromis leptosoma, a similar mating behavior has been described.

    However, in this cichlid species, mating occurs in in open water. The female picks the eggs first and then the male fertilizes them.

    In other cichlid species, females lay their eggs on top of flat rocks (open brooding). Only then they will be receptive to male courtship rituals. Examples include Pterophyllum, Symphysodon spp, and Anomalochromis thomasi.

    In these cichlid species, male and female parents usually have separate brooding tasks. Typically, the male keeps intruders as far as possible from the eggs and females carefully fan water over the eggs, removing the infertile ones and and swimming by their fry after they have hatched.

    In other species, cichlids lay their eggs in caves, crevices, holes or shells. These cichlids are called “cave spawing”. Examples cave spawining cichlids are Pelvicachromis spp., Archocentrus spp, and Apistogramma spp.

    Finally, in other species, females lay eggs in the open water or in a cave and take the hatched larvae into the mouth. Examples are some variants of Geophagus altifrons, and some Aequidens, Gymnogeophagus, and Satanoperca.

    It takes about 21 days for the eggs to hatch. You can expect up to approximately 35 fry/couple.

    During mating and, more importantly, during breeding, your tank conditions should be kept at their best. Make sure that the new parents have enough food and privacy!

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    Source by Kevin Jacobs

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  • If You Want to Meet Japanese Women, Don’t Be a “Mama’s Boy”

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    Do some men really want a woman who reminds them of their mother?

    You know the type: “Mama’s boys” – the spoiled, pampered men who cannot seem to break away from their mothers. Don’t get me wrong, mothers are great – mine sure is – but there comes a point in your life when you have to grow up.

    Yet some Japanese men seem destined to be “Mama’s boys” for life. And why would they ever want to change? After all, for these men, their mothers have cooked their food, done their laundry, cleaned their rooms, and basically done everything for them their whole life. Who would want to give that up? So instead of growing up and learning to take care of themselves without Mom, they simply look for a woman who will do the same kinds of things for them.

    A friend of mine who was in a relationship with one of these mama’s boys saw the relationship end because her man’s mom did not think she (my friend) would make a proper wife, and since his mom did not approve, that was the end of the relationship. How crazy is that?

    Think of all the good women out there who are passed over because the man’s mom does not approve of her for some reason. Sometimes the man will never get married because his mom does not want to let them go, or because she thinks that no woman will ever be good enough for her precious son. So the man spends his life alone and in misery while his mom stays happy (and in control of his life). Men should always honor their mothers, but you shouldn’t sacrifice your entire life just to make your mother happy.

    After all, what kind of mother would want her son to give up his entire life and turn his back on romance, just because a woman does not meet up with her requirements? This is a selfish way for a mother to behave – if mothers really love their sons, they will raise them to be strong, independent, and able to build a life with a good woman. Instead of trying to rule and control her son’s romantic life, a mother should teach her son how to treat a woman properly so that he can go on to lead a productive and happy life.

    Yet some mothers have programmed their sons to the point that these poor men spend their entire life looking for a woman just like dear old Mom.

    Here is a news flash, mama’s boys: there is no other woman on Earth who is going to be just like your mother. If you want to have a real relationship with a woman – especially an independent, emotionally healthy woman – you need to let go of your maternal ties and find a way to stand on your own.

    Don’t you think it is kind of weird to want a woman like your mother anyway? I mean, imagine having sex with your mother! Not a pleasant thought. So why do you keep looking for a woman like your mother? Do you not want a woman who is her own person? After all, any good woman is going to run as far away from you as she can get if you keep comparing her to your mother.

    Being a mama’s boy might seem cute to a woman at first, but before long, any good woman is going to want a real man. Of course you want your mother and your wife to get along, but when you get married you need to always take the side of your wife, even to the point of defending her against your mother, if necessary. If you are not ready to let go of your mother and be a real man, then you probably are not ready for dating a real woman either.

    Some men who marry Japanese women – whether they’re “Mama’s boys” or not – might find that their mothers have concerns about whether the Japanese woman is going to “fit in” culturally with the rest of the family. For example, Japanese women might marry Indian men, Muslim men, African-American men, Jewish men – and sometimes parents from all of these cultures have their particular concerns about intermarriage. I’ve had some male Jewish friends who have married Japanese women, and it’s always interesting to me how often they’ve been able to persuade their Japanese brides to convert to Judaism – even though Japanese women are somewhat non-religious. (I think the men’s mothers might have something to do with influencing these Japanese women’s decisions.)

    Bottom line: no matter what culture you’re from or how intense of a “Mama’s boy” you are, when it comes time for you to find a woman (or many women!) to spend your life with, you need to do what is right for you. Ultimately, your mother will be happy for you.

    Have you known any “Mama’s boys” among your circle of male friends?

    Why do you think Japanese culture develops so many “Mama’s boys?”

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    Source by Xander S.

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  • Crossing the Mangrove by Maryse Conde

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    “Crossing the Mangrove,” by Maryse Conde is set in 1986 on the Caribbean island of Guadeloupe. The story is told through the eyes of the many inhabitants of the island who are uncomfortable with the arrival of a strange foreigner who has come to live amongst them. Francisco Alvarez-Sanchez mysterious story invokes themes of past and present Caribbean life and stories from the villagers are combined to connect the fascinating tale. The novel reflects the Creolite diversity of the inhabitants of Guadeloupe.

    In “Crossing the Mangrove,” several recurring themes prominent in Caribbean life are evident. Colonization and class perspective are amongst the more dominant themes. Guadeloupe was colonized by France in the 17th century and, like many Caribbean islands, Guadeloupe became a slave trading center. A story told by the strange recluse Xantippe shows how colonization ideals of the past are still present on the island today. As a young man Xantippe was happy go lucky. This gave the French ruled gendarmes (police) reason to interrogate him. They insinuated that he had enemies and burned his cabin down. Xantippe describes how he lost everything and his life was changed for the worse, forever. This activity is reminiscent of Cesaire’s equation: colonization = “thingification.”

    Class perspective exists on the island of Guadeloupe but to a lesser extent than in the previous novels. The Ramsaraz and Lameanes families are upscale. They own land for farming and flower nurseries. They have large houses and they drive French built Peugeots. Although a peasant and servant population exists it is not featured prominently in the novel. Instead, something of a middle class society comprises the majority class of the characters. Moise the mailman, Emile Etienne the historian, and Lucien Evarist the writer are amongst a cast of Francis middle class friends. But it is assumed that Francis belongs to the upper class due to his tales of travel and adventure, his ability to purchase the aging Alexis estate, and daily truck deliveries of household appliances such as a TV set, a refrigerator, a stereo set. The inhabitants of Riviere au Sel are envious of this and question his occupation and work ethic as a writer. They ask, “Was a writer a do-nothing, sitting in the shade for hours on his veranda, staring at the ridge of mountains for hours on end while the rest sweated it out under the Good Lords hot sun.” One must get the sense that the class perspective presented in “Crossing the Mangrove,” is a good representation of society in Guadeloupe today.

    Strong themes that are current to Guadeloupe society are that in a male dominated society women are forced into the practice of arranged marriages. But many of the women of Riviere au Sel have contempt toward their estranged husband’s and their fathers who make the unusual arrangements. Forced marriages are common and based in tradition in this island society but oddly enough explanations are not provided as to why a parent would want to marry off their young and attractive daughters to older men with dubious intentions. What is the motivation of the parents who take part in this practice? Yes, these men are wealthy and the young women will live in comfort, but are the parents receiving some compensation for their generous contribution to the men? The young women all seem to come from families that are well established. Do the parents take into consideration the trauma and unhappiness their daughters will suffer?

    In Riviere au Sel, Dinah’s father arranged for her to marry Loulou. Dinah was in favor of this but later became repulsed by her husband. Dinah said, “It’s been years since Loulou slept in my bed. Once darkness has fallen I lock my door and curl up like a fetus between my sheets.” Rosa, of Indian decent, is forced to marry Sylvester; the practice of arranged marriages is also common in India where a social caste system still exists. In her passage in the novel she wants it to be known that, “When they married me off to Sylvester Ramsaran, nobody asked for my opinion” and “Sylvester hurt me. He tore me.”

    Just as her Indian mother before her, Vilma’s marriage was to be arranged. Vilma’s father Sylvester, arranged for her to marry a man named Marins Vindrex. But Vilma revolted by running away from home saying, “Marins Vindrex. But I don’t love him.” In the ultimate act of vengeance against her father she took up with the hated Francis Sanchez. Now in a position to forever poison the appalling marriage to the dreadful Vindrex, she allowed herself to become impregnated by Francis. Sylvester is defenseless to act while the questionable motives of Francis intensify amongst the villagers of Riviere au Sel who are already suspicious of him.

    Conde connects the vinettes together in “Crossing the Mangrove,” by establishing the relationship each villager had with Francis Sanchez as the story progresses. Every member has a strong opinion or emotion about Francis. Some of those thoughts are positive and some are negative. Central to the story is the wake of Francis which is held in Riviere au Sel. It rains a lot in Riviere au Sel and on the Thursday afternoon of Francis wake, it was no different. The rain seemed to act on behave of Mother Nature in cleansing the congregation of friends, enemies, and former lovers who gathered to witness Francis swan song.

    Moise, the mailman is the first character that Conde provides us with insight into the relationship he had with Francis. Oddly enough there was some speculation in the community that there may be a homosexual relationship involving Moise and the great womanizer Francis Sanchez. “There were wicked sneers. There was something fishy about that friendship and the two men were Makoumeh! (Homosexuals). Adding even more to the oddity is the fact that many considered Moise a “Misgotten freak,” and ‘ugly.’ These allegations aside, the two were friends but the friendship was awkward and unusual. One moment we see Moise cradling Francis in his arms when something upset Francis. The next moment we see Francis accusing Moise of stealing money from his mysterious trunk.

    But Francis also had his enemies. Both Loulou Lameaulnes and Sylvester Ramsaran have similar reasons for despising Francis. Francis had sexual affairs with their daughters impregnating both of them. To these two men Francis was a villain for his indiscretions but in both cases it was the young women who approached Francis. Both women hated their fathers and hated the lives they led under their father’s roofs. Perhaps the fathers should have blamed themselves for forcing their daughters out of their arms and into the bed of Francis. Vilma and Mira both shared the same bed with Francis and both attended his wake. They did not speak to each other. Oddly, Loulou and Sylvester were also in attendance and both felt a strong sense that in Francis death justice had been served.

    The congregation exited the wake with the sober realization that they had just mourned for a man that they hardly knew. Francis had that ability. People were drawn to him but they didn’t know why. The novel ends with the inhabitants of Riviere au Sel raising the same ironic questions about Francis as when they had first laid eyes on him. “Who was Francis Sanchez? And subsequently, “Who was this man that chooses to die amongst us?

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    Source by Frank Cardello

    Views: 0

  • The Adventure Of English by Melvyn Bragg

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    Melvyn Bragg subtitles The Adventure Of English with the intriguing phrase "The Biography of a Language". He thus imposes that the language, specifically English, has a life of its own, setting itself the task of creating both an adventure and a narrative that will convince the reader that the language has both an identity and, to some extent, a personality that identifies an individuality. He succeseds on all counts.

    The story starts of course with a birth and then unfolds chronologically through the first half of the book, before diverging to examine the different and often parallel geographical manifestations of English in the modern world. These have happened since the dawn of Empire and, as a consequence of their disparate elements and different paths of development, possibly suggest that English is more of a family than an individual. Amazingly, Melvyn Bragg goes through eleven chapters before considering Shakespeare. The book is thus quite careful in its examination of the origins of the language and its early development.

    Later on there are three chapters on the language in the United States, one each on Australia, India and the West Indies. We come across a little, although not enough, Singlish from Singapore, and Africa is seriously ignored, except for the influence of African languages ​​on English in the Americas.

    Melvyn Bragg also devotes considerable time to the discussion of accent, pronunciation, dialect and correctness. Obviously each of these areas could have been a lifetime's work, let alone a book in itself, but Melvyn Bragg succeseds at least in defining the territory and correctly identifying the parts played by snobbishness and social class in the application of labels such as coarse, standard Egypt even correct.

    A decade and a half ago, I myself managed to astound an American college who, having prejudged the length of my "a" asked me to pronounce the word bath. He was a New Yorker and was more than surprised when I intoned a sound that rhymed with American math. He had expected, of course, a sound like "barth". Melvyn Bragg identifies this short "a" with an older version of English, one that predated the strong French influence of the eighth century that produced the long "a", amongst other things, especially among the middle classes of southern England. The American settlers, of course, left Britain before this new-fangled foreign influence arrived, so they retained their short "a", which is of course the correct version. This serves to remind us that whatever we speak in our daily lives and wherever we live, we are perhaps born into a language and the one we adopt as infants becoming part of our very identity.

    This is just one example of many of interest that appear in The Adventure Of English. Once assembled, these quirks of history really do allow the language to create its own identity. It is thus described as a living, developing entity, constantly changing its appearance while many try to hold it fixed.

    The Adventure Of English by Melvyn Bragg is in no way a comprehensive look at the language, its development and its contemporary manifestations. But it does achieve admirably what it intends to do at the start, which is to create an adventure and present an as yet incomplete biography.

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    Source by Philip Spiers

    Views: 0

  • Naturist Holidays at Port Leucate, France

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    Have you ever had a slightly disturbing dream that you found yourself nude in a public place, such as in a street, on a bicycle, in a shop or on public transport? If so, what happened in your dream? Did you wonder how you got yourself in that situation, were you embarrassed or did you think that it's only a dream so it does not matter?

    If you have had such dreams, and you have not already practiced naturism, sometimes it would appeal to you.

    Every year, thousands of families spend their holidays between April and October in one of the naturist villages which lie between the ancient Mediterranean town of Leucate and the seaside resort and yacht harbor of Port Leucate.

    The villages are mostly traffic free, but you can walk around or cycle like everyone else completely naked. There is a small shopping center with a very good baker where you can buy fresh croissants, bread etc., you can shop in the supermarket, buy from the butcher, wine shop or newspaper shop and have a drink or a meal in one of the small restaurants, all while staying nude.

    These villas, which include Aphrodite and Oasis, were established following a tourist commission set up by President Charles de Gaulle in the 1960's. The government were looking for a way to entice thousands of holiday makers to stay in France rather than heading down into Spain looking for a beach holiday destination.

    The old town of Leucate lies between the Mediterranean Sea and a large saltwater lagoon. South of the town there is a narrow strip of land several kilometers long between the sea and the lagoon. Six kilometers to the south was an old settlement and it was here that the commission proposed establishing a new development called Port Leucate with a yacht harbor, shopping center and holiday accommodation. Work started in the mid 1960's and de Gaulle visited the work in progress in 1967. Following his visit, the commission was asked to address the future of the beautiful stretch of beach just to the north of the new resort of Port Leucate.

    At that time there was a growing practice and tolerance for naturism in France and there were already various naturist destinations including a large naturist holiday complex at Montalivet on the Atlantic coast north of Bordeaux.

    The strip of beach being studied has the Mediterranean Sea on one side and the Leucate lagoon on the other and is essentially an island as there are two channels to the north and south linking the sea with the lagoon. It was there before decided that this would be an ideal location to develop a naturist beach resort with access restricted to the residents and holiday makers.

    Rather than create just a camp site with mobile homes and camping spots, it was determined to create a real village with homes, apartments, tennis courts, swimming pools and a shopping center. Plans were drawn up and work started in 1973. The years have passed and development has continued and today there are a total of 8 small villages, all next to each other, which border either the beach or the lagoon. Many properties have permanent residents but most are made available by the owners for naturist holiday lettings. Most areas are pedestrian only so children can play, run around or cycle without danger.

    At certain times of the year quite strong winds blow through the area and so the area has developed as one of the most popular areas for wind and kite surfing.

    One of the advantages of the area, which makes it perfect for family holidays, is the range of other activities within a short distance of the naturist villages. Less than 10 minutes away by car there is a large aquatic center with several swimming pools and giant slides. There is also an adventure center in a nearby pine forest where people of all ages can climb and slide through the trees. Also nearby is a casino and new cinema complex. The Pyrenees can be seen from the village and from the autumn to spring snow can be seen on the highest peaks. Being on the doorstep of the Pyrenees, there are course walks through magnificent countryside to undertake.

    About 35 minutes drive away there is the large Sigean African reserve, fascinating for both adults and children. One part can only be visited by car as there are many animals in their natural surroundings, including lions. Then there is another part which can be visited on foot which includes much bird life, monkeys, antelope, elephant and many other types of creatures.

    This area is one of the sunniest in France so of course one of the most popular activities is just relaxing on the beach right next to the holiday apartments and sometimes having a little siesta dreaming about being naked in public.

    If you want to know more about the naturist villages go to http://www.naturistholidays.fr

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    Source by Simon Ferrey

    Views: 0

  • Can You Start Bradelocz With Double-Strand Twists Instead of Braids?

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    In this article, I’d like to address a question that one of my email subscribers wrote to me and asked:

    “Will it (Bradelocz) work with double-stranded twists instead of braids? I ask because i just think my hair looks better in 2-stranded twists than in braids. Have you had anyone use your system with double-stranded twists instead of braids?”

    Sure you can start your locs with two-strand twists, of course. But no, they wouldn’t necessarily be considered Bradelocz, per say, simply because of the fact that, well, they’re not started with braids. They would just be considered locs started with twists. However, if you so chose to maintain the roots using the same method of tightening that is used with Bradelocz, which happens to be the Latchin’ Technique, you could most certainly do that!

    But all-in-all, Bradelocz is a method of starting your locs specifically with braids (or plaits depending on who you ask or where you’re from) and then maintained (the tightening of the roots) by again, using the Latchin method which is basically an interlocking technique where you use a latch hook (yes the kind used to hook rugs) to tighten the roots. This method requires minimal-to-no product as opposed to twisting or palm rolling.

    So if you choose to start your locs with two-strand twists as opposed to braids but follow along with all the other procedures and processes that go along with Bradelocz such as the tightening method, shampooing them, etc. – I certainly won’t tell anyone if you won’t! 😉

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    Source by Cherie King

    Views: 0

  • Magic Tricks Revealed – The Amazing Card Feeling Trick

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    If you like simple card tricks that are easy to learn and mesmerizing to watch, you’ve come to the right place. When you finish reading this you’ll have one more card trick in your arsenal that you’ll be able to use to entertain groups of people wherever you go.

    Here’s how the audience will see this amazing trick. You put a normal pack of cards on the table. Get somebody to come up, look through the deck, shuffle it a few times. She will put the stack of cards back, and go and sit down.

    Then you pick up the deck, and tell them you’ve just returned from a special skills camp. You can feel extremely fine detail with your hands. So fine that you can feel the surface of a card, and tell exactly what the suit and number is just by feeling the ink pattern with our extremely sensitive fingers. You pick up the deck, and hold it behind your back. You explain that you are feeling the face down card. You the hold the deck out, facing the audience, so only they can see the face down card. You read it to them exactly, to their utter amazement. You repeat this again, and again, as many times as you like. Each time you place the deck behind your back, and present it to the audience, so only they see the card. But you have mysteriously been able to decipher it using only your fingers.

    Here’s how to do the trick. It’s important to quickly look at the bottom of the deck when you first pick it up. In order to do this without getting caught, you’ll need to do this before you explain what you are going to do. This is the part where you need to tell some long and convoluted story. Once the deck is behind your back, split it in half. Cut the deck, flip one half around, so the bottom half is facing you.

    When you hold the deck out, you’ll have the bottom card (which you have already seen) facing the audience, and the card facing you (which they will assume is a down facing card) will be the next one you call out. Every time you move the deck behind your back, you simply take the card you just read, remove it and put it anywhere in the middle of the deck. After that simply turn the deck so the audience can see the card that you just looked at.

    This will take some mirror practice, and perhaps some willing friends. You’ll need to be far enough away from your audience so they won’t be able to see the way you are truly holding the deck, as well as not be able to see what you are doing behind your back. So long as you are talking the whole time, you should be OK. Have fun.

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    Source by George Hutton

    Views: 0