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Tuesday, August 7, 2012
I was a little kid with goofy hair. It was fine, but thick, and Grandma hated looking at it. To call it "unruly" would be an understatement. Most of the time, she let it slide, but one day, she decided to show me how nice it could look with a "little" work.
To stop my incessant complaining ("that stuff stinks," "I want to go watch TV," "Stop it, Grandma!" and, of course, "OW!!") she let me play with a few of her rollers - we called them Spaceship Rollers, but the real name for them is Spoolies, probably for more obvious reasons. These were soft, pliable, rubbery curlers. A section of hair would be rolled in the middle, and then each end would flip back toward the middle, creating a spaceship sort of shape, and securing the hair.
Hours later, she finally took all those miserable little spaceships out of my hair. I was left with a head FULL of curls so tight and crispy that neither brush nor comb would get through them, and hair bigger than any 1970s rock star ever had! Grandma looked a little shocked - I started to bawl - and when my mother came to pick me up, I hid on the floor of the back seat all the way home, and immediately stuck my head back in the sink to rectify this terrible situation.
On a positive note, Grandma Lill never tried to fix my hair again. Instead, she turned her attention to my little sister, who was not nearly as fast as I was after that.
9 comments:
What a funny story! What was your mom's reaction upon seeing you?ReplyDelete
I do remember Dippity-do but I haven't ever seen that type of roller before.
Thanks for the comment, Jana! I can't remember my mom's reaction - I was so overwhelmed by my hair that my mother could have picked me up wearing a clown suit and I would not have noticed! :)ReplyDelete
Love the net, ate my response which was something akin to:ReplyDelete
I was in dire need of a good smile today, and this post provided it! Thanks for the good read Karen.
Now that right there is funny. So is there a photo somewhere to memorialize this hair do? I do remember Dippity-do. Mom used to try to tame my cowlick with it.ReplyDelete
And here I thought I'm the last dinosaur roaming who remembers Spoolies.ReplyDelete
Love the story! I shared one about me, my hair, and my grandmother a while back. And now that I read your story, I'm wondering if mom didn't use a gel on my hair when styling my ringlets. This was a little before Dippity-Do though. I remember now we used Prell shampoo. (kathy at abbieandeveline.com)ReplyDelete


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Hi, I need your advice on finding a software in order to design a cellular signalling cascade, from extracellular ligand to nuclear events. Is anyone here familiar with such a program? I know that i t can be done manually in powerpoint but I need something more specific. Thank you in advance
Submit your paper to J Biol Methods today!
Software for designing cell pathways
Started by biozweistein22, Jan 11 2013 11:27 AM
1 reply to this topic
Posted 11 January 2013 - 11:27 AM
Posted 12 January 2013 - 11:41 AM
I think people are doing for there own signalling pathway by Illustrator. But that takes a liitle bit time. Maybe this website will help you:


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text: Updated 2016 Due to its isolation and basic infrastructure, Laos has maintained itself as a backwater destination of south east Asia, not attracting even a quarter of the tourists that visit Thailand and Japan. However, from this separation and lack of economy, it manages to preserve the traditional way of life. For travelers, if you want to step off the beaten path, this is the best trail to start on.


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If your job is to research yoga in the news, you run across amazing articles about how science is again and again proving the physical, mental and emotional benefits of yoga and meditation. So, rather than write a new post every time that science proves what yogis have known for centuries, I'm going to compile them into a collective post and share them about once a month. Here are the ways that yoga benefits your health for November:
At the beginning of the month, Good Morning America in collaberation with Medpage Today reported on the benefits of yoga in helping children cope with cancer. The research on children with cancer showed that yoga was able to help them cope with pain and anxiety. One doctor noted that those children who were practicing yoga asana were able to increase their pain scores by 1 point and their anxiety scores by 10 points, both very significant gains on a scientific scale. The Society for Integrative Oncology has recommended that yoga be included in multi-disciplinary treatment plans for cancer patients.
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Children who have been diagnosed with ADHD are also benefiting from the practice. "An Australian study published in the Journal of Attention Disorders, concluded that yoga "may have merit as a complementary therapy for boys with ADHD already stabilized on medication," sites the GMA webiste, with attention levels of the students practicing yoga increasing significantly, coming close to that of their peers. Studies have found improved lung function in asthma patients, as well.
Another study released this month provides evidence that the practice of yoga increases heart health. A study to be published in the International Journal of Medical Engineering and Informatics states that increased Heart Rate Variability (HRV), a sign of heart health, is higher in the participants who practiced yoga than those who did not. HRV is the ability for the heart to respond to stimuli by rising then return to resting levels in a steady, reliable way. The study evaluated 84 men ages 18-48, all healthy, but only half practicing yoga. The research concludes that the parasympathetic nervous system in strengthened through the practice of yoga, and this has a significant positive effect on heart health.
This month, mediation was in health news, too. A study in the Journal of Pain showed that a brief experience of meditation can significantly affect pain levels. Pain reduction in long term meditators has been documented before, but this is the first study to show that even untrained meditators can experience decreased pain sensitivity. The group of 22 college students received only three 20 minute meditation trainings over three days, and showed lower pain ratings than the control group who were offered math distraction and relaxation techniques.
Finally for November, a study titled "Randomized Controlled Clinical Trial of Yoga in the Treatment of Eating Disorders" published in the Journal of Adolescent Health on Nov. 3 shows that practicing yoga can have a positive effect on those suffering eating disorders like anorexia or bulimia. The study, comprised of 50 adolescents ages 11-16, showed that those who were practicing yoga regularly in addition to their treatment showed greater improvements on tests of eating disorder behaviors than those who were not practicing yoga and only receiving treatment. The group of yoga practitioners also did not lapse back into eating disorder behavior as readily as the group who were not practicing yoga.
If you encounter more ways that science is proving yoga practices benefit your health, please share them with us!


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WHew – it's Friday already! You may have noticed it's been a little quiet on the blog lately – hoping to pick things back up soon! I leave you with this fun fact for the weekend:
Check out my guacamole recipe post!
Today is National Chip and Dip Day.
What's your favorite dip? Mine is cheezy dip or guacamole!


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Abbie Cornish Gossip
Abbie Cornish gossip, latest news, photos, and video.
Geostorm: The nonsense movie 2017 deserves
The timing could not be worse for Geostorm. They're saying now that the movie could lose between $50 – $100 million for Warner Bros, Skydance, and RatPac. Is there any good news? Well, it could become a cult classic Full Story
Paris Fashion Week: Louis Vuitton S/S 2012
Louis Vuitton, KCSPresse/Splash, Pascal Le Segretain/Getty
Kate Moss, a Marc Jacobs favourite, closed the show today in Paris in an exquisite white little dress with the best white pumps I've seen in a season full of white pumps. And the heel doesn't look stupid high either. Want them. In fact, all the bags and shoes in this particular collection are amazing. Full Story
Smutty Tingles
Madonna introduces W.E.
Madonna arrived in Venice today at the photo call for W.E. along with Andrea Riseborough and Abbie Cornish. I am already obsessed with Andrea Riseborough. Look at that face! Fresh and beguiling, non? And can you believe it's the same girl you saw in these Vanity Fair photos Full Story
Well, as long as he's taking responsibility…
I mean, I suppose that's how his fans would defend it, right? There's one in particular. She's been writing to me for a year. It's very endearing her loyalty to Ryan Phillippe. She feels that the way I've been commenting on his, um, dating patterns is unfair. She doesn't believe that Phillippe ever cheated on Reese Witherspoon. Full Story
MET Midnight Blue: Oprah > Abbie
The Mighty looked great. She was the host, of course, and she chose Oscar de la Renta, and for her, he was perfect. A dress that apparently took 4 people over 250 hours to finish, and it really did fit her beautifully, so flattering, and the construction is magnificent and you can tell she felt magnificent and the styling, the hair, the makeup. Full Story
Abbie & Josh: second sighting
I was the first to report a few weeks ago that Abbie Cornish and Josh Hartnett were hanging out in Santa Barbara with his puppy– click here for a refresher - all flirty and happy and sh-t. Full Story
CarbFace is a whiny bitch
Ryan Phillippe went on Howard Stern and went waaaahhhh today when asked about his failed relationships. Apparently he's tired of getting blamed for his split from America's sweetheart Reese Witherspoon: "I've been dumped on in the press for relationship stuff since Reese and I divorced. Full Story
Josh Harnett > Ryan Phillippe
Please. Josh Hartnett >>>>>>>>>>>>> Ryan Phillippe. ALL DAY. Abbie Cornish spent last week in New York shooting The Dark Fields with Bradley Cooper. By the weekend she was spotted in Santa Barbara hanging out with Josh Hartnett and his puppy. A reader called Nora wrote to tell me she saw them together. Full Story
Renee wants to be close
For many reasons. Bradley Cooper is in New York shooting The Dark Fields with Abbie Cornish. And you know, it's not like Abbie's never moved in on another woman's man before. What? I don't care how great she was in Bright Star. That sh-t was off side. Check it – Coop and Abbie seemed relaxed and friendly together on set yesterday. Full Story
Post break-up Abbie
Abbie Cornish is shooting The Dark Fields in New York. They filmed an action scene today at Wollman Rink. Jacek and I were there in December. It's a lovely stop in the winter. As you know, Abbie is done with Ryan Phillippe. Rumour has it, he kept cheating on her. Well of course he did. He kept cheating on Reese Witherspoon too. Full Story


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Table of Contents
Minerals are inorganic elements that originate in the earth and cannot be made in the body. They play important roles in various bodily functions and are necessary to sustain life and maintain optimal health, and thus are essential nutrients. Most of the minerals in the human diet come directly from plants and water, or indirectly from animal foods. However, the mineral content of water and plant foods varies geographically because of variations in the mineral content of soil from region to region.
The amount of minerals present in the body, and their metabolic roles, varies considerably. Minerals provide structure to bones and teeth and participate in energy production, the building of protein, blood formation, and several other metabolic processes. Minerals are categorized into major and trace minerals, depending on the amount needed per day. Major minerals are those that are required in the amounts of 100 mg (milligrams) or more, while trace minerals are required in amounts less than 100 mg per day. The terms major and trace, however, do not reflect the importance of a mineral in maintaining health, as a deficiency of either can be harmful.
Some body processes require several minerals to work together. For example, calcium, magnesium,
Colloidal mineral supplements are usually liquid extracts of minerals mainly derived from humic shale deposits or from aluminosilicate-containing clays. (Illustration by GGS Information Services/Thomson Gale.)
and phosphorus are all important for the formation and maintenance of healthy bones. Some minerals compete with each other for absorption, and they interact with other nutrients as well, which can affect their bioavailability.
Mineral Bioavailability
The degree to which the amount of an ingested nutrient is absorbed and available to the body is called bioavailability. Mineral bioavailability depends on several factors. Higher absorption occurs among individuals who are deficient in a mineral, while some elements in the diet (e.g., oxalic acid or oxalate in spinach) can decrease mineral availability by chemically binding to the mineral. In addition, excess intake of one mineral can influence the absorption and metabolism of other minerals. For example, the presence of a large amount of zinc in the diet decreases the absorption of iron and copper. On the other hand, the presence of vitamins in a meal enhances the absorption of minerals in the meal. For example, vitamin C improves iron absorption, and vitamin D aids in the absorption of calcium, phosphorous, and magnesium.
In general, minerals from animal sources are absorbed better than those from plant sources as minerals are present in forms that are readily absorbed and binders that inhibit absorption, such as phytates, are absent. Vegans (those who restrict their diets to plant foods) need to be aware of the factors affecting mineral bioavailability. Careful meal planning is necessary to include foods rich in minerals and absorption-enhancing factors.
It is generally recommended that people eat a well-balanced diet to meet their mineral requirements, while avoiding deficiencies and chemical excesses or imbalances. However, supplements may be useful to meet dietary requirements for some minerals when dietary patterns fall short of Recommended Daily Allowances(RDAs)or Adequate Intakes(AIs) for normal healthy people.
The Food and Nutrition Board currently recommends that supplements or fortified foods be used to obtain desirable amounts of some nutrients, such as calcium and iron. The recommendations for calcium are higher than the average intake in the United States. Women, who generally consume lower energy diets than men, and individuals who do not consume dairy products can particularly benefit from calcium supplements. Because of the increased need for iron in women of childbearing age, as well as the many negative consequences of iron-deficiency anemia, iron supplementation is recommended for vulnerable groups in the United States, as well as in developing countries.
upper limits set, the amounts of nutrients in supplements are not regulated by the Food and Drug Administration (FDA). Therefore, supplement users must be aware of the potential adverse effects and choose supplements with moderate amounts of nutrients.
Major Minerals
The major minerals present in the body include sodium, potassium, chloride, calcium, magnesium, phosphorus, and sulfur.
Functions. The fluid balance in the body, vital for all life processes, is maintained largely by sodium, potassium, and chloride. Fluid balance is regulated by charged sodium and chloride ions in the extracellular fluid (outside the cell) and potassium in the intra-cellular fluid (inside the cell), and by some other electrolytes across cell membranes. Tight control is critical for normal muscle contraction, nerve impulse transmission, heart function, and blood pressure. Sodium plays an important role in the absorption of other nutrients, such as glucose, amino acids, and water. Chloride is a component of hydrochloric acid, an important part of gastric juice (an acidic liquid secreted by glands in the stomach lining) and aids in food digestion. Potassium and sodium act as cofactors for certain enzymes.
Calcium, magnesium, and phosphorus are known for their structural roles, as they are essential for the development and maintenance of bones and teeth. They are also needed for maintaining cell membranes and connective tissue. Several enzymes, hormones, and proteins that regulate energy and fat metabolism require calcium, magnesium and/or phosphorus to become active. Calcium also aids in blood clotting. Sulfur is a key component of various proteins and vitamins and participates in drug-detoxifying pathways in the body.
Disease prevention and treatment. Sodium, chloride, and potassium are linked to high blood pressure (hypertension) due to their role in the body's fluid balance. High salt or sodium chloride intake has been linked to cardiovascular disease as well. High potassium intakes, on the other hand, have been associated with a lower risk of stroke, particularly in people with hypertension. Research also suggests a preventive role for magnesium in hypertension and cardiovascular disease, as well as a beneficial effect in the treatment of diabetes, osteoporosis, and migraine headaches.
Osteoporosis is a bone disorder in which bone strength is compromised, leading to an increased risk of fracture. Along with other lifestyle factors, intake of calcium and vitamin D plays an important role in the maintenance of bone health and the prevention and treatment of osteoporosis. Good calcium nutrition, along with low salt and high potassium intake, has been linked to prevention of hypertension and kidney stones.
Deficiency. Dietary deficiency is unlikely for most major minerals, except in starving people or those with protein-energy malnutrition in developing countries, or people on poor diets for an extended period, such as those suffering from alcoholism, anorexia, or bulimia. Most people in the world consume a lot of salt, and it is recommended that they moderate their intake to prevent chronic diseases (high salt intake has been associated with an increased risk of death from stroke and cardiovascular disease). However, certain conditions, such as severe or prolonged vomiting or diarrhea, the use of diuretics, and some forms of kidney disease, lead to an increased loss of minerals, particularly sodium, chloride, potassium, and magnesium. Calcium intakes tend to be lower in women and vegans who do not consume dairy products. Elderly people with suboptimal diets are also at risk of mineral deficiencies because of decreased absorption and increased excretion of minerals in the urine.
Toxicity. Toxicity from excessive dietary intake of major minerals rarely occurs in healthy individuals. Kidneys that are functioning normally can regulate mineral concentrations in the body by excreting the excess amounts in urine. Toxicity symptoms from excess intakes are more likely to appear with acute or chronic kidney failure.
Trace Minerals
Trace minerals are present (and required) in very small amounts in the body. An understanding of the important roles and requirements of trace minerals in the human body is fairly recent, and research is still ongoing. The most important trace minerals are iron, zinc, copper, chromium, fluoride, iodine, selenium, manganese, and molybdenum. Some others, such as arsenic, boron, cobalt, nickel, silicon, and vanadium, are recognized as essential for some animals, while others, such as barium, bromine, cadmium, gold, silver, and aluminum, are found in the body, though little is known about their role in health.
Functions. Trace minerals have specific biological functions. They are essential in the absorption and utilization of many nutrients and aid enzymes and hormones in activities that are vital to life. Iron plays a major role in oxygen transport and storage and is a component of hemoglobin in red blood cells and myoglobin in muscle cells. Cellular energy production requires many trace minerals, including iron, copper, and zinc, which act as enzyme cofactors in the synthesis of many proteins, hormones, neurotransmitters, and genetic material.
Iron and zinc support immune function, while chromium and zinc aid insulin action. Zinc is also essential for many other bodily functions, such as growth, development of sexual organs, and reproduction. Zinc, copper and selenium prevent oxidative damage to cells. Fluoride stabilizes bone mineral and hardens tooth enamel, thus increasing resistance to tooth decay. Iodine is essential for normal thyroid function, which is critical for many aspects of growth and development, particularly brain development. Thus, trace minerals contribute to physical growth and mental development.
In addition to clinical deficiency diseases such as anemia and goiter, research indicates that trace minerals play a role in the development, prevention, and treatment of chronic diseases. A marginal status of several trace minerals has been found to be associated with infectious diseases, disorders of the stomach, intestine, bone, heart, and liver, and cancer, although further research is necessary in many cases to understand the effect of supplementation. Iron, zinc, copper, and selenium have been associated with immune response conditions. Copper, chromium and selenium have been linked to the prevention of cardiovascular disease. Excess iron in the body, on the other hand, can increase the risk of cardiovascular disease, liver and colorectal cancer, and neurodegenerative diseases such as Alzheimer's disease. Chromium supplementation has been found to be beneficial in many studies of impaired glucose tolerance, a metabolic state between normal glucose regulation and diabetes. Fluoride has been known to prevent dental caries and osteoporosis, while potassium iodide supplements taken immediately before or after exposure to radiation can decrease the risk of radiation-induced thyroid cancer.
With the exception of iron, dietary deficiencies are rare in the United States and other developed nations. However, malnutrition in developing countries increases the risk for trace-mineral deficiencies among children and other vulnerable groups. In overzealous supplement users, interactions among nutrients can inhibit absorption of some minerals leading to deficiencies. Patients on intravenous feedings without mineral supplements are at risk of developing deficiencies as well.
Although severe deficiencies of better-understood trace minerals are easy to recognize, diagnosis is difficult for less-understood minerals and for mild deficiencies. Even mild deficiencies of trace minerals however, can result in poor growth and development in children.
Iron deficiency is the most common nutrient deficiency worldwide, including in the United States. Iron-deficiency anemia affects hundreds of millions of people, with highest prevalence in developing countries. Infants, young children, adolescents, and pregnant and lactating women are especially vulnerable due to their high demand for iron. Menstruating women are also vulnerable due to blood loss. Vegetarians are another vulnerable group, as iron from plant foods is less bioavailable than that from animal sources.
Zinc deficiency, marked by severe growth retardation and arrested sexual development, was first reported in children and adolescent boys in Egypt, Iran, and Turkey. Diets in Middle Eastern countries are typically high in fiber and phytates, which inhibit zinc absorption. Mild zinc deficiency has been found in vulnerable groups in the United States. Copper deficiency is rare, but can be caused by excess zinc from supplementation.
Deficiencies of fluoride, iodine, and selenium mainly occur due to a low mineral content in either the water or soil in some areas of the world. Fluoride deficiency is marked by a high prevalence of dental caries and is common in geographic regions with low water-fluoride concentration, which has led to the fluoridation of water in the United States and many other parts of the world. Goiter and cretinism (a condition in which body growth and mental development are stunted) have been eliminated by iodization of salt in the United States, but still occur in parts of the world where salt manufacture and distribution are not regulated. Selenium deficiency due to low levels of the mineral in soil is found in northeast China, and it has been associated with Keshan disease, a heart disorder prevalent among people of that area.
Toxicity. Trace minerals can be toxic at higher intakes, especially for those minerals whose absorption is not regulated in the body (e.g., selenium and iodine). Thus, it is important not to habitually exceed the recommended intake levels. Although toxicity from dietary sources is unlikely, certain genetic disorders can make people vulnerable to overloads from food or supplements. One such disorder, hereditary hemochromatosis, is characterized by iron deposition in the liver and other tissues due to increased intestinal iron absorption over many years.
Chronic exposure to trace minerals through cooking or storage containers can result in overloads of iron, zinc, and copper. Fluorosis, a discoloration of the teeth, has been reported in regions where the natural content of fluoride in drinking water is high. Inhalation of manganese dust over long periods of time has been found to cause brain damage among miners and steelworkers in many parts of the world.
Wardlaw, Gordon M. (1999). Perspectives in Nutrition, 4th edition. Boston: WCB McGraw-Hill.
Whitney, Eleanor N., and Rolfes, Sharon R. (1996). Understanding Nutrition, 7th edition. New York: West Publishing.
The American Dietetic Association (2002). "Position of The American Dietetic Association: Food Fortification and Dietary Supplements." Available from <http://www.eatright.com>
The Linus Pauling Institute. "Minerals." Available from <http://osu.orst.edu/dept/lpi>
United States Department of Agriculture (2002). "Dietary Reference Intakes (DRI) and Recommended Dietary Allowances (RDA)." Available from <http://www.nal.usda.gov/fnic>
Sunitha Jasti


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Center for Gerontology
The WMU Center for Gerontology focuses on research, education and community service. It works to enhance the preparation of WMU students on issues related to our aging population, conduct research to help local and national practitioners to improve the health and human services for older persons, and provide outreach, education and research support to our community. Visit the Center for Gerontology website for more details.
Center for Health Data Research, Analysis and Mapping
The Center for Health Data Research, Analysis and Mapping (HDReAM) is a multidisciplinary partnership among the WMU colleges of Health and Human Services and Arts and Sciences and the Kalamazoo County Health and Community Services Department. It provides health-related secondary data analysis and mapping services for the ultimate purpose of creating and disseminating a holistic overview of the community's health in order to advance knowledge, understanding and strategies to improve the public's health. Visit the HDReAM website for more information.
Center for Health Information Technology Advancement
The Western Michigan University Center for Health Information Technology Advancement promotes and helps WMU faculty in conducting research and teaching in health information technology through grant acquisitions, curriculum development, and partnerships with health care stakeholders such as health services providers, HMOs, and governmental or non-governmental funding organizations. It is a Universitywide center that was initiated by faculty of the Department of Business Information Systems and Bronson School of Nursing. Visit the Center for Health Information Technology Advancement website for more details.
University-Community Empowerment Center
The Western Michigan University University-Community Empowerment Center is a poverty reduction alliance that brings universities, communities and low-income people together to develop tools, strategies and training to help people emerge from poverty. The center operates from the College of Health and Human Services under the leadership of interim director Teresa Bingman. The collaborative is part of an overall effort to empower people to help them meet their goals and needs in a culturally sensitive context. It was designed to bring together people who are engaged in critical inquiry/research around poverty and the reduction of poverty, with community practitioners who are in the business of delivering services to families. Visit the University-Community Empowerment Center website for more details.
Western Regional Area Health Education Center
Located in the WMU-Grand Rapids, Downtown location, the Western Regional Area Health Education Center offers programs that aim to enhance health care provider knowledge and to introduce health care careers to students. Visit the Western Regional Area Health Education Center website for more information.
Other programs
Suicide Prevention Program - Suicide education and training for WMU faculty, staff and students
Rider Colloquium - Annual conference for occupational therapy
Journal of Sociology & Social Welfare - Quarterly journal for social work


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|Biosequences .. Software .. Molbio soft .. Network News .. FTP
CRETE COURSE IN COMPUTATIONAL NEUROSCIENCE AUGUST 25 - SEPTEMBER 21, 1996 CRETE, GREECE DIRECTORS: Erik De Schutter (University of Antwerp, Belgium) Idan Segev (Hebrew University, Jerusalem, Israel) Jim Bower (California Institute of Technology, USA) Adonis Moschovakis (University of Crete, Greece) The Crete Course in Computational Neuroscience introduces students to the practical application of computational methods in neuroscience, in particular how to create biologically realistic models of neurons and networks. The course consists of two complimentary parts. A distinguished international faculty gives morning lectures on topics in experimental and computational neuroscience. The rest of the day is spent learning how to use simulation software and how to implement a model of the system the student wishes to study. The first week of the course introduces students to the most important techniques in modeling single cells, networks and neural systems. Students learn how to use the GENESIS, NEURON, XPP and other software packages on their individual unix workstations. During the following three weeks the lectures will be more general, moving from modeling single cells and subcellular processes through the simulation of simple circuits and large neuronal networks and, finally, to system level models of the cortex and the brain. The course ends with a presentation of the student modeling projects. The Crete Course in Computational Neuroscience is designed for advanced graduate students and postdoctoral fellows in a variety of disciplines, including neurobiology, physics, electrical engineering, computer science and psychology. Students are expected to have a basic background in neurobiology as well as some computer experience. A total of 25 students will be accepted, the majority of whom will be from the European Union and affiliated countries. A tuition fee of 500 ECU ($700) covers travel to Crete, lodging and all course-related expenses for European nationals. We encourage students from the Far East and the USA to also apply to this international course. More information and application forms can be obtained: - WWW access: http://bbf-www.uia.ac.be/CRETE/Crete_index.html - by mail: Prof. E. De Schutter Born-Bunge Foundation University of Antwerp - UIA, Universiteitsplein 1 B2610 Antwerp Belgium - email: crete_course at kuifje.bbf.uia.ac.be APPLICATION DEADLINE: April 10th, 1996. Applicants will be notified of the results of the selection procedures before May 1st. FACULTY: M. Abeles (Hebrew University, Jerusalem, Israel), D.J. Amit (University of Rome, Italy and Hebrew University, Israel), R.E. Burke (NIH, USA), C.E. Carr (University of Maryland, USA), A. Destexhe (Universite Laval, Canada), R.J. Douglas (Institute of Neuroinformatics, Zurich, Switzerland), T. Flash (Weizmann Institute, Rehovot, Israel), A. Grinvald (Weizmann Institute, Israel), J.J.B. Jack (Oxford University, England), C. Koch (California Institute of Technology, USA), H. Korn (Institut Pasteur, France), A. Lansner (Royal Institute Technology, Sweden), R. Llinas (New York University, USA), E. Marder (Brandeis University, USA), M. Nicolelis (Duke University, USA), J.M. Rinzel (NIH, USA), W. Singer (Max-Planck Institute, Frankfurt, Germany), S. Tanaka (RIKEN, Japan), A.M. Thomson (Royal Free Hospital, England), S. Ullman (Weizmann Institute, Israel), Y. Yarom (Hebrew University, Israel). The Crete Course in Computational Neuroscience is supported by the European Commission (4th Framework Training and Mobility of Researchers program) and by The Brain Science Foundation (Tokyo). Local administrative organization: the Institute of Applied and Computational Mathematics of FORTH (Crete, GR).


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Dozier, Suzuki try to spark Twins from top of lineup
CHICAGO -- The Twins tried out several different lineups in Spring Training, trying to find hitters to bat in front of Joe Mauer, and went with Brian Dozier as leadoff hitter with Kurt Suzuki batting second on Monday against the White Sox.
The decision to bat Dozier leadoff against left-hander Chris Sale wasn't a surprise, as he fared well in that role last season, hitting .253/.310/.462 with 12 homers and seven stolen bases in 74 games atop the order. But Suzuki batting second was more of an interesting decision, as he has a career .309 on-base percentage and just a .282 on-base percentage over the last two seasons.
But Twins manager Ron Gardenhire said he likes Suzuki's ability to handle the bat, despite the fact he's not a prototypical No. 2 hitter.
"We settled on Suzuki batting second because he's a great contact guy," Gardenhire said. "And with [Sale] pitching, you have to put the ball in play."
Twins assistant general manager Rob Antony said he talked to Gardenhire about the lineup, and the manager explained he could use Suzuki in hit-and-run situations to help manufacture runs. Antony also said that the lineup will be fluid, and that Suzuki isn't locked into batting second this year.
"He takes good at-bats," Antony said. "He can hit and run. Dozier is not a prototypical leadoff guy in that he's not a 50-stolen base guy. So there are some things we might do hit-and-run-wise. So we're going to try to manufacture runs. So at least on Opening Day, Gardy wants to see what [Suzuki] can do in the two-hole."
Dozier went 0-for-4 in the 5-3 loss, but Suzuki went 2-for-4 with a pair of singles and three RBIs.
"It definitely feels good, especially when you're back there and you give up a couple runs, so it's nice to get a couple back," Suzuki said. "It felt good to start off the season like that."


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In addition to all the Western boots and belts, shirts and jeans being shown to retailers visiting the Denver Merchandise Mart this week, a couple of jewelry lines caught our eyes.
Intricately beaded Julio Pagliani necklaces and bracelets — some in snake patterns, others in turquoise and pearls — are created by women in a remote village in northern Mexico as part of a venture started several years ago by New Jersey photographer Richard Speedy. He came across the village of Norogachi while taking pictures nearby and was struck by how people there were trying to preserve their way of life but had little paid work. Back in the States, Speedy enlisted friend Rob Thacker and jewelry designer Jody Olcott to come up with designs drawn on the natural world and now more than 50 villagers have been trained to make such designs as crocheted rope bracelets and polished turquoise bead necklaces. Sterling silver and gold clasps are designed and handcast by Guadalajara artist Xio Auxiliadora. Among the local stores carrying the line are Zelda's in Denver, Silver Arrow in Evergreen and Tough Luck Cowboy in Boulder. More at juliopagliani.com (The Charra Pinto styles above featured deeply matrixed spiderweb turquoise, silve conchos and paint-patterned hand beading.)
A completely different look is being offered by Sheila Masterson of San Antonio in her Ms. V Designs. "The 'V' stands for versatile," she said while showing her chunky jeweled necklaces in Deborah Nelson's Art Wearables showroom. The five-in-one designs in semi-precious stones and beads can be combined or separated to be worn as a bracelet, necklace, belt or combinations thereof.
Take the time to let the msvdesigns.com wholesale website load and you can see a demonstration of how to wear them. She's just starting to sell to stores in Colorado, listing The Woodhouse Spa in Denver and the Broadmoor Hotel in Colorado Springs as locations. Everythingjeweled.com also has some of her designs. The semiprecious necklaces start at about $600 retail, but Masterson also sells a simple beaded version for about $100.
In addition to all the Western boots and belts, shirts and jeans being shown to retailers visiting the Denver Merchandise Mart this week, a couple of jewelry lines caught our eyes.


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I just spelled today wrong, I spelled it togay.
Then I thought of "Togay or not togay,that s the question!
NOT refering to the movie or the directors.
Just my insane humor.
You are here: Home ‹ Board index ‹ Movie Discussion ‹ All Other/Older Movies ‹ (????) Ripley's Believe It or Not
Carrey and Burton!
Status: Delayed
They're names even rhym. Blah! I just canna spell today.
I just spelled today wrong, I spelled it togay.
Then I thought of "Togay or not togay,that s the question!
NOT refering to the movie or the directors.
Just my insane humor.
hopefully Tim will include a pile of eccentric british actors too.........he'll have Helena no doubt, then there's the usual motley crew.......lol....it's gonna either be great fun for Jim to work with Tim, or it will be a nightmare.........lol.....there won't be an in between...........lol....
It's original...and as a kid I HAD to read Ripley's in the Sunday paper.
I think this is a good one.
As long as Jim can shake off disappointment from Dick and Jane.
"When in doubt, tell the truth."
Mark Twain
i don't think there will be any disappointment with Dick and Jane.
plus it is great to hear about another original Carrey film.
I am part of an elite group of people......THE MEN OF JCO.
(Standing member since July 18th, 2005)
Think of it, Jim Carrey and Tim Burton. A dream team~
"I decided that I wanted to make movies that would uplift people." - Jim Carrey
Is there more actors/actresses than Jim Carrey involved in the project yet? It´s amazing that Jim finally will work with Tim Burton. That is a dream coming true for me. I really love all of Tim Burtons movies. My favourites so far is. "Edward Scissorhands", "Big Fish", "Sleepy Hollow" and "Charlie Chocolate Factory". I believe that "Ripley´s Believe it or Not" would be like "Big Fish". Maybe I´m wrong.
Not a bad guess. Helena Bonham Carter wouldn´t be a big surprise after four movies with her in important roles.
lol................i've always liked her............when she did all the merchant ivory stuff i tried to look like her........seriously ........i went around looking like someone out of the period.........lol.....all lace petticoats, long hair and lace up boots..........i loved it
I know that she is hís wife and she is a amzing actress. I really liked her performance in "Big Fish"There is no wrong with Tim Burtons choice of actors. Many of the actors in his movie are my fovourites:
1. Jim Carrey
2. Ewan McGregor
3. Johnny Depp
4. Ben Stiller
5.Viggo Mortensen
1. Bryce Dallas Howard
2. Nicole Kidman
3. Natalie Portman
4. Julainne Moore
5. Helena Bonham Carter
AHHHH........goog old Ewan McGregor .........my chum at uni had a 'Highland Fling' with him in her mums car.........lol......
He was only about 17..........lol...........the wee lambkins..........lol.......
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U.K. Business: Waking up to smell the coffee
Posted by TheShot on 27 Aug 2006 | Tagged as: Café Society, Consumer Trends, Foreign Brew, Starbucks
Ten years ago in London, Starbucks was a complete no-name. Today London has more Starbucks than Manhattan Island, according to an article in today's Scotland on Sunday: Scotland on Sunday – Business – Waking up to smell the coffee. Not too shabby for a traditional tea town.
Point is that the rampant growth of the higher-end coffee market is a worldwide phenomenon. It has surprised many critics with expectations of a faddish burn-out after a few years. Yet five years after the market was supposedly saturated, the growth continues.
The article also touches on the business story behind one of the larger UK-based espresso café chains, Caffè Nero (mentioned here in a previous post). Caffè Nero CEO, Dr. Gerry Ford, is apparently excited about Nero's prospects for international expansion — particularly in Europe, in countries such as Ireland, Holland, Spain and Sweden.
And while the company calls itself "The Italian Coffee Company" with roots clearly planted in the U.K., Ford even expects growth opportunities in established coffee consumer nations such as France, Italy and Belgium. His reasoning? There isn't a proliferation of big coffee brands there. (However, something tells me the Home Depot/big box approach to coffee may not float too well with the locals.)
Like all good CEOs with delusions of grandeur, Ford even thinks they have the edge on Starbucks in penetrating these markets. But meanwhile, Starbucks isn't exactly biding its time in "coffee wasteland" nations such as Taiwan.
1 Comment »
One Response to "U.K. Business: Waking up to smell the coffee"
[…] Back in August we reported on Caffè Nero's expansion plans beyond the U.K. to the rest of Europe. For my recent travels to Portugal, I passed through Heathrow Airport in London and had the chance to finally review a Caffè Nero for myself. (OK, you always have to wonder about airport espresso, but I'll get to that.) […]


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South African Journal of Education
versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100
S. Afr. j. educ. vol.31 no.4 Pretoria ene. 2011
The development and application of the explanatory model of school dysfunctions
Manfred Max Bergman*; Zinette Bergman; Sarah Gravett
This article develops the Explanatory Model of School Dysfunctions based on 80 essays of school principals and their representatives in Gauteng. It reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The model provides a basis for theory-based analysesofspecific dysfunctions, and for context and culture-sensitive interventions. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule breaking), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power). The model was developed to invite researchers to explore these and other dysfunctions in relation to their antecedents, motivations, and consequences, as well as to formulate evidence-based interventions and policies.
Keywords: dysfunctions; organizational behaviour; school principals; under-performing schools
"As the managers of our schools and key delivery agents in our education system, school principals are the most important partners in education. The biggest driver of better education outcomes is the school manager, the principal. School academic performance is highly correlated with the abilities and commitment of the principal."
(Department of Basic Education, 2011a)
Unwittingly or deliberately, principals may cause harm to others and their school, as others may cause harm to schools and their principals. This article focuses on reported problems by principals of underperforming primary and secondary schools in Gauteng. The profusion, complexity, and interrelatedness of problems in these schools are enormous in both degree and kind, even difficult to fathom for most South Africans. A systematization and explanation of problem sets faced by principals helps to understand and train principals, and to formulate school and education policy closely related to contextual and institutional realities.
South Africa's schools fare poorly in international comparison, even among African countries. Among 12 African countries participating in the MLA study in 1999, South African Grade 4 learners scored lowest in numeracy and fourth lowest in literacy. In 2004, Grade 8 learners in the TIMSS scored lowest of 46 countries in mathematics and science (Reddy, 2006; UNESCO, 2006). In 2007, 21% of learners in the foundation phase and 52% in the FET have repeated at least one year (Social Surveys Africa, 2009). These national indicators hide the fact that predominantly white and Indian schools usually fare better than predominantly black and coloured schools (Van der Berg, 2008; Christie, 2008; Fleisch 2008). Apart from a small minority of schoolchildren in privileged schools,
the vast majority of children attending disadvantaged schools do not acquire a basic level of mastery in reading, writing and mathematics. It is these South African children ... whose learning remains context-bound and non-generalizable" (Fleisch, 2008:30).
Van der Berg (2008:2; cf. Bloch, 2009) found that "educational quality in historically black schools - which constitute 80% of enrolment and are thus central to educational progress - has not improved significantly since political transition."
While learner performance is an important indicator of school quality, others should also be considered, such as management or infrastructure. Gallie assessed the "quality of organizational capacity available to perform effective change management functions" (2007:18) and classified schools into high-functioning, low-functioning, and non-functioning institutions. His study implies that most schools in South Africa are either low or non-functioning. In terms of schools' infrastructure, theNational Educational Infrastructure Management Systems (NEIMS, 2009) reported that 3,600 public schools have no electricity, 2,444 have no water supply, 11,231 use pit-latrine toilets, only 21% have a library, and 23% have a computing facility. The Department of Basic Education reported that 6,619 schools had multi-grade classes in 2009 (2011b) and 1,209 schools had an average class size of over 60 in 2008 (2010). Unsurprisingly, the Institute for Justice and Reconciliation finds that "close to 80% of South Africa's schools are essentially dysfunctional" (Taylor, 2006:65).
School dysfunctions do not start when learners enter their school. Kamper (2008:2; cf. Fleisch, 2008; Maree, 2010; O'Sullivan, 2005) states that learners
are often hungry and ill; do not have proper clothing; lack study facilities, parental support, study motivation, self-esteem and language proficiency; and move frequently from school to school.
Over two million learners were single or double orphans in 2008 and nearly 50,000 learners were reported pregnant by their school principals, of which approximately 70% were in Grade 9 or below (Department of Basic Education, 2010). As the highest HIV population worldwide, 5.6 million people are estimated to be HIV positive, and 410,000 new infections were estimated for 2010, of which 40,000 were children (Statistics South Africa, 2010).
The focus on principals was selected not because they are more or less innocent or guilty than others in the drama taking place in South Africa's underperforming schools on any given school day, and not because they are often considered at the centre of their schools' problems (they rarely are), but because most stakeholders expect principals to solve the problems of their schools, be it political leaders, administrators, school governing boards, school management teams, community leaders, parents and other care providers, and, not least, learners. According to Mestry and Singh (2007:478),
[t]he expectations have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and student growth, and succeed with major changes and expectations.
The South African literature on education management and leadership reflects these expectations, but it fails to provide a model to explain the set of intricately linked dysfunctions school principals face. The myriad of requirements, demands, expectations, and advice to principals in the South African education literature is astounding in its scope. Most of the management and leadership literature implies that principals are the catalyst for positive change or at the root of their schools' problems. Apart from occasional and brief description of a situational context, fewstudies explore in detail the problemsets principals are confronted with, especially in underperforming township, inner city, rural, or informal settlement schools. Instead, the literature is largely imbued with normative, summative, anecdotal, or case-specific propositions. One of the exceptions is a study by van der Westhuizen et al. (2005), who identified 22 organisational culture factors in relation to academic achievement in schools, thus linking organisational culture to academic performance. However, this commendable article does not isolate the principals' contribution in particular.
Rather than assuming that low or non-functioning schools are suffering from poor management and leadership, this article explores the structure and types of dysfunctions in underperforming schools in Gauteng. The overall objective of this article is to propose an Explanatory Model of School Dysfunctions (EMSD). To achieve this objective, the following steps were undertaken:
1. review key texts from the plethora of literature on dysfunctional organizational behaviour (DOB) in industrial and organizational psychology, sociology of work and organizations, and the management and organizational sciences;
2. identify main components in this literature that allow for a systematization and explanation of DOB relevant to primary and secondary schools;
3. apply and refine these components for an EMSD, using 80 essays written by principals or their representatives;
4. explain the complexity of problems experienced by school principals in Gauteng with EMSD; and
5. make context-relevant intervention recommendations to combat dysfunctions in schools, based on the empirical findings of this study.
Conceptual framework
Three conceptual tasks need to be accomplished before presenting the Explanatory Model of School Dysfunctions: conceptualize schools as organizations; outline the scope of the study on dysfunctions in organizations; and identify the components of a model of school dysfunctions based on the literature on dysfunctions in organizations.
Schools as organizations:
Robbins and Judge define an organization as a "consciously coordinated social unit composed of two or more people that functions on a relatively continuous basis to achieve a common goal or set of goals" (2009:6). This definition is one of the least controversial, although, as all other definitions, it leaves out important considerations which, if introduced, become subject to debate and opposition (Gruenfeld & Tiedens, 2010). Considering schools as organizations is well-established in the research literature on education (e.g. Bidwell, 2001; Herriott & Fire-stone, 1984; Nakamata, 2011; O'Sullivan, 2005; Van der Westhuizen et al., 2005). As most studies on dysfunctions in schools are lacking a conceptual framework, a recasting of school dysfunctions as organizational dysfunctions makes available multiple explanatory theories and empirical research approaches.
Dysfunctions in organizations:
A large body of literature exists on dysfunctions in organizations in various subfields of the social sciences, of which the most prolific are industrial and organizational psychology, sociology of work and organizations, and the management and organizational sciences. Robinson (2008) observes that, despite copious publishing activities in different fields in the past decade, little cross-fertilization has taken place. Disciplinary traditions rarely draw from each other in theory building, conceptualizations of key constructs, and empirical studies. Thus, dysfunctional behaviour in organizations may be understood as workplace deviance, counter-productivity, organizational misbehaviour, incivility, aggression and violence at the workplace, etc. Conceptualizing dysfunctions in organizations is further complicated by the use of different terms for the same phenomenon, or the same term for different phenomena. Also, authors introduce unnecessarynew terms or propose unnecessary divisions within and between disciplines (ibid.). As a consequence, the literature is unsystematic, and authors of literature reviews on DOB struggle to categorize into meaningful clusters the profusion of concepts, theories, and empirical studies.
One way of analysing the research foci across different subfields is to classify the phenomena under investigation into antecedents, indicators, and consequences of dysfunctions. A fourth component - motivations for dysfunctional behaviour - was added during the literature review because various authors lamented its absence from most empirical studies on DOB (e.g. Robinson, 2008; Vardi & Wiener, 1996). The following is the result of a qualitative content analysis of the most commonly cited dysfunctions in organizations, their antecedents, and their consequences. Details of studies of DOB on which this analysis is based can be found in the overview and review chapters by Greenberg (2009; 2010), Griffin, O'Leary-Kelly, and Collins (1998), Handel (2003), Pritchard,Griffin, and O'Leary-Kelly(2005), Robinson (2008), Robinson and Bennett (1995), Robinson and Greenberg (1999), O'Leary-Kelly, Griffin, and Glew (1996), and Vardi and Wiener (1996). According to these chapters, dysfunctions in organizations or at the workplace include: social loafing; withdrawal; absenteeism; theft; fraud; sabotage; verbal threats; intimidation; bullying; mobbing; unconstructive criticism; abusive supervision; withholding information and other forms of obstructionism; ridicule; covert and overt conflict; verbal, emotional, and physical abuse; sexual and other types of harassment; back-stabbing; aggression; assault; and retaliation behaviour. In the literature on DOB, various dysfunctions from this list are anteceded by: personality types or traits; negative affectivity; sense of powerlessness; low sense of control or self-control; low self-esteem; anger; hostility; revenge attitudes; workplace injustice; feeling victimized or mistreated; job stressors; preexisting and especiallyprolonged conflicts and hostility in the organization; vicarious exposure to conflict or aggression; perception of unfair, arbitrary, or self-serving behaviour of others; perceived or real experience of sexist, racist, classist, ageist, and other conflicts; exposure to aggressive cultures; job dissatisfaction; personal dissatisfaction; overt or covert conflicts; company contempt; intent to quit; perceived injustice; substance abuse; low workplace surveillance; large or overly bureaucratic organizations; competitive environments; weak, ineffective, or frequently changing leadership; and idealism. Consequences of dysfunctional behaviour includes: sense of helplessness; lack of control; reduced productivity; absenteeism; tarnished reputations; low productivity and commitment to the organization; employee turnover; lawsuits; insomnia and chronic fatigue; injury; stomach and back problems; dissatisfaction; anxiety; stress; role conflict; depression; anger; sabotage; and incivility.
Despite the wealth of theoretical and empirical research on DOB, Robinson (2008) identifies several lacunae, of which six are explicitly addressed in this study: most studies fail to consider the complexity and dimensionality of dysfunctions, focusing merely on one or two dysfunctions in isolation; researchers tend to work within their specific domain and thus fail to take into consideration cross-disciplinary potentials; motivations and consequences are insufficiently considered; new methodological approaches are necessary to study DOB, particularly qualitative studies; and studies ought to focus not only on self-reports but include reports from coworkers or supervisors.
Model components for the Explanatory Models of School Dysfunctions:
Four interrelated components can be gleaned from the literature on DOB: antecedents, motivations, types of dysfunctions, and their consequences.
Antecedents of dysfunctions refer to phenomena that, within a conceptual or theoretical framework, correlate with, explain, or cause dysfunctions in schools. Type A personality, unconstructive criticism, or largeand bureaucratic organizations are examples ofantecedents (e.g. Robinson, 2008; Vardi & Wiener, 1996). Even though the literature refers to causes of dysfunctions, a direct causal link between a psychological trait or state, for example, and a unique dysfunctional behaviour located within a specific place and time is difficult to sustain. Often, the suspected cause is either caused by another dysfunction, or it is merely a correlate of the dysfunction. Therefore, the term antecedent is preferred because it may include other ante-ceding explanans, such as behavioural pre-dispositions, demographic correlates, or organizational idiosyncrasies.
Motivations refer to ambitions, drives, urges, inclinations, and intentions toward achieving a goal. They are intrinsic, i.e. engaging in activities for their inherent worth, or extrinsic, i.e. engaging in activities for an outcome that is separable from that activity (Ryan & Deci, 2000). The DOB literature occasionally distinguishes between benefit and harm, i.e. if the dysfunctional behaviour is intended to benefit or harm someone or something, and between intentional and unintentional behaviour (e.g. Robinson, 2008; Vardi & Wiener, 1996). Accordingly, EMSD includes motivation in terms of intended benefit, intended harm, unintended benefit, and unintended harm.
Dysfunctions as an object of study have a long history in the social and medical sciences. The term is predominately used in counseling psychology and physiology to describe a mental, social, or physiological deficiency. Its adoption in other research areas is often fruitful, but the term is usually insufficiently or not defined. For this article, a dysfunction is defined as an intentional or unintentional action or position by an individual, group, or institution that impedes either partially or wholly the functioning of an organization or some of its parts by violating organizational goals, norms, or societal standards within a context relevant to the organization. Notable here is that the construct is considered normative, i.e. it implies a desirable versus an undesirable state or process; related to this, relativistic in terms of points of view of different actors; dichotomous, i.e. functional vs. dysfunctional, whereas it is more appropriate to consider dysfunctionality in terms of degree; and absolute, i.e. it implies a wholly dysfunctional environment, whereas organizations and their components may only be partially dysfunctional.
Consequences of dysfunctions are outcomes that have direct or indirect effects on an organization, some of its parts, or members associated directly or indirectly with the organization. Primary consequences are directly associated with a dysfunction. For example, witnessing a violent act at the workplace may cause mental and physical distress. Secondary consequences are knock-on effects caused by the primary effects. The secondary consequences of mental and physical distress, initially caused by witnessing a violent act, may include a greater likelihood to engage in violent acts or absenteeism. Accordingly, dysfunctions are likely to lead to further dysfunctions.
In sum, sorting and classifying the various dysfunctions in organizations as covered in the scientific literature provides an analytic framework of dysfunctions in schools for the Explanatory Model of School Dysfunction. The framework consists of four components: antecedents as explanans of dysfunctions, motivations, dysfunctions as explananda, and consequences of dysfunctions. These four components are assessed for their suitability in explaining the scope, range, complexity, and interrelatedness of dysfunctions in schools.
This study is based on essays written by principals and their representatives, who participated in the University of Johannesburg's ACE leadership programme in 2010. Participants were asked to write essays on a specific problem they had encountered at their school.
Three analyses were conducted in this study: First, a systematic analysis of the DOB literature yielded four components for an analytic framework for school dysfunctions. Second, dysfunctions in schools as reported by principals and their representatives were classified into this framework in order to assess its adequacy for the Gauteng school context and the adequacy of the EMSD for explaining the complexity and interrelatedness of school dysfunctions. Third, the four components of the model - antecedents, motivations, dysfunctions, and consequences - were recontextualized, thus capturing the complexity and interrelatedness of dysfunctions in the school context. All analyses were based on Content Configuration Analysis (CCA), a systematic, qualitative analysis method for non-numeric data related to qualitative content and thematic analysis (Bergman, submitted). CCA goes beyond these in the following ways: First, CCA explicitly and continuously relates context to the analytic process in relation to either the historical, political, cultural, and social conditions of data production, or theinterconnectedness of data elements within the body of the data material. Second, CCA is embedded in modern ontological and epistemological considerations, while concurrently emphasizing its practicability within empirical research. Within limits, it can accommodate different ontological and epistemological positions. Third, if one could consider a continuum, on which the goal of qualitative analysis is to identify the actual content embedded in a text, on the one hand, and, on the other, an analysis, which aims at constructing meaning of text based on the subjectivities of individual researchers, then CCA occupies the space where these two positions overlap. Fourth, CCA can be applied flexibly in that it can be used on all non-numeric data, including textual, audio, and visual data. Fifth, CCA has several starting points, which are conditioned by the goals, foci, theoretical frameworks of the research design, as well as the preferences of the researcher. Sixth, CCA is always associated with substantive theory, whether theory guides analytic process from the beginning, whether it is integrated during analysis, or whether CCA is used for theory building. Seventh, CCA is a distinct method within the qualitative research domain. Its results do not necessitate additional quantitative or qualitative research. Eighth, while not programmatic, different forms of analytic procedures within CCA are nevertheless explicitly described. Ninth, the degree of complexity of CCA is research and researcher-defined. It can be conducted in a fairly simple manner on a small sample, but it can also deal with multi-media data sets, large samples, and complex, multi-dimensional phenomena.
760 mentions of dysfunctions were identified in 80 essays. Revealing as they may be, the essays cannot be interpreted as factual accounts of lived situations. As with questionnaire or interview data, the essays contain what principals are willing and able to present from their perspective at the time of data collection. Nevertheless, even without explicit instructions, the principals and their representatives presented vignettes that allowed for a qualitative analysis of context, antecedents, and consequences.
In these analyses, as in qualitative research in general, sorting, classifying, and interpreting components and subcomponents are rarely unambiguous because of their complexity and interrelatedness. The classifications presented here are based on ideal types. For Weber (1903-1917/1949: 90),
[a]n ideal type is formed by the one-sided accentuation of one or more points of view and by the synthesis of a great many diffuse, discrete, more or less present and occasionally absent concrete individual phenomena, which are arranged according to those onesidedly emphasized viewpoints into a unified analytical construct.
In this article, categorization served to identify meaningful substructures within the realm of dysfunctions. Within each proposed component are not necessarily present all characteristics of a phenomenon in situ. Instead, categorization is a synthesis of structural commonalities and differences of forms and elements.
Results 1: Four components for an analytic framework for school dysfunctions
Based on an analysis of the DOB literature, four components of dysfunctions in organizations were identified. After sorting and classifying the narratives within the four components, CCA was used to explore the internal structure of each component.
Dysfunctions: Dysfunctions vary in degree, kind, complexity, and interrelatedness. They range from simple incidences of theft of a mobile phone or a teacher failing to submit leave forms, to complicated problems such as a school riot due in part to overcrowding of two schools on one single school premise. CCA revealed four large groups of dysfunctions: rules, competences, resources, and extrinsics.
Rules, i.e. rule bending and breaking, as well as dysfunctional rules, form the most dominant cluster of dysfunctions. Examples of rule bending or breaking relate to school norms (e.g. teachers fabricating their learners' marks; chronic unpunctuality and absenteeism of teachers or learners; favoritism in hiring and promotion practices due to romantic interests), etiquette and cultural norms (e.g. learners' lack of discipline or respect; parents verbally abusing and threatening principals), and laws (e.g. rape of learners by teachers; drug dealing, gambling, and prostitution on school premises; fraud and counterfeiting of checks by a deputy head). Rules themselves can be perceived as dysfunctional. For example, the appointment of a replacement teacher is stalled indefinitely because a school district demands the post to be filled by a government bursary holder, none of which has applied for the vacancy. Abuse of power is another subcomponent of dysfunction. This includes district officials protecting teachers or learners from censure because of their personal relationships with the individual or parents; or school government bodies withholding funds because of personal feuds with members of the school management team.
Dysfunctions relating to competences can be classified by the agent attributed with competence problems. Perceived incompetency relating to principals include the mismanagement of finances and staff; inability to make decisions because of vested interests; inability to cope with job stress or tough decisions such as reporting dysfunctions to the district; or inability to communicate effectively with parents, staff, and community leaders. With regard to teachers, competence dysfunctions include the inability to teach a subject; maintain discipline in class; or coping with the teaching load, marking, or general paperwork.
Resource dysfunctions include lack of qualified staff (including educators, management and administrative staff; cleaning and maintenance staff); deficient facilities and infrastructure (e.g. electricity, water, toilets, offices, classrooms, books, security fencing of school premises, basic maintenance and cleaning of buildings; sports facilities); and support and welfare schemes (e.g. security on school premises, safe and efficient transportation of learners to school, student services, psychological services, or feeding schemes).
Extrinsics are dysfunctions that manifest themselves outside of the school premises and domain but enter directly and indirectly by influencing the teaching, learning, and administration of the school. These include individual problems (psychological instability or similar dysfunctions of parents or other care-providers; sexual affairs of parents or school staff; parents' or other relatives' unwarranted and high expectations of learners' success), or learners' home environment (e.g. abject poverty and unstable home environment, including repeated changes in household structure and foster care arrangements; continuous exposure to violence in the home or neighborhood; physically or sexually abusive parents or other care providers; death or debilitating illness of care-providers; HIV and AIDS status of care-providers or learners; child-headed households; continued exposure to alcoholism or chronic drug use at home). Health and welfare is another subcomponent of extrinsics and includes malnutrition or lack of access to health care for learners; continued exposure to trauma; child labour; unstable and unsafe living arrangements and nutritional provisions; and long or unsafe travel to school. Some learners engage in law breaking that impinges directly or indirectly on the school, such as drug dealing, money lending (in one case, a Grade 7 learner was selling drugs and loaning money with interest to teachers), theft, robbery, prostitution, etc.
Antecedents of dysfunctions: The analysis of antecedents yielded four subcomponents: individual, situational, organizational, and structural.
Individual antecedents are factors or characteristics attributed to specific persons. These included aggressive personalities, alcoholism, greed, laziness, indifference, or incompetence. Situational antecedents are factors attributed to a particular and apparently singular situation. They include an abusive or violent event, temporary loss of control due to hunger or job stress, etc. Organizational factors include issues relating to infrastructure and competence, but also to relations, especially with regard to problems between the SMT and the SGB, between the SMT or the SGB and the principal, and between district administrators and principals. Conflicts within these bodies, especially in the form of rivalries between factions, are also considered organizational antecedents to dysfunctions. Many organizational antecedents to dysfunctions are similar to situational antecedents. The main difference is that organizational antecedents are presented as systemic and long-term, while situational antecedents are limited to a particular situation or constellation of actors. Structural antecedents transcend the organization and relate to racism and sexism. Another family of structural antecedents includes poverty, continued exposure to crime or violence in the community, etc. Structural antecedents also include district or provincial policy considered dysfunctional, especially relating to unions and district administrators.
The most important antecedent to dysfunctions is other dysfunctions. In other words, school dysfunctions rarely remain without consequence such that they are often the cause of further dysfunctions.
Motivations for dysfunctional behaviour: Motivations are a particular subgroup of antecedents of dysfunctional behaviour. Because of its relative neglect in the DOB literature and the encouragement of authors of that literature to include this element more explicitly in the analyses of dysfunctions, motivation was isolated from other antecedents. More specifically, motivations were identified in terms of intended benefit, intended harm, unintended benefit, and unintended harm. An example for intended benefit is the theft of a mobile phone (the beneficiary is the thief), for unintended benefit is the lengthy delay of the dismissal a sexually abusive teacher (the beneficiary is the teacher), for intended harm is the threats or violent behaviours against teachers or principals by parents or other relatives of failing learners (the victims are teachers and principals), and for unintended harm is the failure to file leave forms (the victims are staff members who have to cover for absentee colleagues on short notice, or learners who do not receive a lesson as no replacement teacher can be hired).
Consequences of dysfunctions: A CCA of the consequences yielded two sets of subcomponents: the first set are antecedents of further dysfunctions, such as anger (individual), a stalemate in appointment procedures (situational), or a motivation to intentionally cause harm (motivation) due to perceived injustice; the second set of consequences are the same subcomponents identified for dysfunctions themselves: rules, competences, resources, and extrinsics. Upon closer inspection, this is not surprising because the dysfunctions described in the essays are rarely isolated events but connected to a set of circumstances and actors that are implicated in an interrelated set of dysfunctions. Also, the vignettes reveal that the line of demarcation between antecedents, dysfunctions, and consequences are a matter of analytical perspective. This is illustrated in the following excerpt, where absenteeism is an antecedent leading to absenteeism as a dysfunction:
[S]he will report almost every week that she can't find her keys for the car thus she will be late ... if not she will phone and say that her car has a flat or cannot start....When she reports to be ill every week and the HOD, educators and the deputy complain about it [the principal] says that there is nothing he can do because she brings a sick note. This has now created a situation where those educators who had never stayed at home because they had a touch of cold, had now lately, publicly said to other colleagues that if she can stay sick every week, they will also stay at home. (Essay 7643:1)
In the next except, absenteeism is a consequence of a set of dysfunctions:
Miss P was busy changing when she happened to turn around when she saw a figure climbing over the stall. Miss P got a fright and cried out. Miss P hastily got dressed and rushed out of the stall. A male staff member had caught the culprit and to Miss P' horror, the person who had been caught was [a learner in her class].... [In a meeting] the father stated that the principal and his staff had bullied [the learner] into admitting his offence and that he the father would be contacting his 'friends' at the department to ensure that the school did not get away with the persecution of an 'innocent child'... In the meeting the principal was accused by the director of being a racist, only believing the teacher and making a huge fuss over something that could easily be sorted out. The parents were then assured that the child did not have severe sanctions and after a hug for the parents, the district official left. Miss P missed the last few weeks of term and went home to her parents. It is uncertain if she will return. (Essay 0894:2-3)
The convergence of subcomponents in both dysfunctions and consequences of dysfunctions illustrates not only that dysfunctions are connected but also that they form complex interrelationships with each other within a web of actors and power relations in specific situations. It is also clear from these vignettes that the beginning of the essay is not necessarily the beginning of the chain of events leading to a set of dysfunctions, and the end of the essay does not necessarily signal the end of a dysfunctional episode.
Result 2: The Explanatory Model of School Dysfunctions (EMSD)
A systematic analysis of the DOB literature yielded four main components of the emergent EMSD. CCA was used to identify the relations between these components, as well as the content of the respective subcomponents. Figure 1 summarizes these analyses.
Notable in this figure are the relations from consequences to antecedents and from consequences to motivations. They indicate that dysfunctions may have a long and complex development history formed by interwoven dysfunctional episodes, have numerous antecedents, give rise to consequences, which, in turn, create a change in antecedents or motivations that again lead to similar or different dysfunctions.
Result 3: Interdependencies and conditionalities within the EMSD
In the process of categorizing different phenomena into the model's framework, they had to be isolated from their socio-cultural and textual context. More generally, sorting and classifying textual elements decontextualize the phenomena under investigation. To obtain a better sense of the complexity, interdependence, and conditionality of dysfunctions, a final analysis recontextualizes isolated phenomena of dysfunctions. The following excerpt illustrates this point:
There were different posts advertised at my school. The SGB together with the entire management and staff agreed about certain criteria, requirements and needs of these posts, all procedures were followed, but the outcome of the process was the opposite. People who were appointed to the posts were people who were not earmarked, who had no prior experience and some did not meet the requirements and the needs of the school. People started to talk about the "Hit List". This resulted in one of the SGB members being shot dead and the situation escalating out of control. The SGB member who was a teacher was shot in class in full view of the learners. Everybody was in extreme shock. The school was never the same again. (Essay 3691:1)
As in the excerpt from Essay 0894, this excerpt illustrates different dysfunctions functionally connected to each other by actors and their interests within a specific context.
In these excerpts, dysfunctions are cross-cut by actors, domains of interest, and situational contexts, which make it exceedingly difficult to propose a programmatic approach to management and leadership. While EMSD allows systematization and explanation of school dysfunctions, a situated view of these dysfunctions shows the intricate interdependencies between dysfunctions, antecedents, and consequences.
This article aimed at systematizing the intricately interwoven dysfunctions school principals of underperforming schools face. The Explanatory Model of School Dysfunctions allows for a conceptualization and explanation of dysfunctions in the following ways: dysfunctions vary in kind and degree; they are rarely singular but are intricately interwoven and often give rise to further dysfunctions; while principals and their representatives are directly or indirectly connected to the dysfunctions, the dysfunctional episodes usually involve many other actors, power structures, and domains; EMSD is not a theory in itself but it invites researchers to embed in it theories or interventions to address sets of dysfunctions in a context- and culture-sensitive manner.
This study has incorporated elements that, according to Robinson (2008), are frequently neglected: it integrated explicitly the complexity and dimensionality of dysfunctions; it took into consideration the cross-disciplinary potential of studies on dysfunctionality; it included motivations and consequences as two of the model's four main components; it is based on a qualitative analysis of essays; and it focused on principals' reports of dysfunctions relating to peers, coworkers, supervisors, administrators, and others.
Professionalism and professionalization are insufficient to deal with the complexity and depth of these problems. Five factors are prominent in relation to the frequency and severity of school dysfunctions: breaking or bending rules; lack of competence; role confusion; abuse of power; and lack of conflict resolution skills. These should be studied in detail within and beyond EMSD, and they also should be the focus of interventions, policy, and reform.
Dysfunctions as systematized in the EMSD invite further studies: Theory-based analyses of specific subcomponents of dysfunctions, such as rule dysfunctions, can be studied in relation to situational or structural antecedents. Another example is the study of role and role confusions between administrators, principals, and teachers, and how this leads to specific sets of dysfunctions. Interesting to explore are structural typologies of dysfunctional episodes, such as dyads, chains, cycles, networks, and spirals. Extensions of EMDS would include the perspectives of administrators and teachers, and a comparison of different dysfunctional sets in terms of contingencies and dependencies. Finally, this study could be expanded by employing quantitative, longitudinal, and panel data.
While this study presents a framework for further studies, it also suggests directions for interventions. Principals ought to receive help in role clarification in relation to district administrators, unions, and teachers. In addition to their current training, they should receive training in conflict resolution techniques. Finally, they should be able to rely on support and control structures that include a network of principals, administrators, and teachers. They should participate in formulating, clarifying, and enforcing support and control systems, which would direct and monitor administrators, principals, school boards, and teachers. Most importantly, their support system should include a systematic, long-term structure beyond one-day workshops with a keynote speaker and a buffet lunch.
This article has described and explained the intricate network of problem sets of principals, in which dysfunctions are embedded within contexts, domains, and actor interests. These interact in situational and cultural contexts such that they often develop into a maelstrom. A principal is not unlike a captain of a ship, and a principal at an underperforming school in South Africa is in great need of a sound ship, a competent and cooperative crew, training and experience, and a plan of action that is adapted and adaptable to a particular situation.
We thank the school principals for generously donating their time in writing essays, as well as our colleagues at the University of Johannesburg for their support.
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Manfred Max Bergman is Chair of Social Research and Methodology at the University of Basel, and Visiting Professor at the Universities of Johannesburg and the Witwatersrand. His research interests include the transition from education to work, inequality and exclusion, and group conflict. He is Editor of the SAGE Journal of Mixed Methods Research.
Zinette Bergman is Research Associate of the Faculty of Education at the University of Johannesburg. Her research interests include educational leadership, organisational behaviour and change, barriers to education, and dysfunctional educational settings.
Sarah Gravett is Dean of the Faculty of Education at the University of Johannesburg. Her research interests include the design of learning environments and events, education leadership, and teacher education.