April 25, 2003 News Releases
Released 4/24/03
SIMS ACCEPTS
INTERIM BIOLOGICAL AND IRRIGATION ENGINEERING DEPARTMENT HEAD
POSITION AT UTAH STATE UNIVERSITY
LOGAN — Ronald C. Sims was recently named interim department
head for the biological and irrigation engineering (BIE) department
at Utah State University. Sims is currently the interim associate
director and a professor at the Utah Water Research Laboratory
(UWRL). He plans to continue his association with that department
by developing collaborative research and educational interactions
between the BIE department and the UWRL.
“I an not so much leaving any units, but rather building
links and bridges to another internationally acclaimed unit
(BIE),” said Sims. “This will help to create an
increased strength in collaboration, which will provide unique
niches for Utah State to be the best in the nation.”
The mission of the BIE department is to provide education for
and about biological engineering and to show the application
of engineering principles. The department also teaches the science
of biology as it pertains to solutions for bio-resource problems.
The teaching and research experience Sims has will help the
department fulfil its mission to integrate teaching, research,
extension and service in the education process, said Scott Hinton,
dean of engineering at Utah State.
Sims’ undergraduate and graduate teaching experience encompassed
course work involving soil-based hazardous waste management,
sustainable land-based treatment, agricultural waste management,
bioprocess engineering and drinking water. Sims hopes this experience
will aid in his ability to reach his new goals in the BIE department.
Sims plans to see growth in the biological and irrigation department
and is excited that the faculty is currently made up of accomplished
engineers and scientists, all having many years of biological
engineering and irrigation technology experience on state, national
and international levels.
“I have a goal to better integrate the BIE programs and
the UWRL programs so that we can collaborate together on new
national and international research project opportunities,”
he said.
According to the BIE Web site, the faculty has an enviable record
of significant research with numerous scientific breakthroughs
that have advanced the frontiers of knowledge in the different
disciplines of biological and irrigation engineering. The addition
of Sims to the existing BIE faculty will increase the likelihood
of future accomplishments through his goal to pursue large-scale
and complex engineering management projects both nationally
and worldwide.
Sims would also like to enhance the collaboration between the
BIE department and the Utah State Biotechnology and Genomics
Research Center. For more information, please visit the BIE
Web site at http://irrinet.usu.edu/projects/bie.htm.
April 24, 2003
Writer: Debra Crowther, 797-1350, debraann@cc.usu.edu
Contact: Maren Cartwright, 797-1355, maren.cartwright@usu.edu
ASK A SPECIALIST:
HOW CAN I EFFECTIVELY CORRECT MY CHILD’S MISBEHAVIOR?
LOGAN — One of the greatest challenges parents face
is effectively teaching appropriate behavior to children. When
children receive the proper amount of time and attention, they
feel valued and appreciated and their need to misbehave often
decreases. However, all children will sometimes misbehave. How
can parents and others who work with youth effectively correct
misbehavior? Consider these ideas.
• Reconsider punishment. Punishment can stop misbehavior
for the moment but it usually does not get rid of the behavior
in the long run. Punishment is less likely to develop the child's
sense of right and wrong. A child who is harshly punished will
be more likely to disobey when parents are not there to enforce
the rules. In addition, punishment often hurts the parent-child
relationship and lowers the child s self-esteem.
• Teach children to be responsible for their behavior.
Finding an approach that helps children take responsibility
for their actions is more likely to help them develop an internal
sense of right and wrong. When children experience the consequences
of their behavior, they develop a sense of cause and effect.
They learn that when they want certain results, they need to
do certain things to get those results. The choice is theirs.
• Teach children that negative actions have consequences.
Sometimes consequences occur naturally - parents don't have
to do anything except not interfere. For example, a parent might
say "I'm sorry you missed the bus dear. Dress warmly for
the walk to school." Don't lecture. The consequence will
do the teaching. Other times, parents need to arrange for a
"logical" consequence. To use logical consequences
as an effective way of correcting misbehavior and teaching responsibility,
keep these three R s in mind1) Related - consequences need to
be related to the misbehavior; 2) Reasonable - consequences
should be reasonable; 3) Respectful - consequences need to be
given in a respectful way.
For example, if a child draws on the wall, a related consequence
would be to have him or her help clean it off. To ground the
child from TV is unrelated. A reasonable consequence would be
to put away the crayons and have the child play with something
else. To throw the crayons away would be unreasonable. Speaking
in a firm but kind way would make the consequence respectful.
Yelling would be disrespectful. If any of these three R's are
missing, the consequence becomes less effective. Children need
to learn that the consequence is a result of their own actions,
not a punishment that parents impose on them because they're
bigger and stronger. Punishment leads to resentment and children
often feel more intent on getting even rather than learning
from their experience.
Logical consequences also work well with older youth and teens.
If a teen brings the car home half an hour late, a parent might
say, "We agreed that you would be home by 1000. You will
need to find another way to get to work/school/friends tomorrow.
Your car privileges can resume the next day." The consequence
was related (car = car), it was reasonable (loss of one day's
use for being late), and if the parent doesn't yell, lecture
or use sarcasm, this approach shows respect. The teen can't
blame the parent. He or she has to accept responsibility for
the result.
• Be calm. As a parent, you will be most effective and
think most clearly if you are calm. Cool off before you deal
with a problem. Take a short break from the situation if necessary.
If your child is upset, wait a few minutes to discuss the consequence.
When you and your child feel better, you can work on the problem
with mutual respect in a way that will correct the behavior
now, and encourage better behavior in the future.
* Visit http//extension.usu.edu/publica/news/aska/ to see other
"Ask A Specialist" columns.
________
Direct column topics to Julene Reese, Utah State University
Extension, Logan, UT 84322-4900; 435-797-1363; julener@sunrem.com
April 24, 2003
Answer by Tom Lee, Utah State University Extension Family
and Human Development Specialist with information from the book,
Positive Discipline, by Jane Nelsen
utah
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