Communication skills

WHAT IS COMMUNICATION?
Communication is derived from the Latin word communicare , which means "to make common". This can be taken to mean 'to share'. Communication is therefore generally defined as the process of understanding and sharing meaning. Communication is considered a process because it is an activity, an exchange or a set of behaviours - not an unchanging product.
Communication is a complicated process. It is variable, active and dynamic . It starts long before the words begin to flow and can last long after the words stop.
Communication is a process that requires
understanding - perceiving, interpreting, and comprehending the meaning of the verbal and nonverbal behaviour of others. Understanding the meaning of another person's message does not occur unless the two communicators can elicit common meanings for words, phrases and non-verbal codes.
In addition to understanding, communication involves sharing and interaction between people in order to exchange meaning. Regardless of the context, communication involves sharing.
The Components of Communication
1. The source Sender
The source (sender) is the component that initiates a message
2. Receiver (Audience)
The receiver is the intended target of the message.
NOTE:
Individuals do not perform these two roles independently. Instead, they are the source and receiver of messages simultaneously or continually. People do not respond uniformly to all messages, nor do they provide the same messages in exactly the same way. Individual characteristics of people, including their race, gender, age, culture, values and attitudes affect both their sending and receiving qualities.
3. The message (idea)
The message is the verbal and non-verbal form of the idea, thought, or feeling that one person (source) wishes to communicate to another person or group of persons (the receiver/s). It is the content of the interaction. The message includes the symbols (words and phrases) we use to communicate our ideas as well as our facial expressions, bodily movements, gestures, touch, tone of voice and other nonverbal codes. The message may be relatively brief and easy to understand or long and complex. Messages can be intentional or accidental
4. The Channel
The channel provides the mode by which a message moves from the source to the receiver of the message. Examples include the spoken mode,
written mode, diagrams , charts etc.
5. Feedback
Feedback is the receiver's verbal and nonverbal response to the source's message. Feedback is part of the any communication situation. High-quality communication occurs when the sources is sensitive to feedback and respond appropriately to verbal and non-verbal messages sent by the receiver or audience.
6. Code
We use codes to share our ideas with others. A code is a systematic arrangement or comprehensive collection of symbols, letters, or words that have arbitrary meanings and are used for communication. Two major types of codes are used in communication: Verbal codes and nonverbal codes. Non verbal codes consist of all symbols that are not spoken words, including our bodily movements, our use of space and time, our clothing and other adornments, and sounds other than words. Non verbal codes should not be confused with non-oral codes. All non-oral codes such as bodily movement - are non verbal. Nonverbal codes also include oral codes, such as pitch, duration, and rate of speech as well as sounds like eh and ah .
The Communication Process
The process of communication can be viewed as one of encoding and decoding. Encoding is defined as the act of putting an idea or a thought into a code. Decoding is assigning meaning to that idea or thought. The figure below shows a summary of the communication process.
SENDER CHANNEL RECEIVER
(Encoding) (Decoding)
FEEDBACK
Barriers in Communication
A barrier in the communication process is any interference in the encoding and
the decoding processes that reduce the clarity of a message. It can be physical, psychological, cultural, or language retained.
i. Physical barriers: Examples include loud sounds, distracting sights, unusual behaviour, physical appearance etc.
ii. Psychological barriers: Examples include worries, uncertainties or any other attitudinal or emotional factors.
iii. Cultural barriers: Examples are cultural differences relating to beliefs and values.
iv, Language barriers: e.g. mother tongue interference, inadequate vocabulary, inappropriate register, diction, etc.
Sir Almasi

Professional Ethics by Almasi

PROFESSIONAL ETHICS
The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility & freedom.
All teaching is founded on ethics – whether it be the teacher-student relationship, pluralism or a teacher’s relationship with their work.
Dignity
means respect for humanity. Teachers must respect every person, regardless of gender, sexual orientation, appearance, age, religion, social standing, origin, opinions, abilities and achievements.
Truthfulness
is one of the core values in teachers’ basic task, which involves steering learners in navigating life and their environment. Honesty with oneself and others and mutual respect in all communication is a basic aspect of teachers’ work.
Fairness
is important both when encountering individual learners and groups but also in the work community. Fairness involves in particular promoting equality and non-discrimination and avoiding favouritism.
Teachers are entitled to their own values , but in their work, teachers’ responsibility is tied to their basic task and its standards such as legislation and the curriculum.

Teacher’s ethical principles

The aim of teachers’ ethical principles is to draw attention to the ethics involved in teaching.
Good professional ethics are among a teacher’s most important resources.

PLAYS in ECE

Play
Definition
Play is the work of children. It consists of those activities performed for self-amusement that have behavioral, social, and psychomotor rewards. It is child-directed, and the rewards come from within the individual child; it is enjoyable and spontaneous.
Description
Play is an important part of the childhood development. Through play children learn about shapes, colors, cause and effect, and themselves. Besides cognitive thinking, play helps the child learn social and psychomotor skills. It is a way of communicating joy, fear , sorrow, and anxiety .
In the early 2000s, children of all ages and from every socioeconomic background often prefer television, computers, and battery-operated toys
to self-directed , imaginative, and creative play. This tendency leaves children developmentally deprived, because imaginative and fantasy play allows children to explore their world and express their innermost thoughts and feelings, hopes and fears, likes and dislikes. Through play, decisions are made without penalty or fear of failure. Play allows children to gain control of their thoughts, feelings, actions, and helps them achieve self-confidence.
Play takes different forms for different children, and its definition entails many aspects. Play is the direct opposite of work; it is frivolous. It provides freedom and invites the impulse to engage in foolishness. Yet it provides a means for ego development and a process by which social skills and physical skills develop as well.
Play with imagination and fantasy is the child's natural medium of self-expression and one that gives cues about the child's conscious and unconscious states. In play therapy, clinicians employ various techniques designed to reveal the child's psychological and social development. Clinician-directed play therapy is, therefore, not naturally self-directed play, but play designed by a professional to facilitate understanding of the child and the child's healing process.
Categories of play
Categories of play are not mutually exclusive; different forms or categories of play may overlap. Having choices is important since an action that appeals to one child may be of no interest to another, and the child's interest is likely to change throughout the play period. An understanding of play in many forms can help parents understand its importance for children of all ages. Some specific categories of play are as follows.
Physical play. When children run, jump, and play games such as chase, hide-and-seek, and tag, they engage in physical play. This play has a social nature because it involves other children. It also provides exercise , which is essential for normal development.
Expressive play. Certain forms of play give children opportunities to express feelings by engaging with materials. Materials used in expressive play include tempera paints, fingerpaints, watercolors, crayons, colored pencils and markers, and drawing paper; clay, water, and sponges; beanbags, pounding benches, punching bags, and rhythm instruments; and shaving cream, pudding, and gelatin. Parents can take an active role in expressive play by using the materials alongside the child.
Manipulative play. Children control or master their environment through manipulative play. They manipulate the environment and other people as much as possible. Manipulative play starts in infancy. Infants play with their parents; for example, they drop a toy, wait for the parent to pick it up, clean it, and return it, and then they drop it again. This interaction brings the infant and parent together in a game. Children move objects such as puzzle pieces and gadgets to better understand how they work.
Symbolic play. Certain games can symbolically express a child's problems. Because there are no rules in symbolic play, the child can use this play to reinforce, learn about, and imaginatively alter painful experiences. The child who is in an abusive
family may pretend to be a mother who loves and cuddles her child rather than one who verbally or physically abuses her child. Or in play this same child might act out abusive experience by hitting or screaming at a doll that symbolizes the child. Parents can be surprised by their child's perception of family issues. Children mimic their parents in certain play; in other games they may pretend they are the heroes they read about in books or see on television. At certain developmental stages children believe they can fly or disappear. Symbolic play may be used by children to cope with fear of separation when they go to school or to the hospital.
Dramatic play. Children act out situations they suspect may happen to them, that they are fearful will happen, or that they have witnessed. Dramatic play can be either spontaneous or guided and may be therapeutic for children in the hospital.
Familiarization play. Children handle materials and explore experiences in reassuring, enjoyable ways. Familiarization prepares children for potentially fearful and painful experiences, such as surgery or parental separation.
Games. Some video and card games are played by one child alone. Games with rules are rarely played by children younger than four years of age. Board games, card games, and sports are enjoyed typically by school-age children. In these games children learn to play by the rules and to take turns. Older children enjoy games with specific rules; however, younger children tend to like games that allow them to change the rules.
Surrogate play. For children who are too ill or incapacitated to play, another child or a parent may serve as surrogate. Watching the surrogate who plays on behalf of the sick child is stimulating to the sick child. When parents engage in expressive art by painting or redecorating a room while the physically challenged child watches, they stimulate the child.
Functions of play
Play reinforces the child's growth and development. Some of the more common functions of play are to facilitate physical, emotional, cognitive, social, and moral development .
PHYSICAL DEVELOPMENT Play aids in developing both fine and gross motor skills . Children repeat certain body movements purely for pleasure, and these movements develop body control. For example, an infant will first hit at a toy, then will try to grasp it, and eventually will be able to pick it up. Next, the infant will shake the rattle or perhaps bring it to the mouth. In these ways, the infant moves from simple to more complex gestures.
EMOTIONAL DEVELOPMENT Children who are anxious may be helped by role playing. Role playing is a way of coping with emotional conflict. Children may escape through play into a fantasy world in order to make sense out of the real one. Also, a child's self-awareness deepens as he explores an event through role-playing or symbolic play.
When a parent or sibling plays a board game with a child, shares a bike ride, plays baseball, or reads a story, the child learns self-importance. The child's self-esteem gets a boost. Parents send positive messages to their child when they communicate pleasure in providing him or her with daily care. From these early interactions, children develop a vision of the world and gain a sense of their place in it.
COGNITIVE DEVELOPMENT Children gain knowledge through their play. They exercise their abilities to think, remember, and solve problems. They develop cognitively as they have a chance to test their beliefs about the world.
Children increase their problem-solving abilities through games and puzzles. Children involved in make-believe play can stimulate several types of learning. Language is strengthened as the children model others and organize their thoughts to communicate. Children playing house create elaborate narratives concerning their roles and the nature of daily living.
Children also increase their understanding of size, shape, and texture through play. They begin to understand relationships as they try to put a square object in a round opening or a large object in a small space. Books, videos, and educational toys that show pictures and matching words also increase a child's vocabulary while increasing the child's concept of the world.
SOCIAL DEVELOPMENT A newborn cannot distinguish itself from others and is completely self-absorbed. As the infant begins to play with others and with objects, a realization of self as separate from others begins to develop. The infant begins to experience joy from contact with others and engages in behavior that involves others. The infant discovers that when he coos or laughs, mother coos back. The child soon expects this response and repeats it for fun, playing with his mother.
As children grow, they enjoy playful interaction with other children. Children learn about boundaries, taking turns, teamwork, and competition. Children also learn to negotiate with different personalities and the feelings associated with winning and losing. They learn to share, wait, and be patient.
MORAL DEVELOPMENT When children engage in play with their peers and families, they begin to learn some behaviors are acceptable while others are unacceptable. Parents start these lessons early in the child's life by teaching the child to control aggressive behavior . Parents can develop morals while reading to children by stressing the moral implications in stories. Children can identify with the moral fictional characters without assuming their roles. With peers they quickly learn that taking turns is rewarding and cheating is not. Group play helps the child appreciate teamwork and share and respect others' feelings. The child learns how to be kind and charitable to others.
Age-related play
As children develop, their play evolves, too. Certain types of play are associated with, but not restricted to, specific age groups.
Solitary play is independent. The child plays alone with toys that are different from those chosen by other children in the area. Solitary play begins in infancy and is common in toddlers because of their limited social, cognitive, and physical skills. However, it is important for all age groups to have some time to play by themselves.
Parallel play is usually associated with toddlers, although it happens in any age group. Children play side by side with similar toys, but there is a lack of group involvement.
Associative play involves a group of children who have similar goals. Children in associate play do not set rules, and although they all want to be playing with the same types of toys and may even trade toys, there is no formal organization. Associative play begins during toddlerhood and extends though preschool
age.
Cooperative play begins in the late preschool period. The play is organized by group goals. There is at least one leader, and children are definitely in or out of the group.
Onlooker play is present when the child watches others playing. Although the child may ask questions of the players, there is no effort to join the play. This type of play usually starts during toddler years but can take place at any age.
Common problems
Promoting play for a sick child is a challenge when the child cannot voluntarily engage in play. Parents need to realize the importance of play to the well being of a sick child. Children can bring favorite books, games, and stuffed animals to the hospital. In hospitals young children need toys that they can manipulate independently, so that parents are free sometimes to focus on medical issues and the healthcare team.
Play activities vary depending on cultural and socioeconomic circumstances. When children do not speak the group's language, games such as stacking blocks or building with tinker toys are appealing. Playing tapes of well-loved children's songs can be effective too. The child does not need to be able to understand the words to enjoy the music or clap with the rhythm.
Assessing child health through play
Acutely ill children do not have the strength, the attention span, or the interest in play. They may enjoy being read to and the comfort of holding a favorite stuffed animal. Once the acute phase of an illness is over, the child's interest in playing returns. Spontaneous interest in play is a good index of health. The toys selected for play are good indicators of the child's recovery progress.
Play in a medical setting
When a child goes to see the doctor, the waiting room is likely to have other children in it. The arriving child may hear other children cry as they leave the examining room. The child may dread the examination. Parents should pack a favorite toy or book with which to distract the child. Having a parent sit with them is comforting, and they may venture a few feet away to examine toys in the toy box. Older children who go with the parent and the sick sibling to see the doctor should have toys and games for their entertainment, too, so the parent can focus on the sick child.
Hospitalized children can release fear, anger, or tension through effective play. Children in the hospital for a week or longer may enjoy playing school or socializing in the playroom with other children of their age. However, physical play for sick children must be supervised by a parent or healthcare provider.
Therapeutic play
When a child is ill or traumatized the care plan may include therapeutic play. Unlike normal play in design and intent, therapeutic play is guided by the health professional to meet the physical and psychological needs of the child. Because play is the language of children, children who have difficulty putting their thoughts in words can often speak clearly through play therapy. There are three divisions of therapeutic play, including:
Energy release. Children release anxiety by pounding, hitting, running, punching, or shouting. Toddlers pound pegs with a plastic hammer or pretend to cut wood with a toy saw. An anxious preschooler pounds a ball of modeling clay flat; a relaxed child may build the clay into shapes. Balloons tied over the bed of a school-age child or adolescent can be punched.
Dramatic play. Children act out or dramatize real-life situations. They act out anxiety and
emotional stress from abuse, neglect,
abandonment , and various painful physical experiences. Imaginative preschool children enjoy dramatic play. An abused or wounded child might not communicate the experience verbally but may be able to use an
anatomically correct doll to show what happened. Therapeutic play can teach children about medical procedures or help them work through their feelings about what has happened to them in the medical setting.
Creative play. Some children are too angry or fearful to act out their feelings through dramatic play. However, they may be able to draw a picture that expresses their emotions or communicates what they know. To encourage this expression children can be given blank paper and crayons or markers and asked to draw a picture about how they feel. Some children are so concerned about a particular body part that instead of drawing a self portrait, they will draw only the body part that worries them.
Many children draw pictures that reflect punitive images to explain unhappy experiences. They need reassurance that they are not being punished. Health-care providers need to make sure that these children are not being abused. Other children may draw pictures that are symbolic of death (an airplane crashing, boats sinking, burning buildings, or children in graves). These children need assurances that they are not going to die. Some drawings
express the child's fear of abandonment and loss of independence. Pictures may suggest the parent cannot find the little child who is in the hospital. The child needs to be reassured that their parents know where they are. They need to know when the parents will visit and the parents should appear when they say they will be there.
Older school-age children and adolescents may not be interested in drawing, but they can make a list of experiences they like and dislike.
Parental concerns
Parents express interest in age-related play that prepares children for group exercises in preschool. They want to know the right kind of play for an only child or sick child who may not be able to play with other children in their age group. The following age-related play and toys serve as a guide to parents with these concerns.
Infant. The infant enjoys watching other members of the family; the infant enjoys rocking, strolling, time spent in a swing, supervised time on a blanket on the floor,
crawling , walking with help, and being sung and read to. Play is self-absorbed; it is difficult, if not impossible to direct play. Infants are engaged in the vigorous process of self-discovery, learning their world by looking, listening, chewing, smelling, and grasping. Most of their learning comes through play. They need safe toys that appeal to all of their senses and stimulate their interest and curiosity. Infants need toys and play that include oral movements. They like peek-a-boo; playing with the parent's fingers, hair, face, and the infant's own body parts; playing in water. Soft stuffed animals, crib mobiles, squeeze toys rattles, busy boxes, mirrors, and musical toys. Parents can give them water toys for the bath, safe kitchen utensils, and push toys (after they begin to walk), and large print books.
Toddler. Toddlers fill and empty containers and begin dramatic play. As they increase their motor skills, they enjoy feeling different textures, exploring the home environment, and mimicking others. They like to be read to and to look at books and television. Toddlers enjoy manipulating small objects such as toy people, cars, and animals. Favorite toys are mechanical; objects of different textures such as clay, sand, finger paints, and bubbles; push-pull toys; large balls; sand and water play; blocks; painting or coloring with large crayons; nesting toys; large puzzles; and trucks and dolls. Toddlers explore their bodies and those of others. Therapeutic play can begin at this age.
Preschooler. Dramatic play is prominent. This age group likes to run, jump, hop, and in general increase motor skills. The children like to build and create whether it is sand castles or mud pies. Play is simple and imaginative. Simple collections begin. Preschoolers enjoy riding toys, building materials such as sand and blocks, dolls, drawing materials, cars, puzzles, books, appropriate television and videos, nonsense rhymes, and singing games. Preschoolers love pretending to be something or somebody and playing dress up They enjoy finger paints, clay, cutting, pasting, and simple board and card games.
School-age child. Play becomes organized and has a direction. The early school-age child continues dramatic play with increased
creativity but loses some spontaneity. The child gains awareness of rules when playing games and begins to compete in sports. Children in this age group enjoy collections (comic books, baseball cards, and stamps), dolls, pets, guessing games, board games, riddles, physical games, competitive play, reading, bike riding, hobbies, sewing, listening to the radio, television, and videos, and cooking.
Adolescent. Athletic sports are the most common form of play. Strict rules are in place, and competition is important. Adolescents also enjoy movies; telephone conversations and parties; listening to music; and experimenting with makeup, hairstyles, and fashion. They also begin developing an interest in peers of the opposite sex.
Play for the sick child
Children who are confined to a bed need to have play periods built into their day. The length of play and the toys will depend the individual child's age and physical and emotional states. Short-term school projects appeal to school-age children because these activities help the children feel industrious and think about their future wellness. Parents can help children with their baths; encourage them to drink enough fluids; and prompt them to do deep breathing and muscle strengthening exercises.
Safety issues
Toys and games should be screened for safety , especially those used by a sick child. The toys should be washable with no sharp edges and no small parts that
Toddler playing by himself with toys.
(© Villareal/Photo Researchers, Inc.)
could be swallowed or aspirated. Cylinder-shaped toys of 1-inch (2.5-cm) diameter (the size of a regular hot dog) are the most dangerous size because they can occlude the trachea (windpipe) if they are aspirated. As a rule, if a toy can fit through the center of a toilet tissue tube, it is too small.
Parents should be certain that toys do not lead children into danger. Tossing a ball to a toddler on bed rest may be safe, but if a child in a cast leans to catch the ball, he may fall. Chasing a ball may lead to falls and collisions. If children are bored with a toy because it is not stimulating enough or they have played with it too long, they may begin to use the toy in an unsafe way. For example, the child may throw blocks across the room for fun instead of stacking them.
Indoor toys
For home care of the sick child, parents may need to buy new toys suitable for indoor use. The ill child may need soft toys for bed play and sit-down toys such as magic markers, puzzles, books, or board games, for quiet out-of-bed play.
When to call the doctor
Parents and teachers who spend time observing and understanding childhood behaviors may want to report to the child's therapist what they see the child do.
Skin care is essential for children who are bedridden or in a cast or restraints. Children lose interest in playing if they are uncomfortable or in pain . Parents should look for pressure over the buttocks, elbows, heels, and other parts of the child's body. The skin should be inspected often and massaged with a moisturizing lotion to increase circulation. Redness, irritation, and sores should be reported immediately to the healthcare provider.
When children are ill, the rate of bladder and bowel elimination may slow down because of reduced physical action. School-age children and adolescents may hesitate to drink or eat a normal diet because toileting is uncomfortable or performed without privacy. Parents may need to seek medical advice about digestive and elimination aids and about adjusting the child's diet and fluid intake to promote normal elimination.
KEY TERMS
Accommodation —The process in which a schema changes to accomodate new knowledge.
Assimilation —The process of taking in new information by incorporating it into an existing schema.
Associative play —Preschoolers play together in a similar activity with little organization or responsibility.
Cooperative play —School-age children play in an organized structure or compete for goal or outcome.
Experimental play therapy —Play therapy based on the belief that a child has the ability to solve his or her own problems within the context of a warm and caring therapeutic environment.
Observation —Infants and children watch an object, although not actively engaged in it, as in watching a mobile.
Parallel play —Toddlers play side by side but seldom try to interact with each other, playing separately with a similar toy.
Play therapy or therapeutic play —A type of
psychotherapy for young children involving the use of toys and games to build a therapeutic relationship and encourage the child's self-expression.
Play-based assessment —A form of developmental assessment that involves observation of how a child plays alone, with peers, or with parents or other familiar caregivers, in free play or in special games.
Resources
BOOKS
Barbour, Ann, et al. Prop Box Play: 50 Themes to Inspire Dramatic Play. Beltsville, MD:
Gryphon House Inc., 2002.
Cassou, Michelle. Kids' Play—Igniting Children's Creative Passion. East Rutherford, NJ: Penguin Group, 2004.
Drake, Jane. Organizing Play in the Early Years: Practical Ideas for Teachers and Assistants.
Philadelphia: Taylor & Francis Inc., 2003.
© 2019 Almasi

Mahusiano

Zitambue Dalili za Mwanamke Anayetaka Kuachana Nawe Katika Mahusiano

Kuna tofauti kubwa ya kimaamuzi kati ya mwanaume na mwanamke kwenye suala la kuachana. Inaelezwa kwamba, wanaume ni rahisi kuamua ndani ya dakika moja na kutangaza kuvunja uhusiano, lakini kwa wanawake maamuzi yao mara nyingi hutanguliwa na dalili, ingawa hata wanaume nao wanazo.

Uchunguzi unaonesha kuwa, wanawake wengi hawawezi kuficha sana hisia zao za mapenzi, lakini pia kwenye chuki hawakujaaliwa uvumilivu. Wanasaikolojia wanakiri kwamba, kutambua mawazo yaliyomo ndani ya mwanamke kwa kumtazama muonekano wake usoni ni rahisi kuliko mwanaume ambaye anatajwa kuwa na uwezo wa kuficha mawazo yake.

Muongozo huo wa kitaalamu wa kumtambua mwanamke anayekaribia kukuacha ni kazi rahisi, ambayo inaweza kuanzia kwenye kona ya mazoea ya tabia zake za kila siku kwenye uhusiano wa kimapenzi. Ni imani yangu kuwa kila mwanaume anamfahamu mpenzi wake katika sura mbili za chuki na furaha yake.

Atakuwa mwanaume wa ajabu ambaye atarudi nyumbani kwake na kushindwa kusoma sura ya mkewe na kujua kama ana furaha au amekwazika.

Ninapotazama uwezekano rahisi wa kumtambua mwanamke, nafika mahali pa kuamini kuwa dokezo chache nitakazotoa hapa chini zinaweza kuwa msaada kwa wanaume wengi kujua kama wamekaribia kuwekwa kando kimapenzi.

1. Hupenda kujitenga.
Mwanamke ambaye anapenda kujitenga na mpenzi wake atakuwa kwenye hatua za awali za kuelekea kuachana naye. Tabia ya mwanamke kutopenda kukaa karibu na mumewe au mpenzi wake inatajwa kama ishara ya kuchoka au kukinai penzi. Hoja inabaki pale niliposema yeye kushindwa kuamua haraka na hivyo kutengeneza kwanza hali ya kumpuuza mpenzi wake.

2. Hupoteza hamu ya tendo la ndoa.
Mwanamke ambaye hafurahii tendo la ndoa kwa mumewe au mpenzi wake yuko kwenye hatua za kuacha. Mara zote msisimko wa kimapenzi huashiria utoshelevu wa kihisia ambao ndiyo unaoelezwa kuwa ni muhimu kwenye uhusiano wa kimapenzi kuliko kitu kingine chochote.

Hii ina maana kwamba, mwanamke anayetosheka na kuvutiwa na mwanaume aliyenaye hawezi kukosa hisia za kimapenzi hasa anapokuwa na mwenza wake faragha.

3. Hupenda kukosoa kila kitu.
Kama nilivyosema, kujua historia ya penzi lenu namna lilivyoanza ni jambo muhimu kwa sababu husaidia kujua kama kuna mabadiliko hatari ya tabia za mwanamke.

Ikitokea mpenzi wako ambaye hapo mwanzo alikuwa msikivu na ghafla ukaanza kuona amekuwa mkosaji na mpingaji wa mwenendo wako au kila unachofikiria kukifanya, tambua kuwa hiyo ni ishara kuwa amechoka kilichobaki ni nafasi ya kukuacha.

4. Kutokukutegemea
Mwanamke ambaye ana kusudio la kukuacha huanza kwa kuuondoa utegemezi. Ikiwa alikuwa anakuomba nauli, fedha ya matumizi, ada na huduma nyingine atasitisha bila kukuambia na bado utaona anaendelea kujimudu kama kawaida au kuteseka kimya kimya. Kuacha kukutegemea kama zamani ni dalili za kuweza kuishi bila wewe na hivyo kutafsiri uwezekano wa kukuacha wakati wowote.

5. Kupunguza mawasiliano.
Asikwambie mtu aiseeeh, mapenzi ni mawasiliano bora kati ya mume na mke. Endapo itatokea ya kwamba hakuna mawasiliano thabiti baina yako na mpenzi wako kama ambavyo ilikuwa mwanzo basi tambua fika penzi lenu limefika ukingoni.

word processor

Introduction There has always been a need to come up with better writing tool to improve on efficiency and legibility of the written work.  These tools include manually type writers, electronic type writers. ELECTRONIC WORD PROCESSORS An electronic word processor is application software documents, Examples of common word processors include; Microsoft word, cavil word perfect, lotus word pro and apple works. WORD PROCESSOR Definition:  Is software for preparing formatting and editing of a document. Eg: of word processors packages; 1) Microsoft word 2) Microsoft works 3) Apple work 4) Open office writer 5) Lotus word pro, 6) Corel word perfect. THE DIFFERENT BETWEEN WORD PROCESSOR AND MICROSOFT WORD A word processor is the type of software.  Word processing is what you do with a word processor. So Microsoft word processor, typing a letter in Microsoft word is word processing. BENEFIT OF USING A WORD PROCESSOR OVER TYPEWRITERS 1) Word processor can save data while typewriters cant 2) You can edit while you work on a word processor, but with a typewriter you have to start over 3) Easy to correct mistake while a typewriter cant       4) Typewriter also didn't have features like spell check while word processor has STARTING MICROSOFT WORD There are two alternatives. Alternative 1 Using start button. 1.Click start button,the menu will appear. 2.Select all programs 3.Select Microsoft office,the group menu will appear. 4.Double click the Microsoft word 2003-2010 the window will appear. Alternative 2 Using keyboard 1.Pres window logo key. 2.Select all programs for double click on microsoft word 2003-2010 NOTE If you select  all programs follow procedure 3 and 4 above other wise 3.The window will appear. FEATURES OF A WORD PROCESSOR Most word processors have common features.  Each task appears in a rectangular are called Application window. TITTLE bar A title bar indicates the tasks which are currently running on its right.  There are; minimize, restore and close button Menu bar The menu bar provides the user with a group of commands.  Each command has a drop down list, when clicked, used to create and manipulate documents Tool bar Tool bar consist of buttons of command (icons) that provide shortcuts to command available in the menu bar.  The two default tool bars are the standard and formatting tool bar.  DOCUMENT WINDOW This is the work area where you create documents.  It is resembled on an ordinary piece of paper. STATUS BAR The status bar is the communication channel between the user and application program.  It displays the current page, section line and activities such as file saving process.  Search and replace:  Allows you to direct the word processor to search for a particular word or phrase.  Print feature :  Allows you to send a document to a printer to get hard copy  File management:   Many word processors contain file management capabilities that allow you to create, move and search for files.  Font specification:  Allows you to change font within a document.  Mail merges:   This is particularly useful for generating many files that have the same format but different data.  Generating mailing labels is the classic. Example of using merges.  Spell checker:  A features that allows you to check the spelling of words  Table of contents and indexes:  Allows you to automatically create a table of content and index based on special codes that you insert in document.  WYSIWYG (What you see is what you get): With WYSIWYG, a document appears on the display screen exactly as it will look when printed. OPEN A FILE WITH WINDOW XP 1) Open word 2007 2) Click the Microsoft button a menu will appear 3) Click open, the open dialog box will appear 4) Use the look in field to move to the folder in which you saved the file.  The file is named lesson two docx 5) Click lesson Two docx 6) Click open.  The file you create during the previous lesson appears ALTERNATE METHOD OPENING A FILE WITH KEYS 1) Open word 2007 2) Press Ctrl+O 3) Locate the folder in which you saved your file.  The file is named lesson two docx. 4) Click lesson two docx. 5) Click open. The file you create during the previous lesson appear DOCUMENT VIEWS
Draft view
Web layout
Print layout
Reading layout
Outline view

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ADVANTAGES OF WORD PROCESSOR PROGRAMS
      Easier to use due to automated features such as word- wrap, auto correct and auto complete.
      They have superior editing tools such as spelling checker etc. hence making editing easier.
      Can store documents for future retrieval
      They have superior formatting feature that make a document more appealing to the reader

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        The user can produce multiple copies more easily
        Copy and move (cut) operating making it easier to manipulate documents.

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CREATING A DOCUMENT USING MICROSOFT WORD Microsoft word, commonly referred to as word, is the most common word processor.  The five commonly used versions of word are word 97, 2000, 2002(XP), 2003 and 2007. While word 97-2003 look alike and are compatible, word 2007 radically divorces from these version in the look and manually out, there is no file menu and once text is highlighted a floating formatting tool bar is displayed above the selected text.  More over document saved in 2007 format cannot be opened in previous version unless you save the file in compatibility mode for consistency; we shall use word processing software called Microsoft word 2003. Typing text When typing, once the cursor reaches the end of the current line it automatically jumps to the next line.  If one word does not fit in current line it automatically wraps at the beginning of next line.  This is referred to as word wrap Saving file
      On the file menu, click the "save as" command.
      Select the storage location from the "save in" list box
      Type a name of the file in the "file name" box then click "Ok"

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EDITING A DOCUMENT Making changes or modifying an existing document is called editing, some editing operations includes: Deleting text To delete a character, a word or a block of text
        Highlight the text to be deleted
        Press the "delete" key or the "backspace" key.

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Find and replace Find and replace is used to locate a word or a phrase and replace it with another: To" find and replace" a word of phrase.
        On the edit menu , click find or replace
        On the "find what" box , type the word or phrase to find
        Click the "replace" icon in the replace box, type the word or phrase to replace the target word or phrase.

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Spelling and grammar checker Spelling and grammar checker automatically locates misspelled words and grammatical mistakes. To spell check a document
        On tools menu bar click spelling and grammar or press F7
        In the spelling and grammar dialog bar.  Misspelled words are shown in red while grammatically incorrect phrases are in green.
        From the suggestion list, select the correct spelling and grammar.
        Click change (all) button.  To ignore, click the ignore (all) button.

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LIMITATION OF SPELL CHECKER
Names of people and places are not usually included.
The same two words in a row may not be detected
If a word is spelt incorrectly but used in the wrong context it will not be detected
Quality of dictionaries can vary

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Thesaurus The thesaurus allows the user to automatically find words or phrases with similar meaning (synonyms) or opposite meaning (antonyms) to the one selected. To use the thesaurus
        Highlight text
        On tools menu, point language then click thesaurus.
        Select a synonym or an antonym 

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Autocorrect and auto text Auto correct and auto text are used to automatically correct a commonly misspelled word and insert a predefined text when creating a document. To create an autocorrect or auto text
        On the insert menu, point to Auto text, and then click auto text command.
        Click the autocorrect or auto text tab and type the autocorrect or auto text.
        Click to apply and close the dialog box.

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Undo and redo Undo reverses the most recently command while redo reverts back to the cancelled action.
        Click on the edit menu, click undo or redo.  Alternatively, press ctrl + Z to undo or ctrl + y to redo. 

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FORMATING A DOCUMENT Formatting refers to enhancing the appearance of a document. You format text, paragraphs, pages, or the entire document. Text formatting We format text by applying different font types, style, size, color and another attributes. Text font To format text font -          Highlight the text to be formatted -          On the format menu , click font -          In the font dialog box , select the font , style , size and color -          Apply other font attributes then click OK  Font dialog box Note:   A faster way of applying font formats is by using the formatting tool bar. Case The cases applied to text are:  lower case, upper case, Sentence case, title case and toggle case.    The use of case in these sentences is deliberate To change case
        Highlight the text
        On the format menu , click change case

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In the change case dialog box, select case then click Ok  Superscript and subscript Superscript appears just above the rest of characters as in cm 2 superscript Subscript appears just below other characters as in  H02  subscript To make text superscript or subscript -          Highlight characters -          On the format menu click font -          On the font dialog box check superscript or subscript Paragraph of formatting A paragraph is a separate block of text dealing with a single theme and starting on a new line or what.  Some of the formatting features you can apply into a paragraph Include alignment, setting tabs and indents, drop cap, bullets and numbering, line, spacing , inserting column and page breaks. Alignment is the arrangement of text relative to the left margin, centre of the page or the right margin. The five major alignment options available are the left, center, right, justified and force justified. To align text -          Highlight the text -          On the format menu click paragraph. -          In the dialog box, select the alignment option then click OK Note:  You can apply alignment by simply clicking any of the five alignment buttons on the formatting toolbar. Line spacing You can set the space between line, paragraphs or blocks of text To space line -          Highlight the lines of text -          On the format menu, click paragraphs dialog box. -          In the paragraph dialog box, select the line spacing option from the line spacing list box then click the Ok button Setting tabs and indents Tab refers to definite cursor stop when the tab key is pressed.  Indenting is moving a sentences or block of text away from the margin using the tab key. To set tabs and indents -          On the format menu click tabs -          In the tab dialog box , set the tab stop, alignment and leading then click Ok -          Press the tab key to increase or the space bar to decrease the indent.  Alternatively click the Increase/Decrease indent buttons on the formatting tool bar. Paragraph dialog box  DROP CAP A drop cap is a large character in a paragraph that occupies more than one line down. To create a dropped cap -          Highlight the paragraph you want to begin with drop cap -          On the format menu, click drop cap -          Click dropped or In margin -          Specify the number of lines & other options then click Ok BULLETS AND NUMBERING Bullets and numbers are used to create ordered lists. To add bullets or numbers.
      Highlight the text.
      On the format menu, click bullets and Numbering.
      In the dialog box  displayed, click Bullets or Numbered
      Click bullet or numbering thumbnail you want to apply.

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INSERTING COLUMNS Columns subdivided a page into several vertical sections To set columns
      Highlight the text
      On the format menu , click columns
      In the columns dialog box enter the number of columns , set the column width then click Ok

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PAGE AND COLUMN BREAKS Page, section and column breaks are used to force the cursor to move to a new page section or Column even before the end of the current. To insert a break.
      Position the insertion pointer where you back want to create a break
      On the Insert menu, click Break
      In the Break dialog box ,set the break type the Ok

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FORMATTING THE ENTIRE DOCUMENT Page setup Page setup options let you define the paper size, margins and operations. To set up a page
      On the file menu , click page setup
      In the page setup dialog box

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Click any of the following.
        Margins tab to set up page margins
        Paper tab to specify the paper type and orientation
        Layout tab to specify the page content layout relative to the margins

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      Click OK to apply  the settings                                            

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PAGE NUMBERING Page numbers are used to organize a large document for case of reference. To insert page numbers
      On the insert menu , click page numbers
      In the position box, specify whether to place the page numbers at the top of page (header) or at the bottom of the page (footer)
      In the alignment box – specify whether to align page numbers to the left, center or right of the page
      If you don't want a number on the first page, clear the show number on the first page check the box then click Ok.

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Note:    click on the format button to specify other page number options such as numbering type and font. HEADER AND FOOTER Header are lines of text that appear at the top margin every page or selected pages while footer appear at the bottom margin
      On the view menu, click  Header and Footer
      To create a header, enter text or graphical object in the header area.
      To create footer , click inside the footer area and enter the text or graphical object
      Click CLOSE on the Header and footer tool bar

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FOOT NOTES AND END NOTES Footnotes and endnotes are used in large documents to explain, comment or provide reference for text in a document.  Footnotes appear at the bottom of the page while endnotes appear at the end of a section or a document. To insert footnote or endnote.
      On the insert menu, point to reference and then click Footnote. A dialog box is displayed.
     In the location section , click footnotes or endnotes and specify the location of the footnote or endnote
     In the format section, specify the number type start and continuity.
     Click Insert. 

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CREATING AND MANIPULATING TABLES A table is made up of rows and column of cells. It is used to organize and present information in rows and columns Creating a table To create a table
      Click where you want to insert the table
      From the table menu , point to Insert and then click table
      In the dialog box , set the number of column and rows
      Specify the auto format option if needed to be 

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EDITING AND FORMATING A TABLE To delete rows or columns
      Select the row
      On the table menu, point to Delete then click Row/column

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To insert rows or columns
      Click the insertion pointer where you want to insert the rows/column
      On the table menu , point to Insert then click Rows/ column 

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To merge cells
      Highlight the cells
      On the table menu, click Merge cells.

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To split cells
      Highlight the cells to split
      On table menu, click split cell
      Enter number of rows or columns

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Performing calculations in a table To calculate numerical values in a table, use cell references.  A cell is a cross- section of rows and column.  Column is represented by letter, A, B, C.   While rows are represented by 1, 2, 3…… as shown below:  To perform calculations in a table
      Place the insertion pointer to where you want the result to be displayed
      On the table menu, click formula
      Type a formula in the formula box e.g.  = SUM (A1    .  E1)
      Click Ok

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Note:  You can select a formula from past function list and use ABOVE and LEFT instead of typing a formula and using cell references respectively PRINTING A DOCUMENT Word processing is not complete without producing a hard copy.  To print a document
      Preview it by clicking "print preview" on the file menu
      Click print from the file menu
      Select the printer range, number of copies and other options then the dialog  box

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Trouble shooting printing related problems Some of the printing problems you may encounter are
        Lack of  two- way communication due to pear installation of the printer software (drives) if the printer is off or not connected
        Paper jams due to use of poor quality of paper or paper folds
        Poor quality print due to poor quality ink or toner used.

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Read the manual that comes with the printer to resolve printing problems\ DUPLEX PRINTING - This is the process of printing on both sides of the paper.  TYPES OF DUPLEX PRINTING 1) AUTOMATIC DUPLEX PRINTING 2) MANUALLY DUPLEX PRINTING AUTOMATIC DUPLEX PRINTING This is the automatic printing on both side of the paper
Click the Microsoft office button
Click print properties and then
Click duplex printing , or two – sided printing
Click OK.

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MANUAL DUPLEX PRINTING Manually printing on both side of the paper PROCEDURES Odd and even pages   
Click the Microsoft office button and then click print
On the option select odd page
Click ok
After the odd pages are printed , flip the stack of pages over and

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         Then in the print list, select even pages
Click ok

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Using advanced Features of a word processor Inserting graphical objects You can insert a graphical object such as a picture a clip art or drawing onto your document. To insert an object
      On the insert menu, point to picture
      Click on the following options

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        Click Art
        From file
        From scanner or camera
        Organization chart , Auto shape , WordArt or chart

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      Depending on the option selected insert or import the object

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Using styles A style is a predefined set of formats that can be applied to a block of text together at once. To create a style
      Highlight the text you want to see to create a style
      Apply various formats to the text.
      Click the style box in the formatting bar and type a name for the style
      Press enter to apply the style name

Note:  You can apply an existing style e.g. Headline1, to highlighted text Generating a table of contents  and indexes A table of contents (TOC) is a list of topics in a document and the pages they appear.  It is placed in the first pages of the document.  On the other hand, an index is a list of term used in the document and the pages they appear.  It is placed at the back pages. In order to generate a TOC, you must first mark entries by defining style To generate a table of content
     Turn to the page you want to insert the table of contents
     On the insert menu to reference and then click Index and tables
     Click the table of contents   tab
      Set the TOC entriesthen click Ok

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SORTING AND FILTERING Sorting is a process of arranging items / data in a given order. SORTING ORDER a)     Ascending order - Is the process of arranging data / item from the lowest to the highest. E.g.   A-Z OR  0, 1, 2, 3……… b)     Descending order -  Is the process of sorting data / items from the highest to the lowest. E.g.:  Z-A OR ………3, 2, 1, 0 SORT THE CONTENTS OF A TABLE 1) In print layout view (Print layout views a view of a document / other object as it will appear when you print it.  For example:  Items such as header, foot roles, columns and text boxes appear in their actual positions). Move the pointer over the table until the table move handle appear 2) Click the table move handle to select the table that you want to sort 3) Under table tools. On the layout tab , in the data group click sort 4) In t the sort dialog box select the option that you want  SORT A SINGLE COLUMN IN A TABLE 1) Select a column that you want to sort 2) Under table tools, on the layout tab, in the data group click sort, 3) Under my list has, click header row or no header row. 4) Click option 5) Under the sort option , select the sort column check box 6) Click OK MS – WORD CHART Define:  Is a graphical representation of the table data / items TYPES OF CHART i)   Bar chart ii)  Pie chart iii) Line chart iv) Column chart v) Area chart STEPS / PROCEDURES  i)   Open Ms – word office ii)   Go to insert tab iii)  Select chart under illustrations group iv)  In a new dialog box type of chart v)   Then click OK vi)  Enter data from the imported Ms – excel window vii) Then close Ms – excel window To generate an index you mark the index entries by providing the name of the main entry and the cross – reference in your document. To generate an index
      Mark the index entries in your document a special XE tag is add to the text.
      Turn to the page you want to insert the index
      On insert menu , point to reference then click Index and Tables
      Click the Index tab
      Set the index properties then click Ok

Password protecting a document To protect a document from unauthorized access or modification use a password.  Since password is case sensitive avoid mixed case, preferably use lower case. To create a password.
      On the tools menu, click options and then click the security tab
      Type in a password in the password to open box or the password to modify box
      Set other security options then click Ok.

Generating merged documents Mail merging is the process of generating personalized letters, labels or envelopes by merging two files, a main document e.g. Letter envelopes or mailing label with a data sources or addressing book.  The three main steps of creating a merged document are:
      Create a main document e.g. A formula letter
      Create or get the data source i.e. the address book
      Marge the two files to a new document , printer or e-mail

To create a merged documents
      On the Tools menu , point to letters and mailings then click Mail merge Wizard
      From the mail merge panel displayed , select the type of document to work on e.g. letters
      Click Next at the bottom of the panel to proceed
      The will take you through the six steps of creating a merged document.

Note:  To create a merged document using another revision of word, read it's on line help.

666 in bible

Why is the devil's number considered to be 666?

666 is a reference to the treasury of Solomon (2 Chronicles 9.13, cf 1 Kings 10.14, cf Josephus, Antiquities of the Jews, 8.179):

This is the single largest personal fortune recorded in the Old Testament, and represents Solomon's annual intake of treasure. It is an enormous quantity of gold.

Placed on the forehead or hands, the Mark of the Beast is a parody of Israel's Shema:

In the Revelation of John, these two references together represent the idolatry of money, people who worship money and power rather than Israel's God. "You cannot serve both God and Money,"(Matt 6.24).

U.T.Is preventions without antibiotics

Seven ways to treat a UTI without antibiotics
medicalnewstoday.com Tuesday, March 19, 2019 19:55
Urinary tract infections (UTIs) are caused by bacterial infection, so doctors usually treat them with antibiotics — but is it possible to treat a UTI without antibiotics?
UTIs are among the most common bacterial infections in the United States. They are especially prevalent in women, around 50 percent of whom will have one during their lifetime. UTIs also tend to reoccur.

Increasingly, people want to know whether non-antibiotic treatments can resolve UTIs. We explore this possibility here and provide seven evidence-based home remedies that can help to treat UTIs.

Can you treat a UTI without antibiotics?

Cranberry juice is a popular home remedy for mild UTIs.

Antibiotics are an effective treatment for UTIs. However, the body can often resolve minor, uncomplicated UTIs on its own without the help of antibiotics.

By some estimates, 25–42 percent of uncomplicated UTI infections clear on their own. In these cases, people can try a range of home remedies to speed up recovery.

Complicated UTIs will require medical treatment. These UTIs involve one or more of the following factors:

changes in the urinary tract or organs, such as a swollen prostate or a reduced flow of urine
species of bacteria that are resistant to antibiotics
conditions that affect the immune system, such as HIV, cardiac disease, or lupus
Benefits of antibiotics for UTIs
Antibiotics are the standard treatment for UTIs because they kill the bacteria that cause the infections. Most UTIs develop when bacteria enter the urinary tract from outside the body. The species of bacteria most likely to be responsible for UTIs include:

Escherichia coli species, which cause up to 90 percent of all bladder infections
Staphylococcus epidermidis and Staphylococcus aureus
Klebsiella pneumoniae
Risks of antibiotics for UTIs
While antibiotics can usually treat UTIs quickly and effectively, people can be allergic to them, and their use can carry certain risks.

For instance, an estimated 22 percent of the women receiving treatment for uncomplicated UTIs develop a vaginal Candida infection, which is a type of fungal infection.

Other side effects of antibiotics as UTI treatments include:

nausea and vomiting
diarrhea
a rash
a headache
abnormal liver function tests
More severe risks of using antibiotics include:

Creating stronger strains of bacteria
Over time, some species of bacteria have become resistant to traditional antibiotics. There are several species of E. coli that are showing increasing drug resistance, and these are the primary cause of UTIs.

Every time people use an antibiotic, there is an increased risk of the bacteria developing resistance to it. This is even more likely when people do not follow the doctor's instructions to complete the full prescribed course of treatment.

As a result, doctors are trying to reduce the use of antibiotics, especially when other treatments may be effective or when illnesses can resolve on their own.

It is essential to continue a course of antibiotics until the end date that the doctor provides. People should also never share antibiotics with others.

Damaging good bacteria
The body contains a community of bacteria, viruses, and fungi that live harmoniously and help with bodily functions. Antibiotics may destroy some of these bacteria, which could increase the likelihood of other infections occurring.

Seven methods for treating UTIs without antibiotics
While scientific research supports some at-home or natural UTI remedies, others have been a part of traditional medicine systems for thousands of years.

To treat a UTI without antibiotics, people can try the following home remedies:

1. Stay hydrated

Drinking water regularly may help to treat a UTI.

Drinking enough water is one of the easiest ways to help prevent and treat UTIs.

Water helps the urinary tract organs remove waste from the body efficiently while retaining vital nutrients and electrolytes.

Being hydrated also dilutes the urine and speeds its journey through the system, making it harder for bacteria to reach the cells that line urinary organs and to cause an infection.

There is no set recommendation for how much people should drink daily, as each person's water needs are different. On average though, people should drink at least six to eight 8-ounce (oz) glasses of water each day.

2. Urinate when the need arises
Frequent urination puts pressure on bacteria in the urinary tract, which can help to clear them out.

It also reduces the amount of time that bacteria in the urine are exposed to cells in the urinary tract, reducing the risk of them attaching and forming an infection.

Always urinate as soon as possible when the urge strikes to help prevent and treat UTIs.

3. Drink cranberry juice
Cranberry juice is one of the most well-established natural treatments for UTIs. People have also traditionally used it to help clear general infections and speed up wound recovery time.

Studies on the effectiveness of cranberry juice for UTIs have had mixed results. According to one review, cranberry juice contains compounds that may prevent E. coli cells from attaching to cells in the urinary tract.

Cranberry juice also contains antioxidants, including polyphenols, which have antibacterial and anti-inflammatory properties.

There is no set guideline on how much cranberry juice to drink to treat a UTI, but a common recommendation is to drink around 400 milliliters (mL) of at least 25-percent cranberry juice every day to prevent or treat UTIs.

4. Use probiotics
Beneficial bacteria, known as probiotics, can help keep the urinary tract healthy and free from harmful bacteria.

In particular, a group of probiotics called lactobacilli may help with treating and preventing UTIs. They may do this by:

preventing harmful bacteria from attaching to urinary tract cells
producing hydrogen peroxide in urine, which is a strong antibacterial
lowering urine pH, making conditions less favorable for bacteria
People who take lactobacillus supplements while on antibiotics for UTIs may develop less antibiotic resistance than people not taking them.

Probiotics occur in a variety of fermented and dairy products, including:

yogurts
kefir
some types of cheese
sauerkraut
People can also take probiotic supplements, which are usually in the form of a capsule or a powder that mixes into water or other beverages.

5. Get enough vitamin C
Vitamin C is an antioxidant that helps to improve immune system function.

Vitamin C also reacts with nitrates in urine to form nitrogen oxides that can kill bacteria. It can lower the pH of urine, making it less likely that bacteria will survive.

As with cranberry juice, people have been using vitamin C in various forms to treat UTIs for thousands of years. But there is a lack of quality research to confirm whether or not increasing vitamin C intake can prevent or treat UTIs.

According to the limited research, taking other supplements alongside vitamin C may maximize its benefits.

In a 2016 study, 38 women with recurrent UTIs took vitamin C, probiotics, and cranberries three times daily for 20 days, then stopped for 10 days. They repeated this cycle for 3 months. The researchers concluded that this could be a safe and effective treatment approach for UTIs.

The National Institutes of Health recommend that for people aged 19 and over, women should get at least 75 mg of vitamin C per day, while men need around 90 mg per day. Adults who smoke should take an additional 35 mg of the vitamin each day.

6. Wipe from front to back
Many UTIs develop when bacteria from the rectum or feces gain access to the urethra, the small channel that allows urine to flow out of the body.

Once bacteria are in the urethra, they can travel up into other urinary tract organs where they can lead to infections.

After urinating, wipe in a way that prevents bacteria from coming into contact with the genitals. Use separate pieces of toilet paper to wipe the genitals and anus.

7. Practice good sexual hygiene
Sexual intercourse introduces bacteria and other microbes from outside the body to the urinary tract.