Communication: Body Language

Body language is a form of mental and physical ability of human non-verbal communication, consisting of body posture, gestures, facial expressions, and eye movements. Humans send and interpret such signals almost entirely subconsciously. (Body language in this sense should be distinguished from sign language.)

James Borg states that human communication consists of 93 percent body language and paralinguistic cues, while only 7% of communication consists of words themselves.

Body language may provide clues as to the attitude or state of mind of a person. For example, it may indicate aggression, attentiveness, boredom, relaxed state, pleasure, amusement, and intoxication.

Body language is significant to communication and relationships. It is relevant to management and leadership in business and in places where many people can observe it. It can also be relevant to some outside of the workplace. It is commonly helpful in dating, mating, in family settings, and parenting. Although body language is non-verbal or non-spoken, it can reveal a lot about your feelings and meaning to others. How others reveal their feelings towards you. Body language signals happen on a conscious and unconscious level.

Purpose of activity:

To understand how we send messages using our body and without using words.

Skills: communication, self-awareness, critical thinking

Materials: Pieces of paper/card

Steps:

Divide participants into pairs.

Each pair should think of a discussion that one of them has had with someone else, which became an argument or a conflict.

The participants then act out the argument using their bodies and faces only. They must not speak and should only mime.  After a few minutes of practising the mime, choose two pairs whose scenes look the clearest. Ask the first pair to act their scene.  Ask the group what they think is happening. Point out that it is often easy to know more or less what is going on from our body movement and facial expressions.

Repeat the exercise with the second pair.

Brainstorm the different parts of the body we can use to communicate with (eyes, arms, mouth, whole body, fingers, legs, shoulders, etc.) and the emotions we can communicate though our bodies (pleasure, anger, weakness, disappointment, etc.).  Write or draw symbols for emotions on paper/card.

Give each participant a paper showing one of the emotions (you can also do this in pairs). Ask them to model the emotion with their body. Go through the group guessing what the emotion each participant or pair is modelling.

Final discussion:

Which is more effective in sending a message, body language or words?  Why?

What are some of the body language messages that are particularly positive or Negative?

Influences: Adverts and Media

Purpose of activity: To understand how adverts affect us. Advertisements are part of the environment and they can reflect the values of our society and create peer pressure.

Life skills: Critical thinking, creative thinking 

Important points: People who smoke cigarettes put their own and others health at risk. Advertisements for cigarettes try to influence people to start smoking and to buy cigarettes.

Materials: Three adverts for smoking (and/or other adverts in the environment which the children may see often). You can use the illustrations below but it is better to cut out local ones from magazines or newspapers or go on the streets to look at billboards, where appropriate.  

Steps

1. Ask the group what messages are being given by each advertisement. How does the advertisement try to affect us? For example: By being colourful and eye catching; by linking a good life with the product; by using sexy image; or by using words that make us laugh or catch us by surprise
2. Discuss whether these advertisements tell the truth.
3. Ask the children to describe or show a poster advert s/he likes very much and say why.
4. Ask children what other kinds of adverts they hear or see (radio, TV, magazines).
5. Discuss why we like or dislike advertisements and how they affect the way people think.
6. In pairs or groups, ask children to act out a role-play in which one child has seen an advertisement for something that s/he wants to have or to do. S/he has to try to convince the group and the others in the group have to change his or her mind. Allow 10 minutes and then the pair or group have to declare the outcome. 

Final discussion:

Ask the group to remember how the discussion developed. Ask the children if they have been affected by an advertisement. Which advert? Should we be careful of adverts? (Think about how we gain or lose from having or doing what is advertised.)

Rights and Responsibilities

Purpose of activity:
To share ideas about children's rights and responsibilities
To discuss how to ask closer to achieving their rights
Life skills: Critical thinking, creative thinking

Important points: Before the session, find out about the United Nations Convention on the Rights of the Child and the laws on children's rights in the country. 

Materials

Pieces of paper large enough to make a life-size drawing of a child
Marker pens or crayons
Stickers (optional)
Steps:

Explain that this activity explores children's rights and responsibilities.
Rights: what children should have (food, shelter, safe water, health care play etc.) and Responsibilities: what children should do (respect others' rights, help one another etc.)
Ask a volunteer to lie down on the large piece of paper on the floor and draw the outline of their body shape.
Ask all the children to sit around the body drawing. Explain that the body drawing will become a child's rights and responsibilities.
Children brainstorm all the rights they think children should have. The educator writes all these suggestions inside the ‘body’ using a pen in one colour.
Children are then asked to list the responsibilities they have. To help them, show them that many rights have a corresponding responsibility, for example: A right to speak and a responsibility to listen.
Tell the children about the United Nations Convention on the Rights of the Child and your country's laws.
You can have a break here
Read through all the rights that the children listed inside the body.
Ask each child to vote for the three rights that are most important to them. Children can make three dots beside three different rights using a pen in a different colour, or if possible, give each child three stickers. If the children are not literate you can create symbols for different rights. Make sure the children can easily identify what the symbols represent. Then children tell the educator which rights they want to vote for and the educator shows them where to put their mark or sticker.
Select the three rights with the most votes and discuss how this right can be realised, for example: What needs to happen for children to ask the right to protection from violence?
Draw a thin line from each of these three rights. On a card outside the body, write children’s ideas about how to achieve this right.

Follow up: Encourage the children to work together to develop and implement an action plan to improve their rights

Case study

In India, children in a project formed a Child Rights Club. The children were interviewed by the media about their rights at the launch of the club. Here are some of the replies…
I was not allowed to play because I am a girl.
My mother does not send my sister to school, but she sends me. [ a boy]
A right to live a proper life is important because it is only after having this right that we can ask for the other rights. For example, if a girl does not even have the right to live, then what will she do with the other rights?
Because I was not educated, a vegetable seller cheated me.
The police beat me up and put me in an observation home. I wish I could live freely and safely. I hope the police will not beat me in future.

Communication: Fight and Flight

Purpose of activity: To understand that in some situations, assertiveness and negotiation don't work
Life skills: communication & interpersonal relationships, self-awareness, critical thinking

Materials: Small prizes for the winners of the race and the screaming contest.

Steps:

Take children into a large open space where they can run and scream without disturbing anyone.
Tell them that you are going to teach them two methods of being assertive.  However, first you want them to race each other. (Find a short race they can run, for example, to a nearby tree or wall and back again.)
After the race, explain that there are some situations where assertiveness and discussion (fight) do not work. These are usually situations where you are threatened with violence. In these situations, flight (running away) is the best options.
Announce that now you will have a screaming contest. The person who screams loudest wins.
After the contest, explain that in some situations, screaming may be the best defence, particularly if many other people are nearby. These situations include children being followed or touched by people they do not know or like.
Give prizes to the best runner and loudest screamer.
Ask the children to brainstorm some situations and to explain whether they would run or scream, and why.
You can finish your session with some games.

Communication, Saying No!

Purpose of activity:
 • To develop skills to help children when they are being teased or bullied by other children.

• To help children learn how to say 'No' to what they don't want.


Life skills: Communication & interpersonal relationships, self-awareness, critical thinking


Important points

Girls in particular need to practice being assertive and be praised for assertive behaviour.

Materials

 • None


Steps

1. Explain that one way of negotiating is to make a very clear statement when you don't want something. Ask the children what they would say if someone in the market says, 'Come with me I have a special present for you.'

2. Divide children into groups of girls and boys only. Ask them to discuss the main pressures they face in their lives (demands for sex being forced to work etc). Here are some examples from a group of children in Delhi:

- If someone wants you to go with them

- If someone ties to ask you to take bad things (drugs, cigarettes)

- If a man tries to give you a gift

3. Explain that we have to practise saying NO to these pressures. For example, in the case of girls, they can practise saying ‘No’ to a man who strokes them on the  while talking to them.  The girl turns round fast and shouts NO loudly before moving away quickly. Here are some other examples:

For girls

• A friend is trying to make you steal fruit from the market stalls.

• A man asks a girl to go to the cinema with him.

For boys

• A boy is trying to make you smoke cigarettes.

• A group of boys thinks it is funny to tease girls  and he wants you to join them. Puppets can help children role-play situations and responses.

 4. Continue practising until you are sure that everyone has overcome fears and embarrassment. Make sure all say, ‘NO’ firmly, loudly and clearly. A group of children were asked what were the hardest situations for them to say, NO. Here are some replies: If my friend is cheating in exams and he wants me to join him; When you don’t want to go somewhere with someone; When your friends encourage you to do something e.g. to smoke, to go to the cinema on a school day.

Life skills: Communication & interpersonal relationships, self awareness, critical thinking.

To improve communications skills & identify positive and negative ways of communicating.
Important points: This activity helps children look at how they work with others. Encourage the group to think deeply about what happened when they were drawing.
Materials:
Large sheets of paper for whole group
Marker pens of crayons for half the group
Sticky-tape
Steps:
1. Divide the children into pairs and give each pair a large sheet of paper and a marker pen or crayon.
2. Ask each pair to sit at a table or on the floor. Then tell them to hold the marker pen or crayon together and without talking draw on their large sheet of paper:
A house
A place of worship (temple, mosque, church etc)
Happiness
3. When they have finished and still without talking ask them to score their own picture by writing a mark out of ten. Only talk when everyone has finished the drawing.
4. When the pairs have finished, each pair presents the picture to whole group and explains how they drew their picture.

Final discussion:
How did you communicate while drawing?
What happened when you had different ideas?
How did you reach agreement without speaking?
Which was the easiest to draw, the most difficult? Why?
Discussion ideas:
Some children will have used sign language using their free hand or their heads. This shows the importance of body language
When the children had different ideas about the picture, one child had to lead and the other to follow. If that does not happen, they can end up tearing the paper and with no picture. They might have taken it in turns to take the lead or maybe only one child made the decisions. Does this mean the non-leading partner needs to be more assertive? Or maybe s/he recognized the other child had a clear vision which was worth following.
They needed to be very sensitive to each other’s movements, otherwise all the lines would have been very unclear.
Although it was difficult, the picture succeeded, this happened because they worked together well on a common task. They were communicating to succeed.
They probably found it easiest to draw the house, more difficult to draw the temple and most difficult to draw happiness. It is easier to reach an agreement on concrete things and not so easy to agree on abstract things like values and concepts.

The scope of chemistry

The days are long past when one person could hope to have a detailed knowledge of all areas of chemistry. Those pursuing their interests into specific areas of chemistry communicate with others who share the same interests. Over time a group of chemists with specialized research interests become the founding members of an area of specialization. The areas of specialization that emerged early in the history of chemistry, such as organic, inorganic, physical, analytical, and industrial chemistry, along with biochemistry, remain of greatest general interest. There has been, however, much growth in the areas of polymer, environmental, and medicinal chemistry during the 20th century. Moreover, new specialities continue to appear, as, for example, pesticide, forensic, and computer chemistry.

Analytical chemistry

Most of the materials that occur on Earth, such as wood, coal, minerals, or air, are mixtures of many different and distinct chemical substances. Each pure chemical substance (e.g., oxygen, iron, or water) has a characteristic set of properties that gives it its chemical identity. Iron, for example, is a common silver-white metal that melts at 1,535° C, is very malleable, and readily combines with oxygen to form the common substances hematite and magnetite. The detection of iron in a mixture of metals, or in a compound such as magnetite, is a branch of analytical chemistry called qualitative analysis. Measurement of the actual amount of a certain substance in a compound or mixture is termed quantitative analysis. Quantitative analytic measurement has determined, for instance, that iron makes up 72.3 percent, by mass, of magnetite, the mineral commonly seen as black sand along beaches and stream banks. Over the years, chemists have discovered chemical reactions that indicate the presence of such elemental substances by the production of easily visible and identifiable products. Iron can be detected by chemical means if it is present in a sample to an amount of 1 part per million or greater. Some very simple qualitative tests reveal the presence of specific chemical elements in even smaller amounts. The yellow colour imparted to a flame by sodium is visible if the sample being ignited has as little as one-billionth of a gram of sodium. Such analytic tests have allowed chemists to identify the types and amounts of impurities in various substances and to determine the properties of very pure materials. Substances used in common laboratory experiments generally have impurity levels of less than 0.1 percent. For special applications, one can purchase chemicals that have impurities totaling less than 0.001 percent. The identification of pure substances and the analysis of chemical mixtures enable all other chemical disciplines to flourish.

The importance of analytical chemistry has never been greater than it is today. The demand in modern societies for a variety of safe foods, affordable consumer goods, abundant energy, and labour-saving technologies places a great burden on the environment. All chemical manufacturing produces waste products in addition to the desired substances, and waste disposal has not always been carried out carefully. Disruption of the environment has occurred since the dawn of civilization, and pollution problems have increased with the growth of global population. The techniques of analytical chemistry are relied on heavily to maintain a benign environment. The undesirable substances in water, air, soil, and food must be identified, their point of origin fixed, and safe, economical methods for their removal or neutralization developed. Once the amount of a pollutant deemed to be hazardous has been assessed, it becomes important to detect harmful substances at concentrations well below the danger level. Analytical chemists seek to develop increasingly accurate and sensitive techniques and instruments.

Sophisticated analytic instruments, often coupled with computers, have improved the accuracy with which chemists can identify substances and have lowered detection limits. An analytic technique in general use is gas chromatography, which separates the different components of a gaseous mixture by passing the mixture through a long, narrow column of absorbent but porous material. The different gases interact differently with this absorbent material and pass through the column at different rates. As the separate gases flow out of the column, they can be passed into another analytic instrument called a mass spectrometer, which separates substances according to the mass of their constituent ions. A combined gas chromatograph–mass spectrometer can rapidly identify the individual components of a chemical mixture whose concentrations may be no greater than a few parts per billion. Similar or even greater sensitivities can be obtained under favourable conditions using techniques such as atomic absorption, polarography, and neutron activation. The rate of instrumental innovation is such that analytic instruments often become obsolete within 10 years of their introduction. Newer instruments are more accurate and faster and are employed widely in the areas of environmental and medicinal chemistry.