Management Essay Example | Topics and Well Written Essays - 1000 words

Management - Essay Example Like most economies, the UK practices a system where most critical social services are provided by the government (Engineers, 2008). Education and healthcare sectors are some of the areas where the government plays very imperative roles. However, with a growing budget deficit that continues to raise concerns, austerity measures become inevitable. The United Kingdom, with its expanding public sector coupled with a growing population, has been forced to borrow severally to finance its budget deficits. Such continued borrowing may have long-term impacts on the economy considering that the debts have to be repaid. In such a case, the austerity measures advocated for by most policy advisors become necessary. It certainly becomes a plus to the many private firms across the country as new opportunities will emerge in product and service delivery. However, in light of the recent street protests against the proposals to cut government spending, several considerations emerge. Several hospitals in the UK are already bogged down by numbers courtesy of the cuts that greatly impact on the quality of social services. The education system in the country has for several years been one of the best in the world (Al-Mazrouei, 2001). This attribute emerges out of the great support that the government allocates to the basic services like education, water and healthcare. It therefore becomes imperative that several considerations be made before any major government spending is practicated. In most cases, increased taxes are normally dreaded by the public. Nevertheless, a government that effectively uses the tax money on proper policies that impact positively on the masses certainly faces little antipathy towards its social reform policies. The UK’s situation in indeed one of the most notable cases in the entire world. It demands greater government intervention which can only be attained through proper spending policies. In its bid to exercise its mandate in the establishment o f the lending base rate that guides the interest rates in England, the Bank of England’s monetary policy Committee faces myriad challenges in its approach to the whole issue (Tennant, 2009). The essence of setting the base rate is basically to ensure price stability in the country and to limit variations in the various interest rates across the country. In light of the emerging economic challenges that continue to bedevil the world, it is inevitable that economic priorities too need to change with a view of addressing the whole issue. Currently, the Committee’s main focus is keeping the interest rates at the basement levels with a view of economic expansion. In the recent years, it is indeed true that an inflation overshot has characterized the UK economy as the Banks pretence that the situation will return to normalcy in two years only help to escalate the tensions that emerge in policy circles. However, in view of this challenge, the basic challenge that confronts th e Bank of England needs to be understood. The excess price and output volatilities are issues that must be addressed in tandem with the inflationary extremities (Giuseppi, 2008). The high inflation rates in the country have greatly influenced the performance of many firms. As the borrowing rates become unbearable, most commercial firms are reconsidering their

Background check Essay Example | Topics and Well Written Essays - 250 words

Background check - Essay Example When individuals hire close friends, they are reluctant to perform the background checks. The second reason is trust where white color criminals are not profiled easily as they are trusted. The last reason is financial issues where small businesses do not have adequate resources to perform the check. Therefore, these businesses opt to avoid the background check. Personally, I do not have an instance where a company failed to perform the check on an individual as my friends confirmed that they signed the waivers for background checks. This shows that the problem has significantly improved in the modern days because information to perform the check is readily available as opposed to the past. A standing policy would be an important measure to ensure that individuals do not avoid the background checks in the future. For reasonable and reliable decision making process, verification of potential employee’s background information is crucial (Muir 51). If I were in the position of hiring a high-level financial employee, I would first interview them personally and then perform an extensive background check to avoid compromising the functioning of my company as a result of vandalism, embezzlement or theft of company resources. Additionally, I would ensure that I contact all previous employers in spite of the subject individual’s experi ence or expertise. With regard to the case scenario, the first company did its duty by reporting the culprit but the second failed leading to a

Role of Students Essay Example for Free

Role of Students Essay Students constitute a vast segment of India’s population. They are young and dynamic. They can play a major role in various developmental activities going on in the country. This can come about only if their energies are channelised properly. During the freedom movement, Mahatma Gandhi, Pt. Jawahar Lai Nehru and other political leaders gave a lead to the students. The result was that students joined the struggle for Independence in large numbers. India became Independent on 15th August, 1947. It seems that after India achieved Independence, students were left with no worth-while aim. Students have been indulging in acts of indiscipline and rowdyism in different universities, colleges and schools. This shows that the student-power is being misused for destructive purposes. In fact, students lack proper guidance and good leadership. There is no one to tell them how they should use their energies for constructive purposes. Students played a crucial role during the pre-Independence era under the able leadership of leaders and there is no reason why they cannot play the same role in the post-Independence era for the betterment of the country and its people Every university, college and school is in the grip of student indiscipline. Students hold rallies, stage demonstrations, conduct agitations and resort to strikes to press their various demands. They do not respect even their own teachers. They disobey the orders of college authorities. They go to the extent of taking the law into their own hands. They do not spare even the police. All this adversely affects their studies. But no one cares for their future. For this state of affairs, we cannot blame the students alone. Often, it is the political leaders of our country who incite the students against the authorities. They exploit student-power for their own political ends. They do not realise that they are playing with the lives and careers of the students. In fact, students possess great power. Because of the lack of able leadership, they do not know how to use this power in the best interests of the country. If there is a constrictive and healthy leadership, students’ power can be utilized for bringing about social, economic and political reforms in the country. If the students respond to their duty towards their country, there is no doubt that they will become worthy citizens of a worthy country. There are a number of ways in which students can serve their country. First, students should inculcate in them the spirit of discipline. No nation can progress without discipline. If countries like U. S. A. , U. K. , Germany, France and Japan have become advanced countries, it is all due to the discipline of their people. The Indian society suffers from a number of social evils. The worst is the evil of dowry. Dowry deaths are taking place almost every day in all major cities of the country. No doubt the Government has passed a law by virtue of which giving or accepting a dowry has become an offence. But law alone is not enough. Students can help to root out this evil by taking a pledge that they will not demand or accept any dowry at the time of their marriages. The students can also help in the removal of other social evils like child marriage, casteism, untouchability, drinking, gambling, etc. Another important role for the students can be to work for National Integration. They should fight evils like communalism, casteism, linguism, regionalism, etc. They should think of themselves as Indians first and Indians last. Sometimes natural calamities like earthquake, flood, drought, etc. afflict one part or the other of our country resulting in heavy loss of life and property. Students can provide relief to the stricken people by raising funds for them and organising relief works. Students can use their vast knowledge by providing education to the illiterate. The students of today are the citizens of tomorrow. Thus the India of tomorrow belongs to the students. By performing a positive and a constructive role, students can make India strong and prosperous.

Bullying and School Essay Example for Free

Bullying and School Essay Bullying has become one of the most serious issues facing our schools today. We’ve all heard the sad tales of children, some as young as 11, committing suicide because they could no longer deal with the bullying they experienced in school. In July 2008, the U.S. Congress began work on legislation for H.R. 2262, the Safe School Improvement Act, which would require schools to collect data, establish disciplinary guidelines and develop a system for registering complaints to combat bullying in our schools. However, as school counselors we can’t wait for laws to be passed to take action. We need to make a difference now. I started my quest to stop bullying at Midway Elementary School in Midway, Utah, six years ago. I attended conferences, read books and studied various programs. I learned a lot about the statistics and issues but little about specifically what to do. So I began taking steps to develop a program that would help my school and others combat school bullying. In my search for knowledge I discovered a fascinating study by Dr. Kenneth Merrell from the University of Oregon on the effectiveness of school bullying intervention programs. The study results showed that bully intervention programs, especially those aimed specifically at bullies, were effective in raising the level of awareness among students and staff but did little to reduce bullying behaviors. Merrell, along with others, recommend a schoolwide comprehensive approach to bully prevention. According to the U.S. Department of Health and Human Services, programs cracking down on individual bullies rarely work, but when there is a sch oolwide commitment to end bullying, it can be reduced by up to 50 percent. Program Framework As my program evolved over the years I identified four hallmarks of a successful schoolwide bully prevention program. Lead to systemic change: Successful programs bring about systemic change. The factors contributing to bullying in any school environment are complex and nebulous. The only way to have an impact on these critical factors is to cast a wide net. There must be change at all levels in the school environment and in the community. You are literally changing the culture of the entire school. You need to utilize all existing programs and resources such as comprehensive school counseling programs, positive behavior interventions and supports, character education, the parent-teacher organization, schoolwide discipline programs, grade-level teams or professional learning communities and more. Garner commitment from all: Schoolwide bully prevention programs require commitment from all stakeholders. Although your school may have a small team to oversee the bully prevention program, collaboration among administrators, school counselors, teachers, students, parents, secretaries, custodians, lunch workers, librarians, bus drivers, etc. is essential for success. Teach comprehensive strategies and skills: Effective programs are comprehensive. Teaching students about specific issues related to bullying is only one aspect of an effective schoolwide program. There are many supporting concepts and social skills you also need to address, such as conflict resolution, tattling vs. reporting, respect, accepting differences, teasing, cliques, relational aggression, cooperation and more. Effective data analysis will help you identify many of these specific needs. Continue year after year: Many times schools will bring in a pre-packaged bully prevention program, have a big anti-bullying campaign, raise a lot of awareness and then call it good. Effective bully prevention programs are not a one-shot deal. Effective prevention programs are nonstop. They require intervention, data to assess the program’s effectiveness and components, and ongoing specific targeted interventions for bullies, their victims and the bystander population. Key Components Eight key components, best implemented sequentially, have led to the success of Midway Elementary’s bully prevention program. Administrative support: An extremely important aspect of starting a bully prevention program is soliciting the support of your school administrators. Without strong and effective leadership, systemic change is difficult. As leaders in the school, administrators should become experts on bullying issues. They should form a bully prevention team and identify a go-getter staff member to lead this team. The administrators need to develop an anti-bullying code of conduct and communicate it to all stakeholders, especially students. Most importantly, administrators should establish the tone and expectations for students and staff and outline clear and consistent consequences for students who violate the anti-bullying code of conduct. Consequences should be based on a level system for first and subsequent offenses. It is important to follow district guidelines when establishing the level system. School administrators should utilize a behavior referral system to provide valuable data. The behavior referral system should include specific information that will help provide meaningful data to identify areas of concern and needs. Administrators should involve parents of both victims and bullies, especially for repeat offenders, to discuss concerns, outline consequences and form a strategic plan to stop the bullying behaviors. Schoolwide positive behavior interventions and supports program: If your school doesn’t have a PBIS program, I would highly recommend implementing one. Use the PBIS program to establish clear schoolwide rules. The rules should be specific to location, taught to all students and posted throughout the school. Introduce desired behaviors, clearly teach them and then model them. Once you’ve taught the behaviors, reinforce student compliance using a variety of incentive programs. Use data to measure the effectiveness of your program and to identify ongoing areas of concern. Data: I use two types of data, behavioral referral data and surveys given to students, parents and staff. Data can provide baseline information, measure the effectiveness of your program, discover areas of concern and identify chronic bullies and their victims. Online surveys will help gather subjective data to assess stakeholders’ level of concern, to measure student awareness and knowledge, to solicit input from staff members and to assess parent perspectives and concerns. Office behavior referral data provide objective data for analysis. Behavior referral forms or systems should include information directly related to bullying. By regularly reviewing these data, you can identify types of bullying, locations, repeat offenders and victims. Upon identifying specific problems, bully prevention team members should develop a plan of action to deal with the issues. Staff training: All staff members should receive training to include definitions of bullying, types of bullying, effects of bullying on victims, school code of conduct and expectations, legal liability based on state law and, most importantly, how to intervene when they witness bullying incidents or a student reports it to them. Make sure your staff training includes teachers, administrators, specialists, secretaries, lunch staff, custodians, aides and bus drivers. Student awareness and education: Give all students a basic introductory lesson including definitions for bullying, types of bullying with examples, school code of conduct and expectations, what to do when they are bullied or how to help others as bystanders. Students need to learn about the importance of speaking up and supporting each other with the skills they learn. Establish a common language for discussing bullying issues, and post it in every classroom and in key locations throughout the school. Critical social skills training: Once you’ve taught them the basics, students need additional information and skills to increase their level of awareness and to deal with bullying issues. At Midway Elementary, we’ve spent time on topics such as tattling vs. reporting, conflict resolution, teasing, relational aggression/cliques, cooperation, caring, respect and any other topics that come out of the stakeholder surveys or behavior referral data. Develop classroom guidance lessons to specifically address these needs, and teach students the skills and knowledge necessary to reduce the problem. Targeted interventions for bullies and victims: Data analysis will help you identify chronic bullies and their victims. These students most likely will need highly targeted interventions and supports. When it comes to intervention for bullies there is no silver bullet. The factors contributing to the reasons why children bully others are complex and often almost impossible to identify. Research also suggests that interventions such as out-of-school suspension, peer mediation and group counseling for bullies aren’t effective. Effective interventions include individual counseling/education on issues such as developing empathy; perspective taking; social skills training; anger management; conflict resolution; and identification of psychological disorders such as ADHD, depression and anxiety. Teaching bullies pro-social leadership roles and opportunities for self-competence and success may also be useful. Behavioral strategies such as behavior contracts, check-in/check-out programs, parent meetings, etc. may also be required to facilitate change. It is also important to provide intervention for repeat victims, especially chronic victims. Interventions may include providing an adult advocate, individual or group counseling, social skills training, peer support, structured recess, etc. You may need to refer some students to outside help for more therapeutic interventions to address self-esteem issues, depression and anxiety. Program generalization: Once you’ve taught pro-social behaviors in the classroom, you need to generalize these newly acquired behaviors to various conditions and situations. An effective PBIS program is a great way to teach, model and reinforce desired behaviors. Give appropriate incentives to students who demonstrate the desired behaviors along with verbal praise providing specific examples of why the student is being rewarded. Other program generalization ideas may include: * Posters placed in key locations throughout the school to remind students and staff about the bullying code of conduct and a schoolwide common language. * Buttons worn by both students and staff as a symbol of the school’s commitment to stop bullying. * Student â€Å"spotlight† programs to celebrate students who are positive role models. * Assemblies and student pledges to kick off the school year and to promote school commitment or unity. * Parent and community education via parent/teacher conferences, parent newsletters, school Web sites, community newspaper articles, PTA and community council meetings. School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, â€Å"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.† Parents can play a central role to preventing bullying and stopping it when it happens. Here are a few things you can do. * Teach kids to solve problems without using violence and praise them when they do. * Give children positive feedback when they behave well to help their build self-esteem. Help give them the self-confidence to stand up for what they believe in. * Ask your children about their day and listen to them talk about school, social events, their classmates, and any problems they have. * Take bullying seriously. Many kids are embarrassed to say they have been bullied. You may only have one chance to step in and help. * If you see any bullying, stop it right away, even if your child is the one doing the bullying. * Encourage your child to help others who need it. * Dont bully your children or bully others in front of them. Many times kids who are bullied at home reactby bullying other kids. If your children see you hit, ridicule, or gossip about someone else, they are also more likely to do so themselves. * Support bully prevention programs in your childs school. If your school doesnt have one, consider starting one with other parents, teachers, and concerned adults. When Your Child Is Bullied Many kids are embarrassed to be bullied and may not tell their parents or another adult right away. If your child comes to you and asks for help with a bully, take it seriously. Many times, if kids arent taken seriously the first time they ask for help, they dont ask again. Even if your child doesnt turn to you for help, you can watch for these warning signs that he or she is being bullied. Kids who are bullied often experience * Withdrawal * A loss of friends * A drop in grades * A loss of interest in activities he or she previously enjoyed * Torn clothing * Bruises * A need for extra money or supplies If you think your child is being bullied or if your child has told you that he or she is being bullied, you can help. Parents are often the best resource to build a childs self-confidence and teach him or her how to best solve problems. Here are a few ways you can help * Talk to your childs teacher about it instead of confronting the bullys parents. If the teacher doesnt act to stop the bullying, talk to the principal. * Teach your child nonviolent ways to deal with bullies, like walking away, playing with friends, or talking it out. * Help your child act with self-confidence. With him or her, practice walking upright, looking people inthe eye, and speaking clearly. * Dont encourage your child to fight. This could lead to him or her getting hurt, getting in trouble, and beginning more serious problems with the bully. * Involve your child in activities outside of school. This way he or she can make friends in a different social circle. Some children seem to be bullied all the time, while others rarely get picked on. Why do some kids seem to attract all of the bullies? Kids who are bullied often * Are different from other kids, whether by size, race, sexually, or have different interests * Seem weak, either physically or emotionally * Are insecure * Want approval * Wont tell on their bullies When Your Child Is a Bully Its hard for any parent to believe that their child is a bully, but sometimes it happens. But just because your child bullies doesnt mean that he or she will bully forever. Parents are one of the best resources to help their child stop bullying and start interacting positively with their classmates. Your child may bully if, he or she * Lacks empathy and doesnt sympathize with others * Values aggression * Likes to be in charge * Is an arrogant winner and a sore loser * Often fights often with brothers and sisters * Is impulsive What you can do to stop your child from bullying * Take it seriously. Dont treat bullying as a passing phase. Even if youre not worried about long-lasting effects on your child, another child is being hurt. * Talk to your child to find out why he or she is bullying. Often, children bully when they feel sad, angry, lonely, or insecure and many times major changes at home or school may bring on these feelings. * Help build empathy for others and talk to your child about how it feels to be bullied. * Ask a teacher or a school counselor if your child is facing any problems at school, such as if your child is struggling with a particular subject or has difficulty making friends. Ask them for advice on how you and your child can work through the problem. * Ask yourself if someone at home is bullying your child. Often, kids who bully are bullied themselvesby a parent, family member, or another adult. http://www.ncpc.org/topics/bullying/what-parents-can-do How can parents help to prevent bullying at their childs school? * Talk with and listen to your kids every day. Research shows that approximately half the children who have been bullied never tell their parents about it. Children are often too ashamed of themselves to tell anyone; sometimes they feel that no one can help, not even their parents.1 * Spend time at school and recess. Research shows that 67% of bullying happens when adults are not present. Whether you can volunteer once a week or once a month, you can make a real difference just by showing up. * Be a good example of kindness and leadership. Your kids learn a lot about power relationships from watching you. Any time you speak to another person in a hurtful or abusive way, you’re teaching your child that bullying is ok. * Learn the signs. If you suspect that your child might be bullied, talk with your child’s teacher or find ways to observe his or her peer interactions to determine whether or not your suspicions might be correct. * Create healthy anti-bullying habits early. Help develop anti-bullying and anti-victimization habits early in your children, as early as kindergarten. Coach your children what not to do hitting, pushing, teasing, being mean to others. Equally if not more importantly, teach your children what to do kindness, empathy, fair play, and turn-taking are critical skills for good peer relations. * Help your child’s school address bullying effectively. Whether your children have been bullied or not, you should know what their school is doing to address bullying. Research shows that â€Å"zero-tolerance† policies aren’t effective. What works better are ongoing educational programs that help create a healthy social climate in the school. * Establish household rules about bullying. Your children need to hear from you explicitly that it’s not normal, okay, or tolerable for them to bully, to be bullied, or to stand by and watch other kids be bullied. If your child is bullying, you can help him or her find other ways to exert their personal power, status, and leadership at school. Work with your child, his or her teachers, and the principal to implement a kindness plan at school. * Teach your child how to be a good witness. Children can often effectively diffuse a bullying situation by yelling â€Å"Stop! You’re bullying!† Must bullies stop within 10 seconds when someone tells him or her to stop. * Spread the word that bullying should not be a normal part of childhood. Some adults hesitate to act when they observe or hear about bullying because they think of bullying as a typical phase of childhood that must be endured. It is important for everyone to understand that all forms of bullying physical, verbal, social (gossip, rumors, exclusion from the group), and cyberbullying are NOT a normal part of childhood. * Adults (teachers and parent volunteers) in the classroom should be aware of class social structures. Which children typically affiliate together? Which children are leaders and socially influential? Which children are socially marginalized? Purposefully pairing and grouping children so that children who bully and those who are victims can work together helps to prevent bullying outside the classroom.

Bullying and School Essay Example for Free

Bullying and School Essay Bullying has become one of the most serious issues facing our schools today. We’ve all heard the sad tales of children, some as young as 11, committing suicide because they could no longer deal with the bullying they experienced in school. In July 2008, the U.S. Congress began work on legislation for H.R. 2262, the Safe School Improvement Act, which would require schools to collect data, establish disciplinary guidelines and develop a system for registering complaints to combat bullying in our schools. However, as school counselors we can’t wait for laws to be passed to take action. We need to make a difference now. I started my quest to stop bullying at Midway Elementary School in Midway, Utah, six years ago. I attended conferences, read books and studied various programs. I learned a lot about the statistics and issues but little about specifically what to do. So I began taking steps to develop a program that would help my school and others combat school bullying. In my search for knowledge I discovered a fascinating study by Dr. Kenneth Merrell from the University of Oregon on the effectiveness of school bullying intervention programs. The study results showed that bully intervention programs, especially those aimed specifically at bullies, were effective in raising the level of awareness among students and staff but did little to reduce bullying behaviors. Merrell, along with others, recommend a schoolwide comprehensive approach to bully prevention. According to the U.S. Department of Health and Human Services, programs cracking down on individual bullies rarely work, but when there is a sch oolwide commitment to end bullying, it can be reduced by up to 50 percent. Program Framework As my program evolved over the years I identified four hallmarks of a successful schoolwide bully prevention program. Lead to systemic change: Successful programs bring about systemic change. The factors contributing to bullying in any school environment are complex and nebulous. The only way to have an impact on these critical factors is to cast a wide net. There must be change at all levels in the school environment and in the community. You are literally changing the culture of the entire school. You need to utilize all existing programs and resources such as comprehensive school counseling programs, positive behavior interventions and supports, character education, the parent-teacher organization, schoolwide discipline programs, grade-level teams or professional learning communities and more. Garner commitment from all: Schoolwide bully prevention programs require commitment from all stakeholders. Although your school may have a small team to oversee the bully prevention program, collaboration among administrators, school counselors, teachers, students, parents, secretaries, custodians, lunch workers, librarians, bus drivers, etc. is essential for success. Teach comprehensive strategies and skills: Effective programs are comprehensive. Teaching students about specific issues related to bullying is only one aspect of an effective schoolwide program. There are many supporting concepts and social skills you also need to address, such as conflict resolution, tattling vs. reporting, respect, accepting differences, teasing, cliques, relational aggression, cooperation and more. Effective data analysis will help you identify many of these specific needs. Continue year after year: Many times schools will bring in a pre-packaged bully prevention program, have a big anti-bullying campaign, raise a lot of awareness and then call it good. Effective bully prevention programs are not a one-shot deal. Effective prevention programs are nonstop. They require intervention, data to assess the program’s effectiveness and components, and ongoing specific targeted interventions for bullies, their victims and the bystander population. Key Components Eight key components, best implemented sequentially, have led to the success of Midway Elementary’s bully prevention program. Administrative support: An extremely important aspect of starting a bully prevention program is soliciting the support of your school administrators. Without strong and effective leadership, systemic change is difficult. As leaders in the school, administrators should become experts on bullying issues. They should form a bully prevention team and identify a go-getter staff member to lead this team. The administrators need to develop an anti-bullying code of conduct and communicate it to all stakeholders, especially students. Most importantly, administrators should establish the tone and expectations for students and staff and outline clear and consistent consequences for students who violate the anti-bullying code of conduct. Consequences should be based on a level system for first and subsequent offenses. It is important to follow district guidelines when establishing the level system. School administrators should utilize a behavior referral system to provide valuable data. The behavior referral system should include specific information that will help provide meaningful data to identify areas of concern and needs. Administrators should involve parents of both victims and bullies, especially for repeat offenders, to discuss concerns, outline consequences and form a strategic plan to stop the bullying behaviors. Schoolwide positive behavior interventions and supports program: If your school doesn’t have a PBIS program, I would highly recommend implementing one. Use the PBIS program to establish clear schoolwide rules. The rules should be specific to location, taught to all students and posted throughout the school. Introduce desired behaviors, clearly teach them and then model them. Once you’ve taught the behaviors, reinforce student compliance using a variety of incentive programs. Use data to measure the effectiveness of your program and to identify ongoing areas of concern. Data: I use two types of data, behavioral referral data and surveys given to students, parents and staff. Data can provide baseline information, measure the effectiveness of your program, discover areas of concern and identify chronic bullies and their victims. Online surveys will help gather subjective data to assess stakeholders’ level of concern, to measure student awareness and knowledge, to solicit input from staff members and to assess parent perspectives and concerns. Office behavior referral data provide objective data for analysis. Behavior referral forms or systems should include information directly related to bullying. By regularly reviewing these data, you can identify types of bullying, locations, repeat offenders and victims. Upon identifying specific problems, bully prevention team members should develop a plan of action to deal with the issues. Staff training: All staff members should receive training to include definitions of bullying, types of bullying, effects of bullying on victims, school code of conduct and expectations, legal liability based on state law and, most importantly, how to intervene when they witness bullying incidents or a student reports it to them. Make sure your staff training includes teachers, administrators, specialists, secretaries, lunch staff, custodians, aides and bus drivers. Student awareness and education: Give all students a basic introductory lesson including definitions for bullying, types of bullying with examples, school code of conduct and expectations, what to do when they are bullied or how to help others as bystanders. Students need to learn about the importance of speaking up and supporting each other with the skills they learn. Establish a common language for discussing bullying issues, and post it in every classroom and in key locations throughout the school. Critical social skills training: Once you’ve taught them the basics, students need additional information and skills to increase their level of awareness and to deal with bullying issues. At Midway Elementary, we’ve spent time on topics such as tattling vs. reporting, conflict resolution, teasing, relational aggression/cliques, cooperation, caring, respect and any other topics that come out of the stakeholder surveys or behavior referral data. Develop classroom guidance lessons to specifically address these needs, and teach students the skills and knowledge necessary to reduce the problem. Targeted interventions for bullies and victims: Data analysis will help you identify chronic bullies and their victims. These students most likely will need highly targeted interventions and supports. When it comes to intervention for bullies there is no silver bullet. The factors contributing to the reasons why children bully others are complex and often almost impossible to identify. Research also suggests that interventions such as out-of-school suspension, peer mediation and group counseling for bullies aren’t effective. Effective interventions include individual counseling/education on issues such as developing empathy; perspective taking; social skills training; anger management; conflict resolution; and identification of psychological disorders such as ADHD, depression and anxiety. Teaching bullies pro-social leadership roles and opportunities for self-competence and success may also be useful. Behavioral strategies such as behavior contracts, check-in/check-out programs, parent meetings, etc. may also be required to facilitate change. It is also important to provide intervention for repeat victims, especially chronic victims. Interventions may include providing an adult advocate, individual or group counseling, social skills training, peer support, structured recess, etc. You may need to refer some students to outside help for more therapeutic interventions to address self-esteem issues, depression and anxiety. Program generalization: Once you’ve taught pro-social behaviors in the classroom, you need to generalize these newly acquired behaviors to various conditions and situations. An effective PBIS program is a great way to teach, model and reinforce desired behaviors. Give appropriate incentives to students who demonstrate the desired behaviors along with verbal praise providing specific examples of why the student is being rewarded. Other program generalization ideas may include: * Posters placed in key locations throughout the school to remind students and staff about the bullying code of conduct and a schoolwide common language. * Buttons worn by both students and staff as a symbol of the school’s commitment to stop bullying. * Student â€Å"spotlight† programs to celebrate students who are positive role models. * Assemblies and student pledges to kick off the school year and to promote school commitment or unity. * Parent and community education via parent/teacher conferences, parent newsletters, school Web sites, community newspaper articles, PTA and community council meetings. School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, â€Å"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.† Parents can play a central role to preventing bullying and stopping it when it happens. Here are a few things you can do. * Teach kids to solve problems without using violence and praise them when they do. * Give children positive feedback when they behave well to help their build self-esteem. Help give them the self-confidence to stand up for what they believe in. * Ask your children about their day and listen to them talk about school, social events, their classmates, and any problems they have. * Take bullying seriously. Many kids are embarrassed to say they have been bullied. You may only have one chance to step in and help. * If you see any bullying, stop it right away, even if your child is the one doing the bullying. * Encourage your child to help others who need it. * Dont bully your children or bully others in front of them. Many times kids who are bullied at home reactby bullying other kids. If your children see you hit, ridicule, or gossip about someone else, they are also more likely to do so themselves. * Support bully prevention programs in your childs school. If your school doesnt have one, consider starting one with other parents, teachers, and concerned adults. When Your Child Is Bullied Many kids are embarrassed to be bullied and may not tell their parents or another adult right away. If your child comes to you and asks for help with a bully, take it seriously. Many times, if kids arent taken seriously the first time they ask for help, they dont ask again. Even if your child doesnt turn to you for help, you can watch for these warning signs that he or she is being bullied. Kids who are bullied often experience * Withdrawal * A loss of friends * A drop in grades * A loss of interest in activities he or she previously enjoyed * Torn clothing * Bruises * A need for extra money or supplies If you think your child is being bullied or if your child has told you that he or she is being bullied, you can help. Parents are often the best resource to build a childs self-confidence and teach him or her how to best solve problems. Here are a few ways you can help * Talk to your childs teacher about it instead of confronting the bullys parents. If the teacher doesnt act to stop the bullying, talk to the principal. * Teach your child nonviolent ways to deal with bullies, like walking away, playing with friends, or talking it out. * Help your child act with self-confidence. With him or her, practice walking upright, looking people inthe eye, and speaking clearly. * Dont encourage your child to fight. This could lead to him or her getting hurt, getting in trouble, and beginning more serious problems with the bully. * Involve your child in activities outside of school. This way he or she can make friends in a different social circle. Some children seem to be bullied all the time, while others rarely get picked on. Why do some kids seem to attract all of the bullies? Kids who are bullied often * Are different from other kids, whether by size, race, sexually, or have different interests * Seem weak, either physically or emotionally * Are insecure * Want approval * Wont tell on their bullies When Your Child Is a Bully Its hard for any parent to believe that their child is a bully, but sometimes it happens. But just because your child bullies doesnt mean that he or she will bully forever. Parents are one of the best resources to help their child stop bullying and start interacting positively with their classmates. Your child may bully if, he or she * Lacks empathy and doesnt sympathize with others * Values aggression * Likes to be in charge * Is an arrogant winner and a sore loser * Often fights often with brothers and sisters * Is impulsive What you can do to stop your child from bullying * Take it seriously. Dont treat bullying as a passing phase. Even if youre not worried about long-lasting effects on your child, another child is being hurt. * Talk to your child to find out why he or she is bullying. Often, children bully when they feel sad, angry, lonely, or insecure and many times major changes at home or school may bring on these feelings. * Help build empathy for others and talk to your child about how it feels to be bullied. * Ask a teacher or a school counselor if your child is facing any problems at school, such as if your child is struggling with a particular subject or has difficulty making friends. Ask them for advice on how you and your child can work through the problem. * Ask yourself if someone at home is bullying your child. Often, kids who bully are bullied themselvesby a parent, family member, or another adult. http://www.ncpc.org/topics/bullying/what-parents-can-do How can parents help to prevent bullying at their childs school? * Talk with and listen to your kids every day. Research shows that approximately half the children who have been bullied never tell their parents about it. Children are often too ashamed of themselves to tell anyone; sometimes they feel that no one can help, not even their parents.1 * Spend time at school and recess. Research shows that 67% of bullying happens when adults are not present. Whether you can volunteer once a week or once a month, you can make a real difference just by showing up. * Be a good example of kindness and leadership. Your kids learn a lot about power relationships from watching you. Any time you speak to another person in a hurtful or abusive way, you’re teaching your child that bullying is ok. * Learn the signs. If you suspect that your child might be bullied, talk with your child’s teacher or find ways to observe his or her peer interactions to determine whether or not your suspicions might be correct. * Create healthy anti-bullying habits early. Help develop anti-bullying and anti-victimization habits early in your children, as early as kindergarten. Coach your children what not to do hitting, pushing, teasing, being mean to others. Equally if not more importantly, teach your children what to do kindness, empathy, fair play, and turn-taking are critical skills for good peer relations. * Help your child’s school address bullying effectively. Whether your children have been bullied or not, you should know what their school is doing to address bullying. Research shows that â€Å"zero-tolerance† policies aren’t effective. What works better are ongoing educational programs that help create a healthy social climate in the school. * Establish household rules about bullying. Your children need to hear from you explicitly that it’s not normal, okay, or tolerable for them to bully, to be bullied, or to stand by and watch other kids be bullied. If your child is bullying, you can help him or her find other ways to exert their personal power, status, and leadership at school. Work with your child, his or her teachers, and the principal to implement a kindness plan at school. * Teach your child how to be a good witness. Children can often effectively diffuse a bullying situation by yelling â€Å"Stop! You’re bullying!† Must bullies stop within 10 seconds when someone tells him or her to stop. * Spread the word that bullying should not be a normal part of childhood. Some adults hesitate to act when they observe or hear about bullying because they think of bullying as a typical phase of childhood that must be endured. It is important for everyone to understand that all forms of bullying physical, verbal, social (gossip, rumors, exclusion from the group), and cyberbullying are NOT a normal part of childhood. * Adults (teachers and parent volunteers) in the classroom should be aware of class social structures. Which children typically affiliate together? Which children are leaders and socially influential? Which children are socially marginalized? Purposefully pairing and grouping children so that children who bully and those who are victims can work together helps to prevent bullying outside the classroom.

The Advantages Of Being Physically Attractive Philosophy Essay

The Advantages Of Being Physically Attractive Philosophy Essay Nowadays attractive people rule the world. We see them on television, on the covers of magazines, they are everywhere. They dominate all the fields that include a certain degree of public exposure. What is beautiful is good. This is the stereotype that plays an active role in our lives. Physical attractiveness influences our relationships with other people. It influences social acceptance and the employment process. People consider that less attractive children are more likely to grow up with bad behavior, but if an attractive child grows up with such bad behavior, people perceive this event like an unusual one. On job interviews, attractive people seem to be more efficient. They are good communicators they speak faster and fluently; they enjoy social interactions and exchanges. These people show more confidence and develop more favorable images of them. It is a fact that attractive people tend to be more successful than the less attractive ones. Attractive individuals are more sociable and happier. They tend to be more socially skillful because the favorable expectations of attractive people lead to better social exchanges, more favorable self-images, and better social skills. 2.2. Head Positions Head shaking has its origins in bowing to appear superior. It can be a powerful persuasion tool; you can encourage someone to talk or to make him stop, only by nodding three to four times in certain intervals of time. The speed of nods determines the listeners patience or the lack of it. If the listener is interested in what the speaker is saying he will give a slow deliberate nod. Fast nodding tells us that the listener wants to interfere or he is not interested anymore. Head nodding can be contagious, if someone nods, you will return the nod, even if you dont agree with what he is saying. Head nodding is also an excellent tool to get someones cooperation and agreement; it is an unconscious outward reflection of our inner emotions so when you feel optimistic about something and you feel affirmative your head will start to nod as you speak. Positive emotions cause head nods and it goes the other way around, affirmative head nods can cause positive emotions. If you start to nod intentionally, you will experience those emotions. In different cultures head nodding signifies yes, yes you agree other persons point of view. This is not the case of Bulgaria where positive head nodding means no. In Japan, for example, head nodding doesnt necessarily mean agreement; it can signify yes, I hear you. In other countries, like India, the head movement differs; here people move their head from side to side to signal agreement. There are three basic head position. Head up In this position, the head remains still; the conversation can be slightly punctuated by small nods. Usually, this position takes a person who has neither positive nor negative attitude about what the interlocutor says. If someone lifts the head with the chin jutting forward, he signals arrogance and fearlessness. Anyone who adopts this position is intentionally exposing the throat to gain some height so they can look down their nose. The Head Tilt The head tilt displays the vulnerable necks; it makes a persons look smaller and less threatening. It is believed that this position has its origins in the baby resting its head on his parents shoulder or chest, its submissive meaning is understood by everyone, especially women. Many women use this position in order to get attention from man they fancy because a submissive woman is attractive to most men. It is recommended using head tilt along with head nods during presentation or while delivering a speech because you will appear nonthreatening and the listeners will begin to trust you. Head Down People who have judgmental and negative attitude tend to keep their head down. It shows disapproval or disappointment. Sometimes, conference speakers confront situations when the listeners adopt this position, to make them lift their heads they involve them in action, they invite them to participate into a conversation before their actual presentation. If the method is successfully the next head position of the audience will be the tilt head. 2.3 Eye contact The eyes are the windows of the soul. They are highly expressive region; their movement is allowing various expressions. We keep our eyes open, turn a blind eye to certain events, or we choose not to bat an eye. Our eyes show what we think about a person, how we feel toward him, if we are comfortable or not. Eye contact is one of the most primitive ways of communication, during social interaction all good communicators look at each other in the eye, without the gaze even if it is for several seconds, they dont feel like they are fully into the conversation. Georg Simmel described the phenomenon as a wholly new and unique union between two people and that it represents the most perfect reciprocity in the entire field of human relationship (Simmel). The eye gaze may have a variety of meanings, such as friendship, submission, hate or attraction. The sources of variation are: Point in the conversation: if a person is listening there is more eye contact than the situation where he is speaking. When people speak they tend to look up at the end of the speeches and phrases. Nature of the topic. Topics of personal matter usually avoid the eye contact. Catholic confessionals and psychiatric couches for example are built in such manner, that the person who talks wouldnt be inhibited by the eye contact. The contact between the priest or the therapist and the individual in both of these locations is reduced; the individual can feel, but not see the presence of the priest or the doctor so when he discuss shameful and embarrassing things those who are listening could not stare at them. Relations between a pair of people. When two people like each other there is more eye contact than usual. The pupils are dilating when you look at a person whom you like more. Besides attraction, the gaze could mean threat, when one is cutting off or averting his gaze this signal could mean appeasement. Cooperation. There is also more direct gaze when two people tend to cooperate rather than competing. In this case, an important role plays the quantity of eye contact; a high level of it usually means that the gazer is interested in the subject. However, combined with other expressions it also means threat. Personality. Depending on ones personality, he could look more or less. Extroverts look more often and for longer than their interlocutors and the introverts. There are also people that avoid the gaze; these are schizophrenic patients, depressed people and autistic children. Distance. It is a certainty that eye contact is reduced when proximity is greater, in busses or elevators, for example it ceases at all. Reducing eye gaze helps us reduce the level of discomfort produced by invading our intimate zone. 2.3.1 The Functions of Eye Contact The meanings of eye contact are various, and beside the hate, joy and domination signals that they could express there are several function that they have as well. These functions are: Information-Seeking. Our social behavior is an open book for others to read, it tells the world who we really are. We are the one that give information so it is important to us to receive a properly feedback. The speech could be a way, but sometimes if you look closely to the others face you can find a lot more than he says, especially if you look at his eyes. At the end of the speech he looks at you to see how the information was received. Signaling that the channel is open. When you communicate and maintain the eye contact the speaker will understand that all your attention is his, and he may proceed further with the conversation. On the other hand, a simple flicker of the eye toward a third person indicates that the channel is closed. Concealment and Exhibitionism. Some people look to get attention and to keep it. These people according to Laing suffer from lack of such feelings like self-regard and ego-identity, they need to be seen so they could be loved and confirmed as a person (Laing). The eye contact is the only they need. Establishment and Recognition of Social Relationship. Argyle explained this function through the example of an A and B person. The eye contact plays a central role in the establishment of their relationship. If there is eye contact between A and B it means that there is attraction. If A wants to dominate B: A will stare at B with the appropriate expression, if B accepts As dominance he will adopt a submissive expression and he will look away; If some people want to see and to be seen some of them dont want to have eye contact at all. They hide communication signals and disguise the gaze by wearing sunglasses. Glasses are also used by blind people they wear tinted glasses to avoid the embarrassment of not being able to look a person in the eye whenever it is necessary. Mirrored glasses stay between traffic policeman and the drivers, by avoiding the eye contact policemen can reduce the possibility of an argument; the nervous drivers can be put off a confrontation if they are not seeing the officers eye but, forced to see their own. 2.4 Facial Expressions The interest in human expression of emotion dates from more than a century ago when Charles Darwin published his book The Expression of the Emotions in Man and Animals. Darwin believed that humans emotional expressions are defined by our evolution; therefore he couldnà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t understand the human emotions without understanding the emotional expressions of animals. Darwin returned to fundamentals, he built his theory of emotional expressions in animals, in infants and children, and in adults from different countries. Although everybody read his book, it hadnt much impact on the scientific community over years. Only recently the scientists agreed that Darwins ideas, his theoretical interpretations and forecasts are the premise of current knowledge in the field of humans facial expressions. Scientists relate facial expressions with emotions they represent. Many anthropologists like Margaret Mead believed that the cultures of the world control these emotions. Paul Ekman on the contrary proved that facial expressions have natural origins therefore, they are universal. Surprise Something unexpected triggers this emotion; it is the shortest one and it takes two or three seconds. It could last if the surprises continue. It is not a surprise when you have time to think if you are surprised or not, because this emotion feels like an explosion. A surprised individual will raise the eyebrows so that the skin below will be more visible than usual. He will have wrinkles on his forehead; wrinkles that everyone shows except young children. The individual will also have the mouth opened; his lips will be smooth and relaxed. His mouth may be partly open or widely open it depends on how intense was the surprise. The raised eyebrows, the relaxed open mouth can occur in combination with other expressions like neutral face, but it will no longer signify surprise, but doubt, fascination, or an astonishing moment. Anger Anger is the most dangerous emotion of all. When you are angry you can say things or worse do things that later you will regret. When you are angry you are not yourself, your blood pressure increases, the veins on your neck and forehead become more visible, your muscles tense and you may move slightly toward the offender. This emotion may be developed step by step, from a simple irritation, to rage or fury, it can be accumulated or it may occur suddenly. Angers appearance can be determined when there are significant changes on the face. The angry person has his inner corners of the eyebrows lowered and drawn together. His eyelids are tense and his eyes look like he stares. The mouth has two basic types: The lip-pressed-against-lip mouth: it occurs when someone is starting some form of violence or when a person is trying to control his verbal anger; he presses the lips to prevent saying something unpleasant. The open-mouthed anger happens when someone is expressing anger or when this person yells during a speech. 2.4.3 Fear Fear is the innate emotion induced by a certain threat or sense of danger. We learn how to avoid the possibility of harm by analyzing what occurs around us. However we canà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t anticipate everything and even it can be prevented we still fear any events or ideas that seems dangerous. Fear is a sudden emotion just like surprise, you cant pause a moment to think if you are afraid or not, it occurs immediately something harms you and you are afraid. Unlike surprise fear is a terrible experience even a mild fear is unpleasant ant it is the most traumatic of all emotions. Another difference between fear and surprise consist of its duration. Fear if it is unexpected it can have short duration but it can also occur gradually, you can know very well the fear-inspiring event and still be afraid of it. During fear there are distinctive appearances in the three areas of the face. The eyebrows appear raised and straightened with the inner corners drawn together, there are also wrinkles but not on the entire forehead. When the brows are held in the fear position the meaning of the expression is either worry or controlled fear. Fear eyebrows are joined by fear eyes and fear mouth. Eyes during fear are tense, the upper eyelid is raised the lower eyelid is also tense. In both fear and surprise the upper eyelid is raised but these emotions differ in regard to the lower eyelid which in surprise is relaxed and in fear is tense and raised. In fear the mouth also may be opened the difference between surprise and fear are the lips in surprise they are relax, but in fear they are tense and also may be drawn back. 2.4.4 Disgust and Contempt Disgust is an emotion of aversion. There are many things that may cause this aversion, the taste of something that you dont like, the smell of it sometimes even the thought could cause disgust. Not only the tastes or the smell can bring someone disgust but also the actions and the appearance of another person. Some people feel disgust when looking a deformed or an ugly person. You may be disgusted by what a person does for example if that someone is torturing an animal. Even if the emotion of disgust is universal, the things that one person thinks disgusting are not universally. What in one culture is disgusting in another culture may seem attractive and the other way around. These kinds of things are not the exactly in the same culture or in the same family. A disgusted person has lowered eyebrows and raised cheeks. However, the important clues that show disgust happen in the nose and mouth area. The upper lip may be raised, and the nose has wrinkles. Disgust may range from a slight form of disgust to an extreme one. The difference between these forms is that in the slight type, the wrinkles on the nose and raised lip are less pronounced. A close form of disgust is the contempt facial expression. This emotion is triggered by other peoples actions not smells, food or touches. Contempts appearance consists of a closed mouth with corners a little bit raised, and lips pressing each other. 2.4.5 Happiness Happiness is a positive emotion that everyone wants to experience. We like when we are happy, it feels so good that we search it, and we try to build our lives around this emotion. Most of the people think that the signal of happiness is the smile. It is not quite true. Sometimes, behind a smile there is pain hiding or even fear. Smiling in these cases, you make the unpleasant situations more comfortable for you. Happiness intensity is determined by the position of the lip; this position is always accompanied by deepening the region between the lips and the nose also by more pronounced lines under the lower eyelid. The intensity of happiness varies from a simple smile to an abroad one from ear to ear. The extreme form of happiness is laughter with tears. 2.4.6 Sadness Sadness means suffering. People when are sad have a distinct way of showing it, they dont cry they dont yell they just suffer in silence. Anything can make a person sad but in the most of cases what triggers this feeling is the loss of somebody. Sadness appearance has distinctive clues in each area of the face. A sad person will lower his face; the inner corners his eyebrows are will be raised. The inner corner of the upper eyelid is drawn up, and the lower eyelid may appear raised. The corners of the lips are drawn down, or the lips appear to tremble. (Ekman and Friesen p121) All the emotions mentioned above can blend with each other creating more ways to express our feelings, to underline or punctuate something in a conversation. It is known that people learn to control their facial expressions and sometimes you can be misled. Gestures Hands arms and even legs can produce a variety of signals. These signals are used either to help you improve your interaction skills or to negotiate. As we grow up our signals become more subtle and less obvious and that is making them harder to read. There is a debate among the researchers wherever some gestures are genetic or they are learned. The conclusion they got is that gestures are learned and they are culturally determined. The open palm Hands have been an important tool in human evolution and it is believed that there are more connection between the brain and the hand than between the brain and any over part of the body. If you try to see if a person is honest or not, an important thing is to look at palm displays. The open palm was associated with truth and honesty throughout history. In ancient times open palms used to show that there are no weapons concealed and therefore there is no threat. Nowadays different kinds of oaths are taken in this way by placing the palm over the heart, in courts when somebody testifies the right palm is held up for the member of the court to see while in the left hand is the Bible. There are three main palm gestures: the submissive palm position, the palm is facing up and it is used as a non-threatening gesture if you ask something from a person he will not feel the pressure of the request like in a superior situation. You will gain authority if you turn the palm to face downwards, the person whom you addressed the request will feel it like an order. The third gesture and the most irritating is that in which the palm is closed into a fist except the pointed finger, with whom the speaker creates a negative effect on other people he beats them into submission. Rubbing the palms together This gesture is the way in which people communicate their positive expectations. Before the dice are threw the thrower rubs them between palms, it signals his positive expectation of wining. Also a positive expectation signals a waiter at the end of the evening when he is asking anything else, sir while rubbing his palms, this usually is the non-verbal sign of a tip. However when a person rubs his palms while he is expecting the bus in freezing winter it means that his hand are cold not that he is expecting the bus. It is all about the context in which these gestures are made. Hands clenched together. This gesture seems to be a confidence one because people are smiling and sound happy when using it. The research showed however that behind that smile the person is holding back a negative attitude and therefore it is a gesture of frustration. The person may hold his hands clenched in three main positions: hand clenched in front of the face, resting on the desk or on the lap when seated. Steepling hands All gestures come in groups that are called clusters. This gesture represents an exception. It can be used in isolation from other gestures by people who use minimal or restricted body language. When it used it signals confident attitude. The gesture has two versions: the raised steeple used when the steepler is doing the talking and the lowered steeple when he is listening. The Mouth Guard This is a gesture learned from childhood and it is as obvious as it was then. The hand covers the entire mouth and the thumb is presses the cheek. What is happening is that the brain automatically tries to block deceitful words. As we grow up we try to disguise it by giving a fake cough or to minimize this gesture, instead of hand slapping over the mouth the finger rub around it. Folded Arms Folded arm gesture stands for a barrier against threatening situations. When a person has a nervous, negative or defensive attitude, he will fold his arms firmly on his chest, a strong signal that he feels threatened. (Pease) The researchers have found that the person who folds his arms has not only a negative attitude toward the speaker but he also is paying less attention to what is being sad. Many people said that they fold their arms because it is cozy. Any gesture will feel comfortable when you have the corresponding attitude; that is if you have a negative, defensive or nervous attitude, the folded arms position will feel good. (Pease) Standard arm-cross gesture This is a gesture that signifies the same universally negative attitude that people have in public events, meetings where they are surrounded by strangers; they have their both arms folded across the chest, it feels like an attempt to block an unfavorable situation. Beside the negative attitude this gesture also means that the person who folds his arms may disagree with what the speaker says. To bring this person into a more open position you have to make him unfold his arms and reach forward. Sometimes this gesture comes in cluster with clenched fists, clenched teeth, it indicates a hostile attitude and it makes possible a verbal or even a physical attack. To make the arm barrier less obvious people disguise their arm-cross gestures. These people dont want for other to know their insecurity or nervousness so their instead of folding their arms or grasping the other arm they just touch some of their personal objects like; handbags, bracelets watches everything near the arm. The standard leg-cross position Arms are not the only body part that can be used to form a barrier between you and the world. In most of European countries in Australian and New Zeeland cultures the right leg is neatly crossed over the left one. It is a gesture that shouldnt be read out of context because people use it when they sit for a long time in uncomfortable chairs or when it is freezing outside. Leg-cross positions may indicate that a defensive attitude exists but not so negative and obvious like arm-crossed gesture. Used together these gestures indicate that the person is not paying attention that he is withdrawn from the conversation. The same meaning of negative attitude has the ankle lock gesture. This gesture is different in male and female version. In male version it appears together with clenched fists placed on the knees or with hands grasping the chairs arms. In womens case the knees are held together, the hands are resting side by side or one on the top of the other on the upper legs. When individuals start to feel comfortable in a certain group they start to open up through a set o movements. This set has five stages: Stage: the arms and legs are crossed in the defensive position. Stage: the feet are placed in a neutral position. Stage: the arm that is folded on top comes out and the palm is flashed during the conversation. Stage: arms unfold and they can be placed either in pockets or on the hips. Stage: the person is leaning forward to the speaker whom he finds interesting and not a stranger anymore. It is important to know that all kind of gestures or facial examples should be considered in the context that they occur, because it is really easy to misread a signal. If for example a man has a soft handshake you most likely will be tented to accuse him of having a weak character, not taking into consideration that he may be a surgeon or a musician and he has to be delicate with his hands in order to protect them.

Ernest Hemingway’s Portrayal of Masculinity Essay -- Hemingway Code He

Ernest Hemingway’s Portrayal of Masculinity When thinking of masculinity in literature, one author has who has become synonymous with manliness comes to mind, Ernest Hemingway. Critics have spent countless hours studying his writing in order to gain insight into his world of manly delights, including his views on sex, war, and sport. His views can be seen through his characters, his themes and even his style of writing. The characters in Hemingway’s stories reveal much about how he feels about men and the role they should play in society. Most of Hemingway’s male characters can be split into one of two groups. The first of which is the â€Å"Code† Hero. This is the tough, macho guy who chooses to live his life by following a â€Å"code of honor, courage, chivalry, honestly, and the ability to bear pain with resistance and dignity, and does not whine when defeated† (Scott, 217). This hero is Hemingway’s ideal man, whom every man should want to become. Robert Penn Warren writes of the â€Å"code† hero: [Hemingway’s] heroes are not squealers, welchers, compromisers, or cowards, and when they confront defeat they realize that the stance they take, the stoic endurance, the stiff upper lip means a kind of victory. If they are to be defeated they are defeated upon their own terms; some of them have even courted their defeat; and certainly they have maintained, even in the practical defeat, an ideal of themselves – some definition of how a man should behave, formulated or unformulated – by which they have lived. They represent some notion of a code, some notion of honor, that makes a man a man, and that distinguishes him from people who merely follow their random impulses and who are, by consequence, â€Å"messy.† (Warren, 79) Hemingway also seems to associate acts of violence with masculinity. Nathan Scott Jr. writes of Hemingway’s manliest characters: Whatever they do, whether it be bullfighting or fishing or prizefighting or hunting lions in the African bush or blowing up bridges as a military saboteur – is done with consummate skill and with pride of craft; they are tough and competent: they can be counted on in a tight squeeze, and they do not cheat or squeal or flinch at the prospect of danger. (Scott, 217) Examples of the â€Å"code† hero in Hemingway’s work include Manuel the bullfighter, in â€Å"The Undefeated† he fights with a noble dignity even when he is je... ...lso the idea that because the hero lives by his code, he is able to â€Å"live properly in the world of violence, disorder, and misery in which he inhabits† (Baker, 15). The young waiter who hopes to one-day become a noble bullfighter in â€Å"The Capital of the World† illustrates this point. After performing gallantly, he takes his defeat with a sense of pride and chivalry allowing him to die the only real death in Hemingway’s mind, the death of a real man. Sources Baker, Carlos. Ernest Hemingway: A Life Story. New York: Scribner’s, 1969. Fiedler, Leslie A. Love and Death in the American Novel. New York: Criterion Books, 1960. 304-09. Strychancz, Thomas. â€Å"The Sort of Thing You Never Should Admit.† Boys Don’t Cry: Rethinking Narratives of Masculinity and Emotion in the US. Eds. Millette Shamir, Jennifer Travis. New York: Columbia University Press. 2002. 140-72. Wagner, Linda Welshimer, Ed. Ernest Hemingway: Five Decades of Criticism. Michigan State University Press, 1974. Holder, Alan. â€Å"The Other Hemingway.† Wagner. 103-08. Scott, Nathan, Jr. â€Å"Ernest Hemingway, A Critical Essay.† Wagner. 210-18. Warren, Robert Penn. â€Å"Ernest Hemingway.† Wagner. 77-101.