Interpersonal skills and team techniques Essay Example | Topics and Well Written Essays - 750 words

Interpersonal skills and team techniques - Essay Example When we talk about teams, one of its qualities is the cohesive and interactive nature of team work. To build and amplify these characteristics, some of these interpersonal skills need to be developed. (Shepherd et al., 2007) Listen: Listening is more than hearing. It is the ability to understand what the other person is saying (Bostrom, 1997). Team members need to listen to others so that problems and solutions can be discussed effectively. Reflect: Reflection is the ability to reflect and think about the past and present situations. It also builds cohesion in teams as team members get the opportunity to analyze and think about their behaviors and actions against other team members. Facilitate: Facilitating includes helping out and aiding fellow team members. This skill creates trust between the team members as they know that if they require some assistance, other team members are there to watch one’s back. Communicate: Communication is considered the most essential skill that a person must possess to clearly put across one’s ideas and solutions. Clear and complete communication is required to remove any misunderstandings in teams. A person having a good set of interpersonal skills is expected to prosper working in teams or even independently. These skills must be taught and promoted throughout the organization for the following reasons. Reduces Conflict: A good and effective communication leaves no room for misunderstanding, hence there is lesser chance of conflicts arising in teams. In cases of disagreement, a team leader can intervene and clarify the situation to resolve the conflict. (AMA) Increased Participation: Communication and listening skills encourages team members to increase participation in meetings and be more social. This increases the input from all members thus they would feel comfortable working in the team environment. A

The Effects Of Gibberellic Acid

The Effects Of Gibberellic Acid The main objective for this experiment was to examine the effects of Gibberellic Acid which is a plant hormone on different genotypes of a plant called Brasscia rapa, which included wild type, petite, elongate, and rosette. The wild type and petite have the same amount of Gibberellic Acid, but the elongate over produces it and rosette under produces it. The experiment was placed on top of a wick, while the wick is leading the underneath to keep the plants moisturized. The project took place over eight days. Each group member came in each day and measured the height plant growth with a small ruler in mm. We recorded the information and collected them into a chart. Introduction: A hormone is a chemical that is released on cell or part of a body and travels to some target cell where a receptor protein will bind that hormone and trigger of some change within the cell of the receiving cell. Since plant dont have a nervous system, hormones are the major way that plant tissues communicate each other (Campbell Reece, 2010). Gibberellic Acid is plant hormone that occurs in plant growth. Gibberellic Acid also known as GA3 is involve in stem elongation and increasing the size of plant parts. GA3 works on germination by supporting growth in the embryo of a seed. In other words, GA3 causes quick germination of the seed and break out of dormancy (Seed Dormancy and Effects of Plant Growth). They are also involve in having the plant become active again if they loose their leave during the winter. The main focus for this experiment is to prove how much hormones effect the plant growth. Cycocel is plant growth that provides height control by reducing stem elongation. When shoots and stems are treated with Cycocel, they are more impact and stronger with deeper green growth. Cycocel inhibits GA3 from elongating the stems of the plants (The Effects of Gibberellic Acid and Cycocel on The Growth of Cultured Leaf Tissue). The plant that was used for this experiment was Brassica rapa plant. It is a fast growing plant, complete its life cycle in around forty days also mostly related to the mustard group. There were four different genotypes used to complete this experiment. They were wild type, petite, and rosette(McKeon and Warren, 2012). The rosette plant is much shorter than a wild type plant. The elongated is much taller than a wild-type plant. The petite plant is about half as tall as a wild-type plant. Three different experiments were done on the genotypes. First water was added to the control, second the Gibberellin Acid 3, and then Cycocel was added to the genotypes. Then comparison was made to their growth to see much they were affected. The purpose of this experiment was to make a comparison of the effects of the GA3 and Cycocel on brassica plants. Then this will allow us to measure the growth of the plants. The hypothesis for this experiment is that when adding GA3 to the rosette of Brassica rapa the plants will increase in its height compared to the plants that have just water when adding GA3 to the wild type of Brassica rapa the plants will again increase in it height compared to the plants that have just water added to them. Material and Method: The four different genotype used for this experiment were wild type, petite, and elongated, rosette. The plants were planted in Styrofoam container that had squares and each square had one plant planted on. The Styrofoam was placed firmly on top of a wick material that led to water under the plants (figure 1). The wick absorbs water and carries it into the plants and this provides a constant source of water for the fast plants. The plants were divided into three separate sections because they were sprayed with three different solutions: water for control, Gibberellic Acid (100ppm solution), and Cycocel (1:100 dilution) or B-Nine (McKeon and Warren, 2012). A tube was placed around the plant and sprayed three times over the plants. The tube was used in order to protect the other two plants. A small ruler was used to measure the plants. The plants were measured once a day for eight days in mm, they were measured from the top of the Styrofoam to the top of the plants. We followed their growth and effect of the solutions against the plant for eight days, and then we organized the information into graphs to compare their growth for eight days. Figure 1 Plant Set-Up and Treatments: This is the actual setup for the plants. Each square was planted with one plant. Results: These graphs were collected from the experiment and the measurements were done in mm. Figure 2 Wild Type Treated Growth Chart: This explains the growth for the wild type when Brassica rapa plants are treated with GA3 and Cycocel. As this figure shows, the GA3 treated plants grew much bigger than the other plants. The Cycocel did not grow as big as the GA3. Figure 3 Petite Treated Growth Chart: This result is from the petite of the Brassica rapa. The graph shows that the results look similar to figure2. The GA3 treated plant expanded its growth but the Cycocel treated plant did not. Figure 4 Elongated Treated Growth Chart: These results are from the experiment of Elongated of brassica rapa. It shows that GA3 treated plants are still expanding and the control seems to be expanding too but not as much as the GA3 treated plants. Overall, the control and the GA3 grew a lot taller than the Cycocel treated plants. Figure 5 Rosette Treated Growth Chart: these results show the Rosette of Brassica rapa experiment. It shows that GA3 treated plants show the most growth. They also show that there were small differences between the control plants and the Cycocel treated plants. They grew in unity together, but the Cycocel has only small effects on the plants. Discussions: For the results for the wild types experiments, the plants that were treated with the GA3 solution grew an extraordinary amount compared to the control. They grew about 2 mm a day. The plants that were treated with Cycocel solution grew about the same as the control. This shows that the Cycocel treated plants did not have that great effect on the plants metabolism. At the end of experiment the control a little more than the Cycocel treated plants, as seen in Figure 2. The results of Petite experiment were roughly the same as the Wild Type. The plants that were treated with the GA3 solution grew a few mm more than the control and the Cycocel treated plants. As Figure 3 show, the control and the Cycocel treated plants grew equally. On the final day of the experiment, the control showed a dramatic increase in its growth, but the Cycocel treated plants did not increase at all, as seen in Figure 3. The results for elongated experiment were a little different from the other two experiments. The GA3 treated plants grew even more. The control grew a large amount of growth. The Cycocel treated plants had a very small amount of growth compared to the other two experiments, as seen in Figure 4. The final experiment that was completed was the Rosette of Brassica rapa. The experiment showed the most growth with GA3 treated plants. The Cycocel treated plants and the control grew almost at the same length in each experiment, as seen in Figure 5. The results of the experiment do support the hypothesis. It was hypothesized that if we add GA3 solution to the Rosette of Brassica rapa the plants will increase in its height compared to the plants that have just water. It was also hypothesized that if we added the GA3 to the Wild Type of Brassica rapa the plants will again increase in it height compared to the plants that have just water added to them. The GA3 solution added to Rosette and The GA3 added to the Wild Type did increase in every experiment until the last. Conclusion In conclusion, experiment show the GA3 does effect the growth of the plant, but only it is only effective when it is used to treat it with plants. When GA3 is added to a plant with an equal amount of gibberellins, it increases its growth compared to the plants treated with water. The experiment also shows that GA3 is extremely important in germination of seed and plants. Literature Cited : Bristow, Michael. The Effects of Gibberellic Acid and Cycocel on The Growth of Cultured Leaf Tissue. 20 Dec. (1965): 1-8. Print. McKeon Sr, Brian, and James T. Warren Jr. Biology 240: Form and Function A laboratory Manual. 8th ed. Penn State Erie, The Behrend College: School of Science, Biology Program, 2012. 41-43 Reece, Jane B., Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, and Robert B. Jackson. Campbell Biology. 9th ed. San Francisco: Benjamin Cummings, 2010. Yomi, Fadimu O. Seed Dormancy and Effects of Plant Growth Substances on the Seeding Growth of Hog Plum (Spondias mombin) Linn.. Apr. (2011): 1-2. Print.

A Comparison of Ginsberg and Kerouac Essay -- comparison compare contr

A Comparison of Ginsberg and Kerouac   Ã‚  Ã‚   The 1950s saw a period of great material prosperity in the United States. After World War II G.I.s came back to take charge of the family again. Women no longer had to work and could return to the home to nurse their newborn babies. Housing, automobiles, and white picket fences were in high demand. Televisions became commonplace, making possible the rapid distribution of visual information- not to mention the sitcom. McCarthy had started to purge the U.S. of those pesky Communists, ensuring a democratic future for all. While the blacks, of course, could not realize it, virtually everyone else saw the fulfillment of the American Dream.    In their writings of the mid-1950s, Allen Ginsberg and Jack Kerouac describe an America recently converted to the religion of the T.V. Ginsberg witnesses and records big blue Buicks in driveways of identical box houses. With Walt Whitman he watches whole families peruse the peaches in late-night supermarkets. Conversely, Kerouac describes a spiritual journey that takes him back and forth across the U.S. Both Ginsberg and Kerouac use Buddhist ideals and methodology to criticize the current state of American society. They seek after a more honest and equal American Dream.    Ginsberg and Kerouac are an interesting comparison because of their unique symbiotic relationship. Not only was each a literary influence on the other, but they actually appear in each other's works. In Ginsberg's "Sunflower Sutra," he and Kerouac sit between a railroad and a river to watch the sun set over San Francisco. Kerouac points out a sunflower, and Ginsberg begins one of his mystical visions ...    The primary image in the poem is a ... ...g to live in a real world. He does what he can, and gives the rest up for port wine.    Kerouac and Ginsberg envisioned a dream that no one can live up to. Like everyone else, they are good at telling you what's wrong, but cannot come up with the right answer nearly as quickly. From the evidence of the texts, I would give Kerouac more credit than Ginsberg, because he was less hypocritical and made his best attempt at reaching his spiritual goal. Ginsberg, however, definitely did his part in pinpointing the errors of a generation. Consequently, all are Holy and Beautiful.    Works Cited Ginsberg, Allen. "Sunflower Sutra." Howl and other Poems. San Francisco: City Lights, 1956. Rpt. in The New American Poetry. Ed. Donald M. Allen. New York: Grove Press, 1960. 179-181. Kerouac, Jack. The Dharma Bums. New York: Penguin Books, 1976.

A career in Education Essay

Being a teacher is a career that I have always desired to follow ever since I was a young girl. It was at the end of my elementary years when I first decided I wanted to become a teacher; I thought it was a cool job to have. When I was younger I use to think how cool it would be to be in control of the whole class, it was like being the boss. When I reached high school I decided that I wanted to become an elementary teacher. I started to realize how interested I was in learning about children and how much I loved being around them. This is when I knew that pursuing a career in teaching is what would make me the happiest. People have their own opinions on how they portray teachers. Some may see them as mean and controlling, while others might see them as guidance in their educational life. I feel teachers make a difference in the life and future of their students. Teachers are educators as well as advisors. They help and give guidance to students in their educational choices, and day to day life. TV sitcoms are what I feel have influenced these stereotypes upon teachers. On some TV sitcoms teachers are portrayed as older women that are mean and always out to sabotage the students’ life. Other sitcoms portray the teachers as young women that are sweet and caring. This is why some may stereotype teachers as annoying and always trying to tell you how to live your life, or as a kind and helpful teacher. See more:  Manifest Destiny essay When one becomes a teacher there are some good things and not so good things, just as any other job. The pros about becoming a teacher are that one is able to influence children to become the best that they can be and knowing that one made a difference in someone’s life. Another pro is having an opportunity to help children learn and get acquainted with new thoughts. Some other good qualities are that teachers have steady daytime hours with the weekend off. They have excellent vacation days and often quite longer than any other occupations. With having most of the summer off, it gives the teacher more time to spend with their family or do anything else that needs to get done. The cons would be when you have a problem child in your class. Teachers have to have patience and learn how to work with struggling students. Teaching can sometimes be a bit stressful at times because you have to work and help with everyone’s problems. Also, a teacher’s salary is  not very lucrative. The requirements for becoming a teacher are that you must have a bachelor’s degree from an accredited college or university. You must complete teacher training through an approved program. The programs are offered through colleges and universities, school districts, regional service centers, community colleges, and other entities. You must successfully complete the appropriate teacher certification tests for the subject and grade level you wish to teach. There are many different resources that will help pay for a teacher training program. There is the â€Å"Teach for Texas† program, which offers conditional grants to help some future teachers with expenses if those individuals agree to teach in Texas public schools for a specified period of time. The â€Å"Teacher for America†, offers cash awards that can be applied to past student loans or future educational costs for recent college graduates who commit to teaching in urban and rural public schools for two years. The â€Å"Certified Educational Aide Exemption Program†, is another program that Texas offers tuition exemptions for some educational aides seeking to become certified teachers. These are some of the programs and grants that are specifically designed to help individuals become teachers. The starting salary of a teacher varies, depending on the district they work for. Texas teacher starting salaries, for a teacher with a bachelor’s degree and no teaching experience is $43,216. The more experience they have the higher the pay will be. Also, if they teach in a district with a lot of students the pay will be higher. When becoming an elementary teacher the number one thing the teacher should posses is patience. They need to be able to communicate well with the parent, and have a good relationship with them. They need to ensure a high quality educational experience. The teacher must have a sense of humor because children can tend to say some crazy things at times. You will have to learn to just laugh about it and not take things to seriously. They must be kind and loving. Teachers need to have a happy attitude, because children can sense when you are not having a good day and it can affect the children’s learning environment. A great teacher creates a sense of community and belonging in the classroom. They have a variety of activities for the day that will keep a child’s attention. The environment of the class should be welcoming and colorful. Children will feel more comfortable, and encouraged to do well in a friendly classroom. When working with children it is a good idea to put comments on their papers like â€Å"great job†. It shows them that they are doing well and should keep up the good work. Teachers will be responsible for preparing and delivering age-appropriate lessons, giving and grading tests and homework, working with children individually and as a class and maintaining an orderly and functional classroom environment. Other tasks may include meeting with parents to discuss their child’s progress and working with parents and other staff members to track and assist children in making progress. Some additional tasks teacher can do are after school tutoring and taking children on fun and educational field trips. Becoming an elementary teacher is a career that I know will make me happy, and a goal I plan to accomplish. Since high school I have been taking classes that will give me some experience and help me pursue my career. During my senior year of high school I was in a class that would allow the student to be an assistant aide to a teacher. I was assigned to a first grade class and loved it. It was a good learning experience and gave me the opportunity to see what activities went on during the class. I learned a lot from the teacher and hope to carry on some of her good tactics in my future class. For me, becoming a teacher is a career I have always desired and plan to work hard for.

Nuclear-powered submarines

The war which the world feared upon never happened, the Cold War. United States of America and the Soviets are preparing for this battle as who among these super powers will really dominate the world. As a means of preparation they are to dominate the seas, especially the under sea navigational fleet, the Submarines.American leaders as a means of preparing for battle put their trust and confidence in their submarine force. Empowered by their own power plants these nuclear submarines are to dominate the seas with unbelievable sophistication and with weapons of incredible destructive power.The idea of submarine came from the Germans who were the ones who pioneered in the creation of the vessel during World War II (Weir, 1998). The US Navy has envisioned that submarines of the future would go deeper and move much faster. Thus as the years passed, the nuclear submarine was created.Under the US military force, the main mission of the first known SSBNs or â€Å"Ship Submersible Ballistic Nuclear† was for the prevention of war to happen. They are to be deployed to strategic sites for them to guard and thus to prevent war   (Weir, 1998). Because of their relentless power, as the nuclear is used to propel them, they have the capability to submerge and circumnavigate the world with fewer expenses. They can submerge for number of days to avoid detection and can easily guard strategic sites as their main mission. They are considered as the guardians of a possible nuclear war.According to David Munns in his book, the greatest advantage so that submarines, armed with ballistic missiles, can release its relentless power is that they have to be close to the shore. This idea was the main basis for the development of the undersea military force of both United States and the Soviet Union. Throughout the 45-year Cold War both countries developed submarines, especially nuclear powered, to gain intelligence or for espionage, due to its stealth power, and to attack and destr oy any possible enemy surface ships. Its powerful ballistic missiles have the ability to attack ground or land based targets. Both countries develop such powerful undersea fleet and were considered as the most potent nuclear threat for both of them. (Munns, 2004)The main idea was that to counter this powerful surface warships and nuclear propelled missile cruisers and aircraft carries they have to develop more powerful underground fleet (Munns, 2004). With the development of the nuclear power, the first ship that was ever built by the Americans that went to sea is the USS Nautilus. It went to sea on January of 1955. It is propelled by pressurized-water nuclear reactor plant. This firs submarine built by the Americans sets the new standard for submarines (Huchtausen, 2002).The Russians on the other hand, built their first submarine which went to sea on a much later date. The K-3 or also known as Leninsky Komosol, it is a part of the November class of attack submarines only went to se a only on 1958. This submarine was the first Soviet sub who have reached the North pole, only in 1962, which the United States first sub USS Nautilus have already done four years earlier. The November class submrines however had serious problems one example was the accident happened in 1968 of its K-27 due to a radioactive gas lead which killed 9 people (Huchthausen, 2002).The next Class of submarines that was built by the Americans was the Skipjack Class Submarines. Built in 1959, this attack submarine was the first to combine nuclear power which has extraordinary speed. This is more hydronamic which has a new teardrop hull design. All other US submarines that was created was based on this design. The known accident that happened for this class of submarine was on May 21, 1968 when the USS Skipjack Scorpion was lost in the sea and was nowhere to be found even due to extensive military search. All the 99 people aboard the submarine also lost their lives (Compton-Hall, 1999).The Sovi et built the Hotel-class submarines on 1960. This is the first Soviet Nuclear subs which carries with it ballistic missiles. The design of the November Class is much similar to that of the November class, but with much larger compartment to accommodate the ballistic missiles (Compton-Hall, 1999). On the same year the Skipjack Class was created, the US Military built the USS George Washington Class. Built and deployed on 1959, this submarine was the first Nuclear Ballistic missile submarine which was created. The main idea for this ballistic missile submarines was that it would attack land-based targets with its nuclear weapons. They are to be deployed near shore targets so that their long range missiles can easily hit their targets.The Soviets then build the Victor Class submarines in 1967. Their design was to attack enemy submarines and to protect surface ships of the Soviets. The new teardrop hull enabled the Victor Class to attain higher speed. The Soviets however abandoned the c onstruction of the second Victor submarine design after learning through spy information that the NATO forces could easily track them (Compton-Hall, 1999). Due to this, the Soviets created the Victor III submarine.The Americans on 1961 built the Thresher Class attack submarines. This submarine is much stronger, much faster, and can dive much deeper. It is also designed to be quieter than the Skipjack Class, the materials used in this class have more streaming improvements. The name was however changed from Thresher Class to Permit Class when the submarine Thresher sank in New England in 1963 killing all 129 crew (Huchtausen, 2002).In 1967, the Soviets created the Yankee Class submarines. This is the first Submarine that has the same firepower as that of the US submarines. This is much quieter than the Hotel Class due to a new hull shape, a new propeller design, and exterior sound-deadening coatings which is much harder to track. Several modifications were also made on this class, wi th its big design it was enabled to carry miniature submarines.On 1976, the Americans built and deployed the Los Angeles class. This class had 62 vessels built and is considered as the world’s largest nuclear-propelled submarine. This class was designed to primarily protect carriers and other enemy submarine. The purpose of this submarine was the same as that of the Soviet’s Victor Class. This submarine however was much more powerful than the Victor class because of its capability to do other special missions such as deployment of Special Forces on the ground and attacking larger targets. The Los Angeles class was also improved for better ice operations on the North and South Pole (Compton-Hall, 1999).The next class built by the Soviet and one of the last Class is the Typhoon class submarine. During its time, in 1981, it was considered as the world’s largest attack submarine. This improved design which is much quieter compared to its size. This submarine is also more maneuverable even if it is huge. The design of this submarine is much more complicated due to the existence of two pressure hulls which is parallel with each other and a third hull which is on top of them. This design increases its width and had simplified internal arrangements. Being part of a cooperative arms reduction program of the former Soviet states, six of the Typhoon class was dismantled in 2003 (Compton-Hall, 1999).The Ohio-class submarine is the last among the long line of designs of the ballistic-missile submarine fleet of US.   It replaced the old 1960s version and was larger and more capable than its precedents.   These subs can carry more and longer-range weapons, operate more quietly, and dive deeper (Compton-Hall, 1999).   Russia, on the other hand, designed the contemporary of Ohio, the Oscar submarines.   These are Russia’s largest and most advanced and are still active submarines.   Designed to attack U.S. aircraft carrier battle groups, it carries three times as many antiship cruise missiles than its predecessors (Compton-Hall, 1999).Norman Polmar and K.J. Moore, were two naval officials under the US Armed Forces who were interviewed by Munns in his book. They said that â€Å"the United States and the Soviet Union put to sea a combined total of 936 submarines, of which 401 were nuclear propelled,† during the whole Cold war from 1945-1991 (Munns, 2004). The Soviet Union was the one who is aggressive in the development of submarines. This development still continues until after the 1970’s where research and effort to make the vessels more powerful were developed.From the mid-1940s until early 1990s, Cold War was a period of conflict and competition between two superpowers, the United States and the Soviet Union.   It was also a period of great technological advancements in the military with no less than the development of nuclear submarines.   Faster, quieter and deadlier weapons were developed. It wa s also this same period which placed the entire world on edge. And knowing the potentials of these weapons, the war that never happened also brought unparalleled relief to mankind.WORKS CITED:Compton-Hall, Richard. The Submarine Pioneers. Sutton Publishing, 1999.Huchthausen, Peter. K-19: The Widowmaker—The Secret Story of the Soviet Nuclear Submarine. National Geographic Books, 2002.Munns, David W. Sea Power. May 2004. Retrieved at http://findarticles.com/?noadc=1Polmar, Norman and Moore,K.J. COLD WAR SUBMARINES: The Design and Construction of U.S. and Soviet Submarines.   Dulles, Va.: Brassey's, March 2004. 336 pp.Weir, Gary E. Deep Ocean, Cold War. Washington: Brassey’s, 1998.Evolution of Subs: U.S. and Soviet Submarine Milestones of the Cold War. National Geographic. ; http://www.nationalgeographic.com/k19/evolution_main.html;;http://www.navy.mil/navydata/cno/n87/usw/issue_7/deepocean.htm;