Evolution of Leadership Thinking Essay Example | Topics and Well Written Essays - 2000 words

Evolution of Leadership Thinking - Essay Example This research will begin with the statement that leadership practices have been diverse and dynamic throughout the years. Trends in leadership have always captured the attention of scholars in various academic fields. This follows the evolvement of leadership thinking over time. Essentially, changes and improvements in leadership perspectives are backed up by leadership theories that trace, examine, assess, evaluate, and analyze the evolution of leadership thinking. The movement from traditional to contemporary theories of leadership is aligned with the leadership needs, interests, issues, and concerns of today’s world. Notably, this movement is informed by leadership thinking evolution relative to leadership theories. Leadership perspectives have substantially changed since the 19th century. The traditional leadership theory of the Great Man regarded leadership as something which was acquired at birth. In this respect, leaders were not necessarily expected to emerge every now and then. In the light of contemporary leadership practices, this theory downplayed the skills approach to leadership but relatively upheld the trait approach. Inborn traits and personality development influenced leadership thinking within the period associated with the ‘great man’ leadership. The Great Man Theory made no provisions for learned leadership. This implies that it was not believed a person could actually learn and become a skilled leader.  

Discuss the Careers of Teaching and Car Salesman Research Paper

Discuss the Careers of Teaching and Car Salesman - Research Paper Example I do have the panache to learn about the unique features of each model and brand I come across (Witkin 152). Should I be a car salesman, I will definitely be one who is quiet well informed about cars. Every good vocation begins with a deep interest, isn’t it (Bloom 26)? Besides, I am a very authentic talker and I do believe that anybody who comes to me with the intention of buying a car will certainly end up buying one (Andrews 247). I believe that sincerity and frankness are the ultimate credentials that make a good salesman (Shetty & Buehler 63). The other thing is that I am really good with numbers; however I really don’t know whether I will be able to convert my deftness and finesse with numbers into actual sales. One enticing factor is that if I end up being a great car salesman, at a later stage I can start my own car dealership. Pecuniary benefits do constitute an integral component of a great career. Well, one cannot expect to be a premium salesman right from th e start. Or perhaps, considering my astute skills and communication expertise, I can later on move to a career in real estate. Actually, the thing is that the more I ponder about a career in auto sales, the less convinced I feel about joining this profession. I should listen to my heart also. I think a career as a teacher will be the one that will do ample justice to my academic achievements and personal temperament. I do have the dedication to pursue a discipline with sincerity and dedication. One cannot teach what one does not know. In teaching a person needs to be proficient in the subject one teaches (Stronge 66). Besides, I have an academic bent of mind which continually nudges me to build on the understanding of the subjects I like (Aylett 75). Teaching will be a really suitable outlet for such academic dedication and sincerity. The other great personal attribute that supports my choice of teaching as a

Hamilton VS. Jefferson Essay Example for Free

Hamilton VS. Jefferson Essay Both Alexander Hamilton and Thomas Jefferson have different views about the future of America, but they both and intensions to better America by 1794. Hamilton believed in the government getting stronger with the rise of large corporations that can help provided jobs. Jefferson wanted to weaken the central government, and empower the states governments. Which view was more realistic and created a more secure system? With the Hamilton and Jefferson conflict, this helped raise political parties to decide what is good for the United States of America. Each view needed the other to create a government that would be strong enough to protect itself from its people and from external strife. During the reconstruction era, both Jefferson and Hamilton had different vision and outcomes for the future of our people. Hamilton believes in a strong central government, believed that the common people often acted foolishly and most of all wanted to balance the economy by establishing a national bank. He wanted to see the rise of strong and large corporations and businesses flourish through the success of American’s trade, financing, and agriculture. Hamilton’s saw the future of America as, bringing corporations up and increasing manufactures and trade, can help maintain internal taxes and help pay off war debt. In the article, Wealth and Success, â€Å"Hamilton’s Argues for the Constitutionality of the National Bank, he explains why the Bank of the United States is helpful for America. ‘Concerning the constitutionality of the bill for establishing a national bank, proceeds, according to the order of the president, to submit the reasons which have induced him to entertain and different opinion’ (Wealth and Success).† This eventually helped us understand more on how running a nations country and Hamilton favored giving government aid for trade, finance and manufacturing which was just like the British system. By trying to strengthen the union Hamilton increased the number of federal employees and then treated individual liberties and rights, such as freedom of speech, as being restricted to some. Thinking about more power in the government creates the people to go against him. Jefferson protested Hamilton’s proposal and made it seem unconstitutional. Thomas Jefferson known as the third president of the United States wrote and signed the Declaration of Independence. Jefferson had deep faith in common people and was given power from the U.S. constitution and planed the Louisiana Purchase. Jefferson wanted more for the people and favored a weak central government and wanted more individual state power. Individual liberties must be protected by laws and didn’t support giving the government aid, like Hamilton did. While Hamilton created a New York life and was impulsive and wanted the best for himself and never listened to the people. Jefferson was less passionate about the competition between governments and wanted to eliminate internal taxes and pay off all the national debt. He believes that people should not depend on their government and a citizenry dependent on the government couldn’t become independent. Having a democratic government reduced the number of federal employees and helped distribute special privileges to the common people. Through out these different perspectives that Jefferson and Hamilton both shared, America went through hell getting things back on track. Hamilton had showed and helped noticed that Americans have been in debt for industrial development and wished to repay off debt. But this is only able to happen if you have faith and courage for the common people to help do so. He never gave the citizens a chance and created a strong government to take over. Jefferson realized that people were still being controlled when America is a free country by the government and Jefferson stood back to support the states rights. Everyone is known to be treated equally and have his or her own equal rights. Liberty and happiness comes from each individual man and among men the government is functioned through the happiness of men. Reference: http://www.wwnorton.com/college/history/america7_brief/content/multimedia/ch07/research_01c.htm http://www.studentoffortune.com/question/91067/Visions-of-Alexander-Hamilton-and-Thomas-Jefferson http://www.wwnorton.com/college/history/america7_brief/content/multimedia/ch07/research_01.htm

The theories of leadership and motivation

The theories of leadership and motivation Leadership is the character which every organisation wants to see in their staff and the person who is self motivated and who can motivate the team members become a good manager. Leadership is nothing but inspiring the team leader is the one who does it, inspiration is nothing but motivation. So leadership and motivation is a chemistry which can take any difficult task to success. The leadership and motivation chemistry is mostly helpful in management sector whether it is in business or in the team; every individual posses leadership but the one who practices on the go become a perfect leader. The main aspect a leader consists is a vision for the certain purpose. When a task or project is taken over by a company the company searches for a leader who posses knowledge on the project and vision how to develop the project, make use of colleagues and give the organisation a profit on it. A leader tends to influence the task to be continued and change to be taken place to make the organisation profitable. There are several theories on leadership by great leaders some of them say that leadership is an action not position or person. These theories help to prepare a perfect leader, all these theories are proposed and practiced by great leaders and managers but latest management considers a leader who follows his role. Leadership theories: Considering leadership reveals school of thought giving different leadership theories such as Great Man theory, trait theory, behaviourist theory, situational leadership theory, contingency theory, transactional theory and transformational theory. Great man theory is the one proposed before twentieth century where it says that leaders are born with the talent and leader should be a man this lead to the next theory trait theory. Trait theory: The trait theory rose from the concepts of the Great Man approach. This theory leads to identify the important characteristics of a successful leader. The people who got the characters as defined by the traits approach are isolated or shortlisted and those are recruited as leaders. This type of approach was mostly implemented in military and still used in some of the area. According to the trait theory the person who got the following skills is said to be a trait. Ambitious and success oriented Adaptable to all kinds of situations Co operative to all the members in the organization Highly active or energetic Dominative Good decision making ability Self-confident Adaptable to stress conditions and Dependable. These are the characters which make a person trait and they should posses some skills which are Skills Intelligent Skilled conceptually Creative Fluent in speaking Tactful Self motivated and self belief Skilled socially When these kinds of skills and characters are identified in the person, the person is recruited in the team. Behavioural theory: The trait study doesnt give any conclusive results and it was hard to measure some more critical issues such as honesty, integrity and loyalty. This leaded the attention to be diverted on to the behaviour theories. The behaviour theory focuses on human relationship and success performance as well. According to behavioural theory the manager believes that the working environment should be like an entertainment place where the expenditure of mental and physical efforts is treated to be play and rest. The idea of manager is an average person not only learns to accept but also seek responsibility. The people will automatically learn to exercise self-control and self direction to achieve the goal or target. The organizational problems can become imaginative and creative. Contingency theory model: This theory illustrates that there are many ways for the manager to lead the team to get best outcome. According to the situation the manager can find a best way to get the best outcome. Fiedler worked on contingency theory according to that he looked for three situations which define the condition of a managerial task. Leader and team member relationship Work structure or project structure Position and power The manager should maintain relation with their team members to get along and create confidence and make them feel free to think about the task and give their ideas to help the task to be finished. Project structure is the job highly structured or unstructured or in between. The power shows how much authority a manager does posses. This theory rates the manager whether the manger is relationship oriented or task oriented. The task oriented managers gets success in such situations where there is good leader and team member relationship and structured projects or tasks doesnt matter whether the position power is weak or strong. And get success when the project is unstructured and does have any sort of good vision by having a strong power and position. The variables which affect the task such as environmental variables are combined in a heavy some and differentiated as favourable and unfavourable situations. The task oriented management style depends on the favourable and unfavourable environment variables but the relationship management style stays in the middle by managing or changing the variables to accumulate with their style. Both styles of managements got their sides to be good when all the performance and team work well in the tasks. There is no good or bad management in these two managements. Task motivated management style leaders do best when the team performs well and they are good in achieving good sales record and performance better than their competitor where as the relationship oriented leaders are helpful to gain positive customer service and build a positive image to the organisation. Transactional and transformational leadership: Transformational leadership is a relationship of mutual simulation and elevation that converts the followers in to leaders and may convert leaders into moral agents Transformational leadership is communicating with the leaders and the team members to take them to higher level something like a leader can become a moral agent and the follower can become a leader. Transactional leadership technique builds the person to finish the certain task such as job done for the time being. Some of the differences between transactional and transformational leadership are Transactional style of leadership builds a man to complete a certain task where as transformational styles builds a member to become a leader. This focuses on task completion and tactical style of management where as transformational leadership focus on strategies and missions. These are some theories of the leadership which shows how a leader act on different situations and how different leaders behave to get success in the organization. Motivation in Management: Theories of motivation: The theories of motivation can be divided into 3 broad categories. Reinforcement theories emphasize the means through which the process of controlling an individuals behavior by manipulating its consequences takes place. Content theories focus primarily on individual needs the physiological or psychological deficiencies that we feel a compulsion to reduce or eliminate. Process theories focus on the thought or cognitive processes that take place within the minds of people and that control their behavior. Early Theories of Motivation: Hierarchy of Needs Theory Theory X and Theory Y Motivation-Hygiene Theory Contemporary Theories of Motivation: ERG Theory McClellands Theory of Needs Cognitive Evaluation Theory Task Characteristics Theories Goal-Setting Theory Equity Theory Hierarchy of Needs Theory: Abraham Maslow hypothesized that within every human being there exists a hierarchy of five needs: 1. Physiological. 2. Safety. 3. Social. 4. Esteem. 5. Self-actualization. Maslow then categorized these 5 needs into lower-order needs and higher-order needs.Lower-order needs are needs that are satisfied externally: physiological and safety needs.Higher-order needs are needs that are satisfied internally (within the person): social, esteem, and self-actualization needs. Theory X and Theory Y of Douglas McGrogor: McGregor concluded that a managers vision of the nature of human beings is based on a certain blend of assumptions and that he or she tends to mold his or her actions toward subordinates according to these assumptions: Employees naturally dislike work and, whenever possible, will attempt to avoid it Since employees dislike work, they must be coerced, controlled, or threatened with punishment to achieve goals Employees will avoid responsibilities and seek formal direction whenever possible Motivation-hygiene Theory: According to Herzberg, the factors leading to job satisfaction are dividing and distinct from those that leads to job dissatisfaction. Hygiene factors include factors such as: company policy and administration, supervision, interpersonal relations, working conditions, and salary. Motivator factors include factors such as: attainment, recognition, the work itself, responsibility and growth. Hygiene Factors Company rule and management; Supervision; association with supervisor; Work circumstances; Salary; Relationship with peers; Personal life; association with subordinates; Status; Safety Motivator Factors: attainment credit; Work itself; Responsibility; progression; Growth Contemporary Theories of Motivation: ERG Theory: ERG Theory proposed by Clayton Alderfer of Yale University: Alderfer fights that there are three groups of core needs: 1) Existence 2) Relatedness 3) Growth Existence group is worried with providing our basic material existence requirements. Relatedness group is the desire we have for maintaining important interpersonal relationships McClellands Theory of Needs: McClellands theory of needs focuses on three needs: 1) Achievement 2) Power 3) Affiliation Cognitive Evaluation Theory: Allocating extrinsic rewards for behaviour that had been previously intrinsically rewarded tends to decrease the overall level of motivation. (This concept was proposed in the late 1960s.)The interdependence of extrinsic and intrinsic rewards is a real phenomenon Task Characteristics Theories: These theories seek to identify task characteristics of jobs, how these characteristics are combined to form different jobs, and their relationship to employee motivation, satisfaction, and performance. Goal-setting theory: Specific and difficult goals lead to higher performance. Feedback leads to higher performance than non-feedback. In addition to feedback, 2 other factors have been found to influence the goals-performance relationship. These are: 1. Goal commitment. 2. Sufficient self-efficacy. Equity Theory: Individuals make comparisons of their job inputs and outcomes relatives to those of others and then act in response so as to remove any inequities. Stacy Adams proposed that this negative tension state provides the motivation to do something to correct it. There are 4 referent comparisons that employee can use: 1. Self-inside. 2. Self-outside. 3. Other inside. 4. Other outside. Conclusion The change in the leadership theories time by time says that the leader should posses certain characters which lead the organisational success whether to believe in maintaining a relationship or to go on tactically the manager or the leader should act to the situation and get success at the end. Depending on the companies motive the leader should react or behave with the team members to achieve the target. Usually maintaining a good relation helps to make the team members life easy and manage the work happily. The team members become more innovative and achieve targets easily where as with tactical style leadership may create some sort of pressure on the team members, there is no guarantee that in every situation relational ship management is successful. the leader should adapt himself for the situation and act according to a particular situation. We have discussed above only a collection of the motivation theories and thoughts of the various proponents of management .In some of the theories and opinion presented, however, one can observe some glimpses of the person and how, perhaps, he or she could be motivated. This is satisfying in itself. But, as noted earlier, practice has been in advance of theory in this field, so let us now move to the realistic side of management of human behaviour and motivation in the workplace. REFERNCES: AstraZeneca (1999) Leadership in AstaZeneca. AstraZeneca HR, Dec 1999 Bass, B. (1985) Leadership and Performance Beyond Expectations. New York: Free Press. Blackler, F. and Kennedy, A. (2003) The Design of a Development Programme for Experienced Top Bergmann, H., Hurson, K. and Russ-Eft, D. (1999) Everyone a Leader: A grassroots model for thenew workplace. New York: John Wiley and Sons Gosling, J. and Mintzberg, H. (2003) Mindsets for Managers. Working paper, Centre for LeadershipStudies Hersey, P. and K.H. Blanchard (1977) Management of Organizational Behaviour. Englewood Cliffs NJ:Prentice hal1 Rodgers, H., Frearson, M., Holden, R. and Gold, J. (2003) The Rush to Leadership. Presented atManagement Theory at Work conference, Lancaster University, April 2003 Tannenbaum, R. and Schmidt, W. (1958) How to choose a leadership pattern. Harvard BusinesReview 36(2), 95-101

God and Man in Homer’s Iliad, Virgil’s Aeneid, and Dante’s Inferno Essa

God and Man in Homer’s Iliad, Virgil’s Aeneid, and Dante’s Inferno The truest of man’s goals is to create art. Art is a by-product of the gift of man over the animals, creativity. Truly, creativity is a replication of God in man and a very possible interpretation of the Genesis 1:27 phrase â€Å"in his own image,† along with others—the possession of an immortal soul or the ability to speak. And creativity’s ultimate end product is art. And art more often than not in the history of man has led man to pay homage to his creator. Three of the classic literary artistic works of mankind, Homer’s Iliad, Virgil’s Aeneid, and Dante’s Inferno, feature—if not focus—on the deity or deities of the respective authors and their relation to the characters of the story in the interaction between the two and the worship practices of the characters. Although religion in general can and does serve simply as background material in a work, in most if not all literary works the inclusion of a divine being as a character is so that he or she can interact with the other, non-divine, characters. A story where Apollo is present but unimportant is not traditional at all (that is to say, it is foreseeably possible, but difficult and therefore not likely, especially in a non-modern work). In the Iliad, Homer presents some of the Greek pantheon—Zeus, Hera, Apollo, Thetis, et al—and their purpose is interaction with the human characters—Achilles, Hector, and others—but this is expected and obvious to any reader. The notability of the relations is the ease of them. Thetis is the mother of Achilles, she a god, he mortal. Athena is on the side of Achilles, and fools Hector in he and Achilles’ final battle (Il. 22). But these are common in the world of the Iliad;... ...ity. New York: Columbia UP, 1974. Grayson, Cecil, ed. The World of Dante. London: Oxford, 1982. Homer. The Iliad. Trans. Robert Fagles. The Norton Anthology of World Literature. 6th ed. Vol. 1. Ed. Maynard Mack, Bernard M. W. Knox, John C. McGalliard, P. M. Pasinetti, Howard E. Hugo, Patricia Meyer Spacks, Renà © Wellek, Kenneth Douglas, Sarah Lawall. New York: Norton, 1992. 98-208. Jebb, R. C. Homer: An Introduction to the Iliad and the Odyssey. Port Washington, Slatkin, Laura M. The Power of Thetis. Berkeley: U of California P, 1995. Virgil. The Aeneid. Trans. Robert Fitzgerald. The Norton Anthology of World Literature. 6th ed. Vol. 1. Ed. Maynard Mack, Bernard M. W. Knox, John C. McGalliard, P. M. Pasinetti, Howard E. Hugo, Patricia Meyer Spacks, Renà © Wellek, Kenneth Douglas, Sarah Lawall. New York: Norton, 1992. 98-208. NY: Kennikat Press, 1969.

decaling cars :: essays research papers

Decaling cars may look easy but in reality it’s quite difficult. Throughout the years people have used decals to convey messages. How do people use decals to get this message across? Well to decal a car there are certain things that the person decaling the car should know: How long the life span of the vinyl you want to last, where the decals are going to go, window or body decals, how much vinyl you need, how to prepare the car for the vinyl, designing the decals and weeding the cut vinyl, applying the finished decals   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Vinyl is a plastic spread with a sticky adhesive spread onto the back of it†Ã¢â‚¬â€œChris Walker. There are different types of vinyl ranging from a one-year life span to a twenty-year life span. All the difference is between the different types of vinal is basically the thickness of the vinyl. It really depends on the person decaling the car. Other decals last longer in the weather than others so this too must be taken into consideration. First decide weather the decals should last a long time or just for a temporary thing.   Ã‚  Ã‚  Ã‚  Ã‚  Now for the decaling. First decide what type of decals is going to be made i.e. window decals or car body decals. Second choose which type of vinal would be best for this project. Should the vinal last a long time or should it be temporary? Now before placing decals on the car it would be best to draw them out on paper first. By doing this it helps to eliminate any errors that may acquire. Draw up a quick sketch of the car that is being decaled from different angels, front view, side view, rear view, and top of the car. With these sketches the decals can be placed onto the car without error. After that has been taken care of draw the decals onto the sketches where they should be placed on the car. To help decide witch design(pearce)to it is best to look in books and magazines or if wanted they could just create there own design. Check and decide to see if the decals are going to look good when placed on the car. Once the decal’s placements has been decided measure each decal to see how much vinal is needed to be able to cut these decals out. First measure the length of the car, the height, width, and measure the windows.

Observation and Description Essay

1. Explain a learning theory observed in the video.  In the field trip, experiential learning was applied by the facilitator. In experiential learning, students are immersed in a real environment and exposed in a real situation. Experiential learning is based on constructivist theory whereby the learners play active roles in assimilating knowledge onto their existing mental framework and apply their school learned knowledge to the real world (Henley, 1994). In the video, students work with a professional to investigate and learn about nature at Fermilab. Students used magnifying lenses and their senses to see, smell, hear, and feel the plants that they were holding. Initially, students worked in pairs, share their knowledge and make comparison. Then, they worked in groups and write down what they have observed. Thus, the learners have applied the knowledge and concepts that they have learned in the classroom about living things to a real environment at Fermilab. Through the exchange of knowledge and observations among members of the group, they became active learners and teachers. Experiential learning was formulated by Carl Rogers who claimed that significant learning takes place when the subject matter is relevant to the interest of the learner and when external threats are at a minimum (Dover, 2008; Kearsley, 2008). The teacher must set a positive climate for learning, use learning resources, balance intellectual and emotional component of learning and share feelings and thoughts with the learners (ibid). Learning about nature, the prairie, wetlands and the diversity of life took place in Fermilab, a natural environment. Before students were taken around Fermilab, the facilitator gave them some rules to follow to protect the environment and everyone in the area. Hence, there was a positive climate for learning, the experience was significant to the students and the external threat to learning was kept at a minimum. b. Describe the observed teaching situation in terms of group characteristics, seating arrangement, and any additional criteria necessary to present the setting of the learning environment. The teaching and learning process took place at Fermilab where students observed the plants, animals and wetlands to determine the diversity of life in the environment. Initially, all students sat on the grass and work in pairs in observing the plants. They were also holding their magnifying lenses as they listened to the instructions of the facilitator. Each pair consists of a boy and a girl of the same age and grade level. They interacted with their teammates and discussed what they have observed. Then they worked in groups, reflected on what they have observed and shared what they have learned. There were two boys and two girls in each group. c. Describe the observed teacher-to-student interactions. Students were attentive to their teacher. When the facilitator says, â€Å"I want you to look at the plant, smell the plant, listen to the plant, shake it†¦see if it rattles†, students who were working in pairs got their magnifying lenses to look closely at the plants and follow the instructions of the teacher. Everyone was engaged in the activities. In another scene, a small group of students were listening attentively to a professional as she speaks about the different environments that they will observe and investigate. She also provided some rules that they need to observe to protect the environment and everyone at Fermilab. While the facilitator speaks before the students, there was a female teacher who was standing beside her. d. Describe the observed student-to-student interactions. In the first activity, a buddy system was established whereby students work in pairs while seating on the grass and observing the plants. A boy and a girl were interacting with each other and exchanging knowledge on what they have observed. In another activity, there were four students in each group. They were taking down notes on the plants that they were investigating. As students work in groups, peer teaching was established as groupmates do some discussions and kept their voices low so as not to disrupt the other groups. They were all doing their activities in an orderly manner. Analysis, Exploration, and Reasoning a. Describe the purpose of the observed lesson. The objective of the lesson is to learn about nature and to determine the diversity of life in different environments through active learning and immersion. Through experiential learning, students were able to explore the plants, animals and different environments in Fermilab through the use of their sense of sight, touch, smell, and hearing. The lesson also aimed to provide a hands-on experience on a real or natural environment instead of looking at the pictures, reading about nature and environment and staying in the classroom. The activities gave students the opportunity to work with other students and share their knowledge and observation with other members of the group. The activities also develop the social skills of the students. The activities aimed to foster cooperation as students need to follow rules to protect themselves, other people, nature, animals, and the environment. b. Describe a teaching strategy implemented in the observed lesson. Experiential learning is a strategy used by teachers to incorporate learning theories into lessons. As the students learn about nature and the diversity of life in their field trip, they will be able to construct their own knowledge about the protection of nature from what they have observed and experienced at Fermilab. Through experiential learning, the theory of constructivism can be applied in which learners actively build knowledge and skills, construct new ideas or concepts based upon their current and past knowledge (Bruner, 1990). Students have learned about plants and animal life in the classroom, through their readings or viewing of films or television programs. Now that they have an actual experience of nature’s life in Fermilab, their knowledge and experience are added to what they have already learned. Hence, they will be able to construct their own ideas on how to protect and care for nature and animals. c. Analyze the teacher’s possible purpose for implementing a teaching strategy observed in the video. The possible purpose of implementing experiential learning is to make each learner directly involved with nature and the diversity of life in different environments at Fermilab. The activities whereby students work by pairs or by groups and learn from one another will foster retention and comprehension of the subject matter because they learn through meaningful learning and teaching experience. The experiential activities make learners directly experience, discover and appreciate nature and environment through the use of their senses. Experiential learning also allows students to reflect on their experience, and generate understanding and transfer of skills and knowledge. d. Describe the level of student engagement with the observed lesson In the video, there was a high level of students’ engagement in the activities. This was evident in their participation to all the activities as they work in pairs and in groups in sharing their knowledge and observations on the plants that they were investigating. The students were listening and following the instructions of their teacher. When the teacher says, I want you to look at the plants, smell the plants, etc. , students who were working in pairs, got hold of the plants and observed them closely with their magnifying lenses. They were also attentively listening to the professional who was explaining about the environments and the diversity of life that they will examine within the Fermilab and the rules that they need to follow.