Different Methods of Vegetation Essays

Different Methods of Vegetation Essays Different Methods of Vegetation Essay Different Methods of Vegetation Essay Besides natural methods of vegetative propagation, artificial modes of propagation are also being used. Farmers, gardeners and horticulturists have adopted several such methods like grafting, layering, cutting and tissue culture for propagating plants in gardens and nurseries. 1. Grafting: In horticultural practices this method is commonly used. In this method the cutting of a plant (scion) is attached to the stem of another rooted plant (stock). After some time the attached cutting becomes an integrated part of the rooted plant. The scion and stock are placed in such a way that no gap remains between them. After some time the attached cutting becomes an integrated part of the rooted plant. The scion and stock are placed in such a way that no gap remains between them Because of the arrangement of their vascular bundles, grafting experiments are successful only in divots and not in monocots. This method is commonly applied to improve the variety of fruits like mango. Wax is used to cover the place where grafting is being done. This is to avoid infection. 3. Cutting: In rose, sugar-cane, Coleus, Bougainvillea, etc. this method is used to produce new plants. In this process stem cuttings with some nodes and internodes are placed in moist soil which gives rise to adventitious roots and a new plant subsequently. It is a very common method of vegetative propagation. Farmers divide up the rhizomes, tubers or roots stocks at the end of flowering or growing season. Each part grows into a separate plant in the followin g year. Some plants like dahlia are propagated by root cuttings. 4. Layering: In some plants one or more branches are bent close to the ground and covered with moist soil. After some time, the underground portion of those branches produce new roots and develop into a separate plant as in jasmine, Rhododendron, Magnolia, etc. The stem or branch that develops adventitious roots while still attached to the parent plant is called a layer. In many plants, layering can also be induced artificially. In mound layering the stem is pruned and the base of the plant is covered with soil. From the base, new shoots develop, which are separated from the parent plant, ad grown into a new plant. Many types of apples and gooseberries are grown using this method. Air layering is another type of layering in which branches of the plants cannot be bent to the ground. A piece of the branch is scraped (girdled) in this method and polythene or plastic sheet is used as cover to preserve moisture. Roots arise from the scraped part after a few weeks. This branch is then detached from the parent plant which grows into a new plant after plantation. Layering differs from cutting in that the developments of adventitious buds are induced before the stem is cut to form the new plant. 5. Tissue Culture: In this technique a small piece of tissue of a desired plant is cut. This is placed with a suitable nutrient medium under proper conditions. The tissue grows into an unorganized mass, known as callus. Small part of this tissue is put in another medium, which induces the formation of plantlets. The plantlets can be transplanted in soil or pots foe developing to maturity. This technique is also called micro propagation. This method is used in propagating plants like Asparagus, orchids, Chrysanthemum. This method allows us to grow whole plant from cells taken from various parts of the plant body.

Definition and Examples of Synecdoche

Definition and Examples of Synecdoche Synecdoche (pronounced si-NEK-di-key) is a trope or  figure of speech in which a part of something is used to represent the whole (for example, ABCs for alphabet) or (less commonly) the whole is used to represent a part (England won the World Cup in 1966). Adjective: synecdochic, synecdochical,  or synecdochal. In rhetoric, synecdoche is often treated as a type of  metonymy. In semantics, synecdoches have been defined as turns of meaning within one and the same semantic field: a term is represented by another term, the extension of which is either semantically wider or semantically narrower (Concise Encyclopedia of Pragmatics, 2009). Etymology From the Greek, shared understanding Examples and Observations Thomas Macaulays Use of SynecdocheIn many of the stories [British historian Thomas] Macaulay told he insinuated a more vivid sense of shared Englishness, as when he presented a few Devonian rustics as the English people, forming the most favourable opinion of Williams piety after he landed with his invading army. Apart from anaphora and hyperbole, synecdoche may be Macaulays favorite trope. To brand his version of English nationality into his readers minds, he artfully selected the parts he conflated with the whole nation.Synecdochic Characters and Concepts- Synecdoches are ways in which we construct our understanding of the whole, although we only have access to the part. Synecdoches are part of our general cultural heritage and exist in literature as well as science. Archetypes, mythic characters, gods and goddesses have all been viewed as synecdochical, as have some literary characters, such as Hamlet, Macbeth, Othello, Desdemona, Romeo, Juliet, Jane Eyre, and Willy Loman. Metonymy and Synecdoche- [I]t is often difficult to distinguish between metonymy and synecdoche. Plastic credit card is a case of synecdoche because credit cards are made from plastic, but it is also metonymic because we use plastic to refer to the whole system of paying by means of a prearranged credit facility, not just the cards themselves. In fact, many scholars do not use synecdoche as a category or term at all.Synecdoche in the NewsThe daily press, the immediate media, is superb at synecdoche, at giving us a small thing that stands for a much larger thing. Reporters on the ground, embedded or otherwise, can tell us about or send us pictures of what happened in that place at that time among those people. The overarching theory rationalizing the great expense and effort that goes into those little stories is they somehow give us access to the big story, the big picture, what is really going on...Synecdoche in Song LyricsSome common forms of synecdoche are exemplified by these [s ong] titles: Take Back Your Mink (raw material for finished product); Rum and Coca Cola (trade name for generic product); Love Me, Love My Pekinese (species for genus); Willie, Mickey, and the Duke (nickname/first name/last name for person/thing); Woodstock (place for event). Synecdoche in Films In photographic and filmic media a close-up is a simple synecdochea part representing the whole. . . . Synecdoche invites or expects the viewer to fill in the gaps and advertisements frequently employ this trope. Also Known As Intellectio, quick conceit Sources (Robert E Sullivan,  Macaulay: The Tragedy of Power. Harvard University Press, 2009)(Laurel Richardson,  Writing Strategies: Reaching Diverse Audiences. Sage, 1990)(Murray Knowles and Rosamund Moon,  Introducing Metaphor. Routledge, 2006)(Bruce Jackson, Bringing It All Back Home.  CounterPunch, Nov. 26, 2003)(Sheila Davis,  Successful Lyric Writing. Writers Digest Books, 1988(Daniel Chandler,  Semiotics: The Basics. Routledge, 2002)

Raisin in the Sun Article Essay Example | Topics and Well Written Essays - 250 words

Raisin in the Sun Article - Essay Example ch apparent universality is a positive feature, showing how insightful Hansberry’s work is, while for others this is a negative feature which involves rejecting African American values and culture in favor of imitating those of the Northern, white, and middle class people. Seaton’s conclusion suggests that the play demonstrates in fact deep appreciation of African American culture and at the same time also some elements of universality. In other words, it is not necessary to choose between these opposing critical views because â€Å"they are not exclusive positions but partial ones† (Seaton, 1992, 47). This article could be very useful as a source for an essay on A Raisin in the Sun because it clarifies some of the main themes that occur in the play such as the struggle of African Americans to achieve their dreams in a society which is inherently racist and the changing values of different generations of African Americans. The article would be particularly useful in providing a structure for setting out how the play has been viewed in the past. Seaton also provides useful evidence to support the view that the play moves beyond stereotypes because it portrays a range of different characters who view the family’s dilemma in very div erse and complex

Oceans and Climate Change Essay Example | Topics and Well Written Essays - 750 words

Oceans and Climate Change - Essay Example With a combined flow measuring 30 Svedrup or 30 million cubic meters per second which may even increase up to 150 Svedrup, the Gulf Stream increases in speed as it gathers more warm water along the way. From the North Atlantic it heads to Europe then to the west coast of Africa (â€Å"Ocean Currents,† 2008). The Gulf Stream affects the climate of the coastal areas by making America and Europe warm through the constantly evaporating warm water. This particular ocean current is worth mentioning because in case it ceases to flow, the whole of America and Europe will freeze (Gagosian, 2007). Another major ocean current is the Labrador Current, which is a cold water current that keeps the east coast of Canada cold. It passes through Labrador and Newfoundland, and meets the Gulf Stream at the Grand Banks. The meeting of the cold Labrador current and the warm Gulf Stream at this point marks the spot for very rich fishing grounds for commercial fish that include swordfish and halibut (â€Å"Ocean Currents,† 2008). The equatorial currents – the North Equatorial Current and the South Equatorial Current – are ocean currents that cross the equator. The North Equatorial Current is a westward flowing current in the North Atlantic and is mainly caused by the Atlantic trade wind belt. It originates from the northwestern coast of Africa and goes to the South Atlantic and finally to the North Atlantic. This particular current is made up of cool waters (Bischof et al., 2004). On the other hand, the South Equatorial current, which also flows westward, crosses the equator from the Atlantic to the Pacific but only to a lesser extent. Unlike the North Equatorial current, it is a warm current that embraces South America and meets up with the Brazil current going northwest to the Caribbean Sea, while a part of it goes to the Pacific and Indian Oceans (Gore, 2012). While the North Equatorial Current provides coolness to the climate of the North Atlantic, the South Equatorial Current provides heat to the South Atlantic and the Pacific area. The explanation behind the fact that ocean currents cause significant changes in the climates of the coastal areas is that 71% of the earth is water located mainly in the oceans and this huge reservoir of water absorbs â€Å"twice as much of the sun’s radiation† compared to how much the lithosphere or atmosphere can absorb (Rahmstorf, 1997). The mere fact that radiation and heat is absorbed by the ocean waters certainly translates to their significant role in affecting climates of the coastal areas. The continuous flow of the ocean currents is known as the Ocean Conveyor Belt. The Ocean Conveyor Belt is similar to a conveyor in a factory as it connects all the other ocean currents in order to facilitate the transfer of warm water from the Pacific to the Atlantic Oceans. It also returns cold water from the Atlantic to the Pacific. The Ocean Conveyor Belt plays a â€Å"crucial† role in shaping the climate of the earth. The Ocean Conveyor Belt works through the combined action of the winds, the waves, the currents, and the tides caused by the pull of gravity resulting in a motion known as the â€Å"thermohaline circulation† (â€Å"The Great Ocean,† 2008). This is also called the Meridional Overturning Circulation, or MOC (Masters, 2012). Since the Ocean Conveyor Belt makes up the largest group of interlinked ocean currents around the world and since these currents affect the climates of t

Uncontrollable Jealousy Essay Example for Free

Uncontrollable Jealousy Essay Jealousy is a lethal weapon if used in the wrong hands. Jealousy is the feeling of resentment against someone’s success or advantages. In the texts, â€Å"Othello† and â€Å"How to Get into Medical School, Part l and Part ll†, the authors William Shakespeare and Vincent Lam decide to use the theme of jealousy to develop an appealing plot for the reader. The story of Fitzgerald in â€Å"How to Get into Medical School, Part l and Part ll† has the theme of jealousy written all over. The first glimpse of Fitzgerald’s envious thoughts occurs when Ming tells Fitzgerald that she gets accepted to medical school while Fitzgerald replies with a mocking â€Å"Well, congratulations, Doctor Ming† (page 16). Later on, Fitzgerald’s jealous mind turns towards Karl. â€Å"he hated knowing that his marks were soaring as a result of Karl’s study methods.† (page 60). Fitzgerald’s jealous thoughts only appear to slip out at tense moments. The jealousy throughout Fitzgerald’s role in the story creates a more interesting plot line for the reader. While the text â€Å"How to Get into Medical School, Part l and Part ll† demonstrates the theme of jealousy very well; Othello, being one of the classic Shakespearean plays, has gained its reputation for the theme of jealousy. In the novel â€Å"Othello† Iago is a victim of jealousy and causes him to act out of the ordinary. At the beginning of the plot Iago is blindsided by Othello because Othello chooses Cassio over Iago for the job of lieutenant. Jealousy takes control of Iago and causes him to plot revenge against Othello. â€Å"Till I am even’d with him, wife for wife, or failing so, yet that I put the Moor at least into a jealousy so strong that judgment cannot cure† (II, i, 299-302). Although jealousy is strongest between Iago and the Moor, the theme can also be found between Emilia and Desdemona, and Roderigo and Othello, and Desdemona and Othello. Very similar to the love triangle in â€Å"Twelfth Night† by William Shakespeare, this triangle can be found in this novel as well but replaced with jealousy. Shakespeare successfully implied the theme of jealousy into his novel â€Å"Othello†. Although used in different ways, jealousy was efficiently portrayed in both â€Å"Othello† and â€Å"How to Get into Medical School, Part l and Part ll†. The authors decided to use jealousy as the main theme because it is an interesting topic to read about and it catches the reader’s attention. Many  of the readers have had real life situations of jealousy which allows them to relate to the text more often. This will hook them onto the text much more. That is why the theme of jealousy is such a successful theme to write about. Jealousy can be used in so many different ways and can still be as effective. Jealousy is a strong theme and is capable of creating an effective plot if used correctly. The use of jealousy is very evident in both novels by Shakespeare and Vincent Lam. Both authors created a near-perfect atmosphere of jealousy for the reader. Work Cited Shakespeare, William. Othello. Vol. 1. Toronto: Harcourt Canada Ltd., 2000. Print. Lam, Vincent. Bloodletting Miraculous Cures. Toronto: Random House of Canada Ltd., 2005. Print.

Gerald Graffs Hidden Intellectualism Essay -- ethos, pathos, logos, T

Co-author of â€Å"They Say/I Say† handbook, Gerald Graff, analyzes in his essay â€Å"Hidden Intellectualism† that â€Å"street smarts† can be used for more efficient learning and can be a valuable tool to train students to â€Å"get hooked on reading and writing† (Graff 204). Graff’s purpose is to portray to his audience that knowing more about cars, TV, fashion, and etc. than â€Å"academic work† is not the detriment to the learning process that colleges and schools can see it to be (198). This knowledge can be an important teaching assistant and can facilitate the grasping of new concepts and help to prepare students to expand their interests and write with better quality in the future. Graff clarifies his reasoning by indicating, â€Å"Give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in Source over the student who writes a life-less explication of Hamlet or Socrates’ Apology† (205). Graff adopts a jovial tone to lure in his readers and describe how this overlooked intelligence can spark a passion in students to become interested in formal and academic topics. He uses ethos, pathos, and logos to establish his credibility, appeal emotionally to his readers, and appeal to logic by makes claims, providing evidence, and backing his statements up with reasoning. In the first sentences of this essay, it is easy to relate to Graff’s words. Immediately, he engages readers in the topic and begins to establish his pathos. By using the phrase â€Å"Everyone knows some young person†, Graff relates to a common identity and appeals to his readers emotions. This broad generalization expands the author’s audience by automatically including all of his readers. It is Graff’s opinion that â€Å"schools and colleges might be at fau... ...ting them choose their own groups to be in during class, as offering multiple ways to complete projects, different assigned reading topics, and etc. The student can only get out of the class as much as they put in. Even though the students may wish the teachers would give less homework or let them read Sports Illustrated in class, there is a fine line between academic learning that incorporates â€Å"street smarts† and academic learning that lacks on the academic part. Teachers must insure their students are learning the required material and that they are not taking detours from learning about topics and ideas that students need to be successful after college. Works Cited Graff, Gerald. â€Å"Hidden Intellectualism†. They Say/I Say: The Moves That Matter in Academic Writing. Comp. Graff, Gerald, Cathy Birkenstein, and Russell Durst. New York W.W. Norton & Company, 2006.

Finally the Smoke Cleared and I Could See

Majbritt Dietrich 24/2/13 composition starting with â€Å"Finally the smoke cleared and I could see† Finally the smoke cleared and I could see what I think I’ve been looking for, for five years†¦ I saw a small, abandoned house, which was run down and you could see dead ivy along the tattered walls.It was a little haunting but I promised myself and my sister in law I would help find my two nieces that had made a giant mistake five years ago†¦ He drove out here, into the middle of no where and just dropped his two daughters off in this house and left them to live by themselves, they were no older than 3 years old†¦ He then just left and kept on driving, I’m guessing this was all planned as he then drove into a big truck at least twice the size of his car, and killed himself. We all were devastated. I walked into the house, not knowing what would expect me, I looked around and heard a noise.I stood completely still not even daring to breathe. I heard it again, it was like a soft whispering noise, I moved my shaking head, to see patterns developing on the wall, I was totally confused. A little girl peeped her head around the old wall and ran to attack me. I knew it was one of my nieces. The first thing I had noticed was she obviously hadn’t developed the way a normal girl her age would have. I called the police and managed to stutter the address. During the mean time I was studying the forever changing patterns on the wall. The two girls were running their hands along the wall as if the wall was a person.It was worrying me. I took pictures with my phone but when I went to look at them, the patterns that were on the wall had kind of disappeared†¦as if it were a ghost or a spirit, perhaps a soul stuck in the house? Either way it was scaring me. The police took a while; as the house was very difficult to find. It did take me five whole years to find it. But when the police finally were here they were as shocked as I was. They tried to catch the girls and put them in the back of the new police car, thankfully there was a cage splitting the front and back leather seats, as the girls were the complete opposite of calm.The girls were brought into a clinic and were examined by specialists. They were totally quiet and thought bad of my brother straight away. The girls were both kept in the clinic for a couple of weeks until an old specialist said to me there was nothing more they could do and it would be a good idea if the two girls stayed with me as they knew me. So the girls were brought to my house and process was made, both girls started to speak as the recognised things they had seen before when they had visited me. My partner Denise on the other hand was a bit afraid of them, but tried to act as motherly as possible.Both girls slept in the same room and got along fine with each other. They kept waking up at night, and spoke to the closet. It made absolutely no sense to Denise or me. One night both of us snuck up in front of their door and tried to listen to what they were saying but as soon as 1 second after we had arrived we heard a load screeching and immediately backed away and the screeching stopped. The girls ran out and screamed â€Å"you don’t know Mama, you’re not allowed to listen, she’ll get jealous! † but Denise and I were totally freaked out and slowly closed the door again and walked back to our bedroom, totally out of energy.The next morning Denise snuck into the girl’s room and wanted to look into the closet and she was so curious about what had happened last night. The same patterns that were on the walls in the house the girl were found in appeared on the walls of the girl’s bedroom here too. Whispering started again, the exact same whispering as in the house before too. One of the girls came in â€Å"don’t open it, Mama will get mad†¦Ã¢â‚¬  Denise started to get uncomfortable and walked back out and tal ked to her husband about it, the girl’s uncle.The girls were questioned about ‘Mama’ and said that she is a spirit that appears where ever she wants and can do what she wants. She takes care of the two girls apparently, but really what she wants is to get her child back. In 1485 she was accused of being a witch and was sentenced to death. Her baby was taken from her and was burnt. All she wants is to have her baby buried and to be with her†¦ one of the girls explained. Denise looked at her husband confused â€Å"okay†¦ girls are you sure she’s real? † the girls just looked at each other and said â€Å"don’t say she’s not, she really is real and will get mad if you talk bad about her! . The walls began to fill with the same patterns again and the screeching started too once again. â€Å"You made Mama mad! †. â€Å"Okay†¦Ã¢â‚¬  Denise began to shake. â€Å"What if we burry her baby? † the girls looked scar ed. The patterns began to disappear. The girls replied and said â€Å"maybe that could work†¦Ã¢â‚¬ . We walked to the woods where Mama was once burned at the stake. â€Å"Girls do you have any idea where her baby could be? † they both shook their heads, barely moving. Denise spotted an old ruin that could maybe have been the house where Mama could have lived. We got a priest and said the ceremony that would be said at a funeral.Patterns started fill the trees, and the ruin, they began to run along our bodies, it wasn’t a bad feeling; it was more of a thank you we thought. The two girls from then on were completely normal and were capable of going to a normal school nearby. They lived with Denise and their uncle and visited the graves of their father and mother, more their mother’s though as they couldn’t understand why their father had down that to them, but still knew there would have been a reason. But in the end they weren’t as damaged as the specialists had said, and it was only Mama who was in them.

How does steinbeck portray George, hero or villian? Essay

â€Å"Of Mice and Men† is based on the major themes of hard reality, dreams, companionship and tragedy; particularly relevant to 1930’s America, following the depression and economic poverty it caused. Steinbeck portrays George as a flawed character who doesn’t display archetypal heroic qualities, however the reader empathizes with him. Steinbeck therefore ultimately presents him as a anti-hero within the context of the narrative. At the beginning of the novel, Steinbeck portrays George as a flawed character. George and lennie travel to a ranch , indicating the unsettled lifestyle of men during 1930’s. Before arriving at the ranch, George loss his temper with lennie : â€Å"morosely† implying bad temper and unsociability, and perhaps emphasising George’s villainous side. another perspective may be the build up of Georges anger, due to complications in weed. Steinbeck implies this using the word â€Å"restless†. The enraged language heightens Georges villainous attributes, combined with adverbs â€Å"explodes† and â€Å"snapped†, increasing the readers confusion about George although they empathize with his hardships faced by staying with Lennie However, these hardships are questioned by his actions later in the novel. Georges relationship with lennie conveys his character as a anti-hero, however this doesn’t highlight his lack of conventional heroic attributes. Lennie’s portrayed as protective towards George: nobody hurts George† â€Å"Lennie growled†. Nonetheless, this juxtaposition intensifies the contrast between the pair. Perhaps Steinbeck uses this to intrigue the reader about the dynamics of their relationship, heightening the human side of George and allowing the reader to empathize with George under the circumstances. Steinbeck describes George as having â€Å"sharp strong features†: due to his work as a itinerant migrant worker during the US depression. However, the reader may begin to question if Steinbeck is using the adjectives to describe Georges physical appearance, or his strong character. Despite this, George’s most heroic quality is his intense care for others, specifically Lennie, where the reader observes the complexities of their companionship. â€Å"I never seen one guy take so much trouble for another† : Steinbeck allows the reader to notice Georges kinder human characteristics. On the other hand, Steinbeck uses the adverbs â€Å"morosely†: the negative language empathises Georges villainous side. Additionally, Steinbeck uses the verbs â€Å"snapped† and â€Å"glared† to present George as harsh and sharp. Combined with â€Å"harshly† and â€Å"briskly† the readers ambiguous reaction towards George is increased, and some sense of heroism is lost. the loss is intensified towards the end of the novel. In contrast to George, Steinbeck describes lennie as â€Å"patient†. juxtaposing Lennie’s innocence with Georges frustration. Despite this George looks â€Å"ashamedly† , which contrasts against his temper heightens his human characteristics compared with lennie â€Å"anguished face†. ** However this confuses the reader about Georges emotion towards Lennie’s, making the reader question whether Georges a hero or villain. The element of dreams is the most powerful symbol in the novel, representing the possibility of self-reliance and freedom. Steinbeck presents George as inventor of the dream, therefore his heroic attributes become visible. Steinbeck conveys George as essentially protecting other characters from the cruelties of the world. Additionally, Steinbeck portrays George as an inspirational welcoming character, as George allows candy and crocks to become â€Å"bemused by the beauty† of the dream. However this heightens their desperation and loneliness but also the trust and reliance they have in George. Even though each character subconsciously knows the dreams a unrealistic goal, they are still â€Å"amazed†. George spoke â€Å"reverently† conveys his deep respects and awe towards the dream, almost as if it was sacred. This could connect to his surname â€Å"Milton†: reference to paradises lost a 1930’s poem about the destruction of a perfect place. here, Steinbeck heightens his human attributes. perhaps another perspective could be that George allowed the character to dream falsely as he knew the dream wasn’t achievable. in the context of 1930’s economic situation, maybe he knew â€Å"they’d never do her† and he agreed as Lennie â€Å"usta like to hear about it†. on the other hand, the dream may have been created for Georges benefit and selfishness. Therefore, through George’s dream Steinbeck highlights both heroic and potentially villainous attributes of his character. In the last scene, George murders lennie not through an evil intention but a mercy killing. Steinbeck creates a paradox as George intends to kill lennie however George portrays being cruel to be kind. Steinbeck’s presentation of Georges internal conflict is finally resolved. The reader observes that the Curley will punish lennie brutally and slowly; â€Å"shoot for his guts†. Therefore the reader empathises with George, as he makes a conflicted decision between two actions. In contrast to George, Steinbeck portrays Curley as an archetypal villain. Curley is described as â€Å"terrier†. the malicious language elevates his villainous traits above Georges. combined with the adverbs â€Å"lashed† and â€Å"harsh† the readers negative reactions towards Curley heighten, as they’re unable to trust Curley, instead they feel a sense of alert and tension when he’s around. therefore, when comparing George and Curley, George villainous qualities decrease and his heroic actions become more visible. Despite Georges complaints about lennie, he feels a brotherly connection with Lennie because Lennie provides an escape form loneliness of a migrant workers who are † the loneliest guys in the world†. However, an alternative perspective that heighten George heroism, is that perhaps George killed lennie, as he realised Lennie was a danger to society. Overall, the reader witnesses the depth of the sacrifice George made, even though it shattered is own dreams, strengthening the readers empathy towards George. Despite this the reader is unable to forgive Georges actions. This concludes Steinbeck as portraying George as a conflicting character, an anti-hero.

How To Handle Gossip About a Coworker

How To Handle Gossip About a Coworker Gossip happens. And there is always someone in every office who just can’t help but spread it. And of course, it can be fun. But it can be equally hurtful- and can damage careers- not just the person’s being gossiped about. How to take the high road? Here are a few useful strategies to keep your head above the fray.1. Set the tone.You need to be the grownup- especially if you’re a manager or supervisor and will be setting an example for your underlings. But really anyone can do this. If people start speculating wildly about company issues- or worse- gossiping about coworkers, bosses, and peers, you can be the first one to remove yourself and take a step back. This might just show them, by example, the error of their ways- without your having to say anything outright. Don’t let yourself be drawn in. If you can’t leave a conversation, try a subtle change of topic.2. Be open to negativity.People are more likely to gossip about you if you don’t s eem open to hearing their concerns or workplace issues (in the case of being a supervisor) or if you don’t seem open to constructive criticism yourself. Be as transparent as possible when you’re in a position of power. And no matter what your job title, keep the lines of communication open.3. Don’t punish the middleman.If you’re a supervisor and one employee steps forward to address an issue or bring a problem to your attention, don’t punish that person for doing so. That person’s coworkers will likely see this as a sign of your being unapproachable and unfair. Cue: gossip.4. Confront the source.Sometimes it becomes necessary to confront the gossiper, even if the gossip is about you. Most gossipers continue their chattering because they believe there are no negative consequences. But if you let them know you’re on to what they’re up to- and let them know your feelings on the matter- chances are they might stop on their own. If you have to chastise them for their behavior, make your criticism about the issue, not them personally. Don’t just say: you gossiped! that is wrong! Try instead: I’m concerned about the gossip and I’m hoping we can put an end to it. 5. Don’t be self-righteous.It’s all well and good to go high. It’s what you should be doing. But if you start to get really pompous or pious about your own good conduct in the face of rife and rampant gossip, you’re not going to make many allies. Stay casual when dealing with gossip, even when trying to be a good example. It’s not all about you, after all!

All About Snow Fleas, a Wingless Insect

All About Snow Fleas, a Wingless Insect For the bug enthusiasts among us, its a happy day when we find snow fleas. At the end of a long, cold, nearly bug-free winter, we feel lucky to find a mass of tiny arthropods hopping about in the melting snow. Snow fleas are actually not  fleas  at all, but a kind of  springtail. Because theyre tiny and tend to jump, they remind people of fleas and thus were given this inaccurate name. What Do Snow Fleas Look Like? From even a short distance away, snow fleas look like bits of dirt or pepper on the surface of the snow. They catch peoples attention because they have a habit of jumping. At times, snow fleas gather in such large numbers they make the snow look black or blue. They tend to aggregate on the surface of the snow around the trunks of trees. Take a closer look, however, and youll find that snow fleas look similar to other springtails. Theyre quite small, reaching only 2-3 millimeters in length. The springtails we find flinging themselves across the snow are usually blue in color. In North America, the snow fleas were likely to find belong to the genus  Hypogastrura. Why and How Do Snow Fleas Jump? Snow fleas are wingless insects, incapable of flying. They move by walking and jumping. But unlike other famous jumping arthropods like  grasshoppers  or  jumping spiders, snow fleas dont use their legs to jump. Snow fleas catapult themselves into the air by releasing a spring-like mechanism called a  furcula, a sort of tail thats folded underneath its body - thus the name springtail. When the furcula releases, the snow flea is launched several inches in the air, a considerable distance for such a tiny bug. Its an effective way to flee potential predators quickly, although they have no way to steer. Why Do Snow Fleas Gather on the Snow? Snow fleas live in the soil and leaf litter, even in the winter months, where they munch away on decaying vegetation and other organic matter. Springtails are actually quite common and abundant, but theyre so tiny that they tend to blend in and go unnoticed. Remarkably, snow fleas dont freeze in the winter thanks to a special kind of protein in their bodies. This protein is rich in  glycine, an  amino acid, which enables the protein to bind to ice crystals and keep them from growing. It works much like the antifreeze we put in our cars. The antifreeze protein allows snow fleas to remain alive and active even in subzero temperatures. On warm and sunny winter days, particularly as we get closer to spring, snow fleas make their way up through the snow, perhaps in search of food. As they gather in numbers on the white surface, flinging themselves from place to place, they attract our attention. How Do I Get Rid of Snow Fleas? Why would you want to get rid of snow fleas? Theyre perfectly harmless. They dont bite, they cant make you sick, and they wont hurt your plants. In fact, they help improve your soil by breaking down organic material. Leave them be. Once the snow melts and spring arrives, youll forget theyre even there - unless you like bugs, in which case you may find yourself searching for them in the soil. Sources: Springtails, by Whitney Cranshaw, Colorado State University.Springtails and Snowfleas, Insect Diagnostic Laboratory, Cornell University.Snow fleas: helpful winter critters, by Katie Kline, Ecological Society of America, January 28, 2011.Structural Modeling of Snow Flea Antifreeze Protein, by Feng-Hsu Lin, Laurie A. Graham,  Robert L. Campbell, and Peter L. Davies,  Biophysical Journal, March 1, 2007.Snow fleas are conspicuous but harmless, by Jeff Hahn, University of Minnesota Extension, March 26, 2014.

Joint attention in autism Essay Example | Topics and Well Written Essays - 3750 words

Joint attention in autism - Essay Example The expression ‘’far-away’’, with which the child is characterized, describes perfectly the lack of social interaction that people have with autism. This is one of the reasons why children with autism may be referred to as ‘aloof’ or ‘withdrawn’ as they appear disinterested in the world around them (Wall, 2004, 5). Other behavioural aspects that show the existence of autism are avoidance of eye contact, lack of desire to interact or play with other children or adults, lack of desire to establish relationships and friendships, inability to interpret people’s feelings and emotions, lack of verbal and non-verbal social communication as well as some restricted repertoire activities. One of the factors that prove to be problematic while handling social behaviour of children with autism is ‘joint attention’. It can be described as the process by which one alerts another about any observation via nonverbal means such a s gazing or pointing (Wikipedia). Impairment in joint attention is common in every person with autism and thus it is considered as a fundamental area that needs to be studied in depth. Joint attention in typical development In the early years of their lives, infants of typical development are capable only of involuntary signals; a thing that is similar to what other animals do that have limited social behaviour themselves. From an evolutionary point of view, behaviour exists for communication purposes as the older, more mature and cognitively developed people are able to interpret them correctly and therefore understand the children’s needs. But unlike other animals, human infants’ communication skills improve very quickly. They tend to develop new cognitive capacities that enable them to extract socially relevant information from the voices, faces and gestures of other people (Slater, Lewis, 2002, 264). After the first year of their lives, the infants develop rapidly in a cognitive level while leaving behind the limited capacities he used to have. He gets one step closer to a fully developed human being who is able to understand the intentions of others through their behaviour. During this period, the infants quickly learn the procedure of understanding other people’s mind through specific procedures. First they look into their mother’s eyes with delight and follow the direction of her gaze for information. Then, it has been observed that the children smile in response to their mother’s voice in order to get her attention. Finally, the infants babble syllables; using words symbolically to get people’s attention and influence their behaviour. Not after the first year will the ability of understanding other’s thoughts develop in the child. The mind reading ability, which distinguishes humans from other animals, develops gradually over the first year. This ability is spotted first within the non-verbal communicati on (gaze, gesture- in other words joint attention) of the children and then, it is manifested more clearly in the child’s ability to speak and understand language. Joint attention in autism Recent studies have shown that children with autism cannot initiate joint attention skills; a thing that is called ‘joint attention deficit’. It is described as ‘a lack of spontaneous seeking to share enjoyment, interests or achievements with other people’ (American Psychiatric Association, 1995, p.72). Specifically, there are two different functions that joint attention behaviours seem to serve;