Biology Questions

/in /by

1.    The most important aspect of a good microscope is

resolution.

magnification.

condensation.

the number of ocular lenses.

2.Select the statement(s) that accurately describe homeostasis.

The body has the ability to detect change, activate mechanisms that oppose it, and maintain relatively stable internal conditions.

The loss of homeostatic control can cause illness but cannot cause death.

Internal conditions are absolutely constant and must not fluctuate within a range.

The internal state of the body is best described as a dynamic equilibrium in which there is a certain set point and conditions fluctuate slightly around this point.

The first and fourth choices are correct.

3.    Which of the following statements is not true regarding inclusions?

Inclusions are not enclosed by a membrane.

nclusions have no functions that are necessary for cellular survival.

Inclusions can participate in ATP production in the cell.

Inclusions could be viruses or bacteria inside the cell.

None of the these is a false statement.

4.    Which of the following statements is true about the glycocalyx?

All animal cells have a glycocalyx.

Even between identical twins, the glycocalyx is chemically unique.

The glycocalyx helps one cell adhere to another.

All of these are true statements.

Only the first and third statements are true.

5.    Cells of all species have many fundamental similarities because of

spontaneous generation.

coincidence.

common ancestry.

the laws of randomness.

6.    What is the volume of a cuboidal cell that measures 5 ”m on each side?

125 ”m2

25 ”m2

25 ”m3

125 ”m3

None of the choices is correct.

 

7.    In 1859 Louis Pasteur determined beyond all reasonable doubt that

cells arose from non-living matter.

cells only arose from other cells.

cells do not spontaneously generate.

All of the choices are correct.

Only the second and third choices are correct

 

8.    Dynamic equilibrium can be described as having a certain set point for a given variable where internal conditions remain constant at this point.

True

False

9.    Which of the following best distinguishes a Law from a Theory?

A law is a generalization about the predictive ways in which matter and energy behave, while a theory represents information that can be independently verified by any trained person.

A law is a generalization about the predictive ways in which matter and energy behave, while a theory is the result of inductive reasoning based on repeated, confirmed observations.

A law is the result of inductive reasoning based on repeated, confirmed observations while a theory is an explanatory statement or set of statements derived from facts and confirmed hypotheses.

A law is an explanatory statement or set of statements derived from facts and confirmed hypotheses while a theory is information that can be independently verified by any trained person.

10.  What is the surface area of a cuboidal cell that measures 5 ”m on each side?

25 ”m2

150 ”m2

25 ”m3

150 ”m3

None of the choices are correct.

 

 

 
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Management Communication

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Independent Learning Tasks

Description: Responses to ILTs (see Study Guide for tasks). To be posted to the Discussion Board on a weekly basis from Week 1-12.

Weighting: 20%

Length: 100-200 words per post (2000 words total)

Due: Monday, Week 13, 10pm AEST.

Assessment Rationale

This assessment is the online equivalent of tutorial participation. This task encourages students to critically engage with the course materials, their peers and their tutor through weekly on-line discussions.

Assignment procedure

1. Each week write a response of 100-200 words to the Independent Learning Task (ILT) provided in your study guide. The response should demonstrate your critical engagement with the unit content, the textbook and readings. Post your response in the COM21 Discussion Board under the thread titled Independent Learning Tasks and under the correct week for each specific task.

2. Each week comment on the ILT responses made by two of your peers. Your response should elaborate some issue with reference to your own experience or academic argument. This is a place for informed comment and not unsubstantiated opinion or chatting. You required to post a minimum of two responses.

3. Each week collect your own original responses to the ILTs and your two best responses to peers in a Word document, that is, one ILT and two posts to peers for each week.

This will be the document you submit to your tutor at the end of the study period.

While we do want you to post across the study period, we understand that sometimes work or family pressures may make this difficult. Please note that students will be marked down if the tasks are all posted in just the final weeks of the Study Period.

IMPORTANT

Your need to nominate your best ILT posts and peer responses for two specific weeks as your strongest posts for marking and feedback. At the top of your document include a statement such as:

MARKERS PLEASE PROVIDE DETAILED FEEDBACK ON THE ILT FOR WEEK X AND Y.

A general mark for your participation will be allocated but specific feedback on these two weeks discussions will be provided.

Checklist

Have you completed the ILT for each week?

Have you responded to at least two posts made by a peer?

Have you collected all posts into Word document including:

· your name and student number

· Assignment Cover Sheet

· each of your ILTs and two responses to your peers for each week?

Have you clearly identified your two best weekly ILT responses?

Have you submitted your assignment through SafeAssign?

If required, have you organised an extension with your tutor?

Have you spent some time doing something fun now this assignment is completed?

GRIFFITH UNIVERSITY SCHOOL OF HUMANITIES

OPEN UNIVERSITIES AUSTRALIA

 

 

COM21

Management Communication

 

STUDY GUIDE

 

 

 

© Griffith University 2019

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical,

including photo-copying, recording, or by any information storage and retrieval system, without prior written

permission.

These materials may only be distributed to students enrolled in this course.

 

CRICOS Provider: 00233E

 

 

iii

CONTENTS

Unit Introduction ………………………………………………………………………………………………………………….. 1

Unit Aim ……………………………………………………………………………………………………………………….. 1

How to use this Study Guide…………………………………………………………………………………………… 2

MODULE 1 ……………………………………………………………………………………………………………………………. 3

Week One: Management and Communication ……………………………………………………………………….. 3

1.1 Introduction: Managers in Organisations …………………………………………………………………. 4

1.2 Who is an Effective Manager? ……………………………………………………………………………….. 7

1.3 Strategic Management Communication ………………………………………………………………….. 8

1.4 Strategic Conversations ………………………………………………………………………………………… 8

1.5 Leadership, Management and Communication: A Symbiotic Relationship …………………. 10

1.6 Applying Key Communication Themes ………………………………………………………………….. 10

1.6.1 Cultural Ethos ………………………………………………………………………………………… 10

1.6.2 Adaptive Management Behaviours ……………………………………………………………. 12

1.6.3 Cultural Leadership …………………………………………………………………………………. 12

Week Two: Management Ethics and Social Responsibility …………………………………………………… 15

2.1 Your Own Ethics ………………………………………………………………………………………………… 16

2.2 Making Your Ethics Clear ……………………………………………………………………………………. 18

2.3 Ethical Decisions ……………………………………………………………………………………………….. 19

2.4 Behavioural Traits ………………………………………………………………………………………………. 22

2.5 Social Responsibility …………………………………………………………………………………………… 22

2.6 Applying Key Themes to Communication ………………………………………………………………. 23

MODULE 2 ………………………………………………………………………………………………………………………….. 25

Week Three: Evolution of Management Thinking …………………………………………………………………. 25

3.1 Introduction ……………………………………………………………………………………………………….. 26

3.2 The Evolution of Management Thinking ………………………………………………………………… 27

3.3 The Classical Perspective …………………………………………………………………………………… 29

3.4 Humanist Perspective …………………………………………………………………………………………. 31

3.5 Learning Organisations ……………………………………………………………………………………….. 32

3.6 Sustainable Development ……………………………………………………………………………………. 35

3.7 Applying Key Themes to Communication ………………………………………………………………. 36

Week Four: Communication Networks ………………………………………………………………………………… 38

4.1 Introduction ……………………………………………………………………………………………………….. 39

4.2 Workplace Relationships …………………………………………………………………………………….. 40

 

 

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4.3 Defining Relational Situations ………………………………………………………………………………. 41

4.4 Communication Competencies …………………………………………………………………………….. 44

4.5 Different Types of Workplace Relationship ……………………………………………………………. 45

4.5.1 Superior/Subordinate Relationships ………………………………………………………….. 45

4.5.2 Peer Relationships ………………………………………………………………………………….. 46

4.5.3 Problematic Relationships ……………………………………………………………………….. 47

4.6 Applying Key Themes To Communication …………………………………………………………….. 49

MODULE 3 ………………………………………………………………………………………………………………………….. 51

Week Five: More Communication Networks ………………………………………………………………………… 51

5.1 Communication Networks ……………………………………………………………………………………. 52

5.2 Network Analysis ……………………………………………………………………………………………….. 53

5.3 Key Concepts In Network Analysis ……………………………………………………………………….. 54

5.4 Communities of Practice ……………………………………………………………………………………… 55

5.5 Inter-Organisational Relationships and Networks …………………………………………………… 57

5.6 Network Organisations ……………………………………………………………………………………….. 58

5.7 Applying Some Key Communication Themes ………………………………………………………… 59

MODULE 4 ………………………………………………………………………………………………………………………….. 63

Week Six: Managing Communication and Diversity …………………………………………………………….. 63

6.1 Introduction ……………………………………………………………………………………………………….. 64

6.2 Valuing Diversity ………………………………………………………………………………………………… 66

6.3 Ethnocentrism and Monoculture …………………………………………………………………………… 68

6.4 Ethnorelativism and Pluralism ……………………………………………………………………………… 69

6.5 The Changing Workplace ……………………………………………………………………………………. 69

6.6 Minority Groups in the Workplace ………………………………………………………………………… 71

6.7 Communication Challenges …………………………………………………………………………………. 72

6.8 Applying Some Key Communication Themes ………………………………………………………… 72

Week Seven: More Managing Communication and Diversity ………………………………………………… 74

7.1 Introduction ……………………………………………………………………………………………………….. 75

7.2 The Glass Ceiling ………………………………………………………………………………………………. 75

7.3 Cultural Ethos ……………………………………………………………………………………………………. 78

7.3.1 Recruitment Initiatives ……………………………………………………………………………… 78

7.3.2 Career Advancement ………………………………………………………………………………. 79

Contents continued 


7.3.3 Diversity Training ……………………………………………………………………………………. 80

7.4 Indentifying Strategies for Awareness …………………………………………………………………… 81

7.5 Multicultural Teams …………………………………………………………………………………………….. 82

7.6 Applying Some Key Communication Themes ………………………………………………………… 82

MODULE 5 ………………………………………………………………………………………………………………………….. 85

 

 

v

Week Eight: Managing Change Related Communication ……………………………………………………… 85

8.1 Introduction ……………………………………………………………………………………………………….. 86

8.2 What Is Organisational Change? ………………………………………………………………………….. 86

8.3 Products and Technology ……………………………………………………………………………………. 87

8.3.1 Exploration …………………………………………………………………………………………….. 88

8.3.2 Cooperation …………………………………………………………………………………………… 89

8.3.3 Ideas and Communication Champions ………………………………………………………. 90

8.4 Changing People and Culture ……………………………………………………………………………… 90

8.4.1 Approaches to Implementing Change ……………………………………………………….. 91

8.5 Applying Key Themes to Communication ………………………………………………………………. 92

Week Nine: More on Managing Change Related Communication …………………………………………. 95

9.1 Introduction ……………………………………………………………………………………………………….. 96

9.2 The Need For Change ………………………………………………………………………………………… 96

9.2.1 SWOT Analysis ………………………………………………………………………………………. 97

9.3 Resistance to Change ………………………………………………………………………………………… 97

9.3.1 Force-Field Analysis ……………………………………………………………………………….. 98

9.4 Change Implementation Tactics …………………………………………………………………………… 98

9.5 Creating Environments for Change Communication ……………………………………………… 100

9.6 Glossary ………………………………………………………………………………………………………….. 101

9.7 Applying Key Themes to Communication …………………………………………………………….. 102

MODULE 6 ………………………………………………………………………………………………………………………… 105

Week Ten: The Integration of Strategic Planning and Communication ……………………………….. 105

10.1 Introduction ……………………………………………………………………………………………………… 106

10.2 Goals, Plans and Performance of Communication ………………………………………………… 106

10.3 The Right Messages …………………………………………………………………………………………. 108

10.4 Criteria for Effective Goals …………………………………………………………………………………. 110

10.5 Applying Key Themes to Communication …………………………………………………………….. 111

Week Eleven: Communicating in Difficult Times and Crisis Situations ……………………………….. 113

11.1 Introduction ……………………………………………………………………………………………………… 114

11.2 Planning in Turbulent Times ………………………………………………………………………………. 115

11.2.1 Contingency Plans ………………………………………………………………………………… 115

11.2.2 Scenario Building ………………………………………………………………………………….. 116

11.3 Shaping a Crisis Plan ……………………………………………………………………………………….. 117

11.3.1 Prevention ……………………………………………………………………………………………. 117

11.3.2 Preparation ………………………………………………………………………………………….. 117

11.3.3 Containment …………………………………………………………………………………………. 118

11.4 Applying Key Themes to Crisis Communication ……………………………………………………. 119

MODULE 7 ………………………………………………………………………………………………………………………… 121

 

 

vi

Week Twelve: Understanding Public Relations ………………………………………………………………….. 121

12.1 Introduction ……………………………………………………………………………………………………… 122

12.2 Identifying and Defining Publics …………………………………………………………………………. 122

12.2.1 Internal Publics …………………………………………………………………………………….. 123

12.2.2 External Publics ……………………………………………………………………………………. 123

12.3 Prioritising Publics ……………………………………………………………………………………………. 124

12.4 Perceptions and Public Opinion …………………………………………………………………………. 125

12.5 Perceptions of the Organisation …………………………………………………………………………. 126

12.5.1 Internal Publics …………………………………………………………………………………….. 126

12.5.2 External Publics ……………………………………………………………………………………. 126

12.6 Women and Minorities ………………………………………………………………………………………. 127

12.7 Points to Remember …………………………………………………………………………………………. 127

12.8 Applying Key Themes to Communication …………………………………………………………….. 128

Week Thirteen: Where Have We Been? ……………………………………………………………………………… 129

 

 

vii

 

 

UNIT INTRODUCTION

UNIT AIM

Whether you work as a junior or middle manager or as the Chief Executive Officer, to operate efficiently

you need well developed management communication skills. COM21 Management Communication is

a second level unit in the Business Communication major that is part of the Griffith University Bachelor

of Communication degree introduced in 2012.

 

This unit will provide a detailed understanding of the principles of management communication and

develop the capacity to communicate effectively as a professional. There is a strong emphasis on

practical communication skills which will be framed within an unfolding theoretical discourse.

 

The unit emphasises key elements of communication processes that are vital to working effectively and

ethically in a global society. It will familiarise students with emerging communication issues and

strategies, and the challenges and opportunities these bring to any management task.

 

This Study Guide is broken into seven modules:

‱ Managers in organisations

‱ Evolution of management thinking

‱ Communication networks

‱ Communication and diversity

‱ Managing change related communication

‱ The convergence of planning and management in the face of crisis

‱ Understanding external communication.

On completion of this unit, students should have developed an understanding of the following core skills,

policies and theories:

‱ The role of communication in a manager’s job

‱ The Learning Organisation

‱ Communication networks and analysis

‱ Communities of practice and network organisations

‱ Valuing diversity

‱ Managing change related communication

‱ Implementing change communication and strategies for innovation

‱ Managing and communicating in crisis

‱ Managing team conflict

‱ Understanding external communications

‱ Managing perceptions and public opinion – internally and externally.

After successfully completing this course students will have developed a solid knowledge of the

principles of effective management communication and their application in the following key areas:

 

 

COM21 Management Communication

2

 

 

 

‱ Communicating as an effective manager

‱ Understanding the relationships between leadership, management and communication

‱ Understanding personal and organisational realities of management ethics

‱ Understanding evolutionary trends in management thinking

‱ Recognising glass ceilings as a metaphor for minority issues and discrimination

‱ Recognising ethnocentrism and ethnorelativism and their impact on workplaces

‱ Converging planning and communication in response to difficult times.

‱ Developing strategies for effective management communication

‱ Understanding meanings for Publics and public opinion.

 

HOW TO USE THIS STUDY GUIDE

The study guide is broken into weekly sections and the information regarding the set reading(s) for each

week is detailed at the beginning of each week. The textbook, readings and study guide are designed

to work together to provide a broader view of the topics being discussed. You will notice we have

included some ‘recommended’ rather than ‘required’ readings. These are for students who are

particularly interested in the topic being discussed and provide additional relevant material useful for

assessment tasks.

In COM21 Management Communication the textbook is:

Management, 2018, 6th Asia-Pacific edition, Australia, Cengage Learning written by Danny Samson,

Timothy Donnet and Richard L Daft

OR the older edition of the same textbook:

Management, 2015, 5th Asia-Pacific edition, Australia, Cengage Learning written by Danny Samson

and Richard L Daft.

Throughout the Study Guide, the relevant page numbers from both these editions of the same textbook

will be provided for all information that is quoted or referenced.

Please be aware that the Griffith University Library has the ebook of the 2015 edition of this textbook

only. There is no ebook for the 2018 edition at this stage.

It is available through Unibooks.

 

We have also provided a range of Independent Learning Tasks (ILTs) for each week. These tasks are

designed to encourage you to take a deeper approach to your study and help you to explore the key

concepts and tangent issues. These tasks are also designed to work as an online tutorial that will build

your skills and understanding in preparation for completion of your major assessment items. The ILTs

are a compulsory part of your study and form part of your overall assessment.

 

We believe these ILTs are important in enhancing your learning experience and in providing an

opportunity for you to work with your peers. We have allocated marks for their completion. As you work

through each task, share your ideas with your peers on the Discussion Board. Don’t just post your

thoughts, read through the comments made by other students and respond to their ideas. This will help

you to see other perspectives on the topic being discussed and may alert you to ideas you had not

considered. The aim is for you to debate and unpack concepts with your peers. Your tutor will oversee

these discussions but will not be actively involved. They will provide general weekly feedback on this

 

 

3

 

 

work. They will provide marks and specific, private feedback on the 2 of the 10 week interactions

nominated by you.

In addition to your learning tasks you are required to produce a 2000 word essay (Assessment 2, due

Monday Week 7) and a 2000 word report (Assessment 3, due Monday Week 14). More information on

Assessments 2 and 3 are also included in the Unit Outline.

 

 

COM21 Management Communication

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MODULE 1

WEEK ONE: MANAGEMENT AND COMMUNICATION

By the end of this week, students will be familiar with some of the basic elements of management

communication. These include:

‱ Overview of the responsibilities of managers

‱ Definition of management communication

‱ Understanding the elements that create effective management communication

‱ Understanding the role of communication as the manager’s constant daily activity

‱ Understanding how leadership, management and communication share a symbiotic

relationship.

REQUIRED READING

Samson, Danny, Donnet, Timothy & Daft, Richard L, 2018, Management, 6th Asia-Pacific

edition, Australia, Cengage Learning. Chapter 1, Chapter 17.

or

Samson, Danny & Daft, Richard L, 2015, Management, 5th Asian-Pacific edition, Australia, Cengage Learning.

Chapter1, Chapter 17.

RECOMMENDED READING

O’Hair, D, Dixon, L, & Friedrich, G, 2005, ‘Leadership and Management Skills, Strategic

Communication in Business and the Professions, 5th Edition, Houghton Mifflin, Boston. pp. 148 – 176.

 

 

INDEPENDENT LEARNING TASK 1*

The set textbook presents a New Manager Self-test ( Samson, Donnet & Daft 2018, p.

4; Samson & Daft 2015, p. 3)

 

1. Complete the questionnaire and score yourself.

2. Write a short piece (100–200 words) about what you have learned from the

Questionnaire about your own management skills.

 

Post your response on the Discussion Board and comment on the work of your

peers in the ILT1 thread under the link ‘Post your response to ILT1 here.’

 

 

COM21 Management Communication

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* A NOTE ABOUT INDEPENDENT LEARNING TASKS

The Independent Learning Tasks (ILTs) are peer-learning activities and while your tutor will give weekly

feedback, it will be general in its nature and not specific to individual students.

 

The idea of these tasks is to give you an opportunity to practice some elements of analysis or delve

more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit

content. It may also help you respond to your assignment tasks. The more you get involved with your

peers the better your collective and ind

ividual understanding is likely to be.

Part of your mark will be based on your own responses and your responses to other students. These

Independent Learning Tasks represent an important part of Assessment 1. To access all the information

on Assessment 1, go to your Unit Outline.

 

 

 

1.1 INTRODUCTION: MANAGERS IN ORGANISATIONS

In business, Managers are responsible for effectively managing, informing, mentoring, motivating,

coaching, instructing, supporting and reporting on all activities conducted by the organisation. All of

these tasks are driven by communication.

 

Making a difference as a manager today and tomorrow requires a different approach from yesterday.

Successful departments and organisations do not just happen– they are managed to be that way.

Manages in every organization pacemaker challenges and have an opportunity to make a difference.

Flexibility and agility are important new approaches and capabilities of managers and their

organisations. (Samson, Donnet & Daft 2018, p. 8; Samson & Daft 2015, p. 9)

 

Much has changed in the workplace over fifty years. Earlier concepts of traditional, hierarchical

mechanistic management structures, predominately using a top down communication style, are now

balanced by more organic structures. Organic structures tend to have a flatter management structure

and communications are often vertical, horizontal and lateral, allowing for a more creative response to

innovation across the organisation.

 

In reality, many contemporary organisations are a hybrid of mechanistic and organic management

structures and styles, modelled to fit the needs of the organisation and as a reflection of their work

culture. Nonetheless, the enduring notion that management is the process of planning and coordinating

work activities and tasks to be completed efficiently and effectively with and through other people

remains the constant principle.

 

 

Module 1

5

 

 

 

 

 

DISCUSSION POINT. Mechanistic organisational structures are pyramid shaped, with decision making

and power concentrated at the top. They have rigid communication lines with authority based on

position. Organic organisational structures have a flattened horizontal shape. Decision making is at all

levels. Communication flows are based on current needs. Authority is based on expertise. They are

fluid, dynamic and ever-changing.

 

Think about your own workplace experiences and reflect on which of those organisations were more

mechanistic or more organic in their structure. What did that feel like? How are they different?

 

*A NOTE ABOUT DISCUSSION POINTS.

Throughout this study guide you will find these discussion points. They are there for you to follow through

as a personal and reflective moment about the issue at hand. Sometimes they will direct you to specific

short reading or to a YouTube clip.

 

They are presented as an extra thinking exercise that will help you gain further insights into the principles

and concepts being discussed throughout the semester.

 

A manager’s responsibilities are many and varied, but include:

‱ Being the corporate face, representative or point of contact for an organisation or a work

team within an organisation

‱ Monitoring information and its flow

‱ Networking both internally and externally

‱ Entering into transactions and negotiations with workers, leaders and other managers

within the organisation to effectively coordinate activities

‱ Planning and scheduling work activities

‱ Allocating physical and human resources to different work teams and activities

‱ Directing and monitoring the work of team members

‱ Monitoring and informing human resources management activities

‱ Adapting to changing situations and unexpected events that may directly affect work flow

or the workplace

‱ Engaging with innovation within the workplace on product and management levels

‱ Remaining current within your professional or functional expertise.

Management can be defined as having four main roles. These are:

‱ Assessing and monitoring. The first task of a manager is to ensure that the current

activities of the organisation are functional and under control. Systems need to be

developed and monitored to ensure the organisation is meeting its current targets and

vision. Failure to do so can stifle any other future vision, goals and aspirations of the

organisation. Business runs on cash flow and day to day production and management

detail must be strictly adhered to. Monitoring operations is an ongoing process.

 

 

COM21 Management Communication

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‱ Planning. An organisation needs managers who can set out its future goals and develop

detailed strategies about how the organisation may achieve growth. In these days of

globalisation and turbulent finance, this planning has become both regular and crucial to

securing the organisation’s future.

We are surrounded by stories of organisations that failed to make the right moves resulting

in their markets and clients moving away, either locally or offshore. In the age of

information, we see tastes and trends moving rapidly. Many times these changing trends

and tastes are predictable. Today, managers need to be more than content experts. Not

only do they need to be able to motivate, innovate, communicate and build solid workplace

relationships with their colleagues in order to succeed, they need to be across their internal

and external communication in order to be able to adapt quickly to changing business

environments.

‱ Organising. The current management ‘buzz’ is transactional management. This term

describes how the vision of the organisation transforms into processes, systems and work

activities that are going to be effective within the organisation’s available resources. This

responsibility rests with the Board, often developed in tandem with a small leadership team

from within the organisation. Their role is to fulfil the ‘big picture’, deliver vision and mission

statements, aims and objectives. ‘Organising involves the assignment of tasks, the

grouping of tasks into departments, and the allocation of resources to departments’

(Samson, Donnet & Daft 2018, pp. 12-13; Samson & Daft 2015, p. 13). Managers work

with the leadership team and the wider organisation to transform that vision in reality

through negotiation and transactional processes, systems and work activities to implement

this vision.

These transactions, by necessity, may lead to the development of a new structural design

for the organisation or even the engagement of innovative management models resulting

in the integration of new work teams, either structured or self-managed.

The term transactional management implies and requires the constant engagement of

communication skills and models: messages sent and received, identification of noise and

interference, feedback techniques, emotional intelligence, active listening, an

understanding of non-verbal communication, together with an understanding of the

organisational culture. The many wider cultural backgrounds of employees also need to be

consistently and sensitively engaged. People from other cultures often work to a non-

mainstream set of social and workplace values.

‱ Leading. In any event, these innovations, new systems and processes are then fed back

up into the leadership team and discussed, changed, tested and ultimately verified. The

role of the manager then becomes the implementation of change, potentially establishing

or rebuilding teams towards the development of functional new systems and processes.

In modern organisations, change is the only certainty. Organisations run the risk of being

left behind in today’s global market and business environment which is ‘morphing’ itself

faster than at any time in human history.

Managing for change and communicating these changes is the challenge for modern

managers.

 

 

Module 1

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1.2 WHO IS AN EFFECTIVE MANAGER?

The Karpin Taskforce, commissioned in 1994 by the Australian Government, details its findings in the

2015 edition of Samson & Daft (pp. 38-40). The vision statement of the report (Australia 2010) detailed

some key focal points issues for Australian managers. These provide a benchmark for Australian

managers to strive for and need reiterating in this Study Guide. They are:

By 2010, Australian Enterprises and their managers should be focused on:

‱ Knowledge

‱ The ability to learn, change and innovate in the new marketplace, as the accepted

manager selection criteria, rather than gender, ethnicity or even prior experience

‱ The learning organisation as a standard philosophy for many Australian

enterprises, and as a major way to cope with change and turbulence

‱ Managers creating conditions conducive to learning for both individuals and the

enterprise as a whole, both across individual units and between the enterprise as a

whole, both across individual business units and between enterprises and their

external environments

‱ Employees being more motivated and skilled

‱ Quality acting as a guiding light within all organisations, with a customer-first

mentality being all pervasive.

(Commonwealth of Australia Enterprising Nation, 1995)

Each of these aspirations for the management of Australian organisations has, at its core, the practical

application of communication skills and models. Indeed, the greatest asset a manager may have in

today’s business environment is not how well they can build a car, but how well they can drive

communication, build relationships, actively listen and apply their emotional intelligence to interpret the

best way to transport their organisation safely towards its vision and goals.

 

An enormous part of a modern manager’s role is the management of communication.

These aspirations guide the journey of this Unit. The aim is to guide you through a number of learning

Modules that should assist you as an individual to be a more effective manager and communicator.

Mintzberg states that ‘quiet managers don’t empower their people – ‘empowerment’ is taken for

granted’. He identifies the ‘quiet words’ of managing as:

‱ Inspiring by creating the conditions that foster openness and release energy

‱ Caring by not slicing away problems, but by preventing and fixing problems and knowing

how and when to intervene and mediate

‱ Infusing by challenging things slowly, steadily and profoundly, rather than thrusting

change upon followers dramatically and in superficial episodes

‱ Initiating by finding out what is going on in the organisation, connecting with those at the

base and all levels, rather than parachuting directions from the top levels.’ (Mintzberg

1999, pp. 224-230)

 

 

COM21 Management Communication

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REALITY CHECK. Students should read the ‘Sharpstyle Salons’ Case for Critical Analysis in Samson ,

Donnet & Daft (2018, p. 43; Samson & Daft 2015, p. 44). This case gives a good insight into the

complexity of management and communication issues you will encounter in the workplace.

 

A NOTE ON REALITY CHECKS. These Reality Checks are designed to lead students back to real world

connections to ‘value add’ to this week’s topic. Sometimes this will be a case study or it may be YouTube

links or other media.

 

These Reality Checks are not part of any assessment, however we hope you gain some further insights

through participating in them.

 

 

 

1.3 STRATEGIC MANAGEMENT COMMUNICATION

Communication is everywhere. It is everything we say, see, hear, feel, touch and feedback to others.

Strong messages can also be delivered through silence, posture, facial expression, language,

interference, misinterpretation and sometimes, mischief. We spend most of our lives engaged in all sorts

of communication in an effort to understand our lives, both personally and in our work relationships.

 

What makes management communication paramount is that managers must have a clear purpose and

strategy around how and what they intend to communicate. They must be active and adaptive in order

to make the message clear and concise. No matter whether the message is as simple as a health and

safety briefing or as complex as a discussion around vision for a multi-national organisation, the basic

premise is the same – your message must influence colleagues to act in ways that achieve the vision,

values and goals of the organisation. Your job as a manager/communicator is to keep everyone on

message. The aim of this course is to impart theory, skills and tools that will help keep you on message.

 

 

1.4 STRATEGIC CONVERSATIONS

It can be argued that once you are effectively engaged in management communication, every

conversation is a strategic conversation. If you are on message as a manager, it often follows that your

team workers are also on message.

 

It’s not that you have to be robotic in your responses. Indeed it is the opposite. You need to be actively

listening, using open and inclusive communication lines, engaging with others and integrating feedback

and innovative ideas into the organisational structure and culture.

 

Strategic conversations constitute the managed implementation or modification of vertical, horizontal

and lateral communication mechanisms with integrity and acknowledgement of the value of everyone’s

voice. It is critical for managers to ensure that these communication lines are open and supportive within

the corporate culture of an organisation.

 

 

Module 1

9

 

 

 

Many organisations have charts that lay out formalised communication lines. These lines must be

managed in the same way as the production line is managed – with efficiency and economy. Many

times work culture or (sometimes work overload) means that the formalised communication lines have

become dysfunctional. This may be because they are no longer appropriate to the daily life of the

business or they have become overpowered by personality, or perhaps they were never a true reflection

of how communication worked within the organisation. Unfortunately, this failure is not uncommon within

organisations, especially older ones.

Dysfunctional communication lines need to be addressed quickly. All processes need to be in balance

or manafers will risk leadership, management and communication issues that can cripple innovation or

perhaps even cripple day to day operation of an organisation. Each strategic conversation, at its core,

should aim to break down any barriers to effective communication.

Your strategic conversations should be inclusive of the more informal, shadow networks that happen in

every workplace without any formal structure or charter. They are the chat and rumour circles and they

are powerful. Many of the most creative and innovative ideas in an organisation are discussed in lunch

rooms, coffee shops, smoking enclaves or at the pub. Part of your communication brief would be to set

up appropriate systems within your organisation to harvest this information. Some managers see these

shadow networks as suspicious and, indeed, they can become a complaints’ club, but experience has

shown that inclusion and respect work just as well in the shadow networks as they do in formal ones.

People do change if they know that their voices are being heard.

Simmons contends that about 80 per cent of grapevine communications are on business related topics

rather than personal, vicious gossip. Moreover, from 70 to 90 per cent of the details passed through a

grapevine are accurate (Samson, Donnet & Daft 2018, p. 724; Samson & Daft 2015, p. 708). This would

suggest that the ‘grapevine’ is a powerful and accurate force and must always be considered within your

strategies.

 

Another important element to consider is the use of strategic conversations to identify your knowledge

workers within the organisation. Knowledge workers are the natural allies of a communicator and

manager. Often, they are the embodiment of the workplace culture. They are most likely to be the ten

per cent who pass on accurate information and they are usually respected and listened to by their work

colleagues.

 

Knowledge is not impersonal like money. Knowledge does not reside in a book, a database, or a

software program; these contain only information. Knowledge is embodied in a person; applied

by a person, taught and passed on by a person. (Drucker 2003, p. 287)

 

Once you start engaging in strategic conversations with a clearly defined purpose, you will soon know

the state of communication within the organisation. An application of the communications models and

tools covered in COM 12 Business Communications will help you identify what is going on (or not).

People will communicate their position to you because communication takes up most of your work time.

 

 

COM21 Management Communication

10

 

 

 

1.5 LEADERSHIP, MANAGEMENT AND COMMUNICATION: A SYMBIOTIC RELATIONSHIP

Although Leadership, Communication and Management Communication have different definitions, they

must work symbiotically to achieve the outcomes of the vision and goals of the business.

Leadership Communication is fed by the leadership’s character and the organisation’s values. It sets

the emotional climate of an organisation and is an expression of its work culture. Leadership

communication involves itself with setting the vision and mission by letting people know where the

organisation is headed and what it stands for. It drives innovation by making people comfortable with

doing things differently. It defines a pathway to success for people to follow. It places people within the

mission, culture and values of the organisation.

Management Communication has been defined as ‘purpose-directed, in that it directs everyone’s

attention towards the vision, values and desired goals of the team or organisation and influences to act

in a way to achieve those goals. (Samson, Donnet & Daft 2018, p. 703; Samson & Daft 2015, p. 687)

Management Communication involves the implementation of the vision of an organisation as expressed

through its mission statement and strategy plan by the practical application of negotiating and

transacting communication skills. It involves relationship and network building as instruments to benefit

the organisation, workers and other stakeholders.

Leadership Communication and Management Communication by definition must inform each other to

be effective. If the vision is unachievable or the transactions to achieve it are unworkable, the

organisation is headed for turbulent times. Clear, consistent communication is the best way to ensure

the success of an organisation.

It sounds simple enough but many managers find it daunting. Dealing with embedded work cultures,

difficult leadership and management styles, the politics of power, a lack of established networks, poor

morale, poor or out-dated policies and work practice and the inevitable fear of change – all go to make

management communication the biggest challenge facing managers today in our global marketplace in

our turbulent times.

 

 

1.6 APPLYING KEY COMMUNICATION THEMES

At the end of each week, we will regularly return to the key management and communication themes in

order to discuss them in the context of the week’s topic. This week we are setting up the base -line

information about these key communication themes.

 

1.6.1 CULTURAL ETHOS

 
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Biology blood typing lab report

/in /by

1

BIOL 102: Lab 9

Simulated ABO and Rh Blood Typing

Objectives:

After completing this laboratory assignment, students will be able to:

‱ explain the biology of blood typing systems ABO and Rh

‱ explain the genetics of blood types

‱ determine the blood types of several patients

Introduction:

Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the

same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team

who discovered another blood group, the Rh blood group system. There are many blood group systems known

today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The

designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was

discovered.

Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different

common blood types, which are determined by the presence or absence of certain antigens – substances that

can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs

also known as erythrocytes).

ABO System:

The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.

Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person

normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes

but does not produce antibodies against those antigens that are present on his/her erythrocytes.

‱ A person who is blood type A will have A antigens on the surface of her/his RBCs and will have

antibodies against B antigens (anti-B antibodies). See picture below.

‱ A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies

against antigen A (anti-A antibodies).

‱ A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has

BOTH anti-A and anti-B antibodies.

‱ A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has

neither anti-A nor anti-B antibodies.

The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups

are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is

the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%

of the population. The incidences of types B and AB are 12% and 4%, respectively.

 

 

 

 

 

 

 

2

 

Table 1: The ABO System

Blood Type

Antigens on RBCs

Antibodies in the Blood

Can GIVE Blood to Groups:

Can RECEIVE Blood from Groups:

A A Anti-B A, AB O, A

B B Anti-A B, AB O, B

AB A and B Neither anti-A

nor anti-B AB O, A, B, AB

O Neither A nor

B Both anti-A and anti-B

O, A, B, AB O

 

Blood Typing: Process of Agglutination

Blood typing is performed with antisera containing high levels of anti-A and anti-B antibodies/agglutinins. The

simple test is performed as follows:

 

Several drops of each kind of antiserum are added to separate samples of

blood. If agglutination (clumping of erythrocytes) occurs only in the

suspension to which only anti-A serum was added, the blood type is A. If

agglutination occurs only in the anti-B mixture, the blood type is B (see image).

Agglutination in both samples indicates that the blood type is AB. The absence

of agglutination indicates that the blood type is O.

 

 

 

 

Table 2: Agglutination Reaction of ABO Blood-Typing Sera

Reaction to Anti-A Serum Reaction to Anti-B Serum Blood Type

Agglutination (clumping)

No agglutination (no clumping)

Type A

No agglutination (no clumping)

Agglutination (clumping)

Type B

Agglutination (clumping)

Agglutination (clumping)

Type AB

No agglutination (clumping)

No agglutination (clumping)

Type O

 

 

 

3

 

Rh System

In the period between 1900 and 1940, a great deal of research was done to discover the presence of other

antigens on human red blood cells. In 1940, an antigen designated as Rh factor, was discovered. Although it

exists as six antigens, the D factor is responsible for the Rh+ condition. The Rh factor is found in 85% of

Caucasians, 94% of African-Americans, and 99% of Asians. An individual who possesses these antigens is

designated as Rh+; an individual who lacks them is designated Rh-. The anti-Rh antibodies of the systems are

not normally present in the plasma, but anti-Rh antibodies can be produced upon exposure and sensitization to

Rh antigens.

The genetics of the Rh blood group system is complicated by the fact that more than one antigen can be

identified as the result of the presence of a given Rh gene. Initially, the Rh phenotype was thought to be

determined by a single pair of alleles. However, there are at least eight alleles for the Rh factor. For the

purpose of simplicity, consider one allele: Rh+ is dominant over Rh-. Thus a person with Rh+/Rh-

heterozygous genotype has Rh+ blood.

Importance of Blood Typing

Early attempts to transfer blood from one person to another produced varied results. If incompatible blood

types are mixed, erythrocyte destruction, agglutination and other problems can occur. For instance, if a person

with Type B blood is transfused with blood type A, the recipient’s anti-A antibodies will attack the incompatible

Type A erythrocytes. The Type A erythrocytes will be agglutinated, and hemoglobin will be released into the

plasma. In addition, incoming anti-B antibodies of the Type A blood may also attack the Type B erythrocytes of

the recipient with similar results. This problem may not be serious, unless a large amount of blood is

transfused.

The ABO blood groups and other inherited antigenic characteristics of red blood cells are often used in

medico-legal situations involving identification or disputed paternity. In paternity cases a comparison of the

blood groups of mother, child, and alleged father may exclude the man as a possible parent of the child. For

example, a child of blood type AB whose mother is Type A could not have as a father a man whose blood

group is Type O. Blood typing does not prove that an individual is the father of a child, it merely indicates

whether or not he is a possible parent.

 

 

4

The Genetics of Blood Types

Alleles are different versions of the same gene that can occupy the same locus (gene location on a

chromosome). There are usually two alleles of each gene. Humans have two copies of each gene because

they receive one copy from their mother and one copy from their father. If they receive two of the same alleles,

they are considered homozygous. If they have two different alleles, they are considered heterozygous. Alleles

can also be dominant and recessive. Alleles are dominant when the presence of one allele is sufficient to

express the trait and recessive when two copies of the allele must be present to express the trait.

The human blood types A, B, AB, and O are inherited by multiple alleles. Multiple alleles refer to three or more

genes that occupy a single locus. In the case of blood types, there are three versions of the gene which

encodes agglutinogens: A, B and O. The A and B alleles are both dominant and are considered co-dominant.

The O allele is recessive to both A and B alleles.

The alleles for blood types are often designated with the letter I with a subscript:

‱ The A allele is designated IA and codes for the synthesis of agglutinogen A

‱ The B allele is designated IB and codes for synthesis of agglutinogen B

‱ The O allele is designated i or IO and does not produce any antigens.

The phenotypes listed in the table below are produced by the combinations of the three different alleles IA, IB,

and IO.

 

 

 

 

 

 

 

 

Using Punnett Squares to Determine Future Genetic Combinations

A Punnett square is a chart which shows/predicts all possible gene combinations in a cross of parents (whose

genes are known). Punnett squares are named for an English geneticist, Reginald Punnett. He discovered

some basic principles of genetics, including sex linkage and sex determination. He worked with the feather

color traits of chickens in order to quickly separate male and female chickens.

Punnett squares can also be used to predict the blood type of future offspring between two people with a

known genotype. When creating the chart, the first step is to designate letters for dominant and recessive

alleles. It has been previously mentioned that A (IA) and B (IB) are both dominant alleles while O (i) is

recessive; therefore, this step is complete. The second step is to write the genotype (genetic combination) of

each parent and the third step is to list the alleles that each parent can contribute. If the parent is homozygous

(both alleles are either dominant or recessive), then she/he can only pass on the dominant allele that she/he

possesses. If the parent is heterozygous (one allele is dominant and the other allele is recessive or she/he has

both A and B dominant alleles), then he/she can pass on either allele. The fourth step is to draw the Punnett

square (one large square containing four smaller squares) and write the possible genes of one parent along

Table 3: Phenotypes and Possible Genotypes

Phenotype Possible Genotypes

A IA IA (homozygous dominant A) OR

IA i (heterozygous A)

B IB IB (homozygous dominant B) OR

IB i (heterozygous B)

AB IA IB (co-dominant AB)

O ii (homozygous recessive O)

 

 

5

the top and the possible genes of the other parent along the left side. The fifth step is to fill the smaller square

by transferring in the parental letter above the square and the parental letter to the left of the square. The sixth

step is to list all of the possible genotypes (the combinations in each small square) and resultant phenotypes

(physical trait). Figure 1 below is of a cross (mating) between a person who is homozygous dominant A (type

A) and a person who is homozygous recessive (type O).

 

 

 

 

 

 

All of the children would have a heterozygous A genotype and blood type A phenotype.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IA IA

i IA i IA i

i IA i IA i

 

 

6

LAB DATASHEET Purpose Each group will perform blood typing analyses to determine the unknown blood types of four patients using the

ABO and Rh factor systems.

 

Procedure

1. Obtain four (4) blood typing trays and use the wax pencil to label them as follows: P1, P2, P3, and P4.

2. Place five (5) drops of Patient 1 Simulated Blood Sample in each well (A, B, and Rh) of the P1 tray.

a. Place three (3) drops of Anti-A Simulated Serum in Well A and mix the blood and serum with a stirring

stick for ten (10) seconds.

b. Place three (3) drops of Anti-B Simulated Serum in Well B and mix the blood and serum with a stirring

stick for ten (10) seconds.

c. Place three (3) drops of Anti-Rh Simulated Serum in Well Rh and mix the blood and serum with a

stirring stick for ten (10) seconds.

d. Carefully examine each well to determine if the simulated blood in each well has clumped

(agglutinated). Record your results and observations in Table 4.

3. Place five (5) drops of Patient 2 Simulated Blood Sample in each well (A, B, and Rh) of the P2 tray.

Repeat directions “a-d” listed under Step 2.

4. Place five (5) drops of Patient 3 Simulated Blood Sample in each well (A, B, and Rh) of the P3 tray.

Repeat directions “a-d” listed under Step 2.

5. Place five (5) drops of Patient 4 Simulated Blood Sample in each well (A, B, and Rh) of the P4 tray.

Repeat directions “a-d” listed under Step 2.

6. Thoroughly rinse all trays and stirring sticks and return to their proper location.

 

 

 

Table 4: Agglutination Reaction Results

 

Anti-A

Serum

(+ or -)

Anti-B Serum

(+ or -)

Anti-Rh

Serum

(+ or -)

Observations

(Clumping?) Blood Type

Patient 1:

Mr. Smith

Patient 2:

Mr. Jones

Patient 3:

Mr. Green

Patient 4:

Ms. Brown

 

 

7

Analysis of Results

1. What ABO agglutinogens are present on the red blood cells of Mr. Green’s blood?

2. What ABO agglutinins are present in the serum of Mr. Green’s blood?

3. If Mr. Jones needed a transfusion, what ABO type(s) of blood could he safely receive?

4. If Ms. Brown were serving as a donor, what ABO blood type(s) could receive her blood safely?

5. Why is it necessary to match the donor’s and the recipient’s blood before a transfusion is given?

 
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Statistical Biology Lab Report

/in /by

UTSC Journal of Plant Biology

BIO A01 2018- Fall; 1(1): 1-6

Insert Principal Author’s Name/Student Number

Paper title (The title should be specific and concise-Do not use “Formal Lab Report” in the title. All words except the first word should be in lower case-except for proper nouns.)[endnoteRef:1] [1: Template modified from the following resources: “Manuscript Template,” Science Publishing Group, The Open Access Publisher 2012 URL http://www.sciencepublishinggroup.com/journal/guideforauthors.aspx?journalid=173; Guidelines for Writing Scientific Papers, Honors Organismal Biology Laboratory (no date), URL http://www.bms.bc.ca/resources/library/pdf/GuidelinesScientificPapers.pdf; Guidelines for Writing a Scientific Paper, Maloy 2001, URL http://www.sci.sdsu.edu/~smaloy/MicrobialGenetics/topics/scientific-writing.pdf; and Writing a Scientific Research Paper, Massachusetts Institute of Technology 2000. URL http://umech.mit.edu/freeman/6.021J/2000/writing.pdf. ]

Author’s Name (Principal Author), 1, Author’s Name (Bench-mate 1), 1 Authors Name (Bench-mate 2), 1 Author’s Name (Bench-mate 3), 1 Author’s Name (Bench-mate 4), 1 Author’s Name1 (Bench-mate 5) 1 – If you do not know your bench-mates names, please write your name + 4 other BIOA01 students in PRAXX

1Dept. of Biological Sciences, University of Toronto Scarborough, Toronto, Canada

UTSC BIOA01 Lab PRAXX, BENCHX:

PRAXX TA:

Abstract: An abstract is a one-paragraph summary of your report. It should begin with a few introductory remarks that introduce the significance of the study. It should include (in this order) the background of the study (1-3 sentences), mentioning of the study system/species/object (1 sentence), the question investigated (1 sentence), the general methods used (1 sentence), the principle results (1 sentence) and the conclusions (1 sentence). The reader should be able to determine the major points of your report without having to read further. The language should be concise and no citations should be included in the abstract. The abstract is located at the beginning of your report, however it is usually written once you have finished writing your paper.

Keywords: Include at least 3 keywords or phrases (specific to your paper), which must be separated by commas to differentiate them.

Introduction [Page limit-1 page]

This template is set up to provide you with an example of the format expected for your Formal Lab Report (FLR). The template provides you with the specifications needed for preparing your FLR. You can save this file as a separate document and type your report directly into the template. You can then submit your edited version of this file to Quercus. Please note that Quercus will only accept Word (.docx or .doc) files or PDF (.pdf) files.

The introduction provides a context for the research. This section should include the following: 1) Description of the current state of knowledge or understanding at the beginning of your investigation (i.e., background information synthesized from the existing literature – think about what information readers would need to know to be able to understand your lab report); 2) Background information about study species used; 3) The purpose of the experiment and/or the question being asked; 4) Hypothesis/hypotheses written as statements. Null hypotheses may be included here; 5) Brief description of the approach being used to test your hypothesis/hypotheses statement; 6) Predictions written as explanatory statements (“If
then”) that focus only on experimental treatment groups (not controls) and are backed up with relevant references.

It is imperative that you include properly formatted in-text citations to support all non-original ideas within your introduction. Failure to include in-text citations will result in a grade penalty and could possibly lead to an academic offence.

Materials and Methods [Page limit – 1/2 page- 1 page]

The purpose of this section is to describe the experimental procedures, including any controls. This section should be written in the past tense (and first-person if applicable); the remainder of the paper should be written in the present tense. The description should be complete enough to allow someone to repeat your work. The Methods section should describe the chronological process that you used to complete the research, how all of the data was collected, and a short description of the statistical analyses you completed. It should be written in complete sentences, not bulleted lists. Do not include lab coat, gloves, or safety goggles in your materials description-the use of personal safety equipment is assumed.

Be certain to include any software used to produce graphs and analyze data (e.g., Excel, GraphPad). Also, be certain to include an in-text citation of the lab manual in this section (and a corresponding complete reference in your reference section) but summarize the methods in your own words.

Results [Page limit – 1 Âœ – 2 pages (written Âœ-1 page, figure Âœ page, table Âœ page)]

The results section describes the results of, but DOES NOT interpret, your experiment. You should present your table and figure in this section. The ‘Results’ section should always begin with text and not your table and figure. You should describe your findings to the reader – you should refer the reader to your table and figure in your results description (e.g., see Table 1 or Figure 1). By referring to your table and figure appropriately, you can concisely present your results in several paragraphs. If you do not refer to the appropriate figure or table in your results section, you will be penalized.

For the purpose of this report, your table and figure should be embedded within your results section. Be certain that there is not a page break in the middle of your table or figure and do not wrap text around the outside of the table and figure. (Note that some journals require that the tables and figures be included following the reference section.) The table caption should appear above the table, whereas the figure caption should appear below the figure. Insert your table and figure after they are cited in the text.

Be sure to record all your class data on the Table 3.2 in your lab manual. You will need these data to do the statistical analysis to produce the Table and Figure for your ‘Results’ section of your Formal Lab Report. See tips for the Table caption below.

Table 1: Your caption should be above your table and include details of what is included in your table. The information in your caption/table should be complete enough and presented in a way that the reader can easily understand the information presented without referring to the text of your report.

INSERT TABLE HERE – Your Statistical Worksheets should not be used for your Table in your Formal Lab Report. You must select information from your Worksheets to make a Table for your FLR. Your Table should include the following columns for each t-test comparison. You will be comparing each of the four treatment groups (light intensity in lumens) with the negative control (dark), as well as the positive control (outside light). Thus, you will have 8 comparisons.

Your Table should include the following columns for each t-test comparison:

a. n

b. critical t- value

c. calculated t-value

d. df

e. actual p-value (p > 0.05 or p < 0.05 or p = 0.05)

f. conclusion (did you reject or fail to reject the null hypothesis?)

INSERT FIGURE HERE – Prepare a bar graph with standard deviation error bars using the total oxygen produced (ml) for your complete data set (posted on Quercus for your lab practical). This means that the columns will be an average of all 8 values for each control and each experimental treatment group. You will have a total of 6 bars in your bar graph. Treatments should be shown as categories on the x- axis, mean total oxygen produced (ml) should be on the y- axis. The controls and the 4 treatments should be discernable by clear labels on the x-axis.

Note: If treatments cannot be discerned from your figure, you will be penalized.

Figure 1: Your caption should be below your figure and include details of what is depicted in your graph. The information in your caption/graph should be complete enough and presented in a way that the reader can easily understand the information presented without referring to the text of your report.

Discussion [Page limit – 1 – 1 Âœ pages]

The discussion section is where you report on the interpretation and conclusion of your results. This is your opportunity to demonstrate your ability to analyze, evaluate, interpret and reason effectively. The discussion should relate your findings to your original question, hypothesis (or hypotheses if you had more than one), and predictions, which means that you evaluate your results in terms of your original question/hypothesis/predictions and point out the biological relevance of your findings. Avoid redundancy between the sections, especially the ‘Results’ and ‘Discussion’, of the lab report.

In addition, you should generalize the importance of your findings, discuss ambiguous data, and relate your results to other published studies (i.e., results published in primary scientific literature). Is your work in agreement or in contrast with previously published work? You should also discuss any sources of experimental error or limitations. You should end your discussion by summarizing the main points that you want the reader to remember; you should provide closure for the report and by extension, the reader. You should also recommend specific areas of further research based on your results and the findings of other published studies.

It is imperative that you include properly formatted in-text citations to support all non-original ideas within your discussion. Failure to include in-text citations will result in a major grade penalty.

Acknowledgements [Page limit – 1 paragraph, optional]

The acknowledgements section is where you can choose to acknowledge people who contributed to your work in some way but do not fit the criteria to be included as authors. This is also where you would include information about funding sources.

References [Page limit – 1/2 – 1 page]

You must include at least three primary scientific literature sources (which you are responsible for finding) as well as the BIOA01 lab manual in the proper format (Name-Year System, CSE Style- see Section C of the FLR Information page). Further resources can be included in addition to the three required primary sources. This style combines in-text parenthetical citations with a reference list at the end of your report (Walker and Rapley 2009). The references should be organized in alphabetical order by the primary author’s surname (last name) – DO NOT alphabetize the names within each citation. Be consistent when writing journal titles – write all journal titles out in full (e.g., European Food Research and Technology) or all abbreviated (e.g., Eur Food Res Technol).

Tip: Complete the online Library Research module and associated quiz to help you find relevant primary resources.

See examples below and more by using library resource document included with other FLR files on Quercus. Remember to remove subheadings when preparing your reference list. Reference list should be a single alphabetized list.

Scholarly Journal Article (primary source)

Ma Q, Scanlan C, Bell R, Brennan R. 2013. The dynamics of potassium uptake and use, leaf gas exchange and root growth throughout plant phenological development and its effects on see yield in wheat (Triticum aestivum) on a low-K sandy soil. Plant Soil 373:373-384.

Scholarly Journal Article (primary source found on the internet)

Mattupalli C, Genger RK, Charkowski AO. 2013. Evaluating incidence of Helminthosporium solani and Colletotrichum coccodes on asymptomatic organic potatoes and screening potato lines for resistance to silver scurf. Am J Potato Res [Internet]. [Cited 20 June 2013.] Available from http://link.springer.com/content/pdf/10.1007%2Fs12230-013-9314-3.pdf

Scholarly Journal Article (review, not a primary source)

Miao Y, Stewart BA, Zhang F. 2011. Long-term experiments for sustainable nutrient management in China. A review. Agronomy for Sustainable Development 31:397-414.

Chapter in Book (not a primary source)

Denison RF. 2012. Selfish genes, sophisticated plants, and haphazard ecosystems. In Darwinian Agriculture: How Understanding Evolution can Improve Agriculture. Princeton (NJ): Princeton University Press. Pages 76-94.

Chapter in Book Series (not a primary source)

Fageria NK, Moreira A. 2011. The role of mineral nutrition on root growth of crop plants. Advances in Agronomy (Book series) 110:251-331.

Internet Resource (secondary or tertiary source)

Williamson RC. 2004. Deciduous tree galls [Internet]. Madison (WI): University of Wisconsin-Madison; [cited 2013 Sep 12]. Available from http://labs.russell.wisc.edu/pddc/files/Fact_Sheets/FC_PDF/Deciduous_Tree_Galls.pdf

 
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