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Teamwork is just as important in science as it is on the playing field or in the gym. Scientific investigations(µ÷²é) are almost always carried out by teams of people working together. Ideas are shared, experiments are designed, data are analyzed, and results are evaluated and shared with other investigators. Group work is necessary, and is usually more productive than working alone.
Several times throughout the year you may be asked to work with one or more of your classmates. Whatever the task your group is assigned, a few rules need to be followed to ensure a productive and successful experience.
What comes first is to keep an open mind, because everyone¡¯s ideas deserve consideration and each group member can make his or her own contribution. Secondly, it makes a job easier to divide the group task among all group members. Choose a role on the team that is best suited to your particular strengths. Thirdly, always work together, take turns, and encourage each other by listening, clarifying, and trusting one another. Mutual support and trust often make a great difference.
Activities like investigations are most effective when done by small groups. Here are some more suggestions for effective team performance during these activities: Make sure each group member understands and agrees to the task given to him or her, and everyone knows exactly when, why and what to do take turns doing various tasks during similar and repeated activities; be aware of where other group members are and what they are doing so as to ensure safety; be responsible for your own learning, though it is by no means unwise to compare your observations with those of other group members.
When there is research to be done, divide the topic into several areas, and this can explore the issue in a very detailed way. You are encouraged to keep records of the sources used by each person, which helps you trace back to the origin of the problems that may happen unexpectedly. A format for exchanging information (e.g., photocopies of notes, oral discussion, etc.) is also important, for a well-chosen method not only strengthens what you present but also makes yourself easily understood. When the time comes to make a decision and take a position on an issue, allow for the contributions of each member of the group. Most important of all, it is always wise to make decisions by compromise and agreement.
After you¡¯ve completed a task with your team, make an evaluation of the team¡¯s effectiveness---the strengths and weaknesses, opportunities and challenges.
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Title | Working Together |
Theme | Effective performance needs highly cooperated ¡¾1¡¿ . |
General rules | ¡¤Keep an open mind to everyone¡¯s ¡¾2¡¿ . ¡¤Divide the group task among group members. ¡¤¡¾3¡¿ and trust each other. |
¡¾4¡¿ | ¡¤Understand and agree to the ¡¾5¡¿ task of one¡¯s own. ¡¤Take turns doing various tasks. ¡¤Show concern for others to ensure safety. ¡¤Take ¡¾6¡¿ for one¡¯s own learning. ¡¤Compare your own observations with those of others. |
Explore an issue | ¡¤Break the ¡¾7¡¿ into several areas. ¡¤Keep records of the sources just in ¡¾8¡¿ . ¡¤¡¾9¡¿ your information with others via proper format. ¡¤Make all decisions by compromise and agreement. |
¡¾10¡¿ effectiveness | ¡¤Analyze the strengths and weaknesses. ¡¤Find out the opportunities and challenges. |
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¡¾ÌâÄ¿¡¿ In college, Spring Break£¨´º¼Ù£©is usually associated with the beach, parties and sleepless nights, bringing about relaxation, free time and friends£®Students who wish to spend their break doing something productive and rewarding, however, may choose to participate in the Alternative Break Program£®It places college students in communities both at home and abroad£®
The Program allows students to take part in various projects dealing with issues such as literacy £¨Ê¶×Ö£©, homelessness and the environment£®It includes helping kids with their lessons, raising money for families in need and collecting data for environmental research£®
The hope is that, by getting themselves involved in different environments, students will have the opportunity to learn about members of communities and broaden their view£®In turn, they will incorporate £¨Èںϣ©their experiences and lessons learned into their own communities£®In a word, the Program aims to encourage students to be active citizens and engage themselves in making a difference in society£®
In the spring of 2006, about 36,000 students in the USA participated in the Alternative Break Program£®
Samantha Giacobozzi, now director of the Program, has been on five alternative break trips herself, including trips to New Orleans, India and Dominican Republic£®¡°I was a student who went on alternative break trips and had my life totally transformed by that experience,¡± she said£®¡°Every year, we meet many students who have attended the Program£®You can see changes in their life that are connected with their alternative break experiences£®¡±
The Program began in 1991£®Today, it has become increasingly popular with college students in the United States£®
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¡¾1¡¿ Who may choose to participate in the Alternative Break Program? £¨No mare than 10 words£©
_____________________________________________________________________
¡¾2¡¿ What is the aim of the Program? £¨No more than 15 words£©
_____________________________________________________________________
¡¾3¡¿What is the meaning of the underlined word "transformed" in Paragraph 5?£¨1 word£©
_____________________________________________________________________
¡¾4¡¿What is Samantha's attitude toward the Program? £¨No more than 10 words£©
_____________________________________________________________________
¡¾5¡¿If you take part in the Program, which project are you interested in? And why? £¨No more than 25 words£©
_____________________________________________________________________
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