Investigation enzyme activity Essay Example

Investigation: enzyme activity Paper To investigate how the concentration of hydrogen peroxide effects the rate of reaction of an enzyme (catalase) Variables: These factors could effect the rate of reaction on an enzyme:   pH   Concentration   Temperature   Surface Area pH Enzymes function at different pH values. In neutral conditions the amount of oxygen gas given of in an enzyme-catalysed reaction will increase. An enzyme is affected by how much acid or alkali is present. Many enzymes work best in neutral conditions but some prefer acids and some prefer alkalis. This graph shows that the enzyme activity reacts best at pH7 (neutral). Concentration In concentrated solution there are more collisions between each particle, so the reaction occurs more quickly. This graph shows that increasing the concentration increases the enzyme activity. Temperature Reactions go faster as temperature rises. The rate of reaction also increases as the temperature rises, but with enzyme-catalysed reactions the reaction rate starts to decrease when the temperature is above 40 C. This is because enzymes are proteins and their structures start to damage above 40 C. This graph shows that the enzyme activity reacts best at 40? C as the enzyme starts to denature above 40? C Surface Area Reactions can react faster when solids are cut into smaller pieces. This is because there is more surface area which is exposed. The more surface area there is, the more collisions that take place between particles so the reaction rate is much quicker. This graph shows that small pieces react better than bigger pieces. Brief Outline I will test the effects of changing the level of concentration. For this variable I will use three different concentrations of hydrogen peroxide with catalase (enzyme). We will write a custom essay sample on Investigation: enzyme activity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Investigation: enzyme activity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Investigation: enzyme activity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I will change the concentration whilst keeping the time, concentration of catalase and the volume of hydrogen peroxide constant. I will begin all my tests at a constant temperature (room temperature) and I will repeat each test three times so I can obtain an average result. Background Knowledge: Lock and Key Model A catalyst is a substance which alters the rate of reaction without being used up. Enzymes are the catalysts in biological processes. They are large proteins that speed up chemical reactions. The enzyme forms the active site from small numbers of amino acids. The active site is the location on the enzyme where the substrate collides and the reaction takes place. If the shape of and the substrate do not match exactly then they do not bind. This makes sure that the enzyme does not work with the wrong reaction. Enzymes are not affected by the reaction, so when the products have been released, the enzyme is ready to bind with a new substrate. In my experiment the substrate was the hydrogen peroxide, the enzyme that we used was hydrogen peroxide and the product that was formed was oxygen and water. This can be explained by an equation: Enzyme + Substrate == Product In my experiment this is shown as: Catalase + H202 == H202 + 02 This equation explains how the catalase in our experiment binded with the H202 to break it down and form oxygen. Induced Fit Theory The induced fit theory states that the binding of a substrate to an enzyme causes a change in the shape of the enzyme. The enzyme and the substrate act on each other to affect the making of the active site to the usual complex between the enzyme and its substrate. As a result, this means the enzyme to catalyze a reaction has changed. This shows that enzymes are specific for specific substrates. I can tell that the catalase in my experiment is a suitable enzyme to break down the H202 as it will form oxygen as a product which is unharmful Denaturing Denaturing is the damage to the protein structure of an enzyme. Most enzymes react faster as the temperature increases. Enzymes also react at low temperatures, but when the temperature rises above 40 C their reaction rate start to decrease. This is because enzymes are proteins and their structures get damaged when the temperature rises above 40 C. When the protein is denatured it becomes less effective as a catalyst and soon the enzyme reaction gets slower and then finally it stops. This is why enzymes in washing powders which clean by breaking down grease and other stains, cannot be used with hot water above 40 C Activation Energy In order for a reaction too occur activation energy must be supplied. The activation energy is the energy required to start a chemical reaction. Some elements and compounds react together to bring themselves into contact. For others it is necessary to supply energy in order to start the reaction. This energy is the activation energy. Enzymes such as catalyst work by lowering the activation energy. The Kinetic Theory of Matter Everything is made of moving particles. The main points of the kinetic theory are: All matter is made up of small particles called molecules   The molecules are always vibrating   The higher the temperature, the faster the molecules are moving As the temperatures rises the particles get hotter. They have more energy and move around faster. Solid Liquid Gas Solid In a solid the particles are very close together and have very strong forces between them. Solid particles can only vibrate, this is why they cannot flow. Solids have a fixed shape and a fixed volume Liquid In a liquid the particles are a little further apart. The forces are not very strong. Liquids can flow and change shape but they always have a fixed volume. Gas In a gas the particles are further apart. There are no forces to hold all the particles together. Thy move about very quickly in the space they find. Gases can flow easily and change their shape and their volume depending on the container. Collision Theory The collision theory explains chemical reactions and the way in which the rate of reaction alters when the conditions alter. For a reaction to occur the reactant particles must collide. Only a fraction of the total collisions cause a chemical change. These are called fruitful collisions. The fruitful collisions have sufficient energy (activation energy) to break the existing bonds and to form new bonds, which then form the products of the reaction. Increasing the concentration of the reactants and raising the temperature make more collisions and therefore more fruitful collisions which increases the rate of reaction. All reactions involve two reactants which need collisions between them for particles to proceed. But not all collisions taking place between particles end up with a reaction. This is because in the middle of a reaction, there is a shape of the particle which is difficult to complete. This is called the transition state. The total kinetic energy of reactant molecules must be at least as high as the activation energy to be able to achieve the transition state, so the reaction can proceed. For a reaction to occur there must be successful collisions in which: 1) Particles must collide 2) Particles must have enough energy for the reaction to take place (activation energy). Which means the reaction must be successful If a collision between particles can produce sufficient energy and the particles collide fast enough in the right direction a reaction will take place. But not all collisions result in a reaction. A reaction is speeded up if the number of successful collisions are increased. The particles in a If the collision has If the collision does not liquid move around enough energy a have enough energy no continually reaction takes place reaction occurs The rate of reaction depends on how many successful collisions there are in a given unit of time. Surface area By breaking solids into smaller pieces the surface area is increased, which gives a greater area for collisions to take place. This causes an increase in the rate of reaction. Temperature.

Definition and Examples of the Present Progressive Tense

Definition and Examples of the Present Progressive Tense In  English grammar,  the present progressive is a  verb  construction (made up of a present form of the verb  to be  plus a  present participle) that usually conveys a sense of ongoing action at the present time. This construction is also known as the durative aspect. The present progressive is used to describe activity that is in progress right nows of the present progressive can also be found in cases where a speaker is referring to things that are planned for the future, e.g., I am reading at the event tomorrow. There are many reasons to use the present progressive tense, such as: To refer to events that are in progress at the time of speaking or writingTo refer to things that are taking place or that are true around the moment of speaking or writingTo describe actions that are repeated or regular but are either temporary or may be judged to be temporaryTo describe regular actions in relation to a particular time or a specified event, especially when those events interrupt something already in progressTo refer to gradual processes of changeWith adverbs of indefinite frequency (such as  always, constantly, continually, forever) to describe events that are regular but unplanned and often undesired (Adapted from R. Carter and M. McCarthy, Cambridge Grammar of English. Cambridge University Press, 2006) The Present Progressive Is Not Passive Voice Students of English are frequently taught to improve their prose by removing passive language, i.e., sentences where the object of an action appears as the main subject (The pins were knocked over by the bowling ball). Passive language introduces be verbs (were  knocked over) that would not appear if the original sentence had been written actively (The bowling ball knocked over the pins). For this reason, some students learn to become wary of be verbs, thinking they are indicators of passive language. This is not always the case. The present progressive tense- a construction that always includes a be verb- should not be confused with passive voice. Present Progressive Examples The best way to get a sense of how the present progressive is used is to look at examples that appear in books, movies, and common speech. Take the following example, from Amy Reeds 2009 novel Beautiful: I am looking at my piece of pizza. I am watching pepperoni glisten. It is my third day at the new school and I am sitting at a table next to the bathrooms. I am eating lunch with the blond girls with the pink sweaters, the girls who talk incessantly about Harvard even though were only in the seventh grade. Here the present progressive is used to describe a series of actions (looking, sitting, eating) that are all occurring in the same present moment. The use of this tense not only unites these actions but also provides a sense of immediacy, grounding the reader in the present. The present progressive can also be used to describe actions that are habitual or regular or true across time: People are always blaming their circumstances for what they are. This quote, from George Bernard Shaw, uses the present progressive to show that blame is always being assigned, from generation to generation, a symptom of human nature that will never change. Finally, the present progressive can also be used to refer to planned actions. In her novel Notting Hell, Rachel Johnson describes a host telling her guests whats for dinner: Anyway, tonight, we  are having  a perfectly balanced supper of fish fingers (essential fatty fish oils), baked beans (lovely roughage) and oven chips (bursting with potato goodness). Present Progressive vs. Simple Present The present progressive tense can be confusing, especially for English learners whose native language does not use this tense. In The Business Writers Handbook, Gerald J. Alred provides the following example: I am searching for an error in the document.[The search is occurring now and may continue.] In contrast, the simple present tense more often relates to habitual actions: I search for errors in my documents.[I regularly search for errors, but I am not necessarily searching now.]   Alred gives another example to provide a further distinction: I live in London.I am living in London. The sense of the first sentence  is that this is a relatively permanent state of affairs- there is no suggestion that the speaker is intending to leave any time soon. In the second sentence, however, the sense is that the situation is temporary; London is where the speaker happens to live at the moment, but this situation could change in the future.

Security in New Generation Cell Phones Research Paper

Security in New Generation Cell Phones - Research Paper Example Technology in every new generation provides major improvements from the previous generations. In the cellular communications, there was first the 1G and 2G generations. These generations contributed to the provision of the internet for the mobile phones through the 3G dominated the scene. The third generation cell phone internet had advancements that made it stand up from the earlier versions of 1G and 2G. The 3G had the capacity to converge voice and the data with the wireless internet. This makes it suitable for transmitting data in high quantities. Additionally, migration towards the 4G technology has been witnessed. Regardless of these processes and developments, the security of cell phone remains paramount. Ensuring the security of the cell phones The continuity in the manufacturing and distribution of cell phones leads to the rise in the security risks in different ways. Users of electronic gadgets like cell phones should be more concerned about their safety. Lately, electronic devices such as the Apple’s iPhone latest version and the Google’s Android have committed themselves to the manufacturing and development of cell phones with 3G networks so that they possess the same features and functions of computers. Although this promotes great conveniences, it also comes with severe security risks. Both the new and future generations of cell phones require the setting up and update of security software. This software includes firewalls, anti-virus software, operating system patches, anti-spam software, file encryption, and the anti-spyware software. This requires the observance of the basic home computer internet safety and guidelines. The revolution in the field of information technology has enabled most financial institutions to adopt mobile banking technologies to enlarge their customer bases. Cell phones users are required to conduct their business and financial transactions online. As a result, they will need to store their login passwords w ith the information pertaining to their credit card and personal details. With this trend, there will be more cases of online fraud, identity theft, more spam, digital forgery, data theft, and any other cyber crimes. Besides, it can also lead to the denial of disseminated service attack. This has the risk of disabling the network service supplier. Additionally, cell phones are prone to theft based on their portability compared to desktop computers. Since most theft cases occur unexpectedly, a cell phone user can lose a lot of information and data stored in the mobile device. In the event that the mobile device contains business and financial information of the user, the thief can use it to defraud the user of his or her finances. This is a major security concern. Additionally, the new generation cell phones come with applications that display the user’s location and movements. One such application is the opt-in text advertisements that give information on the whereabouts of t he user round the clock. Hacker stalkers can use this information to trail their victims and even do felony acts to them.

Influencing Performance Essay Example | Topics and Well Written Essays - 750 words - 1

Influencing Performance - Essay Example When strategic goals are clearly communicated to the employees, they feel confident and motivated about it. Secondly, â€Å"equal pay for equal work† is an important compensation theory which works towards employee motivation (McIntosh 1998). Inequalities tend to generate between employees when they feel that some other person is getting more for the same work or he/she is not getting adequate compensation for his/her services. It is very important for the organization to observe equity theory of motivation (McShane and Von Glinow 2010) while designing the compensation packages. Also, training and development programmes for employees at different levels work wonders in enhancing performance as they give the employees a chance to increase their skills set. They become more competent to handle more responsibilities with greater enthusiasm and ability which automatically builds upon their positivity towards work. Understanding employee professional and personal needs is the key to their motivation and best performance. Sufficient promotion opportunities, clear goals, mutual working environment and celebrating each and every achievement of employees lies at the heart of bettering the employee performance. Workplace security, safety measures and constructive criticism also form an integral part of this. Describe one method effective leaders can use to improve individual and/or group performance in your organization. Include the role of theory in your discussion. Support your method with a minimum of 1 reference from the literature. Leaders are considered to be effective when they are able to direct the actions of their followers through motivation, planning and judicious implementation of plans. Leaders are considered as role models by the followers because of their charisma or the inherent qualities and values they possess. Leaders are said to be effective when they are able to transfer these to their followers (Leadership Expert webpage 2010). One popular

The language of arts Essay Example for Free

The language of arts Essay Labor, toil, travail, drudgery, and grind are listed as synonyms for work. Although these words depart from the conception that many non-artists have about art, it is common to hear artists talk about the drudgery and even boredom that is very often part of the process of making art. The antonym for work is play, a word that is probably more closely associated with art in the minds of many people that the idea that â€Å"art means work. † Although an attitude of flexibility or playfulness is an important aspect of creativity, the notion that art means play is not the best model for art educators to present to students or to the public. The notions that â€Å"art is fun,† â€Å"art is play,† â€Å"art is easy,† â€Å"anyone can do it,† â€Å"whatever is done is alright,† and an excessively long list of associated attitudes about art are not only damaging to the educational credibility of art as a mainstream subject in the school, but such notions are false without the balancing conception that art means work. The truth is that it is very rewarding to gain competency as an artist, but competency is not achieved without significant effort, all of which might not always be classified as fun. Everyone can make or do some kind of art at some level, but significant accomplishment is associated with high standards that usually require years of dedicated effort to achieve. Fortunately the path of learning and achieving in art can be exciting and rewarding to travel if the traveler’s expectations are sufficiently informed to anticipate the necessity and desirability of work (Kieran 2003). As a verb, work means â€Å"to fashion or create by expending labor or exertion upon something: the potter works the clay; the jeweler works the copper, silver or gold. Artists work art materials, but also work ideas or concepts, composing and altering until the desired results are achieved. When confronted with technical or expressive problems, artists apply their creative powers to work out solutions. But aside from these dictionary definitions, there is perhaps a more essential connotation for our slogan, art means work. There is something about the essence of art that stands for high quality work, for in the making of art care must be exercised or expanded. When workers in any occupation or profession perform in such an excellent manner, exhibiting high levels of skill, innovation, or quality, we apply the honorific â€Å"artist† to those persons. John Dewey described a work of art as â€Å"an object elaborated with every loving care of united thought and emotion. † Real art is not produced by uncaring individuals. The art produced by caring novices, children or adults, who apply their skills to the current limits of these capacities for artistic expression, is real art (Kieran 2003). Rather recently school people have incorporated the term â€Å"the language of arts† into their vocabularies, but they have not always realized the full meaning of the phrase. In considering the language arts, they have usually emphasized the language rather than the arts. A recent educational yearbook on the topic, for example, not only fails to develop the language arts as n integrated group of communication activities but makes practically no mention of the separate divisions of the group as real arts. The whole point of view in teaching the various fine arts has changed within the last generation, but the new approach has not yet affected the teaching of the language arts as arts. The language arts and the fine arts are closely related fields. One of Webster’s definitions of â€Å"art† is â€Å"application of skill and taste to production according to aesthetic principles. † The language arts, too, are concerned with various types â€Å"production,† such as speaking, writing, or dramatizing-all involving skills, taste, and aesthetic principles. In the past the language arts have been regarded as skills necessary for ordinary living, while production in the fine arts has been considered a rare, creative act. Today this distinction is hardly tenable. The modern view is that the child crudely modeling clay, the peasant woman weaving, and the man admiring a steam shovel at work-all may be having art experiences; art is the province of every human being. Similarly the language arts are now considered as involving not only certain mechanical skills but also certain types of art experiences (Kouwenhoven 1967). A small child’s reactions to a well-told story or an older child’s fashioning of the written account of a personal adventure may also be true art experiences. It seems worth while, therefore, to enlarge on the idea that the language arts and the fine arts have much in common in themselves and in the types of experience which they can provide for boys and girls.

Overlooked Renassaince Painters :: Baccio della Porta Fra Bartolommeo Art Essays

Overlooked Renassaince Painters Even the average person with little or no background in art may have heard the names Leonardo da Vinci, Michaelangelo, or Raphael. Not only because they are the most famous and noteworthy painters, sculptors, draughtsmen, designers, and inventors of the high renaissance, but also because of the countless stories and movies, fact and fiction which included these men and at least mentioned their importance, relevance, and influences on today'7s world. Many children have grown up already knowing these names, and perhaps that they were artists however simplistic that may be, after the explosion of the Teenage Mutant Ninja Turtles in the late eighties. Perhaps there is one high renaissance artist who does not always recieve due credit, but who was influencial just the same. One such artist was Baccio della Porta, a Florentine renaissance painter. Baccio della Porta was born in Florence, Italy in 1472. As historians know, most artists went into apprenticeship at about the age of eleven or twelve at this time in Florence. Taking this into account, it is assumed that Baccio did become an apprentice of Cosimo Rosselli at that age since he was well known in his workshop by 1485. Baccio della Porta's master or teacher, Cosimo Rosselli, had probably just returned from his work in Rome in the Sistine Chapel. It is also known that the average length of time for an artist's apprenticeship was about six to eight years, putting Baccio on his own around 1490. According to many modern art historians, Vasari is the most reliable source of information on the life and works of Fra Bartolommeo after he entered the Dominican Order and became a brother.3 Baccio della Porta and a pier of his, as well as a fellow student of the arts, Mariotto Albertinelli became intimate friends during their apprenticeships. Following their apprenticeship the two decided to work proffesionally together at the home of Baccio della Porta. They made this decision to work together in 1491, but their "partnership" and friendship apparently ended when they went their own ways in styles and choices of schools to follow and associate with. Baccio della Porta joined the followers of Savonarolas, Mariotto associated with the Medici followers, specifically working for the patron Alfonsina Orsini who was the wife of Piero de ' Medici.

Leadership Interview Essay

â€Å"Today’s professional nurses assume leadership and management responsibilities regardless of the activity in which they are involved† (Koernig-Blais, Hayes, Kozier, & Erb, 2006, p. 2). D. Martin. is the nurse manager for The Spirit Medical Transportation Services (Spirit) of Saint Joseph’s Children’s Hospital in Marshfield, Wisconsin. She started her career as an ICU nurse, and from there moved into medical transportation. She worked as a staff flight nurse in three different programs, including Spirit, for 15 years before assuming the assistant nurse manager role for Spirit, and in the past year moved into the position of manager. In an interview with D. Martin she discussed achieving of a position of leadership in our nursing community. The interview included questions about her background, and the role she has today. Leadership Style D. Martin (personal communication, March 6, 2008) describes a leader as someone who is able to work effectively with other people and facilitate getting the job done. She further discusses the leader needing to have interactive communication skills. These skills she describes as two parts; first is active listening, making eye contact and giving full attention to the person speaking; the second is being able to talk and make a point with sounding condescending. Through her examples, D.Martin has a democratic or participative leadership style. Leaders with a democratic style act as a catalyst or facilitator to guide the group towards achieving group goals (Koernig-Blais et al, 2006). Democratic leadership may be less efficient than other types of leadership, but it does allow for a spirit of collaboration and creativity from group members. This type of leadership can be extremely effective in the healthcare setting (Tappen, 2001, p. 26)Personal Philosophy and Important Qualities of Leadership When questioned about important qualities or characteristics of a leader, D. Martin (personal communication, March 6, 2008) again emphasized the importance of interactive communication. D. Martin (personal communication, March 6, 2008) stated that an effective leader needs to respect their staff, or whomever they are leading. That a leader needs to learn how to be politically correct in all settings, and the  leader as manager needs to learn how to delegate, and to be aware of the fiscal responsibilities within the institution, and balance those requirements with the needs of the department they are managing. Sullivan and Decker, 2005 p. 44 state that â€Å"all good managers are also good leaders.† D. Martin talked interchangeably of leaders and managers, because she views herself as a leader first, and a manager second. Her views are that as a staff nurse, she was viewed as a leader among the flight crew, and now as a manager, she is still that leader, but with the responsibilities of management (D. Martin personal communication, March 6, 2008). A manager is responsible and accountable to the organization for accomplishing the goals of the organization (Sullivan & Decker, 2005). When D. Martin was questioned about her personal philosophy of leadership she replied that â€Å"you are never going to please everyone all of the time, and that the most important thing to remember is that you have to be able to live with your decisions, legally and ethically† (D. Martin, personal communication, March 6, 2008). According to D. Martin (personal communication, March 6, 2008), quality and safety should be ranked equally at number one in consideration for what can and should be done. She believes that as a manager, she needs to be the mother tiger looking out for her cubs; that she has to protect the staffs’ interests. D. Martin also believes that an effective manager should have come up through the ranks. A manager should not ask the staff to do something she has not done, or would not do. Another aspect of an effective manager is that the manager should have been a clinical leader first, that they have been there, done that for years. The manager may not always be able to keep up those clinical skills, and be able to perform the clinical aspects of the job, but if they have done it for years, they will understand the concepts when the staff needs someone to talk to (D. Martin, personal communication, March 6, 2008)Learning Experiences that have Influenced Growth as a LeaderD. Martin believes that her own clinical experiences and what she has done have had the most influence on her personal development. Her bedside clinical experience in an ICU prepared her for her role as a transport nurse (personal communication, March 6, 2008). She was involved in the start-up of two different transport services, and her third experience was a transport nurse on a well established service. The first transport service she was part of was a load and go team with one of the first mobile ICU’s in Wisconsin. Her belief is that being on the ground floor of two services, the personal growth from those experiences as the service went through it’s growing pains, makes her better prepared for the growing pains of going from peer to boss. She also emphasized that managers should not take things for granted, if they have not been where they are asking their staff to go, she feel strongly that she brings a â€Å"been there, done that† style to her leadership (D. Martin, personal communication, March 6, 2008). Evolution of Nursing Leadership in Healthcare TodayThe interview continued with the question of how she sees leadership evolving in nursing today. Her first response was disappointed. When she first started out in nursing, many registered nurses were from an associates program, and the recommendation for a management position, or to teach was someone with a bachelor’s degree in nursing. Once she had achieved her bachelor’s, the bar had been raised with the recommendation that managers have their master’s degree, in nursing or in business, and that nursing instructors have their PhD in nursing or education (D. Martin, personal communication, March 6, 2008). Her thought is that with the requirement of that much schooling, the people managing departments, and teaching new nurses, are so far removed from the clinical aspects of nursing, that they are not as effective as someone who has recently been a clinical nurse. She feels nursing needs instructors that have â€Å"been there,† and instructors should not be â€Å"only those with the highest degrees.† There needs to be opportunities for nurses to move up through the ranks through independent nursing practice, and recognition needs to be given to the clinical experts at the bedside. The advanced degree should not be more important than clinical expertise in a given field (D. Martin, personal communication, March 6, 2008). Challenges Facing Leaders in Today’s Healthcare SystemsD. Martin (personal  communication, March 6, 2008), believes that the most challenging issues in her current position are the need to have a more global perspective, and having an appreciation for it. She described one aspect of that global perspective in terms of the hospital budget. Finding out what the hospital budget is, and that it comes down from the top of the corporation, not just the top of our individual hospital. Patients are important, but from a business standpoint, money is the bottom line (D. Martin, personal communication, March 6, 2008). Healthcare is a business, and needs to be run as a business. She states that the biggest passion she had to give up was that the patient comes first. She had to learn how to facilitate the system, within the budget given, and with the resources available to her. Management cannot give the staff everything they are asking for, the money, and decisions come from the top down. â€Å"Management would be easy if you didn’t have to deal with the people† (D. Martin, personal communication, March 6, 2008). The Impact of a Mentor on Leadership StyleD. Martin (personal communication, March 6, 2008) states that she has had three mentors in her career. Each is unique and she is grateful to them. Her first was her nurse manager of her first flight service. She states that he too came up through the ranks. He taught her the importance of creating a balance between management and work. Her next mentor was her first nurse manager when she started at Saint Joseph’s, Terri. Terri was her mentor through her master’s program, and taught her the importance of being politically correct and fair. That, as a manager, you might not agree with what is being said, but you need to have enough self control to not let them see you do not agree with the company line, or to never let them see you sweat (D. Martin, personal communication, March 6, 2008). Her third mentor was her nurse manager for the 11 years she was a flight nurse with Spirit. Through him she learned that different management styles are okay, and that an open door policy was what she respected most about his style. He also taught her the importance of credibility, and to not make promises you may not be able to keep (D. Martin, personal communication, March 6, 2008). Advice to Someone Interested in LeadershipD. Martin (personal communication, March 6, 2008) discussed the difficulty going from peer to boss. Her recommendation would be for anyone in that position to take a class on effective leadership to learn more on how to delegate, find resources and about fiscal responsibility. She did inform me that Saint Joseph’s Children’s Hospital does offer a two day seminar to employees on this topic, and she further recommends all Neonatal Intensive Care Transport Nurses take this class, as they all function in a leadership role (D. Martin, personal communication, March 6, 2008). Her other advice was to be ready to put in long hours. To be passionate about whom you want to lead. Be clinically competent, and have confidence in yourself, and your knowledge. Stand up for yourself and your staff. Learn to take risks, and trust your instincts (D. Martin, personal communication, March 6, 2008). Conclusion Leadership and management are the responsibility of all professional nurses. Effective leadership and management is a learned process. Mentors can have a positive impact on the personal and professional growth of a nurse. Personal integrity, honesty, and a concern for human dignity should guide all leadership and management decisions (Koernig-Blais et. al, 2006). References: Koernig-Blais, K., Hayes, J., Kozier, B., & Erb, G. (2006). Professional Nursing Practice: Concepts and Perspectives (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Sullivan, E. J., & Decker, P. J., (2005). Effective Leadership and Management in Nursing (6th ed.). Upper Saddle River, NJ: Prentice Hall HealthTappen, R. M., (2001). Nursing Leadership and Management: Concepts and Practice (4th ed.). Philadelphia: F.A. Davis.