Comparing Two Artists Essay Example for Free

Comparing Two Artists Essay Magritte uses minimal dull colours though he changes tones within his colours to create shadowy effects and also creates a layered element contributing to line within his artwork; the horizontal layers between the background make the vertical lines of the owls stand out in the foreground of his artwork. Magritte is known to not leave hidden messages within his artwork, cleverly painting the reality he see’s. For this particular symbolic painting Magritte uses oil on canvas, the sharp detail he uses in his brush strokes make the image look real but not real at the same time. His witty version of reality he paints fall into surrealism, although his artwork include symbolic owls his painting is clear, interesting and well defined, he wanted his viewers to look at his painting and appreciate what is right there, not leaving them wondering why or what it means, because everything he wished to portray is right there in the artwork. Owls symbolize wisdom. In many cultures they are believed to be able to see all things that are usually hidden quite possibly fears. Magritte uses these owls to represent as an ancient human fear or the owls are the companions of our ancient fears, the birds growing from the soil may represent the ‘roots’ to our fears. In comparison to Magritte, Peter Booth’s artwork ‘Untitled 1976’ displays an image of apocalyptic shock, at the same time Booth includes his painful personal experiences and his view of humanity. This is evident when he uses harsh and cold colours to represent the apocalyptic vibe he sends through his artwork, the tones are very similar within each colour although when looking at the whole painting the contrast between the different colours is quite prominent leaving a cold feeling for his viewers to feel. Line has most strongly been used to create the strong horizon line and hence fore-middle- and background. The thin repeated lines of the fire and sky create pattern and simulated texture. The texture of the paint Booth uses to illustrate the industrial side of his landscape maybe suggesting he had a rough childhood. The shape of the figures in Booth’s artwork are all out of proportion, implying they could be apart of his hazy memory or hallucination, and this is how he remembers them. Booth uses gouache on paper for this particular artwork his intense brush strokes create perspective on his painting, guiding his viewers to understand and follow where he directs them. His work is characterised by an intense emotional power of often dark narratives, and esoteric symbolism, this artwork also reflecting on his nightmarish dreams which categorise him in surrealism, as he works closely with the element of surprise or shock difference. The colours he uses are symbolic to aspects of his childhood growing up in the industrial surroundings.

Kachrus Three Circle Model Evaluation

Kachrus Three Circle Model Evaluation The Three-circle Model of World Englishes was developed by Kachru in 1985 and it remains one of the most influential models for grouping the varieties of English in the world (Mollin, 2006, p.41). Kachru (1985) described the spread of English in terms of three concentric circles: the Inner Circle, the Outer Circle and the Expanding Circle. These circles represent the type of spread, the patterns of acquisition and the functional domains in which English is used across cultures and languages (Kachru, 1985, p.12). Although Kachrus three-circle of English is still an important initial stepping stone for the division of Englishes, drawbacks and variations have been identified by several authors, including Kachru himself (Yoneoka, 2002). The Kachrus Three-circle Model will be introduced and evaluated in this paper. In the Kachrus Three-circle Model, the Inner Circle Kachrus model refers to the traditional bases of English, dominated by the mother-tongue varieties, where English acts as a first language (White, 1997). The countries involved in the Inner Circle include the USA, the UK, Canada, Australia and New Zealand. The varieties of English used here are said to be norm providing. The Outer Circle consists of the earlier phases of the spread of English in non-native settings, where the language has become part of a countrys chief institutions, and plays an important second language role in a multilingual setting (Rajadurai, 2005). Most of the countries included in the Outer Circle are former colonies of the UK or the USA, such as Malaysia, Singapore, India, Ghana, Kenya and others (Rajadurai, 2005). The English used in the outer circle is considered as norm-developing. The Expanding Circle refers to the territories where English is learnt as a foreign language. The territories do not have a h istory of colonization by members of the Inner Circle and institutional or social role. English is taught as a foreign language as the most useful vehicle of international communication (White, 1997). The countries in the Expanding Circle include China, Japan, Greece and Poland (Crsytal, 1997). The English used in the Expanding Circle is regarded as norm dependent. The Kachrus model is in a dynamic nature. According to Kachru (1985), dividing English speakers into Inner, Outer and Expanding circles is preferable to the traditional native, ESL and EFL labels which involve the dichotomy between native and nonnative speakers (Rajadurai, 2005). English native speakers are visually not privileged since they are not placed at the top of the Three-circle Model. However, the model is not sufficiently dynamic to reflect the reality of English use in the world. It still prefers the English native speakers in the inner circle. The limitations of the model will be discussed in the following. According to Patil (2006), the model assumes that the three circles represent linguistic reality perfectly. Kachru (1985) himself has noted that the concentric circles may be oversimplified and fuzzy areas exist. Some special cases like South Africa and Jamaica are difficult to be classified. As Kachru himself has acknowledged, the fact is that the categories are not necessarily mutually exclusive and grey areas exist between the circles (Rajadurai, 2005). Apart from the fuzzy classification between circles, Tripathi (1998) points out that there are no mechanisms to differentiate varieties within a circle. Therefore, Crystal (1997) suggests not defining the boundaries of Kachrus concentric circles in such absolute terms. Kachrus model describes the Inner Circle, Outer Circle and Expanding Circle as norm-providing, norm-developing and norm-dependent. However, Crystal (1995) comments that the model cannot represent the reality of international English use because the reality is often not so clear-cut. Crystal wonders it is difficult to distinguish whether the Outer Circle looks to Inner Circle norms or it creates its own norms. Norms development is also possible in the Expanding Circle. The Three-circle Model fails to consider the growth of English in the world. It cannot account for the growing use of English, namely English as a lingua franca between speakers who do not share a first language (Mollin, 2006, p.41-42). English is now overwhelmingly widespread in international settings. It is the language choice in international organizations, companies as well as academic world (Katzner, 2002, p.39). It is also commonly used in the domains of the internet, international mass media and entertainment (Phillipson 1992). Crystal (1997, p.22) states that the speed with which a global language scenario has arisen is truly remarkable. The so called Expanding Circle of foreign language speakers included more than 750 million EFL speakers in 1997, compared to 375 million first language speakers and 375 million second language speakers. It is important to point out that the number of English users is developing at a faster rate as a language of international communication than as a language of intranational communication (Thesis, 2009). International communicat ion has become a common phenomenon between the circles and the increased mobility of people has made personal relationships across language borders (Thesis, 2009). Kachrus concentric circles seem to acknowledge diversity but little commonality across Englishes, describing the English varieties as separate (Burt, 2005). Due to the increasing international communication, the distinction between the Outer Circle and the Expanding Circle becomes fuzzy and cannot account for the growing use of English in todays world. In the Kachrus model, the Expanding Circle refers to the territories where English is learnt as a foreign language. However, because of the growth of English, the language has become a necessity in todays world; English is not only learnt in the expanding circle, or even mostly, to enable communication with the Inner and Outer Circles (Patil, 2006). The importance of English is keep increasing in the world, especially in the Expanding Circle. As a result, learning English can no longer be seen as learning a foreign language in the traditional sense (Patil, 2006). Graddol (2006) has even argued that knowing English has become a basic skill in the global world. Nunan shares the same feeling with Graddol that knowing English makes more sense than simply learning English for EFL or ESL (Robertson, 2005). The functions of English are highly restricted in the Expanding Circle which can not reflect the actual use of English. Englishes in the Expanding Circle are seen as far removed from the Inner Circle core and marginalized. As the description of the Expanding Circle mentioned in Kachru (1992), The performance varieties of English have a highly restricted functional range in specific contexts; for example, those of tourism, commerce, and other international transactions. In fact, the range of English use in the Expanding Circle has become much wider due to the increasing growth of English. There is much more use of English nowadays in some countries of the expanding circle, where it is only a foreign language à ¢Ã¢â€š ¬Ã‚ ¦, than in some of the countries where it has traditionally held a special place (Crystal, 1997, p. 56). For example, although Egyptian English is classified in the Expanding Circle, there are a number of Egyptian contexts, such as medicine, higher education, the sci ences, or in tourism, which extend limbs into the Outer circle as well. (Yoneoka, 2002). The above example shows that the functions of Expanding Circle English today are not as restricted as Karchru mentioned. It can be observed that there is a merging of the Outer and Expanding Circles. The Three-circle Model implies that the Outer Circle cannot merge into the Inner Circle (Patil, 2006). However, sometimes it is difficult to define which one owns English as the first language and which one knows English as a second language. There are several countries where population movement, language loss, divergent language attitudes, and massive shifts in language use have made it difficult to answer the question: What is your first language?(Crystal, 1995, p. 363). Therefore, not only the classification between the Outer and Expanding Circles, that between Inner Circle and Outer Circles can also be tough. Some researchers suggest that Kachrus Three-circle Model should not base the classification of English speakers on national identity. National identity should not be a basis of classification of speakers of an international language. The more English becomes an international language, the more the division of its speakers into native and nonnative becomes inconsistent. (Brutt-Griffler and Samimy, 2001, p.104). Refer to this problem; Rajadurai (2005) has presented a different Three-Circle Model: While acknowledging the fuzzy distinctions between circles, in principle, the inner circle could comprise all users who are proficient in English and able to instinctively codeswitch between international and national or regional varieties to communicate in the most appropriate way. The second circle could consist of speakers who are proficient only in regional varieties, i.e. native and nonnative speakers with restricted intranational proficiency, while the outer circle could be made up of le arners of the language. Although English native speakers visually do not have higher hierarchy since they are not placed at the top of the Three-circle Model, it still prefers the English native speakers in the inner circle. As Burt (2005) comments, the Inner Circle clearly establishes at the top of the hierarchy. The idea that English is someones second language implies that it is someone elses first language. It gives the impression that English belongs to the native speaker who owns it as his first language. Kachru has acknowledged that it is almost unavoidable that anyone would take second as less worthy (Kachru and Nelson, 1996, p.79). In order to ease the problem, Yano (2001, p.122-123) has suggested that the ENL and ESL circles can merge into a single ENL circle with two sets of varieties: genetic and functional ENL. To conclude, Kachru Three-Circle model has limitations to reflect the reality of English use. The model is oversimplified and the classification among the three circles is fuzzy. In fact, the three varieties are mutually inclusive and grey areas exist. Due to the rapid growth of English, English status has increased in the Expanding Circle. English is not only learnt but more widely used in different settings. The classification between the Outer Circle and the Expanding Circle becomes difficult. Therefore, the Three-circle Model should be modified to a more dynamic one to represent the actual use of English. Instead of categorizing the English speakers based on national identity, the revised model can be classified in terms of the English proficiency in international and regional varieties. More research related to World Englishes should also be conducted in the future to meet the rapid growth of English.

Nikolai Aleksandrovich Romanov: The Last Tsar of Russia Essay

:Nikolai Aleksandrovich Romanov, the last standing Tsar of Russia officially known as Tsar Nicholas II, autocrat of Russia. Nicholas II was born on 18th May, 1868 in Tsarskoe Selo, Russia. Nicholas II was the eldest son of Alexander III and his Empress Marie Romanova. Nicholas was eldest of six children. He had three younger brothers, Alexander, George, Michael and two younger sisters, Xenia and Olga. Nicholas II ruled from 1894 until his abdication on 15 March 1917, his reign saw imperial Russia go from being one of the foremost great powers of the world to an economic and military catastrophe. Tsar Nicholas II influenced and sought change in the historical events of Russo - Jap War, Bloody Sunday, October Manifesto, The First Russian Revolution, World War One and the abdication of the throne. Thus bringing about change in Russia and the autocratic system of ruling that lead to the downfall of the Romanov Dynasty. Nicholas firmly believed in the same traits as his father, Tsar Alexander III. After the sudden death of his father in 1894, Nicholas II was crowned Tsar of Russia, and left to rule without any knowledge and training of leadership skills. The state of Russia’s economy and military was in the fate of Nicholas II. As he was unprepared for the new and challenging role to govern the extensive Russian empire. Nicholas II complained to his brother-in-law stating that, ‘I am not prepared to be a Tsar. I never wanted to become one. I know nothing of the business of ruling’. Nicholas II was different compared to that of the past Tsars, Nicholas’ II early interests did not revolve around political matters. His father, although wanted him to be tough but his personality was the exact opposite. Soon after the death of his fath... ... factor within it self that contributed to the downfall of the Romanov dynasty. As a result the impact of World War One and tensions that arose in Russia, Tsar Nicholas II was forced to abdicated by the Duma. As the primary source, ‘At Last’ –Brisbane worker, 22nd March 1971, indicates that the majority of the people did not want a Tsar ruling Russia thus the need for the a revolution. The big hand, in the source represents the size of the people and the forcible removable of the Tsar as it burst through chair. By the second revolution the Romanov dynasty has ended due to the execution of the Romanov’s. The fall of the Russian Empire was a result of a complex web of factors. The ultra conservatism and political inexperience of Tsar Nicholas II greatly contributed to the fall, as did the huge socio-economic changes, modernisation, industrialisation of the period.

Hacker Crackdown :: essays research papers

The Hacker Crackdown: Law and Disorder on the Electronic Frontier by Bruce Sterling is a book that focuses on the events that occurred on and led up to the AT&T long-distance telephone switching system crashing on January 15, 1990. Not only was this event rare and unheard of it took place in a time when few people knew what was exactly going on and how to fix the problem. There were a lot of controversies about the events that led up to this event and the events that followed because not only did it happen on Martin Luther King Day, but few knew what the situation truly entailed. There was fear, skepticism, disbelief and worry surrounding the people that were involved and all of the issues that it incorporated. After these events took place the police began to crackdown on the law enforcement on hackers and other computer based law breakers. The story of the Hacker Crackdown is technological, sub cultural, criminal, and legal. There were many raids that took place and it became a sym bolic debate between fighting serious computer crime and protecting the civil liberties of those involved. In this book Sterling discusses three cyberspace subcultures known as the hacker underworld, the realm of the cyber cops, and the idealistic culture for the cyber civil libertarians. At the beginning of the story Sterling starts out with discussing the birth of cyberspace and how it came about. The Hacker Crackdown informs the readers of the issues surrounding computer crime and the people on all sides of those problems. Sterling gives a brief summary of what cyberspace meant back then and how it impacted society, and he investigates the past, present and future of computer crimes. For instance he explains how the invention of the telephone led to a world that people were scared of because the telephone was something that was able to let people talk to one another without actually being in the same area. People thought that it was so strange and so different because they didn’t understand all of the information behind it. Back then people thought of the telephone as a tool tha t allowed others to talk to them in a way that was so personal yet impersonal. Sterling then goes on to explain how â€Å"phone phreaks† played such an important part in relating the telephones to computer crimes and how they were so closely related back then.

Limbo, Nothings Changed, and Blessing Essay -- Poetry Tatamkhulu Afrik

Limbo, Nothings Changed, and Blessing â€Å"Write about the various ways in which the poets present their ideas and give the reader an insight into different cultures.† The three poems that will be studied are: Limbo by Edward Kamau Braithwaite Nothings changed by Tatamkhulu Afrika Blessing by Imtiaz Dharker The cultural location and inspiration (for the writers) of these poems is of great curiosity (to many readers) and also of high deviation, thus the way in which we are given an insight into the different cultures will be considered very carefully. Limbo Edward Kamau Braithwaite, the writer of Limbo is creating tension and anxiety, while at the same time expressing his view of slavery in the poem, he is trying to create the effect of a ship filled with evil and is trying to make the reader see that slavery is far from good but actually very, very cruel, he tells the story of afro Caribbean slavery in a rhyming & rhythmic dance. He has made it a very motivating and complex poem. I feel that there are two meanings or storylines to the poem the first and main narrative being a play being acted out on the ship showing the cruel and evil history of Afro Caribbean slavery, and the second being a more upbeat and blissful side to the poem which is portraying the actions of the limbo dance. The first three quarters of the poem deal with slavery and the limbo dance combined together while the last quarter of the poem is like the sun breaking and light coming out, it only deals with the happiness that there is around the limbo dance in much more detail and describes how their is light at the end of the tunnel for the slaves. The poem has a very strong beat, signifying the dance that is being po... ...heme that has been incorporated into the poem. Rhythm has not been used in the poem, it is very brief, and gives the effect of ordinary speech. We have a clear sense of Imtiaz Dharker’s culture; water is valued very highly, (as people’s lives depend on this supply). Personally I feel that In Britain we constantly take water for granted and should not and that the poet maybe trying to convey to us a very important message. The poem ends with a picture of the littlie children naked and screaming. The sense of their beauty is overshadowed by the idea of how weak, fragile and helpless they are. Overall I feel this poem is the best poem (of the three) to give the reader an insight into different cultures in a brief and logical way, however I feel that Tatamkhulu Afrika Who wrote â€Å"Nothings Changed† present his ideas in the most vivid and original way.

Rhetorical Analysis: Nelson Mandela’s Inagural Speech Essay

On May 10, 1994, Nelson Mandela was elected South Africa’s first black President, in that country’s first truly democratic election. Before his presidency, Mandela was an anti-apartheid activist and as a direct result ended up spending twenty-seven years in prison. He became a symbol of freedom and equality, while the apartheid government condemned him. After his release in February, 1990, he helped lead the transition into a multi-racial democracy for South Africa. The purpose of this communication is to look at Mandela’s effectiveness in his inaugural speech, which occurred May 10th, 1994 in Pretoria, through both the written speech as well as his presentation of that speech . Mandela uses primarily the channels of ethos (character) and pathos (emotion). Through careful examination of both Mandela’s written work (his speech) and his actual presentation of that speech, I believe that Mandela’s written speech is a very effective piece of communication and thus argument. On the other hand, the way that Mandela presents and argues it, although effective, has its flaws. Mandela’s written speech is eloquently written, in flowing sentences with dramatic and convincing language. His writing is uses many analogies. These are effective because it brings almost a third dimension to his speech. For example, â€Å"each one of us is as intimately attached to the soil of this beautiful country as are the famous jacaranda trees of Pretoria and the mimosa trees of the bushveld.† Here he uses not only an analogy, but also relates it intimately towards the people of South Africa. Not only here, but through his writing he relates well to the people of South Africa (his audience) well. He speaks directly to them in fact, identifying himself as one of them. This can be seen through Mandela referring to himself as â€Å"I† and to his audience not just in the informal, â€Å"you,† to break down a barrier, but in the very personal, â€Å"we,† thus including himself, and making himself a part of. This draws him closer to his audience through making his  audience feel closer to him. Everything is an Argument talks about this, in Chapter 3, Arguments Based on Character, â€Å"Speaking to readers directly, using I or you, for instance, also enables you to come closer to them when that strategy is appropriate.† Through the use of analogies and his relation to the audience Mandela does two things; one establishes his credibility with his audience by becoming one with them, and two inspires them by touching their heart. Another rhetorical device that Mandela uses which makes his writing effective is anaphora. Defined by americanrhetoric.com, this device is, â€Å"repetition that occurs when the first word or set of words in one sentence, clause, or phrase is/are repeated at or very near the beginning of successive sentences, clauses, or phrases; repetition of the initial word(s) over successive phrases or clauses.† One example of this device being used in by Mandela in this speech is, â€Å"Let there be justice for all. Let there be peace for all. Let there be work, bread, water and salt for all. Let each know that for each the body, the mind and the soul have been freed to fulfill themselves.† Here is another example of this device being used, â€Å"Never, never and never again shall it be that this beautiful land will again experience the oppression of one by another and suffer the indignity of being the skunk of the world.† In both examples this is effective because on top of the strong ideas and sentiment being proposed, due to the repetition, it is being almost branded into the audiences head. I have watched Mandela present this speech several times , watching for what I believe are his strengths and weaknesses in making this a more effective argument. When Mandela speaks, there is hardly any inflection in his voice. However, simultaneously the tone of his voice does command respect from his audience. While Mandela speaks, he also uses no hand gesture, or gesture of any other form at all, nor makes any sustained eye contact at all. He holds his speech notes in his hand, and that is all, referring from notes and looking briefly at his audience, pausing and then looking back at his notes. One might say that this detracts from the effectiveness of his speech, in this reviewer’s opinion, I do not necessarily know if that is truth. I am not sure whether or not Mandela’s performance adds much to the written work, I think it is the fact that the speech is written so well that makes  this speech such a top-notch argument and piece of communication; however I do not think that anything that Mandela does or does not do takes away. While watching Mandela present his speech something that this reviewer also paid attention to was how his audience received Mandela which speaks loudly to the effectiveness. The audience seems excited to receive not only Mandela’s speech, but also Mandela the man. This means that Mandela’s argument has been persuasive; he has sold himself! Overall, I believe that Mandela’s speech is an effective argument and has written and presented an effective piece of communication. He has done this through these methods: using rhetorical devices, using pathos and ethos to get in touch with his audience, knowing his audience and thus knowing how to relate to and with them. Works Cited University of Pennsylvania – African Studies Center < http://www.africa.upenn.edu/Articles_Gen/Inaugural_Speech_17984.html > YouTube – Nelson Mandela’s Inaugural Speech http://www.youtube.com/watch?v=A5LcxkNpkns AmericanRhetoric: Rhetorical Devices in Sound < http://www.americanrhetoric.com/rhetoricaldevicesinsound.htm > Wikipedia – the free encyclopedia. Nelson Mandela < http://en.wikipedia.org/wiki/Nelson_Mandela > Lunsford, Andrea and John J. Ruszkiewicz. Everything’s An Argument. Boston: Bedford, 2007.

HR Team Project

This theory is bas De on effort and performance, which ultimately determines the outcome of a task o r duty. When looking at Top Expectancy, we see a clear correlation between the effort level f the employee and performance level. Pertaining to the Top expectancy, students in the case reached this low point of motivation because after putting in as much off rot as possible in the line situation, they realized that all the effort they put would b e sabotaged by the other foreign workers in the line.Thus, making the employee feel as if t here best efforts will never get them to the performance level needed to complete the j bob. This case situation also connected to Photo expectancy, which connects a specific perform menace level to a certain outcome. The specified outcome of the line was to remove a d stack the ketchup bottles quickly as possible without any boxes falling off the line. The s dents felt that at any performance level the outcome would still result in crates fall Eng off the line due to the counterproductive actions of the foreign workers.The probably tit of success was solely in the hands of the foreign workers, thus making the studs ants feel unmotivated to complete the job because the outcomes did not reflect their e efforts. The Students smashed the bottles in retaliation because they knew that the bottle s would be damaged regardless of their performance on the line. In the moment of anger r, the students page 2 wanted to feel in control, and thought that if the bottles were to break, it woo old feel better if they did it instead of the foreign workers. Another component of the expect Nancy theory is Valence.An employee may see the outcome as desirable or undesirable (La imbiber, 2010). In the academic journal, valence is connected to the expectancy of the employee through Individual perceptions. Due to the strenuous work and the negative work cue True of line duty, the students had an undesirable perception of the working envier moment. This is another factor that led to the destruction of the bottles. 2) Identify Ramie's leadership style using the Behavior Perspective of Leadership Give examples of his behavior from the case to support your answer.If Rah m had been a Transformational leader what would he have done to change the way things were happening on the bottling line? 2. Ramie's leadership style using the behavior perspective of leadership is the directive leadership style. The way Ihram performs his job such as trying to effectively manage the plant and fulfilling his duties can be supported by the directive leadership style. L adders that take on this type of leadership â€Å"assign specific tasks,sets goals and deadlines,clarify w Ark duties and procedures,define work procedures and plan work activities. (Machines & Steel n 2012,peg. 333) One of the ways Ihram portrays the style of directive leadership is whenever t he jobs had changed , he would give written instructions and descriptions as to what is ex pe cked of them. † Upon arrival they met Ihram, the Plant Manager, who gave them a set of job Instructions, which took all of 5 minutes and directed them to George, the lead oven operator(co k) if they had any additional questions. â€Å"(case study)Ihram always dealt with introducing them t o the work area and page 3 giving written job descriptions.Whenever Ihram was not in the working work ins area, he would have an employee who was to work as a supervisor in the area. The supervisor RSI were assigned so that they would be mentors to the new employees, and to clarify or listen to a NY concerns the employees had related to the job. However, in the case of the students that joy indeed neither was the supervisor willing to listen, nor was the plant manager who said to deal the pr bobbles on their own. Ihram also demonstrates directive leadership through the aspect of not willing g to listen to employee problems and concerns. The student said that while they were pale eased to be working at the plant, they had concerns about how George was treating them. Ihram t hen went into a long explanation about his management philosophy and how he felt it was m ore effective this ‘hands off policy' has served him in managing the plant I† (case study) Ihram did not care about listening to the concerns of the employees and to be supportive of them. He believed that all employee were mature and responsible adults, therefore the problems they h d with other employees Were to be solved by themselves.Getting Ihram involved in problem ms that employees had between each other felt as if he was treating them like children-Therefore it was suggested to the students that any concerns with George or any other employees should did erectly dealt with the person to get a solution. Hence, under the behavioral perspective of leaders hip Ihram best portrayed the directive leadership through his work performance. If Ihram was to be a transformational leader the way he was man aging the Pl ant would have been a more welcoming and positive environment.Transformational lea deer motivate employees to achieve the organization's vision. â€Å"Transformational leadership raises the level of human conduct and ethical aspiration of both leader and follower. It alters an d elevates the Page 4 motives, values, and goals of followers through the vital teaching role of lead reship, enabling leaders, and followers to be united in the pursuit Of higher Kerr ashcan. 201 3, peg. 1 2) A positive environment would have been formed in the company with employees being approachable and having freedom to suggest their opinions. F Ihram was to f allow ramifications leadership, he would have changed the attitudes of employee sees who were working on the bottling line. Being an ignorant leader has led to employees be ins disobedient. The machine operator had been rude enough to change the speed the mach en was at frequently. â€Å"Very quickly, however the two realized that the se two women had a relatively low opinion of seasonal workers and they apparently experienced considerable delight in VA raying the speed of the line. They could increase speed sufficiently to make it impossible for Robe art and Bill to remove and stack every case of ketchup. Case study) Ihram should have bee n able to come up with a solution to the concerns that students had With the operator if he was t o be a transformational leader. Also if this leadership style was used the students w loudly it hesitate to ask questions and raise their concerns to him about working in the company. In addition,the bottling line wouldn't have faced problems such as Robert and Bill throwing t he bottles against the wall if the transformational leadership style was followed. It can be under stood that for every action there is a reaction and in this situation it causes a harmful work environ moment.According to David Conrad it is said † the more connected managers are, the better they can und erstand what motivates members of their team, analyze what's really going on, and find sol suctions that meet the needs of their people and their company. † (Conrad, 2014) These are truly the steps that should have been taken by Ihram if he were to be a transformational leader who once auroras his employees to work together for the company. By meeting the needs of people e and finding Page 5 solution to them will allow employees to have a positive feeling about the woo receptacle and will decrease any levels of employee absenteeism.However, this is not the case of the Plant due to Ramie's directive leadership style but if Ihram changes his style of leading the Plant ,it will benefit both him and the employee. 3) Identify and describe (a) the sources of conflict The Students experienced conflict that ultimately led to their termination. The sources of conflict for the students started with the poor communication of Ihram, who explained the tasks and duties too quickly and didn' t introduce them to the other worker RSI. This created a social divide between the students and the other workers.Also, the workers had mix of incompatible goals and differentiation because the goals of the force gnu workers were counter productive, and the students had goals of increasing productivity y. These opposite goals and beliefs created tension between these two groups. The for sign workers have a negative perspective on seasonal workers, which conflicts wit h goals of production and decreases employee interest. † the prevailing perspective in c inflict management relies on the implicit assumption that employee interests should d be subordinated to the demands of production and authority† (Gross et al. 2013) Their interests and beliefs did not coincide with the production environment, which relies on efficiencies and productive actions. Page 6 Lastly, a prominent source of conflict was the use of ambiguous rules. The am bigamous working environment gave the fore ign workers the opportunity to interfere WI the the students work. There are not rules implemented to keep the line at a certain s peed. (b) the conflict management styles used by the students and the permanent staff. The conflict management style used by the students toward George was prop elm solving.Although they began to avoid the problem, they soon realized that they had t do something about the issue. The students used the problems solving style with George by attempting to solve the issue through a win win orientation. However, George completely dismissed their concerns, which should have signaled the student s to use a forcing style due to the unethical behavior. When the students were at the line e, they used a compromising style to solve the issue. They proposed to use hand signals to communicate to the foreign workers. They striver to achieve a mutual gain in order to keep a consistent flow in the line.The students attempted to build a trust wit h the reign workers by mak ing conditional promises. After this failed, the student s avoided the situation and retaliated by breaking the bottles. (c) Select the Structural Approaches to Conflict Management that might best help resolve the conflict on the bottling line. Gives reasons for your choice. In order to improve the line, structural approaches to conflict management SSH old have been implemented. The management staff should emphasize subordinated goals t o Increase Page 7 cooperative thinking.When everyone has the same ultimate goal, the worker s will work together to achieve the higher main goal of the operation. If the students and the permanent workers emphasized the subordinated goals of the organization, there would be less competitiveness between the two groups of workers. Improving communication and mutual understanding is also an approach that t could resolve this conflict. The loud production environment and quick pace made it very h art for the student workers to communicate with the foreig n workers. Also, the language barrier didn't help the situation either. ROR to starting the job, Ihram should have TA ken more time for the foreign workers to meet the student workers and assist them wit engage barrier. After the conflict occurred, the students should have tried t o find a quiet space to attempt to discuss the problem with the foreign workers. This s essential in creating a mutual understanding of goals. The students need the foreign w errors to know that they are serious about completing the tasks and duties, and want t o work together instead of compete. 4) (a) Identify and discuss the sources of power used by the permanent staff and the students in the case.Page 8 The sources of power identified in this case can be seen between three differ .NET parties. The iris is between the three newly hired workers John, Bill, and Robert and Rah m. Ihram is the plant manager of H. J Heinz, he provides the students their job instructions . After giving instructions, he leaves almost immediately but what is seen is that John, Bill, a ND Robert listen to the plant manager on the given job instructions. Ihram is seen to have e coercive power which is defined as â€Å"the ability for a manager to punish subordinate. (textbook) When Ihram catches Bill throwing the case against the wall, he exerts his core give power and fires both Bill and Robert. According to Mollification's article he states the t too much coercive power has a negative impact on employees job satisfaction† â€Å"Most SC hollers in management and psychology believe that using coercive power (punishment) as a means to influence subordinates and staff has much more negative effects than positive e, due to its adverse physical and mental effects† ( Anomalousness et al , 2014) The second is between John, Bill, and Robert and George, the lead oven opera tort (cook).George is seen to have legitimate power because he is simply of a higher working position informally because he is a p ermanent staff. Also, George partially has coercive power because he threatened the three students to make work harder for them if the eye talk to Ihram again. The third relation is between Robert and Bill's relation with the woman who w ere operating the conveyer belt. They display a small level of expert power because as perm anent staff, they are have the knowledge and know how to speed up the line.They used t his knowledge Page 9 in a negative way and made the boys work harder when they increased the s peed of the conveyer belt. Which led to Robert and Bill them fired (b) Identify and fully describe two influence tactics that the student might have used to improve the way they were being treated by the permanent staff. Two influence tactics that the students could have used to improve the way the eye were being treated is by persuasion and upward appeal. Persuasion would be a strong TA stick to use by stating a logical arguments, and emotional appeals.John, Bill, and Robert cool d have tried to talk to George about their financial situation and tell him how his stereotyping them as â€Å"rich college kids† is completely wrong because if they were rich, why would they b e working for H. J Heinz during their summer vacation? Additionally, when Robert and Bill w ere facing robbers with the woman operating the conveyer belt and speeding it up ran dimly, they should have talked to their coworkers right away and tell them to stop.The SE condo tactic the boys could have tried was upward appeal. This approach deals with gaining s purport from higher authority. They could have reported this childish behavior coming fro m the woman working the conveyer belt to higher management and speak to Ihram. If Rah m doesn't help, then they should have reported this mistreatment to the HRS department and seek help from there. 5) Use the Communication Process Model and the Barriers to Communication ( Noise) to fully explain why communication broke down on the bottling.Pa ge 10 5. The communication break down in bottling will be supported by both the com ammunition process model and barriers to communication. Based on the communication process model there had been a communication break down since their was low proficiency in the communication channel, the codebooks had not been similar and some employees did not ha eve sufficient experience in encoding the messages.