Explain how the author's writing techniques help to explain the Essay

Explain how the author's writing techniques help to explain the meaning in Oedipus the King - Essay Example as been shown that Oedipus was a man who was known for his rapid speed action as well as a person who possessed a great deal of intellect and fore vision. He could actually look into the future and suggest for others as to what is going to happen next and he was quite good at that. Thus these qualities say a thing or two of him becoming an excellent ruler who foresaw his subjects’ needs and desires. As has been the case during the while of this story, we see that the relation between the different themes, the style and the tone employed have huge roles to play in actually detailing the readers about the story itself. The extent of easiness and calm found in the thematic discussions leads us into thinking that the writer really did the trick while showcasing the virtues, abilities and the like of the central characters in the play and more than that, Oedipus the King himself. The tone with which he has expressed the innate qualities with the help of beautifully chosen words just gives the right amount of tonic for the perfect blend that is so much needed to gel this piece of writing on the part of the writer. Furthermore, the essence of the general flow within the play has been charismatic to say the least, where different events and occasions are passing by without any sense of drag at any point in time. Oedipus’s habit with fast speed movement as concerns to decisions has been well documented in the story itself. The same has been portrayed courtesy the story attached with the King in the related context. Oedipus is doomed by his very own temperament. â€Å"I shall shrink from nothing in my search to find the murderer of Laius†. It was at the time when Creon brings news of Laius’s death that Oedipus does not even let him share what he has come to account for. In its place, Oedipus is on the run to find more and more questions as to what Creon actually knows. Similarly, Oedipus is so twisted on determining the real truth that he starts to threaten the old

Five Trends that Will Shape the Global Luxury Market Essay

Five Trends that Will Shape the Global Luxury Market - Essay Example A watch is more than a timepiece and forms part of an individual’s appearance and jeweler. The watches have been made through careful craft as an integral allure of mechanical watches. The brands share a tradition and cultural prestige derived from centuries of innovation and expertise that is not readily reproduced. The design aesthetic is central to the selection of watches, but it requires cultural capital so as to make artistry worth the price tag. This dissertation explores how the art value of timepieces stirs up consumers to have a desire to purchase luxury watches, especially in reference to Cartier watches, which embrace art element and normally manifest a story behind them. The high reputation that Cartier enjoys can be linked to the art value of Cartier timepieces, especially owing to the history, meaning, and the story behind the Cartier watches collection. Cartier produces watches and jewelry that are typified by an understated, timeless style with a harmonious co mbination of personality and discretion, aristocratic touch, and elegance (Barrett 2000, p.349). Cartier watches also have other strengths dwelling on functionality and easy accessibility, which means that the products can be accessed by anyone across the globe (Barrett 2000, p.350). Cartier watches can be regarded as the ambassador of luxury owing to the high relation that the brand enjoys in prestige watch-making. Presently, Cartier brand is proud of its private collection comprised of collector watches, the company’s range of fine jeweler’s watches, its extravagant timepieces that perfectly embody the Cartier dream and sports and products that have won a place for the brand in history. On the other hand, Vacheron Constantin incorporates personality to the brand and human interaction. The products can be regarded as have an alluring packaging, intriguing ads, and its sensuous looking appearance.

Comparative Genomics Research Benefits

Comparative Genomics Research Benefits ABSTRACT The rapidly emerging field of comparative genomics has yielded dramatic results. Comparative genome analysis has become feasible with the availability of a number of completely sequenced genomes. Comparison of complete genomes between organisms allow for global views on genome evolution and the availability of many completely sequenced genomes increases the predictive power in deciphering the hidden information in genome design, function and evolution. Thus, comparison of human genes with genes from other genomes in a genomic landscape could help assign novel functions for un-annotated genes. Here, we discuss the recently used techniques for comparative genomics and their derived inferences in genome biology. INTRODUCTION Comparative genomics is the study of the relationship of genome structure and function across different biological species or strains. Comparative genomics is an attempt to take advantage of the information provided by the signatures of selection to understand the function and evolutionary processes that act on genomes. While it is still a young field, it holds great promise to yield insights into many aspects of the evolution of modern species. The sheer amount of information contained in modern genomes (750 megabytes in the case of humans) necessitates that the methods of comparative genomics are automated. Gene finding is an important application of comparative genomics, as is discovery of new, non-coding functional elements of the genome. Human FOXP2 gene and evolutionary conservation is shown in a multiple alignment (at bottom of figure) in this image from the UCSC Genome Browser. Note that conservation tends to cluster around coding regions (exons). Comparative genomics exploits both similarities and differences in the proteins, RNA, and regulatory regions of different organisms to infer how selection has acted upon these elements. Those elements that are responsible for similarities between different species should be conserved through time (stabilizing selection), while those elements responsible for differences among species should be divergent (positive selection). Finally, those elements that are unimportant to the evolutionary success of the organism will be unconserved (selection is neutral). SCOPE OF COMPARATIVE GENOMICS One of the important goals of the field is the identification of the mechanisms of eukaryotic genome evolution. It is however often complicated by the multiplicity of events that have taken place throughout the history of individual lineages, leaving only distorted and superimposed traces in the genome of each living organism. For this reason comparative genomics studies of small model organisms (for example yeast) are of great importance to advance our understanding of general mechanisms of evolution. Having come a long way from its initial use of finding functional proteins, comparative genomics is now concentrating on finding regulatory regions and siRNA molecules. Recently, it has been discovered that distantly related species often share long conserved stretches of DNA that do not appear to code for any protein. One such ultra-conserved region, that was stable from chicken to chimp has undergone a sudden burst of change in the human lineage, and is found to be active in the developing brain of the human embryo. Computational approaches to genome comparison have recently become a common research topic in computer science. A public collection of case studies and demonstrations is growing, ranging from whole genome comparisons to gene expression analysis. This has increased the introduction of different ideas, including concepts from systems and control, information theory, strings analysis and data mining. It is anticipated that computational approaches will become and remain a standard topic for research and teaching, while multiple courses will begin training students to be fluent in both topic. Chromosomes from two genomes are drawn: human chromosome 1 (drawn with a global zoom factor of 50x) and mouse chromosomes 1-19, X, and Y with mouse chromosome 3 drawn enlarged 10-fold. Syntenic regions between human chromosome 1 and the mouse genome are connected by coloured curves (A), whose geometry and properties can be adjusted dynamically. Thus, all syntenic relationships with mouse chromosome 4 are coloured in orange (B), and all relationships falling within the 80-90 Mb region on human chromosome 1 are coloured in blue (C). Other relationships with alignments larger than 5 kb are coloured dark in grey (D) and all others are shown in light grey. The lines are drawn layered with light grey lines below all others, then dark grey, then blue and then orange. Although approximately 44,000 syntenic relationships are drawn, the use of a selective colour scheme maintains legibility. The outer track (E) is a histogram of the log density of syntenic regions over 100 kb windows on human c hromosome GENOMES ARE MADE OF Although living creatures look and behave in many different ways, all of their genomes consist of DNA, the chemical chain that makes up the genes that code for thousands of different kinds of proteins. Precisely which protein is produced by a given gene is determined by the sequence in which four chemical building blocks adenine (A), thymine (T), cytosine (C) and guanine (G) are laid out along DNAs double-helix structure BENEFITS OF COMPARATIVE GENOMICS Using computer-based analysis to zero in on the genomic features that have been preserved in multiple organisms over millions of years, researchers will be able to pinpoint the signals that control gene function, which in turn should translate into innovative approaches for treating human disease and improving human health. In addition to its implications for human health and well-being, comparative genomics may benefit the animal world as well. As sequencing technology grows easier and less expensive, it will likely find wide applications in agriculture, biotechnology and zoology as a tool to tease apart the often-subtle differences among animal species. Such efforts might also possibly lead to the rearrangement of our understanding of some branches on the evolutionary tree, as well as point to new strategies for conserving rare and endangered species. Comparative Genomics Goals Complete the sequence of the roundworm C. elegans genome by 1998. Complete the sequence of the fruitfly Drosophila genome by 2002. Develop an integrated physical and genetic map for the mouse, generate additional mouse cDNA resources, and complete the sequence of the mouse genome by 2008. Identify other useful model organisms and support appropriate genomic studies. METHODLOGY Genome correspondence Genome correspondence, the method of determining the correct correspondence of chromosomal segments and functional elements across the species compared is the first step in comparative genomics. This involves determining orthologous (genes diverged after a speciation event) segments of DNA that descend from the same region in the common ancestor of the species compared, and paralogous (genes diverged after a duplication event) regions that arose by duplication events prior to the divergence of the species compared. The mapping of regions across two genomes can be one-to-one in absence of duplication events; one-tomany if a region has undergone duplication or loss in one of the species, or many-to-many if duplication/loss has occurred in both lineages. Fitch et al., developed a method called BBH (Best Bidirectional Hits), which identifies gene pairs that are best matches of each other as orthologous. Tatusov et al., further enhanced this method, which matches groups of genes to groups of genes. Understanding the ancestry of the functional elements compared is central to our understanding and applications of genome comparison. Most comparative methods have focused on one-to-one orthologous regions, but it is equally important to recognize which segments have undergone duplication events, and which segments were lost since the divergence of the species. Comparing segments that arose before the divergence of the species may result in the wrong interpretations of sequence conservation and divergence. Further, in the presence of gene duplication, some of the evolutionary constraints that a region is under are relieved, and uniform models of evolution no longer capture the underlying selection for these sites. Thus, our methods for determining gene correspondence should account for duplication and loss events, and ensure that the segments we compare are orthologous Applications Gene identification Once genome correspondence is established, comparative genomics can aid gene identification. Comparative genomics can recognize real genes based on their patterns of nucleotide conservation across evolutionary time. With the availability of genome-wide alignments across the genomes compared, the different ways by which sequences change in known genes and in intergenic regions can be analyzed. The alignments of known genes will reveal the conservation of the reading frame of protein translation. The genome of a species encodes genes and other functional elements, interspersed with non-functional nucleotides in a single uninterrupted string of DNA. Recognizing protein-coding genes typically relies on finding stretches of nucleotides free of stop codons (called Open Reading Frames, or ORFs) that are too long to have likely occurred by chance. Since stop codons occur at a frequency of roughly 1 in 20 in random sequence, ORFs of at least 60 amino acids will occur frequently by chance (5% under a simple Poisson model), and even ORFs of 150 amino acids will appear by chance in a large genome (0.05%). This poses a huge challenge for higher eukaryotes in which genes are typically broken into many, small exons (on average 125 nucleotides long for internal exons) in mammals. The basic problem is distinguishing real genes those ORFs encoding a translated protein product from spurious ORFs the remaining ORFs whose presence is simply due to chance. In mammalian genomes, estimates of h ypothetical genes have ranged from 28,000 to more than 120,000 genes. The internal coding exons were easily identified using Comparative analysis of human genome with mouse genome. Regulatory motif discovery Regulatory motifs are short DNA sequences about 6 to 15bp long that are used to control the expression of genes, dictating the conditions under which a gene will be turned on or off. Each motif is typically recognized by a specific DNA-binding protein called a transcription factor (TF). A transcription factor binds precise sites in the promoter region of target genes in a sequence-specific way, but this contact can tolerate some degree of sequence variation. Thus, different binding sites may contain slight variations of the same underlying motif, and the definition of a regulatory motif should capture these variations while remaining as specific as possible. Comparative genomics provides a powerful way to distinguish regulatory motifs from non-functional patterns based on their conservation. One such example is the identification of TF DNA-binding motif using comparative genomics and denovo motif. The regulatory motifs of the Human Promoters were identified by comparison with other m ammals.Yet another important finding is the gene and regulatory element by comparison of yeast species. Applications of comparative genomics to wheat A number of important major traits requiring elucidation in wheat are essentially non-polymorphic. Thus there is no prospect of creating a mapping population which is the starting point of all positional cloning strategies in most species to date. Moreover given the size of the wheat genome, many traits lie in regions where the gene density per BAC is one or two, making it difficult if not impossible to walk from one wheat BAC to the next. The Ph1 locus (controlling chromosome pairing in wheat) is one such example, in which the starting point was wild type wheat and a mutant carrying a deletion of more than 70Mb (almost the size of the whole Arabidopsis genome). Its phenotype is not easy to score. My group wished to characterise this locus. We created three different types of mutagenised populations, sequenced the equivalent rice Ph1 region, built BAC libraries (all are now available free of IP) for Brachypodium (a small genome species more closely related to wheat), sequenced Brachy podium Ph1 equivalent region, built a hexaploid (CS) (737,000 clones) wheat in collaboration with INRA (providing a further 500,000 clones), exploited Jorge Dubcovskys Tetraploid wheat BAC library, sequenced wheat BACs and defined the tissues in which the Ph1 phenotype is expressed. I will discuss the approaches adopted and resources created. Application of comparative genomics to the analysis of vertebrate regulatory elements Gene regulatory regions (also known as cis-regulatory modules) in vertebrates are poorly understood and annotated by comparison with protein-coding sequences. The short and degenerate sequences of regulatory elements and their distribution over large intergenic and intronic regions pose a major challenge to genomics scientists. Comparative genomics can be used to identify putative regulatory regions, and to analyse regulatory regions into their constituent transcription factor binding sites. There is need for high throughput assay systems to analyse the function of predicted vertebrate gene regulatory regions Other applications Comparative genomics has wide applications in the field of molecular medicine and molecular evolution. The most significant application of comparative genomics in molecular medicine is the identification of drug targets of many infectious diseases. For example, comparative analyses of fungal genomes have led to the identification of many putative targets for novel antifungal. This discovery can aid in target based drug design to cure fungal diseases in human. Comparative analysis of genomes of individuals with genetic disease against healthy individuals may reveal clues of eliminating that disease. Comparative genomics helps in selecting model organisms. A model system is a simple, idealized system that can be accessible and easily manipulated. For example, a comparison of the fruit fly genome with the human genome discovered that about 60 percent of genes are conserved between fly and human. Researchers have found that two-thirds of human genes known to be involved in cancer have counterparts in the fruit fly. Even more surprisingly, when scientists inserted a human gene associated with early-onset Parkinsons disease into fruit flies, they displayed symptoms similar to those seen in humans with the disorder, raising the possibility that the tiny insects could serve as a new model for testing therapies aimed at Parkinsons. Thus, comparative genomics may provide gene functional annotation. Gene finding is an important application of comparative genomics. Comparative genomics identify Synteny (genes present in the same order in the genomes) and hence reveal gene clusters. Comparative genomics also helps in the clustering of regulatory sites, which can help in the recognition of unknown regulatory regions in other genomes. The metabolic pathway regulation can also be recognized by means of comparative genomics of a species. Dmitry and colleagues have identified the regulons of methionine metabolism in gram-positive bacteria using comparative genomics analysis. Similarly Kai Tan and colleagues have identified regulatory networks of H. influenzae by comparing its genome with that of E. coli. The adaptive properties of organisms like evolution of sex, gene silencing can also be correlated to genome sequence by comparative genomics. CONCLUSION The most unexpected finding in comparing the mouse and human genomes lies in the similarities between junk DNA, mostly retro-transposons, (transposons copied from mRNA by reverse transcriptase) in the two species. A survey of the location of retrotransposon DNA in both species shows that it has independently ended up in comparable regions of the genome. Thus junk DNA may have more of a function than was previously assumed. High performance computing tools help in comparing huge genomes. Because of its wide applications and feasibility, automation of comparing genomics is possible. Such Comparisons can aid in predicting the function of numerous hypothetical proteins. REFERENCES en.wikipedia.org/wiki/Comparative genomics www.ncbi.nlm.nih.gov www.springer.com

Nicaragua :: essays research papers

Nicaragua The area of Nicaragua is 50,193 sq. mi. The Nicaraguan highlands, with a elevation about 2000 ft, cross Nicaragua from the northwest to the southeast. Several mountain ranges, the highest of which, the Cordillera Isabelia, reaches an elevation of more than 6890 ft, cut the highlands from east to west. In the west is a great basin, or depression, containing two lakes, Nicaragua, the largest in Central America, and Managua. The two are connected by the Tipitapa River. A chain of volcanoes, which are a contributory cause of local earthquakes, rises between the lakes and the Pacific coast. In the east, the Caribbean coastal plain known as the Costa de mosquitoes (Mosquito Coast) extends some 45 mi. inland and is partly overgrown with rain forest. The four principal rivers, the San Juan, Coco (Wanks), Grande, and Escondido, empty into the Caribbean. The natural resources of Nicaragua are primarily agricultural. Deposits of volcanic material have enriched the soil, which is extremely fertile. About half the land is covered with forests. The country has some deposits of gold, silver, and copper. About 77% of the Nicaraguan population is mestizo (people of mixed white and Native American descent), about 10% is white, and the remainder is Native American (4%) and black (9%). The population of Nicaragua is 3,745,000, yielding an overall density about 75 per sq. mi. Approximately 60% of the population is concentrated in the western part of the country, and more than 55% is urban. Political Divisions and Principal Cities Nicaragua is divided into six regions and three special zones. Managua, with a population of 682,100, is the capital and commercial center. Leà ³n is an important religious and cultural center. Granada is the terminus of the railway from the main port of entry, Corinto, on the Pacific coast. Spanish is the official language of Nicaragua. Nearly 90% of the Nicaraguan people are Roman Catholic; most of the remainder are Protestant. As in other Latin American countries, the culture of Nicaragua reflects Spanish cultural patterns, influential since the colonial period, combined with an ancient Native American heritage. Nicaraguans hold many colorful celebrations to commemorate local saints' days and ecclesiastical events. The marimba is extremely popular, and ancient instruments such as the chirimà ­a (clarinet), maraca (rattle), and zul (flute) are common in rural areas. Dances from colonial times survive, as do fine examples of architecture. The coast of Nicaragua was sighted by Christopher Columbus in 1502, but the first Spanish expedition, under Gil Gonzà ¡lez Dà ¡vila, did not arrive until 1522; it established several Spanish settlements. A second conquistador, Francisco Fernà ¡ndez de Cà ³rdoba, founded Granada in 1523 and Leà ³n in 1524.

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.

Chapter 5 Weasleys’ Wizard Wheezes

Harry spun faster and faster, elbows tucked tightly to his sides, blurred fireplaces flashing past him, until he started to feel sick and closed his eyes. Then, when at last he felt himself slowing down, he threw out his hands and came to a halt in time to prevent himself from falling face forward out of the Weasleys' kitchen fire. â€Å"Did he eat it?† said Fred excitedly, holding out a hand to pull Harry to his feet. â€Å"Yeah,† said Harry, straightening up. â€Å"What was it?† â€Å"Ton-Tongue Toffee,† said Fred brightly. â€Å"George and I invented them, and we've been looking for someone to test them on all summer†¦.† The tiny kitchen exploded with laughter; Harry looked around and saw that Ron and George were sitting at the scrubbed wooden table with two red-haired people Harry had never seen before, though he knew immediately who they must be: Bill and Charlie, the two eldest Weasley brothers. â€Å"How're you doing, Harry?† said the nearer of the two, grinning at him and holding out a large hand, which Harry shook, feeling calluses and blisters under his fingers. This had to be Charlie, who worked with dragons in Romania. Charlie was built like the twins, shorter and stockier than Percy and Ron, who were both long and lanky. He had a broad, good-natured face, which was weather-beaten and so freckly that he looked almost tanned; his arms were muscular, and one of them had a large, shiny burn on it. Bill got to his feet, smiling, and also shook Harry's hand. Bill came as something of a surprise. Harry knew that he worked for the wizarding bank, Gringotts, and that Bill had been Head Boy at Hogwarts; Harry had always imagined Bill to be an older version of Percy: fussy about rule-breaking and fond of bossing everyone around. However, Bill was – there was no other word for it – cool. He was tall, with long hair that he had tied back in a ponytail. He was wearing an earring with what looked like a fang dangling from it. Bill's clothes would not have looked out of place at a rock concert, except that Harry recognized his boots to be made, not of leather, but of dragon hide. Before any of them could say anything else, there was a faint popping noise, and Mr. Weasley appeared out of thin air at George's shoulder. He was looking angrier than Harry had ever seen him. â€Å"That wasn't funny Fred!† he shouted. â€Å"What on earth did you give that Muggle boy?† â€Å"I didn't give him anything,† said Fred, with another evil grin. I just dropped it†¦.It was his fault he went and ate it, I never told him to.† â€Å"You dropped it on purpose!† roared Mr. Weasley. â€Å"You knew he'd eat it, you knew he was on a diet -â€Å" â€Å"How big did his tongue get?† George asked eagerly. â€Å"It was four feet long before his parents would let me shrink it!† Harry and the Weasleys roared with laughter again. â€Å"It isn't funny!† Mr. Weasley shouted. â€Å"That sort of behavior seriously undermines wizard-Muggle relations! I spend half my life campaigning against the mistreatment of Muggles, and my own sons â€Å"We didn't give it to him because he's a Muggle!† said Fred indignantly. â€Å"No, we gave it to him because he's a great bullying git,† said George. â€Å"Isn't he, Harry?† â€Å"Yeah, he is, Mr. Weasley,† said Harry earnestly. â€Å"That's not the point!† raged Mr. Weasley. â€Å"You wait until I tell your mother -â€Å" â€Å"Tell me what?† said a voice behind them. Mrs. Weasley had just entered the kitchen. She was a short, plump woman with a very kind face, though her eyes were presently narrowed with suspicion. â€Å"Oh hello, Harry, dear,† she said, spotting him and smiling. Then her eyes snapped back to her husband. â€Å"Tell me what, Arthur?† Mr. Weasley hesitated. Harry could tell that, however angry he was with Fred and George, he hadn't really intended to tell Mrs. Weasley what had happened. There was a silence, while Mr. Weasley eyed his wife nervously. Then two girls appeared in the kitchen doorway behind Mrs. Weasley. One, with very bushy brown hair and rather large front teeth, was Harry's and Ron's friend, Hermione Granger. The other, who was small and red-haired, was Ron's younger sister, Ginny. Both of them smiled at Harry, who grinned back, which made Ginny go scarlet – she had been very taken with Harry ever since his first visit to the Burrow. â€Å"Tell me what, Arthur?† Mrs. Weasley repeated, in a dangerous sort of voice. â€Å"It's nothing, Molly,† mumbled Mr. Weasley, â€Å"Fred and George just – but I've had words with them -â€Å" â€Å"What have they done this time?† said Mrs. Weasley. â€Å"If it's got anything to do with Weasleys' Wizard Wheezes -â€Å" â€Å"Why don't you show Harry where he's sleeping, Ron?† said Hermione from the doorway. â€Å"He knows where he's sleeping,† said Ron, â€Å"in my room, he slept there last -â€Å" â€Å"We can all go,† said Hermione pointedly. â€Å"Oh,† said Ron, cottoning on. â€Å"Right.† â€Å"Yeah, we'll come too,† said George. â€Å"You stay where you are!† snarled Mrs. Weasley. Harry and Ron edged out of the kitchen, and they, Hermione, and Ginny set off along the narrow hallway and up the rickety staircase that zigzagged through the house to the upper stories. â€Å"What are Weasleys' Wizard Wheezes?† Harry asked as they climbed. Ron and Ginny both laughed, although Hermione didn't. â€Å"Mum found this stack of order forms when she was cleaning Fred and George's room,† said Ron quietly. â€Å"Great long price lists for stuff they've invented. Joke stuff, you know. Fake wands and trick sweets, loads of stuff. It was brilliant, I never knew they'd been inventing all that†¦Ã¢â‚¬  â€Å"We've been hearing explosions out of their room for ages, but we never thought they were actually making things,† said Ginny. â€Å"We thought they just liked the noise.† â€Å"Only, most of the stuff – well, all of it, really – was a bit dangerous,† said Ron, â€Å"and, you know, they were planning to sell it at Hogwarts to make some money, and Mum went mad at them. Told them they weren't allowed to make any more of it, and burned all the order forms†¦.She's furious at them anyway. They didn't get as many O.W.L.s as she expected.† O.W.L.s were Ordinary Wizarding Levels, the examinations Hogwarts students took at the age of fifteen. â€Å"And then there was this big row,† Ginny said, â€Å"because Mum wants them to go into the Ministry of Magic like Dad, and they told her all they want to do is open a joke shop.† Just then a door on the second landing opened, and a face poked out wearing horn-rimmed glasses and a very annoyed expression. â€Å"Hi, Percy,† said Harry. â€Å"Oh hello, Harry,† said Percy. â€Å"I was wondering who was making all the noise. I'm trying to work in here, you know I've got a report to finish for the office – and it's rather difficult to concentrate when people keep thundering up and down the stairs.† â€Å"We're not thundering, â€Å"said Ron irritably. â€Å"We're walking. Sorry if we've disturbed the top-secret workings of the Ministry of Magic.† â€Å"What are you working on?† said Harry. â€Å"A report for the Department of International Magical Cooperation,† said Percy smugly. â€Å"We're trying to standardize cauldron thickness. Some of these foreign imports are just a shade too thin – leakages have been increasing at a rate of almost three percent a year -â€Å" â€Å"That'll change the world, that report will,† said Ron. â€Å"Front page of the Daily Prophet, I expect, cauldron leaks.† Percy went slightly pink. â€Å"You might sneer, Ron,† he said heatedly, â€Å"but unless some sort of international law is imposed we might well find the market flooded with flimsy, shallow-bottomed products that seriously endanger -â€Å" â€Å"Yeah, yeah, all right,† said Ron, and he started off upstairs again. Percy slammed his bedroom door shut. As Harry, Hermione, and Ginny followed Ron up three more flights of stairs, shouts from the kitchen below echoed up to them. It sounded as though Mr. Weasley had told Mrs. Weasley about the toffees. The room at the top of the house where Ron slept looked much as it had the last time that Harry had come to stay: the same posters of Ron's favorite Quidditch team, the Chudley Cannons, were whirling and waving on the walls and sloping ceiling, and the fish tank on the windowsill, which had previously held frog spawn, now contained one extremely large frog. Ron's old rat, Scabbers, was here no more, but instead there was the tiny gray owl that had delivered Ron's letter to Harry in Privet Drive. It was hopping up and down in a small cage and twittering madly. â€Å"Shut up, Pig,† said Ron, edging his way between two of the four beds that had been squeezed into the room. â€Å"Fred and George are in here with us, because Bill and Charlie are in their room,† he told Harry. â€Å"Percy gets to keep his room all to himself because he's got to work.† â€Å"Er – why are you calling that owl Pig?† Harry asked Ron. â€Å"Because he's being stupid,† said Ginny, â€Å"Its proper name is Pigwidgeon.† â€Å"Yeah, and that's not a stupid name at all,† said Ron sarcastically. â€Å"Ginny named him,† he explained to Harry. â€Å"She reckons it's sweet. And I tried to change it, but it was too late, he won't answer to anything else. So now he's Pig. I've got to keep him up here because he annoys Errol and Hermes. He annoys me too, come to that. Pigwidgeon zoomed happily around his cage, hooting shrilly. Harry knew Ron too well to take him seriously. He had moaned continually about his old rat, Scabbers, but had been most upset when Hermione's cat, Crookshanks, appeared to have eaten him. â€Å"Where's Crookshanks?† Harry asked Hermione now. â€Å"Out in the garden, I expect,† she said. â€Å"He likes chasing gnomes. He's never seen any before.† â€Å"Percy's enjoying work, then?† said Harry, sitting down on one of the beds and watching the Chudley Cannons zooming in and out of the posters on the ceiling. â€Å"Enjoying it?† said Ron darkly. â€Å"I don't reckon he'd come home if Dad didn't make him. He's obsessed. Just don't get him onto the subject of his boss. According to Mr. Crouch†¦as I was saying to Mr. Crouch†¦ Mr. Crouch is of the opinion†¦Mr. Crouch was telling me†¦They'll be announcing their engagement any day now.† â€Å"Have you had a good summer, Harry?† said Hermione. â€Å"Did you get our food parcels and everything?† â€Å"Yeah, thanks a lot,† said Harry. â€Å"They saved my life, those cakes.† â€Å"And have you heard from -?† Ron began, but at a look from Hermione he fell silent. Harry knew Ron had been about to ask about Sirius. Ron and Hermione had been so deeply involved in helping Sirius escape from the Ministry of Magic that they were almost as concerned about Harry's godfather as he was. However, discussing him in front of Ginny was a bad idea. Nobody but themselves and Professor Dumbledore knew about how Sirius had escaped, or believed in his innocence. â€Å"I think they've stopped arguing,† said Hermione, to cover the awkward moment, because Ginny was looking curiously from Ron to Harry. â€Å"Shall we go down and help your mum with dinner?† â€Å"Yeah, all right,† said Ron. The four of them left Ron's room and went back downstairs to find Mrs. Weasley alone in the kitchen, looking extremely bad-tempered. â€Å"We're eating out in the garden,† she said when they came in. â€Å"There's just not room for eleven people in here. Could you take the plates outside, girls? Bill and Charlie are setting up the tables. Knives and forks, please, you two,† she said to Ron and Harry, pointing her wand a little more vigorously than she had intended at a pile of potatoes in the sink, which shot out of their skins so fast that they ricocheted off the walls and ceiling. â€Å"Oh for heaven's sake,† she snapped, now directing her wand at a dustpan, which hopped off the sideboard and started skating across the floor, scooping up the potatoes. â€Å"Those two!† she burst out savagely, now pulling pots and pans out of a cupboard, and Harry knew she meant Fred and George. I don't know what's going to happen to them, I really don't. No ambition, unless you count making as much trouble as they possibly can†¦.† Mrs. Weasley slammed a large copper saucepan down on the kitchen table and began to wave her wand around inside it. A creamy sauce poured from the wand tip as she stirred. â€Å"It's not as though they haven't got brains, she continued irritably, taking the saucepan over to the stove and lighting it with a further poke of her wand, â€Å"but they're wasting them, and unless they pull themselves together soon, they'll be in real trouble. I've had more owls from Hogwarts about them than the rest put together. If they carry on the way they're going, they'll end up in front of the Improper Use of Magic Office.† Mrs. Weasley jabbed her wand at the cutlery drawer, which shot open. Harry and Ron both jumped out of the way as several knives soared out of it, flew across the kitchen, and began chopping the potatoes, which had just been tipped back into the sink by the dustpan. â€Å"I don't know where we went wrong with them,† said Mrs. Weasley, putting down her wand and starting to pull out still more saucepans. â€Å"It's been the same for years, one thing after another, and they won't listen to – OH NOT AGAIN!† She had picked up her wand from the table, and it had emitted a loud squeak and turned into a giant rubber mouse. â€Å"One of their fake wands again!† she shouted. â€Å"How many times have I told them not to leave them lying around?† She grabbed her real wand and turned around to find that the sauce on the stove was smoking. â€Å"C'mon,† Ron said hurriedly to Harry, seizing a handful of cutlery from the open drawer, â€Å"let's go and help Bill and Charlie.† They left Mrs. Weasley and headed out the back door into the yard. They had only gone a few paces when Hermione's bandy-legged ginger cat, Crookshanks, came pelting out of the garden, bottle-brush tail held high in the air, chasing what looked like a muddy potato on legs. Harry recognized it instantly as a gnome. Barely ten inches high, its horny little feet pattered very fast as it sprinted across the yard and dived headlong into one of the Wellington boots that lay scattered around the door. Harry could hear the gnome giggling madly as Crookshanks inserted a paw into the boot, trying to reach it. Meanwhile, a very loud crashing noise was coming from the other side of the house. The source of the commotion was revealed as they entered the garden, and saw that Bill and Charlie both had their wands out, and were making two battered old tables fly high above the lawn, smashing into each other, each attempting to knock the other's out of the air. Fred and George were cheering, Ginny was laughing, and Hermione was hovering near the hedge, apparently tor n between amusement and anxiety. Bill's table caught Charlie's with a huge bang and knocked one of its legs off. There was a clatter from overhead, and they all looked up to see Percy's head poking out of a window on the second floor. â€Å"Will you keep it down?!† he bellowed. â€Å"Sorry, Perce,† said Bill, grinning. â€Å"How're the cauldron bottoms coming on?† â€Å"Very badly,† said Percy peevishly, and he slammed the window shut. Chuckling, Bill and Charlie directed the tables safely onto the grass, end to end, and then, with a flick of his wand, Bill reattached the table leg and conjured tablecloths from nowhere. By seven o'clock, the two tables were groaning under dishes and dishes of Mrs. Weasley's excellent cooking, and the nine Weasleys, Harry, and Hermione were settling themselves down to eat beneath a clear, deep-blue sky. To somebody who had been living on meals of increasingly stale cake all summer, this was paradise, and at first, Harry listened rather than talked as he helped himself to chicken and ham pie, boiled potatoes, and salad. At the far end of the table, Percy was telling his father all about his report on cauldron bottoms. â€Å"I've told Mr. Crouch that I'll have it ready by Tuesday,† Percy was saying pompously. â€Å"That's a bit sooner than he expected it, but I like to keep on top of things. I think he'll be grateful I've done it in good time, I mean, its extremely busy in our department just now, what with all the arrangements for the World Cup. We're just not getting the support we need from the Department of Magical Games and Sports. Ludo Bagman -â€Å" â€Å"I like Ludo,† said Mr. Weasley mildly. â€Å"He was the one who got us such good tickets for the Cup. I did him a bit of a favor: His brother, Otto, got into a spot of trouble – a lawnmower with unnatural powers – I smoothed the whole thing over.† â€Å"Oh Bagman's likable enough, of course,† said Percy dismissively, â€Å"but how he ever got to be Head of Department†¦when I compare him to Mr. Crouch! I can't see Mr. Crouch losing a member of our department and not trying to find out what's happened to them. You realize Bertha Jorkins has been missing for over a month now? Went on holiday to Albania and never came back?† â€Å"Yes, I was asking Ludo about that,† said Mr. Weasley, frowning. â€Å"He says Bertha's gotten lost plenty of times before now – though must say, if it was someone in my department, I'd be worried†¦.† â€Å"Oh Bertha's hopeless, all right,† said Percy. â€Å"I hear she's been shunted from department to department for years, much more trouble than she's worth†¦but all the same, Bagman ought to be trying to find her. Mr. Crouch has been taking a personal interest, she worked in our department at one time, you know, and I think Mr. Crouch was quite fond of her – but Bagman just keeps laughing and saying she probably misread the map and ended up in Australia instead of Albania. However† – Percy heaved an impressive sigh and took a deep swig of elderflower wine – â€Å"we've got quite enough on our plates at the Department of International Magical Cooperation without trying to find members of other departments too. As you know, we've got another big event to organize right after the World Cup.† Percy cleared his throat significantly and looked down toward the end of the table where Harry, Ron, and Hermione were sitting. â€Å"You know the one I'm talking about, Father.† He raised his voice slightly. â€Å"The top-secret one.† Ron rolled his eyes and muttered to Harry and Hermione, â€Å"He's been trying to get us to ask what that event is ever since he started work. Probably an exhibition of thick-bottomed cauldrons.† In the middle of the table, Mrs. Weasley was arguing with Bill about his earring, which seemed to be a recent acquisition. â€Å"†¦with a horrible great fang on it. Really, Bill, what do they say at the bank?† â€Å"Mum, no one at the bank gives a damn how I dress as long as I bring home plenty of treasure,† said Bill patiently. â€Å"And your hair's getting silly, dear,† said Mrs. Weasley, fingering her wand lovingly.† I wish you'd let me give it a trim†¦.† â€Å"I like it,† said Ginny, who was sitting beside Bill. â€Å"You're so old-fashioned, Mum. Anyway, it's nowhere near as long as Professor Dumbledore's†¦.† Next to Mrs. Weasley, Fred, George, and Charlie were all talking spiritedly about the World Cup. â€Å"It's got to be Ireland,† said Charlie thickly, through a mouthful of potato. â€Å"They flattened Peru in the semifinals.† â€Å"Bulgaria has got Viktor Krum, though,† said Fred. â€Å"Krum's one decent player, Ireland has got seven,† said Charlie shortly. â€Å"I wish England had got through. That was embarrassing, that was.† â€Å"What happened?† said Harry eagerly, regretting more than ever his isolation from the wizarding world when he was stuck on Privet Drive. â€Å"Went down to Transylvania, three hundred and ninety to ten,† said Charlie gloomily. â€Å"Shocking performance. And Wales lost to Uganda, and Scotland was slaughtered by Luxembourg.† Harry had been on the Gryffindor House Quidditch team ever since his first year at Hogwarts and owned one of the best racing brooms in the world, a Firebolt. Flying came more naturally to Harry than anything else in the magical world, and he played in the position of Seeker on the Gryffindor House team. Mr. Weasley conjured up candles to light the darkening garden before they had their homemade strawberry ice cream, and by the time they had finished, moths were fluttering low over the table, and the warm air was perfumed with the smells of grass and honeysuckle. Harry was feeling extremely well fed and at peace with the world as he watched several gnomes sprinting through the rosebushes, laughing madly and closely pursued by Crookshanks. Ron looked carefully up the table to check that the rest of the family were all busy talking, then he said very quietly to Harry, â€Å"So – have you heard from Sirius lately?† Hermione looked around, listening closely. â€Å"Yeah,† said Harry softly, â€Å"twice. He sounds okay. I wrote to him yesterday. He might write back while I'm here.† He suddenly remembered the reason he had written to Sirius, and for a moment was on the verge of telling Ron and Hermione about his scar hurting again, and about the dream that had awoken him†¦but he really didn't want to worry them just now, not when he himself was feeling so happy and peaceful. â€Å"Look at the time,† Mrs. Weasley said suddenly, checking her wristwatch. â€Å"You really should be in bed, the whole lot of you you'll be up at the crack of dawn to get to the Cup. Harry, if you leave your school list out, I'll get your things for you tomorrow in Diagon Alley. I'm getting everyone else's. There might not be time after the World Cup, the match went on for five days last time.† â€Å"Wow – hope it does this time!† said Harry enthusiastically. â€Å"Well, I certainly don't,† said Percy sanctimoniously. â€Å"I shudder to think what the state of my in-tray would be if I was away from work for five days.† â€Å"Yeah, someone might slip dragon dung in it again, eh, Perce?† said Fred. â€Å"That was a sample of fertilizer from Norway!† said Percy, going very red in the face. â€Å"It was nothing personal!† â€Å"It was,† Fred whispered to Harry as they got up from the table. â€Å"We sent it.†