12 Angry Men: Leadership Essay

In the movie 12 Angry Men there were two primary examples of leadership. The first was in the beginning of the movie, when the foreman gets everyone together in the room and has them sit down, assigning them each a number. He then proceeds to go over the process and rules they will proceed with, and sets up the initial voting. After the initial voting, he has them go around in a circle one by one to discuss the reasons why they voted the way they did. As the film progresses, the leadership shifts towards man number 8, the one who initially voted not guilty. He demonstrates behavioral leadership as he begins to give information and supporting arguments of why there could be reasonable doubt to accuse the boy of murder, while staying calm and collected and involving the team members input in the discussion. He begins standing up and persuasively presenting his arguments, winning the team over one by one. Roles: The two men demonstrating leadership within the group were the two who most demonstrated task roles. The foreman performed task roles when he set up the initial voting and numbering process, and how they would each present one at a time around the circle. Man number 8 played the role of information seeker as he dug deeper into the alleged witness information, questioning the testimony and setting up scenarios to demonstrate that the testimony could have been misleading. He proved over and over again that there was reasonable doubt to the testimony given, as demonstrated when he set up the model of the hallway and walked it like the old man. He also proved reasonable doubt when he brought up the fact that the woman who had allegedly seen the murder through the el-train had worn glasses, and that she most likely was not wearing glasses in bed when she allegedly looked up and saw the murder occur through the window. There were many social roles performed within the group as well. The foreman acted in the role of keeping everyone in line and in turn when things got a little out of hand. Men 3 and 10 were both opinion givers, stating strong preferences against the boy, saying things about how boys who grow up in slums are born criminals. Man number 7 was a compromiser when he opted to change his vote to not guilty because he thought it would get them out of the room quicker, as his only concern was getting to his baseball game. Man number 8 played the role of convincer, as he went through each piece of evidence one by one and breaking down the evidence to prove that there could have been reasonable doubt to whether the boy was the murderer or not. He did this in several ways, such as the presentation of the hallway model and glasses theory discussed in the leadership section, as well as the testimony about the knife that was found, by pulling an identical one out of his pocket and saying he purchased it cheaply two blocks from where the murder took place at a pawn shop. As far as boundary spanning roles, the only boundary spanning that occurred within this group was when man number 8 asked the man outside the room for the evidence of the knife that was used and the model of the apartment that the old man lived in. There were many participation problems within this group as well. There was constant interruption of one another by just about every man in the room. This interrupted the rules that had been set of each man taking a turn in circle presenting their opinions and the support for their opinions. The group did not foster a safe environment for each member to discuss their opinion either. Whenever one man would raise a question about the possibility of reasonable doubt or change their vote to not guilty there would be an uproar, mostly from men numbers 3 and 10. Perhaps another reason the group performed so poorly was because there was no relational development within the group. They were there strictly to perform a task, leading to poor team cohesion and lack of trust among one another. Men number 3 and 10 among others also demonstrated aggression, which led to much of the unhealthy conflict put forth within the group. By choosing aggression over cooperation, they put themselves at an automatic disadvantage within the group, as aggression led to a lack of credibility among those who demonstrated it. The group did not share a common goal, which also led to poor performance. Some team members had alternative motives, such as man number 3 who was showing aggression towards teen boys because of the poor experience he had with his own teenager and man number 7 who wanted to get in and out of the discussion as quickly as possible because he had baseball tickets for that night. The bigotry and grudge against teenage boys prevented men numbers 3 and 10 from being constructive team members and probably should have disqualified them from serving on that jury in the first place. This team dealt with participation problems within the group in a number of ways. One way was that they began sticking up for each other when one man would become aggressive towards another. The group moved away from man number 10 when he went on his rampage about young boys and how they are all criminals, prompting man number 4 to tell him to shut his mouth and not speak again. Decision Making: The 12 angry men were forced into making a consensus decision because that was the only way they could present a verdict to the judge. They used nominal group technique because their decision making was solely task related and required no social relational development. They used a democratic voting system and kept re-voting until the vote was unanimous. They mostly used open voting where each member raised their hand but in one instance did use secret voting where they submitted their decisions via ballot. The consensus approach was not very effective for this group at first given how far apart some group members were on their stances, but given the severity of their decision it was definitely the appropriate approach to use. Power & Influence: Man number 8 demonstrated the most different types of power throughout the debate. He demonstrated informational power at first by providing information about discrepancies in some of the evidence and witness testimony in the case, such as when he brought out the knife he had purchased at a pawn shop near the crime scene for very cheap, demonstrating that it was possible that the knife found at the crime scene was not the one that had belonged to the boy accused of murder. He began to develop referent power as the movie progressed, as one by one he won over the group members until they were all backing him and supporting his case. The foreman began with legitimate power as he was the head of the group and assigned the men their numbers and set the rules for how the discussion would progress, but quickly lost that power as other men began to break the set rules and become unruly. Man number 5 demonstrated expert power when he showed the men how to properly use a switch blade knife, proving that the shorter boy would not have been able to stab downward into his taller father if he was holding the knife properly. Man number 6 demonstrated information power about how loud the passing el-trains were because he worked by one for a couple weeks. Therefore his information was able to discredit the old man’s testimony about having heard the boy scream â€Å"I’m gonna kill you† from the apartment. Man number 9 demonstrated information power about the woman who had supposedly seen the murder occur when he remembered she had been rubbing marks by her nose, meaning that she wore glasses. Man number 4 gave credibility to this theory and said that he did not wear glasses to bed and that nobody would, discrediting the women’s claims to have looked up from bed and seen the murder occur through the windows of the passing el-train. Man number 6 demonstrated coercive power towards man number 3 when man number 3 threatened man number 9, telling man number 3 that if he threatened 9 again he would lay him out. Information power proved to be the most effective in this case because the information presented was really the only factor in changing the men’s votes from guilty to not guilty. Conflict: Task conflict occurred during the decision making process on whether the jury should continue debating the murder or deliver a hung jury verdict. Process conflict occurred when the foreman told man number 10 he could be the leader if he wanted when man number 10 questioned the leadership style of the foreman, to which man number 10 quickly backed down. Another example of process conflict was when man number 8 takes away the tic tac toe game from men numbers 12 and 3, scolding them for playing a game during a serious trial when they should not be taking things lightly. Relational conflict occurred most often during this movie, such as the conflict between men numbers 10 and 5 when man number 10 made a remark about slums and how he didn’t want any part of those people. Man number 5, who had grown up in a slum, became offended and said â€Å"maybe you can still smell the garbage on me. † Relational conflict also occurred when the men dealt with the bigotry of man number 10 by turning their backs on him, and when man number 4 told him to shut his mouth and not speak again. The conflict styles of the jurors differed greatly also. Man number 12 displayed avoidance, particularly when he kept talking about his marketing firm and playing tic tac toe with man number 3. Men numbers 2 and 9 displayed accommodation at the beginning, when they were hesitant to raise their hands for the guilty verdict but seemed to do so because everyone else was. Man number 7 also displayed accommodation when he changed his vote to not guilty later in the movie because he thought it would help get the group out of there faster so he could make his aseball game on time. Men numbers 3 and 10 displayed mostly confrontational conflict style because in order to get their points across they would stand up from the table, yell and scream about their points, and get in the faces and disrespect others who disagreed with them. Man number 8 was the primary one to display collaboration, because he worked well with the other men and the evidence to come to conclusions about the various evidence and testimony presented in the case. Most of the conflicts in this case were not successfully resolved because of the yelling and bigotry that took place between many of the men. At times even the rather calm men who displayed collaboration such as men 2 and 9 began yelling at the others who had started the unhealthy conflict. The more information that was provided and the more conclusions that the men came to about the evidence, the more healthy the conflict styles became save for those of men 3 and 10, who displayed unhealthy conflict styles until the very end of the movie.

Student Nonviolent Coordinating Committee (SNCC)

Student Nonviolent Coordinating Committee (SNCC) The Student Nonviolent Coordinating Committee (SNCC) was an organization established during the Civil Rights Movement. Established in April 1960 at Shaw University, SNCC organizers worked throughout the South planning sit-ins, voter registration drives and protests. The organization was no longer in operation by the 1970s as the Black Power Movement became popular. As a former SNCC member argues: In a time when the civil rights struggle is presented as a bedtime story with a beginning, middle, and end, it is important to revisit the work of SNCC and their call for transforming American democracy. Establishment of SNCC In 1960, Ella Baker, an established civil rights activist and an official with the Southern Christian Leadership Conference (SCLC), organized African American college students who had been involved in the 1960 sit-ins to a meeting at Shaw University. In opposition to Martin Luther King Jr., who wanted the students to work with the SCLC, Baker encouraged the attendees to create an independent organization. James Lawson, a theology student at Vanderbilt University, wrote a mission statement we affirm the philosophical or religious ideals of nonviolence as the foundation of our purpose, the presupposition of our faith, and the manner of our action. Nonviolence, growing from Judaic-Christian traditions, seeks a social order of justice permeated by love. That same year, Marion Barry was elected as SNCCs first chairman. Freedom Rides By 1961, SNCC was gaining prominence as a civil rights organization. That year, the group galvanized students and civil rights activists to participate in the Freedom Rides to investigate how effectively the Interstate Commerce Commission was enforcing the Supreme Court ruling of equal treatment in interstate travel. By November of 1961, SNCC was organizing voter registration drives in Mississippi. SNCC also organized desegregation campaigns in Albany, Ga. known as the Albany Movement. March on Washington In August of 1963, SNCC was one of the chief organizers of the March on Washington along with Congress of Racial Equality (CORE), the SCLC and the NAACP. John Lewis, chairman of SNCC was scheduled to speak but his criticism of the proposed civil rights bill caused other organizers to pressure Lewis to change the tone of his speech. Lewis and SNCC led listeners in a chant, to We want our freedom, and we want it now. Freedom Summer The following summer, SNCC worked with CORE as well as other civil rights organizations to register Mississippi voters. That same year, SNCC members helped establish the Mississippi Freedom Democratic Party to create diversity in the states Democratic Party. The work of SNCC and the MFDP caused the National Democratic Party to mandate that all states have equality in its delegation by the 1968 election. Local Organizations From initiatives such as Freedom Summer, voter registration, and other initiatives, local African American communities began creating organizations to meet the needs of their community. For instance, in Selma, African Americans state the Lowndes County Freedom Organization. Later Years and Legacy By the late 1960s, SNCC changed its name to the Student National Coordinating Committee to reflect its changing philosophy. Several members, particularly James Forman believed that nonviolence might not be the only strategy to overcoming racism. Forman once admitted that he did not know how much longer we can stay nonviolent. Under the leadership of Stokely Carmicheal, SNCC began protesting against the Vietnam War and became aligned with the  Black Power Movement. By the 1970s, SNCC was no longer an active organization   Former SNCC member Julian Bond has said, a  final SNCC legacy is the destruction of the psychological shackles which had kept black southerners in physical and mental peonage; SNCC helped break those chains forever. It demonstrated that ordinary women and men, young and old, could perform extraordinary tasks.

Direct Speech Definition and Examples

Direct Speech Definition and Examples Direct speech is a report of the exact words used by a speaker or writer. Contrast with indirect speech. Also called direct discourse. Direct speech is usually placed inside quotation marks and accompanied by a reporting verb, signal phrase, or quotative frame. Examples and Observations A South Carolina parrot was the sole witness to the death by neglect of a 98-year-old woman. Help me, Help me, said the parrot. Ha ha ha!(reported in Harpers Magazine, February 2011)I went in search of the good beer. Along the way, I caught an intriguing snippet of conversation in the sunroom:â€Å"So if I win at that table, I’ll go on to the World Series,† said the mom I know as some kind of government contractor.â€Å"World Series?† you ask.â€Å"Of Poker,† she replied. â€Å"I went last year.†Whoa.(Petula Dvorak, White House Correspondents’ Association Dinner Has Nothing on Suburban Fete. The Washington Post, May 3, 2012)How old are you? the man asked.The little boy, at the eternal question, looked at the man suspiciously for a minute and then said, Twenty-six. Eight hunnerd and forty eighty.His mother lifted her head from the book. Four, she said, smiling fondly at the little boy.Is that so? the man said politely to the little boy. Twenty -six. He nodded his head at the mother across the aisle. Is that your mother?The little boy leaned forward to look and then said, Yes, thats her.Whats your name? the man asked.The little boy looked suspicious again. Mr. Jesus, he said.(Shirley Jackson, The Witch. The Lottery and Other Stories. Farrar, Straus and Giroux, 1949) Direct Speech and Indirect Speech While direct speech purports to give a verbatim rendition of the words that were spoken, indirect speech is more variable in claiming to represent a faithful report of the content or content and form of the words that were spoken. It is important to note, however, that the question of whether and how faithful a given speech report actually is, is of a quite different order. Both direct and indirect speech are stylistic devices for conveying messages. The former is used as if the words being used were those of another, which are therefore pivoted to a deictic center different from the speech situation of the report. Indirect speech, in contrast, has its deictic center in the report situation and is variable with respect to the extent that faithfulness to the linguistic form of what was said is being claimed. (Florian Coulmas, Reported Speech: Some General Issues. Direct and Indirect Speech, ed. by F. Coulmas. Walter de Gruyter, 1986) Direct Speech as Drama When a speaking event is reported via direct speech forms, it is possible to include many features that dramatize the way in which an utterance was produced. The quotative frame can also include verbs which indicate the speakers manner of expression (e.g. cry, exclaim, gasp), voice quality (e.g. mutter, scream, whisper), and type of emotion (e.g. giggle, laugh, sob). It can also include adverbs (e.g. angrily, brightly, cautiously, hoarsely, quickly, slowly) and descriptions of the reported speakers style and tone of voice, as illustrated in [5]. [5a] I have some good news, she whispered in a mischievous way.[5b] What is it? he snapped immediately.[5c] Cant you guess? she giggled.[5d] Oh, no! Dont tell me youre pregnant he wailed, with a whining nasal sound in his voice. The literary style of the examples in [5] is associated with an older tradition. In contemporary novels, there is often no indication, other than separate lines, of which character is speaking, as the direct speech forms are presented like a dramatic script, one after the other. (George Yule, Explaining English Grammar. Oxford University Press, 1998) Like: Signaling Direct Speech in Conversation An interesting new way of signaling direct speech has recently developed among younger English speakers and is spreading from the United States to Britain. This occurs entirely in spoken conversation, rather than in writing, . . . but here are some examples anyway. (It may help to imagine an American teenager speaking these examples.) - . . . Though the construction is new [in 1994] and not yet standard, its meaning is very clear. It seems to be used more often to report thoughts rather than actual speech. (James R. Hurford, Grammar: A Students Guide. Cambridge University Press, 1994) Differences in Reported Speech Even in the days of audio and video recording, there can be surprising differences in direct quotations attributed to the same source. A simple comparison of the same speech event covered in different newspapers can illustrate the problem. When his country was not invited to a meeting of the Commonwealth of Nations in 2003, the president of Zimbabwe, Robert Mugabe, said the following in a televised speech, according to The New York Times: If our sovereignty is what we have to lose to be re-admitted into the Commonwealth, Mr. Mugabe was quoted as saying on Friday, we will say goodbye to the Commonwealth. And perhaps the time has now come to say so. (Wines 2003) And the following according to an Associated Press story in the Philadelphia Inquirer. If our sovereignty is to be real, then we will say goodbye to the Commonwealth, [sic; second quotation mark missing] Mugabe said in remarks broadcast on state television. Perhaps the time has come to say so. (Shaw 2003) Did Mugabe produce both versions of these comments? If he gave only one, which published version is accurate? Do the versions have different sources? Are the differences in the exact wording significant or not?(Jeanne Fahnestock, Rhetorical Style: The Uses of Language in Persuasion. Oxford University Press, 2011)

Everyday French Phrases

Everyday French Phrases There are some French phrases that you will hear literally every day or even multiple times a day and even use yourself. If you are studying French, or plan to visit France, its important that you learn and practice five often-used French phrases. Ah Bon Ah Bon  literally means oh good, though  it  commonly translates into English as: Oh yes?Really?Is that so?I see. Ah bon  is used primarily as a soft interjection, even when its a question  where a  speaker is indicating interest and maybe a little surprise. The examples list the French sentence on the left with the English translation on the right.      Speaker 1:  Jai vu un film intà ©ressant hier.  I saw an interesting movie yesterday.  Ã‚   Speaker 2: Ah  bon?     Oh, yes? Or in this example: Speaker 1: Je pars aux États-Unis la semaine prochaine.   Im going to the United States next week.  Speaker 2: Ah bon? Really? Ça va Ça  va  literally means it goes. Used in casual conversation,  it can be both a question and a reply, but its an informal expression. You probably wouldnt want to ask your boss or a stranger this question unless the setting was casual. One of the most common uses of  Ãƒ §a  va  is  as a greeting  or to ask how someone is doing, as in: Salut, Guy, à §a va?   Hi, Guy, hows it going?Comment à §a va?   Hows it going? The expression  can also be an exclamation: Oh! Ça va!   Hey, thats enough! Cestdire Use cestdire when you want to say I mean or that is. Its a way to clarify what youre trying to explain, as in: Il faut à ©crire ton nom l, cestdire, ici.   You need to write your name there, I mean, here. Il faut que tu commences y mettre du tien ici.   You need to start pulling your weight around here. Il Faut In French, its often necessary to say its necessary. For that purpose, use il faut, which is the conjugated form of  falloir,  an  irregular French verb.  Falloir  means to be necessary or to need. It is  impersonal, meaning that it has only one grammatical person: the third person singular. It may be followed by the subjunctive, an infinitive, or a noun. You can use  il faut  as follows:   Ã‚  Il faut partir.  Ã‚  Its necessary to leave.  Ã‚  Ã‚  Il faut que nous partions.   We have to leave.  Ã‚  Ã‚  Il faut de largent pour faire à §a.   You need money to do that. Note that this last example literally translates to, Its necessary to have money. But, the sentence translates into normal English as You need money to do that, or You have to have money for that. Il Y A Whenever youd say there is or there are in English, you would use  il y a in French.  It is most commonly followed by an  indefinite article   noun, a  number   noun, or an  indefinite pronoun, as in: Il y a des enfants l-bas.   There are some kids over there.Jai vu le film il y a trois semaines.   I saw the movie three weeks ago.Il y a 2 ans que nous sommes partis.   We left two years ago.

What constitutes a well-written paper Essay Example | Topics and Well Written Essays - 750 words

What constitutes a well-written paper - Essay Example Another is working with people who are not team players. As they say, there is always at least one in a group who does less than the others. Also, very essential to a good paper is impeccable grammar and diction, for these contribute to the intelligibility of a written work. Style is also a big consideration. A good paper must not just be informative-being enjoyable earns points too. A very important challenge one must take on when writing papers is taking care to cite properly. Whatever the stylebook followed, whether APA or MLA for instance, ideas and quotations must be properly attributed and sources properly cited. This includes accuracy in the authors' names, the publishing information, and in some cases, the page number of the book. This is important so as to ensure that no cases of plagiarism are incurred. I have discovered that I, like most people, have problems with grammar accuracy. While this is excusable for no one is perfect, I strive to write papers with good grammar by constantly revising and editing my papers. Each time I read something I have written, I find things that could be improved on; thus, a second, third and fourth look never hurts. Also, the University of Phoenix has resources that have helped me with writing papers. The different eBooks, the online library, various tutorials for writing excellent papers, and the plagiarism checker helps me with making sure that I come close to producing a well-written paper.... As they say, there is always at least one in a group who does less than the others. But being part of a team isn't all that bad. For one thing, the workload gets lighter, and in times of trouble, there are people you can count on to help. You also learn how to deal with people better, and how to manage and keep a business-like attitude when needed. Also, it's a good chance to meet people and make connections. In the professional world, knowing people and more importantly, having friends can go a long way. Therefore, developing a team charter is important. Q3 After reading the three chapters on decision making and reading the White Paper on the Problem-Solving Approach, what do you find they have in commonWhere are the differencesIs using a problem-solving approach an Eastern or a Western strategy Why The reading for chapter 6 talks about the difference between the Eastern, and the Western Strategy. Basically, using a problem-solving strategy is an Eastern strategy while creating a new product before your competitors do is the Western strategy. The problem with the latter strategy is that there is very little time given for testing the research and ensuring that all potential problems are addressed-this strategy gambles. An example of this is New Coke. Coca-Cola produced New Coke to compete with Pepsi. The problem with this is that Coca-Cola did minimal research to get their product out so that they could compete. New Coke ended up having a negative effect, and customers stopped buying it because of the unpleasant taste. Coca-Cola took a big financial hit by releasing New Coke. They quickly brought the original Coca-Cola back, but just added the name Classic to reiterate to the customers that it is back to the original product. The Eastern

Relationship with Boss Essay Example | Topics and Well Written Essays - 2500 words

Relationship with Boss - Essay Example The traditional concept was top-down approach and there was no question of managing the relationship with the boss. However, in the modern context, the concept has changed and the both-way approach has begun to prevail within the various organizations. In present times, the subordinates are required to develop certain traits through which their relationship with the boss can be managed effectively. According to Geisler (2011), knowledge about the working habits of the boss is essential for the subordinates in order to manage the relationship. It has also been observed that the subordinates should communicate with the boss in the way which is liked by the latter. The values of the boss are required to be recognized by the subordinate and he or she should try to align the boss’s values with his or her own. The structure of this paper will be focused upon the various approaches mentioned by the writers of the two articles. In this section of the research paper, the understanding of the subordinate or the manager of the retail chain (about herself) will be discussed. The manager should be specific about the fact that in her relationship with the boss, she is holding one part, the other part being the boss. Hence, for making the relationship effective, the manager should understand her own necessities along with strengths and weaknesses and personal style. Although it is not possible to change the nature of any person and so do the boss and the subordinate, the manager should strive for recognizing her personal traits that are hindering the growth of an effective relationship with the boss. The manager should then try out ways through which her discrepancies can be eradicated and the relationship can be made worthy.

The challengs facing kindergarten teachers for deal with children whom Essay

The challengs facing kindergarten teachers for deal with children whom English is an additional language - Essay Example There was the definition of the research question and the explanation of the significance of the paper. The second chapter looked into the literature of challenges faced by kindergarten teachers when dealing with children whom English is an additional language. The chapter critically evaluated the consideration of the essence of bilingual education in the kindergarten. This chapter mostly focused on various policy issues in the UK related to kindergarten classrooms that teach English as a second language. The third chapter concentrated on the research methodology and design. This was a qualitative research because the results are expected to describe challenges facing ESL kindergarten teachers, rather than predicting the challenges. The fourth chapter dealt with the outcome of the study. The discussion of these findings is in chapter five. The section dealt with the interpretation of results of the study into the challenges faced by teachers of kindergarten pupils with EAL. The last chapter focused on the conclusion and recommendation of the study. Here, the paper identified implication for the change and summarized the key findings. According to Clarke (2009), most parents who English are not their families’ first language, worry how their children will cope in an English-speaking kindergarten. Kindergarten teachers are used to helping children whose English is an additional language. Statistics indicate that, one in nine kindergarten pupils learns English as an additional language in the UK (Colombo, 2014). A language mismatch between teachers and the children they teach in Kindergarten, as noted in a study by Bialystok (1991), can result in uncomfortable classroom experiences for some children and teachers. The children that join Kindergarten and find familiar environments and teachers who speak English, feel they are moving ‘around the same