Homework Assignment Example | Topics and Well Written Essays - 750 words - 1

Homework - Assignment Example Therefore, 2.5 tons/square yard = 5500/1296 pounds/square inches = 4.24 pounds/in2 6. 2.1 oz/in2 = tons/acre. One ton is equivalent to 3.125*10-5. To convert oz into pounds = 2.1/3.125*10-5. One square inch is equivalent to 1.59*10-7 acre. To convert square inch into acre = 1/1.59*10-7. Therefore, 2.1 oz per square inch = (2.1/159)*3.125 =6.5625/159 =0.0413 tons/acre 7. 34 square kilometer per liter into square mile per ml. one kilometer is equivalent to 0.62 miles while one liter is equivalent to a thousand ml. to convert 34 square kilometers per liter into square miles per ml = (34 * 0.622)/ 1000= 13/1000 = 0.013 miles per ml. 9. 81 square rd per 20 min to acres per hour. One square yd = 0.00021 acre hence 81 square yd = 81* 0.00021 = 0.0167. Also, to convert 20 min into hours = 20/60 =0.333. Therefore, 81 square yd per 20 min = 0.0167/0.333 = 0.05 acres per hour. 10. 1. 76 tons/cubic yd to oz/cubic inch. 1 ton =32000 oz, hence 1.76 tons = 56,320 oz. Also, 1 cubic yard = 46656 cubic inches. Therefore, 1.76 tons per cubic yd = 56,320oz/46656 cubic inches = 1.21 oz/cubic inch. 11. 150 rods per 6 min and 10 seconds into mile per hour. 1 rod =0.003125 miles while 1 min = 0.0167 hour. Therefore 150 rods = 0.46875 miles and 370 seconds = 0.103 hours. Speed = 0.46875 miles/0.103 hours = 4.55 miles per hour. 12. Theoretical capacity = width (feet) * Speed (meters/ seconds)/8.25. Speed of the combine is 4.2 miles per hour = 6759.24metrs/3,600seconds = 1.88 meters per second. Therefore, theoretical capacity = (20*1.88)/8.25 = 37.6/8.25 = 4.56 a/hr. 13. Efficiency is the product of theoretical capacity and effective field capacity (Field & Solie 124). Theoretical capacity = 7.2 a/hr. field capacity = 64.7 a/13hrs = 4.98a/hr. Efficiency = 7.2*4.98 = 35.86%. 16. Width of 7m = 22.97feet. Speed =6kms/hr = 6000m/3600sec = 1.67 m/s. theoretical capacity = (22.97*1.67)/8.25 = 4.65 a/hr. but 1acre =0.4hectare.

Assignment Example | Topics and Well Written Essays - 2250 words - 8

Assignment Example Housed in the short-term demands includes: the day to day running of the hotel, customer relations, regulating operational costs and capitalising on returns. The long-term goals however, are more of a wholesome approach on the running of the entity and may include: monitoring and dissemination of information regarding the entity and resource allocation for hotel projects. For hotel managers to fulfil their long term goals, they have to abide by an intermediate path that entails the recruitment, training and development of a subordinate staff. They are also tasked with the duty of outlining the operational procedures that the hotel staff must abide by. These obligations go as far as the internal running of the hotel is concerned. The external factors however, cannot be ignored for they play a crucial part in shaping the business prospects of the hotel. Changes in the external environment are at times unpredictable and require a proactive mind to effectively counter them. The hotel personnel must also be able to have creative and critical minds to enable them to tackle any unprecedented events. The structural organization of the entity therefore comes into view. A structure that is flexible to deal with external commitments for the sake of the smooth running of the entity is necessitated. Putting in place such a system is tasked to the General Manager. Evidently, all these operations require a constant and effective interaction system between the manager and their subordinates. Effective communication is therefore a factor that is crucial to the success of a hotel operation. When a manager recruits and trains personnel, he/she makes use of the human resource segment of the company. The human resource department is a division of the hotel that handles matters affecting the welfare of the staff. By using the human resource programs and goals, the manager is able to advance the long-term goals. This role involves

Automated Teller Machine: Innovation in the Banking Industry

Automated Teller Machine: Innovation in the Banking Industry The banking industry occupies a very strategic position in the financial system of any economy, since there will no economic growth unless there is adequate channelling of savings into investment. The banks are responsible for increasing the level of savings and investments, granting of credit and generally influencing the level of supply of money in the economy. They also facilitate economic transactions between nations thereby encouraging and promoting trade, commerce and industry. Banks and banking is a very old profession but the modern-day banking practice as we know it today, started in the medieval days in Italian cities of Florence, Venice and Genoa. In Nigeria, banking officially had a formal legislative backing in 1952 (alford, 2010) and since then, there has been tremendous growth in the industry, which believed to have been fuelled largely by changes in technology and the banks ability to embrace these changes successfully by implementing novel ideas in their bid to control a large share of the market. The development of self service technology and the emerging of a number of new innovations are taking place in the area of retail payments known as electronic money. (Mohamad Al-Laham, 2009). This development is influencing the banking industry due to the increased use of Automated Teller Machines. This led to a new concept in the ATM, known as the Cash/Cheque Deposit Automated Teller Machine (ATM). The objective of this paper is to show that the development of the Cash/Cheque deposit Automated Teller Machine (ATM) should be viewed as an innovation in the banking industry in developing countries. We also aim to find out the approach and implementation procedures adopted by the organisation in managing the innovation, examine its benefits to the bank and finally, identifying the role played by the manager in the innovation. For the purpose of this paper, we use the introduction of Cash/ cheque deposit ATM by Skye Bank PLC., based in Nigeria as a case study. According to (eShekels Limited, 2006), the history of ATMs dated back to the USA in the mid 1960s and gained grounds world over, in the 70s. However, in Nigeria, the ATM was introduced in 1989 by the defunct Societe Generale Bank and has since then, the ATMs appear to have spread everywhere across Nigeria. eShekels limited, further posited that the banking industry no doubt has witnessed advancement in technology just like any other sector; the use of the automated teller machine is one of these as it affects banking operations entirely. With the adoption of Self Service technology by the banks, ATMs have continued to service the populace; they offer convenience to customers and provide banking services well beyond the traditional service period. It therefore encourages a cashless society. Thus, eliminating the risk of loss of cash through theft or fire as witnessed in the past, creating a win-win scenario for parties concerned. Industries and businesses operating in a dynamic and volatile environment always look for ways to make their growth a continuous process. They believe they can do this by finding new and creative ways of maintaining or improving their market share. The process of turning these creative ideas into facts is known as innovation. According to the Wikipedia, Innovation is a change in the method of doing something, or the useful application of new inventions or discoveries. It may also refer to major or fundamental changes in thinking, products, processes, or organizations. (Sarkar, 2007) in citing Michael Vance simplified innovation as a creation of the new or re-arranging of the old in a new way. He went further by distinguishing innovation from invention by quoting Schumpeter (1934), contributors to the scholarly literature on innovation typically distinguish between invention, an idea made manifest, and innovation, ideas applied successfully in practice. In all ramification of life, be it arts, science, economics or government policy, something new must be significantly different to be seen as an innovation. (Sarkar, 2007), further stated the difference or change must however be able to increase value, be it customer value, or producer value. The objective of innovation is positive change, to make someone or something better and ultimately leading to increased productivity which is the fundamental source of increasing wealth in an economy he concluded. There are different types of identified innovations. Some of them are highlighted below: * Business Model innovation involves changing the way business is done in terms of capturing value e.g. Compaq vs. Dell, hub and spoke airlines vs. Southwest, and Hertz/Avis vs. Enterprise. * Marketing innovation is the development of new marketing methods with improvement in product design or packaging, product promotion or pricing. * Organizational innovation involves the creation or alteration of business structures, practices, and models, and may therefore include process, marketing and business model innovation. * Process innovation involves the implementation of a new or significantly improved production or delivery method. * Product innovation, involves the introduction of a new good or service that is new or substantially improved. This might include improvements in functional characteristics, technical abilities, ease of use, or any other dimension. * Service innovation is similar to product innovation except that the innovation relates to services rather than to products. Todays United Bank for Africa Plc. (UBA) is the product of the merger of Nigerias third (3rd) and fifth (5th) largest banks, namely the old UBA and the erstwhile Standard Trust Bank Plc. (STB) respectively, and a subsequent acquisition of the erstwhile Continental Trust Bank Limited (CTB). The union emerged as the first successful corporate combination in the history of Nigerian banking. UBAs history dates back to 1948 when the British and French Bank Limited (BFB) commenced business in Nigeria and the erstwhile STB and CTB both in 1990. Following Nigerias independence from Britain, UBA was incorporated in 1961 to take over the business of BFB. Although todays UBA emerged at a time of industry consolidation induced by regulation, the consolidated UBA was borne out of a desire to lead the domestic sector to a new era of global relevance by championing the creation of the Nigerian consumer finance market, leading a private/public sector partnership at supporting the acceleration of Nigerias economic development, and growing the institution from a banking to a one-stop financial services institution, while spreading its footprints across Africa to earn the reputation as the face of banking in the continent. Today, United Bank for Africa Plc. is one of Africas leading financial institutions offering universal banking to more than 7 million customers across 750 branches in 14 African countries. With presence in New York, London and Paris and assets in excess of $19bn, UBA is your partner for banking services for Africans and African related businesses globally http://www.ubagroup.com/group/genericpage/19 Skye Bank PLC is a publicly quoted company in Nigeria with over 300,000 shareholders and is technically one of the oldest banks in Nigeria and West Africa. It provides financial products and services with a solid technological background that supports the service delivery process to customers. After the bank consolidation process in 2006, Skye bank developed into one of the top financial institutions in Nigeria. Presently, it manages more than 250 branches in the country with over 600 operational ATM machines within their business premises and other well placed location across the country. In 2009, the Bank as part of its growth and expansion strategy and its determination to provide world class and cutting edge services to its vast majority of customers, Skye Bank Plc., introduced advancement in its electronic payment solutions, with the launch of new cash-deposit, cheque deposit and foreign exchange Automated Teller Machines (ATMs), a feat unprecedented in the history of Nigerian banking industry. Mr Chuma Ezirim, Deputy General Manager of the bank, during the launching of the product, said Depositing cash on the ATMs is very simple. A customer simply slots in his or her card, after which he or she is presented with options on the screen. To deposit cash all a customer has to do is select the cash deposit option on the screen, after which the ATM will open the cash acceptance slot. A customer can deposit a bundle of up to 200 notes at a time, without sorting them into different denominations, as the ATM accepts 100, 200, 500 and 1,000 notes. The ATM will validate each note to confirm it is genuine, count the notes and hold in escrow. The customer is then notified of the note count and the total and given the option to continue, insert additional notes or cancel the transaction. Our customers can also deposit Cheques in ATMs. Each cheque is inserted into the ATM through the ATM Cheque Processor opening. As the cheque is inserted, it is imaged, both front and rear, the image is displayed on the screen and, subsequently, printed on the receipt to give the customer positive confirmation that the bank has accepted the cheque. When the cheque is inserted into the ATM, it is read by a MICR reader to ensure that a MICR code line is present and that it is a valid cheque. If the ATM cannot verify the cheque, it can be rejected and returned to the customer. The image of the verified cheque, together with the captured code line data, can be passed to the back-office for processing. Cheques are picked up at specified times by designated officers for further processing. Previously, all transactions that involve cheques and foreign currency are always done at the counter, compounded by long queues and delays. Marc Bourreau, Marianne Verdier, Cooperation for innovation in payment system: the case of mobile payment. Feb. 2010. http://ssrn.com/abstract=1575036

Analytical Essay :: Analytical Essays

The construction last year of a shopping mall in downtown Oak City was a mistake. Since the mall has opened, a number of local businesses have closed, and the downtown area suffers from an acute parking shortage. Arrests for crime and vagrancy have increased in nearby Oak City Park. Elm City should pay attention to the example of the Oak City Mall and deny the application to build a shopping mall in Elm City. Analyzing this argument brings up a lot of questions to whether this is a relevant argument or not. A lot of assumptions are made without enough facts to support them. It can be said that the mall could have directly or indirectly been a part of the problems. The problems are: Increase in crime and vagrancy, businesses closing, and a parking shortage. It is not logical to say that it is sole cause of the situation. This argument states that the building of the mall is the reason that some businesses have went out of business. To say that the mall and the closes of the businesses go hand in hand is not totally accurate. There are a number of reasons that could have led to the closing of the businesses. For one example, you could say that a change in the economy might have led to the closures. If this occurred after the holidays, it could say that people spent most of their money during this time and it could have hurt some businesses beyond the point of repair. Also, this argument doesn?t state what kinds of businesses had troubles. If it was something as in a grocery store, the mall could not be the cause because the mall doesn?t interfere directly with the food industry. Also, a majority of small businesses succumb to larger ones. This area is not exempt to the possibilities that this is what could have happened. This argument does not state if mergers of smaller companies related to the statement. The argument tries to tie together that a parking shortage was caused by the Oak City Mall. While in turn the mall would bring increased foot traffic, it would also bring along more commerce to the city, thus businesses should not have struggled as previously mentioned. A number of factors could have added to the parking shortage. With most communities now, population increases every year.

Free Primary Education in Kenya Essay

Introduction Since independence in, Kenya has had its share of the struggle to make it possible for its population attains education for all. This was out of the realization that education of the population would help fight ills that faced the society, among them included; poverty, ignorance, and disease. In fact, the government treated education as a basic right for every Kenyan child. Education has ever since been regarded as a fundamental factor for human capital development. In response to this urge, government developed policy documents that sort to expand access to education for its citizens. It is internationally recognized that everyone has a right to education, as agreed upon at various international conferences. Kenya tried to take the declarations seriously by ensuring that children have free access to basic education. The introduction of the Free Primary Education Policy in Kenya in 2003, however, provokes analysts to offer criticisms on the same. We can try to understand the concept of Free Primary Education by raising fundamental philosophical questions that may help us reflect on the policy. Reasons for introducing Free primary education. As already introduced earlier, there have been good reasons for the provision of education for all citizens. The Kenyan government and other leaders believed that an educated populace will, among other things, be in a position to combat poverty, ignorance, and fight diseases. Inspired by these objectives and that of international concern, Kenya may be justified in its continued quest for the introduction of policies that seek to expand the education sector. Since independence, the country has witnessed an increase in the number of learning institutions. Literacy levels, especially, among the adults have increased tremendously. Educational services and facilities have spread all over the country ensuring relative uniformity in the levels of education among the people. Research findings revealed that the enrollment at primary schools has more than doubled and indication that people needed the service seriously. However, there have been significant regional disparities as well as gender disparities in the primary schools as far as access to education is concerned (UNESCO, 2005). This has been one of the major reasons for the  continued need for Universal Primary Education (UPE). This actually acknowledges that the need for free primary education is justifiable. With these as mental notes politicians used it to identify a powerful tool to include in their campaign manifestos. And in 2002, the National Rainbow Coalition (NARC) politicians effectively tapped the opportunity resulting in their landslide victory to power during the general election. Nature of free primary school Those who came up with the policy mush have thought out well the use of the terms that would sell the policy. In its technical sense, the statement meant the abolition of fees in all government schools as from 2003 academic year, provision of some learning materials to pupils, parents would continue to buy school uniforms and other agreed-upon levies, and that the funding of other non-salary expenditure comes in the form of grants from the government. However, with the political euphoria that swept the country then, the literal meaning of the policy was oversimplified to the level that it even confused further the actors in education. For purposes of wooing voters, politicians implied that the education of their children would be completely free of charge. Parents were the most affected by this assertion since by January 2003 they had no plans to incur any costs in the education of their children at the primary school level. The then Ministry of Education, Science and Technology (MoEST) declared the FPE Policy in Kenya. The government and development partners were to pay fees and levies for tuition, meet the cost of basic teaching and learning materials as well as wages for critical non-teaching staff and co-curricular activities. Parents were then expected to facilitate the refurbishing of existing facilities. Any additional charges were to be approved by the government through the ministry of education. The complexity of the problem is heightened by the use of the word ‘free’. Free as a term in English means to be able to act at will, not hampered; not under compulsion or restraint to do something. It also means costing nothing. The term has other numerous meanings that differ under given circumstances or contexts. We may therefore even wonder whether education can be free or not. Is it possible to resist education incase one is not interested in taking it freely? If free is taken to mean what is supposed to mean in this context, how free is free? This term, therefore, may be ambiguous and is subject to misrepresentations and hence prone to misinterpretations. This is most likely to occur if little effort is made to clarify the meaning of the usage. Clarity is one of the most important elements of any policy so as to avoid multiple interpretations. Community participation The third concern here is the need to understand how the stakeholders in the education understood the policy. The policy was formulated without consulting those who are closely concerned with practice of education and those are teachers and parents. This resulted in the lack of clear guidelines for the implementation of free education as a government policy. The teachers were not adequately prepared to manage the influx of pupils of all ages. Little effort was made to in-service teachers and carry out seminars for the parents in order to prepare them for the great changes that awaited them. In fact, as already mentioned above, many parents had a general misconception about the meaning of ‘free’ education. Most of them thought that they were no longer expected to play any role in the running of the school hence they lost a sense of ownership. Since the local fundraising and voluntary contributions for schools, by implication, were abolished, communities also thought that they had no role to play in the running of the school since the government will take care of everything. This lack of proper communication becomes our major concern; from a philosophical perspective. This, therefore, calls for a sustained and comprehensive communication strategy for the policy if it is to remain practical. The policy should also clarify the sources of funding for the program, adequately explain the roles of various stakeholders, provide a framework for instilling discipline especially due to the age-variation in the enrolled pupils, and provide regular communication about the developments in the program. For a young graduate of less than thirty years expecting an old man like Mzee Maruga in class, it has effects on production and end results of the teacher. How ell prepared was the teacher to handle such age disparities among the pupils? This then becomes an enigmatic question. Logistical planning With the challenges facing the implementation of the FPE program, we may also investigate to know whether adequate logistics for its implementation were put in place. A well designed policy should be logically arranged from the point of initial implementation and the subsequent stages. This implies that the policy makers should be in a position to anticipate the possible risks and take precautionary measures to address them. However, from a critical analysis of the free education in Kenya, it is evident that little was done as far as ensuring the successful implementation of the program is concerned. A good policy is supposed to point out the possible huddles and recommendations for overcoming them. Poor planning has affected the program in many ways. One of the most obvious is shortage of teaching and learning resources. The delay in remittance of the funds and the its poor management at the school level has cause a serious problem where what is supposed to have been supplied is only there in record but not in reality. Even the research that has been done by the donor organizations, showed serious shortages caused by absence of what was supposed to have been supplied. Given that the managers, who in this case are the head teachers, were not trained on management of finances and how to make reports, advantage was taken quickly to syphone the same funds into their own usage. Overcrowding The other aspect is characterized by overcrowding in most primary schools due to increased enrollments and hence increased pupil-teacher ratio. In fact, congestion in classrooms has made a mockery of the rationale for the introduction of FPE program. The characteristic delay in the release of government funds only serve to crown the already created problems. It beats logic to cause more problems in the process of solving another. The report by the Development bank for Reconstruction and Development 2009, reported that, most communities did not bother to support the buildings of the school for they were assured that the government would do all. But this was not the case, most schools now look ike abandoned dens, where no human beings dwell. The buildings are dilapidated and now parents are withdrawing their children to private schools, and thus see the growth of private schools. The policy is also strict on any attempts by the school committees to solicit funds from parents. This has made them feel so constrained in their duties of managing the school owing to the cumbersome procedures required for instituting levies. Turning a blind eye on the potential threats accompanying such a sensitive policy as is FPE is utmost disregard of fundamental concerns. In addition to clarity, therefore, logic requires a comprehensive analysis of a policy like the FPE with an aim of identifying the underlying assumptions and the ultimate implications, especially upon implementation. This will ensure systematic implementation and timely solution of emerging issues. The government should make an effort to supervise the policy at the grassroots level. Up to recent most poor parents still belief that the promises government made at election time will still be done forgetting that much was election promise and once the vote is given all is forgotten. Even to increase the number of teachers as a basic concern has not been looked at. Why then should the government give people something that does not work? Too few teachers as compared to too many students results into poor performance, while the children of the able ones get better education in private schools. Education and social change Looking at all these aspects how can education be looked upon as the ultimate solution to societal problems? Although research findings reveal that there is a positive correlation between the level of education and economic prosperity, it may be a misguided opinion to believe that free education is the sole solution of social problems. This concern is related to the motives of introducing free education programs by the government of Kenya since independence. Pupils will still drop out of school due to other reasons and not for economic reasons. Holistic approaches as advocated by the international Universal Primary Education (UPE), therefore, should be adopted if education is to play a greater role in empowering the populace. Conclusion The challenges experienced in the implementation of FPE program can be traced to the uncritical design of the policy. Many political considerations seem to take center-stage during the proposal and formulation of such policies which end up creating more problems later. This implies that a clear and logical situation analysis should be conducted if meaningful policies are to be developed and hence ensuring their sustainability. The bottom line here, therefore, is the need to raise fundamental philosophical questions during the primary stages of any policy formulation in order to ensure that all concerns are dealt with in advance. That implies that good planning is required. This ensures logistical problems to be sorted out in advance, training be done of those who are directly involved from the grassroots levels. And in the case of primary schools, parents and teachers are to be explained to understand the role for each player. Unless the community is meant to understand it becomes hard for the policy to succeed. References 1. International Bank for Reconstruction and Development (2009). Abolishing school fees in Africa: lessons from Ethiopia, Ghana, Kenya, Malawi, and Mozambique: a publication of the World Bank in Collaboration with UNICEF. World Bank Publications 2. UNESCO (March 2005). Challenges of Implementing free Primary Education in Kenya. Assessment Report. UNESCO Nairobi Office.

12 Angry Men The Film Essay

In reviewing the film 12 Angry Men, I have identified many types of influence tactics being utilized by the jurors. The five tactics that I believe were most used in this film were; reason or rational persuasion, coalition building, ingratiation, inspiration and pressure. Although there were several jurors throughout the film who may have demonstrated similar tactics at various times, it is my opinion that the majority of the influencing throughout the deliberation came from juror #8. I do believe there were other jurors that attempted to influence with the same amount of tenacity, however, their tactics were less affective as proven by the outcome of the deliberation and verdict decided by the jury. As the jury begins their deliberation very early on in the film, a discussion takes place where it becomes apparent some of the jurors are speaking as though it will be a quick one which will result in a guilty verdict. When the first vote takes place and juror #8 is the only one to vote â€Å"not guilty†, he begins to demonstrate some of the influence tactics discussed above. I believe that juror #8 himself demonstrated reasoning, coalition building, ingratiation and inspiration tactics. He reminded the other jurors that he was not necessarily saying that the boy was not guilty, however, he did not believe the evidence was strong enough to take away reasonable doubt that possibly the boy didn’t commit the crime. He insisted that they all review the evidence and discuss it in more detail. He was reasoning with the other jurors and stating a fact about what they should be basing their vote on. It is clear that juror #8 was exhibiting effective rational persuasion by pres enting factual information, making very clear, specific, and relevant points. Reasoning is the most commonly used influence tactic in general as well as the most commonly used tactic in this film. Once juror #8 was able to convince a few of the other jurors to also question the evidence, they started to build a coalition where multiple individuals were now also challenging the guilty verdict and some of the evidence. This may not have necessarily been a conscience decision to form a coalition, as one may see with a typical example such as a union, however, the simple fact that there were now several individuals all aligned on a decision seemed to be enough to allow others to explore additional scenarios and feel  comfortable questioning the evidence. There were also times in the film where juror #8 gave credit to another juror and made him feel like their opinion really mattered. When juror #8 told juror #9 that he had a right to be heard and asked that he explain why he thought the old man would be lying is an example of the ingratiation influence tactic. Although this wasn’t outright flattery as a more pointed example of ingratiation might be, telling someone their voice counts is enough to boost their self-esteem and could result in influencing their decision to side with the person using the ingratiation tactic. Lastly, it seemed apparent that most of the jurors in that room whether they were at a point where they agreed with the not guilty verdict or not, seemed somewhat inspired by juror #8’s willingness to stand alone for what he believed was the right thing to do. Taking a lone stance in the beginning of this deliberation and continuing to question the evidence to induce discussion is something that I believe the other jurors admired. Throughout the film, juror #8 continues to demonstrate leadership characteristics by challenging the status quo and never losing control of his emotions. He never seemed to be taking a stance for any personal reasons, he never demonstrated any prejudice and he came across very authentic. This influence tactic, although not intentional, can be described as inspiration. Juror #3 is the loudest and most adamant juror in favor of a guilty verdict along with juror #10. Juror #3 grows increasingly angry throughout the film as other jurors begin to change their vote from guilty to not guilty. Throughout the film he can be seen using the pressure influence tactic, attempting to strong-arm, threaten and intimidate the others into agreeing with him. He used an aggressive tone and an unnecessary high volume when speaking to the group. This type of tactic may work well in environments such as military basic training, along with a legitimacy tactic, but not amongst peers or in situations where the person doing the pressuring does not possess any real authority or pose any real threat to the group. There were no real consequences for the other jurors to be forced to succumb to juror #3’s pressure tactics. At one point in the discussion, the foreman states, ‘All of this fighting is getting us nowhere’. It is my opinion that this statement couldn’t be further from the truth. For juror #8 to take a jury of 11 men believing the boy is guilty to having every one of those 11 men eventually change their decision based on the discussion he ignited shows that all of the ‘fighting’ or discussion was very necessary and actually did result in a different outcome because of the issues that were brought out during the conflict. In most cases where the stakes are high, discussions are necessary to ensuring that all of the facts are laid out. To demonstrate specific examples of where discussion was impactful to the deliberation, a few key scenes can be sited. One of the first scenes where the audience can see this shown is when juror #8 asks to see the knife that killed the man. During the trial it was stated that this was a rare switchblade and when juror #8 produces a very similar knife that he picked up from a store in the same neighborhood as the father and son, doubt is now starting to settle in with some of the other jurors which then causes them to reconsider their position. Other key scenes where their disagreements resulted in a robust discussion that ultimately swayed juror’s decisions include a re-enactment of the old man getting out of bed to witness the boy running out of the apartment. Without a full on debate, they would have never figured out that this was actually impossible to do in the 15 seconds that the old man said it took. In another scene the jury also discussed the old woman’s testimony that she saw the murder take place through the el train. If they had not gone through this in detail and figured out that she actually wore glasses and couldn’t have seen the assailant very clearly, some jurors would have still been convinced that the only eye witness did in fact see the boy murder his father. These extremely important details were discovered through a robust discussion or conflict and were absolutely pertinent in the ultimate decision to acquit the boy in the murder. Works Cited Edrogen, T. B. (2013). Organizational Behvavior v1.1. Flatworld. Rose, R. (Director). (1957). 12 Angry Men [Motion Picture].