Engineering Systems and Components of Centrifuge

Engineering Systems and Components of Centrifuge Description The main job of the horizontal decanter centrifuge is to separate materials of different densities. In this system, the centrifuge is required to separate the olive oil from water and any other solids such as stones. The decanter centrifuge (Figure 1) is part of the olive pressers assembly line made up of four main machines: de-leafing washing, olive crushing mill, horizontal malaxer, and the centrifuge. Figure 1 shows briefly what the assembly line consists of. The inputs into the centrifuge are olives which have undergone a number of processes through the other main machines of the olive presser assembly line. These processed olives are referred to as cake. This cake is the input of the decanter centrifuge and contains stone, water, other chemical additives, and oil. The centrifuge uses the concept of sedimentation to separate the cake into heavy liquid and light liquid, the lighter liquid being the olive oil, which is the output required from the system. Basically, due to the difference in densities the cake and oil will separate naturally given enough time (the oil floats on top of the cake). The centrifuge speeds up this process using high rotational speeds, exerting up to 4000G on the cake. This is useful since a process that would take hours to achieve could happen in a matter of seconds. The centrifuge rotates at high speeds, resulting in the separation of the contents inside the centrifuge according to their density, allowing the olive oil to be retrieved from the system [1]. ADD SCREENSHOT OF CENTRIFUGE Overview of OperationThe cake is input to the system through a small inlet tube encased in a wider shaft. This shaft has an Archimedean spiral, i.e. the scroll, welded to it. The shaft together with the scroll is called the conveyor, and it is encased in a drum. The shaft, and thus also the scroll is turned by a motor pulley system. The cake flows into the scroll area where separation of the olive oil from the cake occurs due to the high Gs generated by rotation and the angle at one end of the scroll. The olive oil and waste are output through nozzles at opposite ends of the centrifuge drum.The centrifuge is attached to the frame using a pillow block bearing. The frame supports the entirety of the system. Basic Sizing Requirements By comparing to existing centrifuges, the optimal drum diameter and rotational speed are 425 mm, and 3800 RPM respectively. A 1:4 design ratio (drum diameter compared to the drum length) is adopted, resulting in a centrifuge length of 1700 mm [2]. A beach angle of 200 is taken, as explained in Appendix 1. Specification Sheet Centrifuge Specifications Centrifuge Type Two-phase; Horizontal Maximum Overall Length 3 m Maximum Overall Width 1.5 m Maximum Overall Height 1.5 m Input Rate 450 kg/h Centrifuge RPM 3800 Centrifuge Beach Angle 200 Centrifuge drum diameter 425 mm Centrifuge diameter to length ratio 1:4 Centrifuge Length 1700 mm Centrifuge shaft outer diameter 120 mm Tree Diagram The following tree diagram is a graphical representation of the centrifuge and its sub-systems. Please turn over to find the above mentioned tree diagram. Block Diagram The following block diagram is a graphical representation of how the centrifuge works in order to extract the oil from the olives. This graphical representation will provide a better understanding of how the sub-systems interact with one another. Please turn over for the above mentioned block diagram. Brief explanation of the chosen components Drive Frame (Figure 2): A tray to which the motor is bolted down to stay in position. It is attached to the legs of the centrifuge lower casing. It determines the distance between the shaft of the motor and shaft of the centrifuge. Figure 2: Drive Frame Centrifuge Frame (Figure 3): The overall frame of the decanter, this supports the entire structure of the centrifuge. Figure 3: Centrifuge Frame Upper Casing (Figure 4): The Upper casing covers the drum of the centrifuge. It blocks contaminants from making contact with the drum and restricts the user of the machine from making contact with moving parts, providing better safety. Figure 4: Upper Casing Lower Casing (Figure 5): The lower casing acts as a collector for the products discharged from the rotating assembly and transports them to receivers for onward handling. The casing has to keep these separated entities apart. So it can be concluded that the casing as an oil collector at one end and a cake discharge collector at the conical side. Figure 5: Lower Casing Feed Tube (Figure 6): A tube that the cake is transported to the centrifuge from the malaxer. This is also the input of the centrifuge. Its inner diameter is determined by its required input flow rate. Figure 6: Feed Tube 3-phase Motor (Figure 7): The motor provides the initial torque required to rotate the belt. The motor chosen is the AEG AM 132M ZA4*[3], a 3-phase motor which provides 7.5kW of power, with the possibility of increasing the power up to 9.2kW through a small modification, making this a flexible choice. Figure 7: 3-Phase Motor Belt (Figure 8): The Flat belt connects the pulley of the 3-phase motor and the centrifuge drum together, transferring power. The chosen Flat-belt is a Polyamide A-3c belt since it provides the appropriate thickness, allowable tension, and coefficient of friction, while also being appropriate for the minimum pulley diameter. Pulley (Figure 8): The pulley is used to modify the speed of the drum and is connected to the motor. Key: A 8 x 10 mm rectangular key 70 mm long is added to the motor pulley in order to make sure that the pulley spins together with the motor shaft in such a way that there is no relative motion between the two. Figure 8: Belt and Pulley Belt Guard (Figure 9): The purpose of the belt guard is to protect the belt and pulley system from any accidents. It prevents contact of the belt with any foreign objects by stopping them from entering the belt area without removing the guard first. This may prevent injuries and breakages. The guard also keeps the belt area clean from any residual debris generated during the process. It can be easily removed for maintenance and cleaning. Figure 9: Belt Guard Figure 10: Drum shell with Archimedes screw inside Drum: The drum (Figure 10) is a cylindrical tube with flanges at both ends. At one end, the liquid discharge drum hub, this is where liquids are discharged from the centrifuge, while on the other side the cake discharge hub is connected, this is where solids are discharged from the centrifuge. The separation medium reaches its maximum speed in the decanter drum. This causes the solids to settle on the wall of the drums inner diameter. This is all a result of the high centrifugal force, which acts on the particles. One distinctive feature of the drum is its tapered shape. This tapered shape is referred to as the beach. The beach is a conical section at the end of drum. It has this conical shape to exert additional force on the solids, hence squeezing out the last drops of liquid. In this part of the process the centrifugal force push the solids uphill. This design helps to elevate the solids above the waterline in the discharge chamber. Figure 11: Bearing Setup [2] Front hub bearings: This horizontal setup (Figure 11) is supported by the use of bearings which are cased in a pillow block. Bearings are used to reduce friction and the effects brought on the component through wear and tear. This bearing used in this assembly is a roller bearing. The roller bearing is a bearing in which the main load is transferred through elements in rolling contact. Pillow Block: The fundamental application of the pillow block is to mount the bearing safely, which enables the bearings outer ring to be stationary, while the bearing inner ring to rotate. The bearing is supported in a housing and sealed with a non-contacting flinger. This non-contacting flinger is a seal, as the name implies it does not come into contact with the shaft. Its main application is to keep lubricants and grease from escaping, while at the same time it helps keep water, dust and other contaminants that could be harmful, out of the bearing assembly. It does this with the help of the centrifugal force. Rear hub Bearings: The rear hub bearing assembly is similar to that of the front hub. Its main job is to support one side of the conveyer. This bearing also resists the axial thrust of the scroll. Figure 12: Generated 3D Representation of Conveyor. Conveyer: The conveyer (Figure 12) is a central hub with a continuous helix welded to it. The conveyer is in the shape of an Archimedes screw fitting inside the drum, between the 2 end hubs. This conveyer will have a small clearance in relation to the drum. It main job is to carry solids which have settled against the walls of the drum, then pushing these solids towards the beach where they can be discharged. Its main functions are to convey the solids after they form a cake, accept the feed and accelerates it up to the drum speed. The material used is EN 1.4571 which is a form of high speed steel (HSS). The conveyer is the transport tool in a decanter centrifuge. The conveyer rotates with a different speed in relation to the drum, subsequently transporting the settled solids towards the conical shape of the drum. Also, the speed at which the conveyer rotates in relation to the drum defines how long a solid spends in the drum. The pitch of the conveyer is related to the transport pe rformance of the centrifuge [2]. This conveyor is comprised of two main sub-components; the scroll, and the shaft. The scroll is welded to the shaft, which rotates. While the two obviously need to be machined separately and welded together for economic reasons, they will be considered as a single part; the conveyor. Calculations Nomenclature Variable (Motor) Description P Power T Torque à Ã¢â‚¬ ° Angular velocity Variable (Flow) Description V Volume A Cross-Sectional Area of segment L Length of segment à Ã‚ Ã‚ ­cake Density of cake Variable (Belt) Description D Driver/Motor pulley diameter d Driven/Shaft diameter n1 RPM of shaft n ­Ã‚ ­2 RPM of motor pulley d Angle of contact for shaft D Angle of contact for motor pulley C Distance between centres t Thickness of belt b Wirth of belt l Length of belt ÃŽÂ · Specific weight of belt à Ã‚  Density of belt V Volume of belt m Mass per unit length of belt r Radius of pulley à Ã¢â‚¬ ° Rotational Velocity FC Centrifugal force on belt F1 Tension in tight side of belt F2 Tension in loose side of belt Fi Initial force required to overcome friction ÃŽÂ ¼ Coefficient of friction FR Resultant force of belt on shaft Variable (Deflection) Description E Youngs modulus of material I Moment of Inertia of shaft y Deflection in shaft Variable (Bearings) Description P1 Weight of conveyor P2 Force exerted on shaft by belt RA Reaction at bearing A RB Reaction at bearing B Variable (Shaft) Description Bending Stress Shear Stress M Maximum Bending Moment c Outer radius of shaft I Moment of Inertia of shat T Torque applied J Polar Moment of Inertia router Outer radius of shaft rinner Inner radius of shaft Calculations and Sizing Material Selection Since the machine will make contact with biological materials, certain characteristics and requirements have to be met in order to ensure that the parts making up the centrifuge will not chemically alter or affect the product in anyway. A list of materials suitable for food processing has been compiled by the FDA, based in the US. The 6th iteration of this code, released in 2013, gives specific requirements with regards to materials used in food-contact surfaces of equipment in chapter 4, subpart 4-101.11. Among these requirements are corrosion resistance and durability. Considering this, the material chosen for all the parts that will come into contact with the product; namely the centrifuge and its casing; the chosen material is EN 1.4571 Stainless Steel, which suitably fits all relevant requirements. [4] REF FDA? Calculations to find motor required Aim: To find the torque required to turn the shaft at a speed of 3800 RPM, which has been determined to be optimal for this machine (Figure 13) and thus find the power needed and an appropriate motor. Diagram: Figure 13: 3D diagram of power transmission system Due to the complex effects of fluid flow on the resistance to turning, the required torque for operation will be found by reverse engineering a similar system. HAUS Centrifuge Technologies produce a horizontal decanter centrifuge that has a maximum RPM of 5400, and utilizes a motor with a power output of 11 kW that can process up to around 1 m3/hr of material [5]. This is sufficiently similar to the system being discussed in this report and can thus be used to reverse engineer the torque requirements during steady state. Using the equation Pdrum = Tdrumà Ã¢â‚¬ °, the required torque may be found. Thus, the required power for the system will be: Since the reverse engineered system accounts for power losses due to inefficiencies and other factors, as well as the fact that that system has an overall larger processing capacity, the required power value obtained can be assumed to slightly larger than the true minimum requirement. However, this will account for any power losses during transmission as well as any potential extra power demands. Conclusions: The chosen motor is the AEG AM 132M ZA4*. This has a maximum of 1440 RPM and 9.2 kW of power, with an efficiency of 87% when operating at 100% RPM, and a weight of 56kg. This is a modification of the AM 132M ZA4 motor, which only produces 7.5 kW of power [3]. The AM 132M ZA4* is a 4-pole, 3-phase motor, single-speed drive. The motor has a single drive and is an asynchronous type motor with an Aluminium frame. It also has an IP 55 rating, making it somewhat resistant to dirt, debris, and water; a useful property for this use case, where spillages and leakages may occur. The motor manufacturer also specifies that the chosen motor has a shaft diameter of 38 mm, and a key of 10 x 8 mm should be used for any pulleys, with the keyway being 5 mm deep and 10 mm wide. The key should have a length of 70 mm [3]. Calculations for the sizing of the inlet tube Aim: To find the required dimension of the inlet tube so that an appropriate amount of material will be input at an appropriate speed. Diagram: Figure 14: Diagram of flow in inlet pipe It must first be ensured that the flow rate in the inlet tube (Figure 14) will be sufficient to allow for the design specifications. In this case, the design is specified as having an input rate of 450 kg/hr. It is assumed that the cake will have a density, à Ã‚ Ã‚ ­cake of approximately 2000 kg m-3. Thus, the appropriate inner radius may be found. Converting the input rate to m3/hr: m3/hr. This results in 6.22510-5 m3 s-1 flow rate. For a system of this kind, the flow velocity is generally in the range of 0.5 to 2 ms-1. For the sake of calculations, it will be assumed that an appropriate velocity for this specific system will be 1ms-1. Thus: Cross Sectional Pipe Area = Area = à Ã¢â€š ¬r2, therefore = 4.46 x 10-3 m. Thus, an inner radius of 5mm can be chosen. This will result in a slight decrease in flow velocity, (down to 0.8 ms-1), however this is well within the ideal range. Seeing as this pipe will undergo no torque and very little forces, a standard 2mm thickness can be taken. Power Transmission  ­The centrifuge shaft is required to be turned at a constant speed. The load is determined mainly by flow and amount of cake in the system, which are controlled through a process done by another system. Thus, the load on the system may be assumed to be largely unchanging. The torque required is also relatively low. As such, a belt and pulley system is an appropriate choice for drive transmission. This is cheaper than a gear train, and is also easier to maintain and replace if required. This also reduces the size of the entire assembly, as the motor may be placed laterally, with the shafts being parallel to each other. A flat belt is chosen over a V-belt. While the wedging action of a V-belt means that more power can be transmitted, flat belts are more efficient, having a 98% efficiency. Flat belts also generally have a longer work life. Most importantly, flat belts may be used across large centre distances, unlike V-belts. Thus, due to the nature of the setup a flat belt system is more appropriate. [6] The larger pulley must also be crowned (curved slightly) so the belt may be kept tracking centred on the pulley [7]. Flat-Belt Calculations Aim: To analyse the forces acting upon the belt, determining friction and tension due to transmitted torque, in order to find forces and stresses on the shafts. Assumption: A polyamide A-3à ¡Ã‚ ¶Ã…“ flat belt with thickness 3.3mm is used to calculate the forces present [8]. Figure 15: Diagram of belt and pulley system The outer diameter of the centrifuge shaft has been chosen to be 120 mm. To find the corresponding motor pulley diameter, D (Figure 15) required in order to spin the centrifuge at the required 3800 RPM, assuming the motor will turn at its rated speed of 1440 RPM, the following relationship is used.dn1 = Dn2 Where n ­1  ­Ã‚ ­and n2 are the RPMs of the respective shaft 0.123800 = D1440 D = 315.57 mm This will be approximated to 0.316 m (or 12.5 inches), the closest standard pulley size. For this size, the crown of the pulley should be 1 mm high [9]. Determining the angles indicated [8]: = sin-1() = 0.197à ¡Ã‚ ¶Ã…“where C = 500mm d = à Ã¢â€š ¬ 2sin-1() = 2.747à ¡Ã‚ ¶Ã…“ D = à Ã¢â€š ¬ + 2sin-1() = 3.536à ¡Ã‚ ¶Ã…“ Length of belt, L = = 1.704m Thickness and width of belt, t = 3.3mm b = 75mm (standard belt width chosen arbitrarily) specific weight of belt, ÃŽÂ · = 0.042lbf/in3 = 1162.56kg/m3 Volume of belt = t x b x l = 75 x 3.3 x 1704 = 421.74 x 103 mm3 Mass of belt = à Ã‚ V = 1162.56 x 4.2174 x 10-4m3 = 0.49kg Mass per unit length of belt, m = = 0.2877kgm-1 It can be shown that: From dS = mr2à Ã¢â‚¬ ° dÃŽÂ ¸ where dS, is the force due to centrifugal force = FC dÃŽÂ ¸ This implies FC = mr2à Ã¢â‚¬ °2 = = 163.34N The difference in tension between the 2 sides of the belt is given by: ΆF = F1 F2 = = 109.3N For initial tension Fi, Equating Fi with the force required to overcome friction Fi = T2 eÃŽÂ ¼ÃƒÅ½Ã‚ ¸ from friction equation T1 = T2 eÃŽÂ ¼ÃƒÅ½Ã‚ ¸ The negative sign indicates that this is the force that must be overcome. To find F1 and F2 , Tension in the belt where T1 is the largest tension, to be FI ÃŽÂ ¼ = 0.8 ÃŽÂ ¸D = 3.536C T2 = F2 Since, F2 = Fi + FC F2 = -F2 e0.8 x 3.356 + FC F2 = F2 e0.8 x 3.356 + 163.34 1 e0.8 x 3.356 F2 = 163.34 Therefore, F2 = ΆF = F1 F2 109.3 = F1 6.06 Therefore, F1 = 115.36N Finding the radial resultant force on the shaft, It can be assumed that the force will act approximately radially for the sake of calculations. By geometry ÃŽÂ ¸ = sin-1 = 0.197c = 11.3o Figure 16: Diagram showing forces acting on driver pulley Solving horizontally (Figure 16): (115.36 cos 11.3) + (163.34) + (6.06 cos 11.3) = 282.40N Solving vertically: (6.06 sin 11.3) (115.3 sin 11.3) = -21.42N FR = = 283.45N ÃŽÂ ± = tan-1 = 4.34o Calculating FC for the smaller pulley using the equation FC = mr2à Ã¢â‚¬ °2 => FC = = 164N Since FC for the bigger pulley = 163.3N, the resultant force FR will be approximately the same as previously found for bigger pulley. The chosen belt has an allowable tension per unit width of ~ 31 N/mm, thus the chosen belt may withstand a tension up to 2325 N. Thus, the chosen belt is appropriately sized to

“Dead Poets Society” essay Essay

What ideas about discovery are conveyed by Peter Weir’s ‘Dead Poets Society’ and one other text? The process of discovery has the ability to greatly impact an individual resulting in them having new ideas and perceptions on themselves and others. These ideas differ for all individuals as each has their own experiences and develops from them in unique and personal ways. This is clearly evident in the film ‘Dead Poets Society’ by Peter Weir as it is a text which significantly focuses on the concept of contrast. Throughout this concept viewers are allowed an in-depth demonstration of the protagonists Neil Perry and Todd Anderson’s negative and positive experiences which have been caused by their strive to achieve individualism after a new English teacher John Keating introduces his pupils to poetry and free thinking attitude. ‘Firework’ a song co-written and performed by Katy Perry is also a text which conveys that discovery is a proc ess that can lead to enlightenment and enable one to be more acceptant of who they once they disregard the socially constructed expectations that mass media communicates. Throughout Perter Weir’s ‘Dead Poets Society’ viewers are able to understand that discovery itself is a process of transformation that can lead to new ideas which in turn have positive effects on an individual. This can be seen in the scene where Professor Keating educates his students the act of conformity. When Keating states its definition as â€Å"the difficulty of maintaining your own beliefs in the face of others† the audience are able to identify the contrast between the professor Keating and principal Nolan’s attitudes and values towards educations throughout the mise-en-scene displaying Nolan in a small, dark and mysterious room caged by the large steel poles representing the strict and prestigious nature of the institution. This allows the audience to realise that the students are able to better develop their skills when allowed to be free from the forces of conformity the institution brings. When the students are told to find their â€Å" own walk† it clear that they do so to achieve becoming their own unique individual. Furthermore, during the ending of the film a full shot is utilised to capture the majority of students standing on their tables portraying the extent to which professor Keating has made an impact on his pupils. Earlier in the film Keating too stood on his table to â€Å"remind himself to look at things in a different way† hence it can be said that his student are following in his footsteps allowing the professor to depart from  the academy without any regret. Even though discovery may lead to new understandings and perceptions these may not result in positive ways but will also have the ability to result in negative outcomes for both individual and those closes by .As a result of Keating’s newly introduced philosophies, protagonist Neil Perry further endeavours to fulfil his passion and desire to become an actor however does so by forging his father’s signature on a consent form that would allow him to perform his act. When Neil’s father objects to him p ursuing his dreams, he is told that he will â€Å"go to Harvard and become a doctor†. Through the use of the low camera angle looking up towards his father, strong facial expression displaying authority and superiority are apparent. As a result viewers are able to comprehend that Neil is in no position to change or even slightly alter his father’s decision. However, when Neil’s mother advises that he â€Å"get some sleep† a close up of the individuals face presents a mysterious and worrisome smile resulting in the creation of suspense and confusion in the audience. The mise-en-scene displaying a weak and still hand behind a table centimetres away from a gun, viewers are able to reach the tragic conclusion of Neil Perry’s death in a confronting and unexpected way. ‘Firework’ a song co-written and performed by Katy Perry is a text which significantly exemplifies the experience of discovering something that has been concealed by of society and in particular the expectations that are constantly forced upon individuals through mass media that must be disregarded to proceed to the new finding. The music video features a number of characters overcoming numerous social issues such as body image, homosexuality, bullying, the effect of conflict between parents on their children and the acceptance of having a medical illness. Throughout the chorus the term â€Å"firework† is used to symbolise the spark inside all individuals that must first be â€Å"ignited† or in other words believed in to enable them to achieve their goals and accomplish their dreams. Additionally, fireworks are used as visual metaphors to represent the time when one becomes enlightened and acceptant of who they truly are regardless of what society expects of them. In conclusion, both texts ‘Dead Poets Society’ by Peter Weir and ‘Firework’ by Katy Perry complement each other in the sense that they both successfully provide the audience with diverse concepts and ideas of discovery. Whether they may be negative or positive,  each educates viewers in having varying ideas about the consequences that may be caused by ones decision after they access new, original understandings and perceptions of themselves.

Cultural Leadership

CONTENTS 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. Culture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Definition Dimensions of culture 3. Cultural leadership†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Globalisation Global leadership behavior 4. Conclusions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 5. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 1. Introduction Cultural leadership is a study in which I sumarry colected some related ideas about culture, leadership and the impact of culture on leadership process. The project is structurared in two chapters, follow by a conclusion and bibliography. The first chapter begins by defining culture and describing the dimensions of culture with specific examples in every aria. Determining the basic dimensions or characteristics of different cultures is the first step in being able to understand the relationships between them. Because it is an abstract term, the word culture it is hard to define, and different people often define it in dissimilar ways. A definition which captured my attention is one which defined culture as the learned beliefs, values, rules, norms, symbols, and traditions that are common to a group of people. It is these shared qualities of a group that make them unique. Culture is dynamic and transmitted to others. In short, culture is the way of life, customs, and script of a group of people. (Gudykunst & Ting-Toomey, 1988). Next, in the second chapter, I found it necesarry to talk about how leadership varies across cultures and which specific leadership attributes cultures universally endorse as desirable and undesirable. As individuals we have implicit beliefs and convictions about the attributes and beliefs that distinguish leaders from non-leaders and effective leaders from ineffective leaders. So, from the perspective of this theory, leadership is in the eye of the beholder. Leadership refers to what people see in others when they are exhibiting leadership behaviors. Because of that, I have presented in this chapter six types of leadership accepted worldwide based upon Global Leadership and Organizational Effectiveness –GLOBAL- Research Program. I chose this specific topic, because I am interested in the domains presented, culture and leadership, and I considered this occasion, like being a great opportunity to discover more information or facts regarding them. 2. Culture Definition Anthropologists, scientist, sociologists and many others have debated the meaning of the word culture. Because it is an abstract term, it is hard to define, and different people often define it in dissimilar ways. Below, I have tried to find out some definitions of culture as follows: Kroeber, A. L. , & Kluckhohn (1952). Culture: A critical review of concepts and definitions :† Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional (i. e. historically derived and selected) ideas and especially their attached values; culture systems may, on the one hand, be considered as products of action, and on the other as conditioning elements of further action’’. Banks, J. A. & McGee (1989). Multicultural education. Needham Heights, MA: Allyn & Bacon: â€Å"Most social scientists today view culture as consisting primarily of the symbolic, ideational, and intangible aspects of human societies. The essence of a culture is not its artifacts, tools, or other tangible cultural elements but how the members of the group interpret, use, and perceive them. It is the values, symbols, interpretations, and perspectives that distinguish one people from another in modernized societies; it is not material objects and other tangible aspects of human societies. People within a culture usually interpret the meaning of symbols, artifacts, and behaviors in the same or in similar ways. † Linton, R. (1945, p. 32). The Cultural Background of Personality: â€Å"A culture is a configuration of learned behaviors and results of behavior whose component elements are shared and transmitted by the members of a particular society† From a business view, when leading a multicultural group, it is important to be aware of the norms, beliefs, and values that the participants bring with them to the setting. These norms, beliefs, and values not only shape identity but they also affect perceptions, attitudes and assumptions. These aspects of individuals and groups are typically not visible and yet, they are extremely important to take into consideration during the planning and facilitative processes. Other aspects of culture implies institution, religion, education, language, material culture and life-style. Dimensions of culture Hofstede (1994) identified four dimensions of culture: The first one, individualism versus collectivism, refers to how people define themselves and their relationships with others. In an individualist culture, the interest of the individual prevails over the interests of the group. Ties between individuals are loose. People look after themselves and their immediate families. For example, a student from Colombia may study in the United States and earn a Ph. D. , teach at a distinguished university, and publish important books, but when he returns to visit Colombia, people to whom he is introduced will want to know to whom he is related. Colombians want to know who his family is because that places him in society much more so than any of his accomplishments in the United States. Individualistic cultures like USA and France are more self-centered and emphasize mostly on their individual goals. This kind of cultures tend to think only of themselves as individuals and as â€Å"I† distinctive from other people. They define people by what they have done, their accomplishments, what kind of car they drive. Individualist cultures are more remote and distant. Collectivistic cultures have a great emphasize on groups and think more in terms of â€Å"we†. In China, for example it is out of question to disagree with someone’s opinion in public. You will do that in a more private and personal atmosphere to protect a person from the â€Å"loss of face†. In collectivistic cultures a direct confrontation will be always avoided. The second dimension that the author presents is the one which indicates the extent to which dominant values in a society tend to be assertive and look more interested in things than in concerning for people and the quality of life. â€Å"Masculinity is the opposite of femininity; together, they form one of the dimensions of national cultures. Masculinity stands for a society which social gender roles are dearly distinct: men are supposed to be more modest, tender, and concerned with the quality of life. â€Å"Femininity stands for a society where gender roles overlap: both men and women are supposed to be modest, tender and concerned with the quality of life. † The Masculinity and Femininity dimension describes how cultures differentiate on not between gender roles. Masculine cultures tend to be ambitious and need to excel. Members of these cultures have a tendency to polarize and consider big and fast to be beautiful. In workplaces employees emphasize their work to a great extent (live in order to work) and they admire achievers who accomplished their tasks. Feminine cultures consider quality of life and helping others to be very important. The country which strives the most for maximal distinction between what women and men are expected to do, the culture that place high values on masculine traits stress assertiveness, competition, and material success is Japan, the last country being Sweden. The third dimension is power distance, or the way the culture deals with inequalities. Hofstede (1997,p. 28) defines power distance as â€Å"the extent to which less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally†. Hofstede believes that power distance is learned early in families. In high power distance cultures, children are expected to be obedient toward parents versus being treated more or less as equals. In high power distance cultures, people are expected to display respect for those of higher status. For example, in countries such as Cambodia and Thailand, people are expected to display respect for monks by greeting and taking leave of monks with ritualistic greetings, removing hats in the presence of a monk, dressing modestly, seating monks at a higher level, and using a vocabulary that shows respect. In a high power distance culture, company bosses are â€Å"kings† and employees â€Å"loyal subjects† who don’t speak out. In the low power distance workplace, subordinates expect to be consulted, and ideal bosses are democratic. In more democratic organizations, leaders are physically more accessible. And finally, the last dimension is about uncertainty avoidance which expresses the deficit that people tolerate ambiguous situations and need formal rules. Uncertainty is â€Å"the extent to which the members of a culture fell threatened by uncertain or unknown situations. One of the dimensions of national cultures (from weak to strong). †. Some cultures need to have a strong uncertainty avoidance like France. In France many strict regulations are used and tasks are heavily centralized in companies and for meetings it is important to consider that. They are very careful with the details or any circumstances which could cause any kind of uncertainty for French business people. Germans and Finns have a less level of uncertainty avoidance and a medium level of power distance have the need for clearly specified competence to avoid uncertainty. They need specific procedures and distributions of tasks, instructions and rules. The co-ordination and control can be achieved through standardization and certification measurers. Americans and Chinese (Hong Kong) have a lower need for uncertainty avoidance and rather avoid too many rules and formalities. They are more likely to stimulate innovations and emphasize new ideas. They are more flexible and more acting than reacting on changes occurring inside and outside of business. In contrast cultures with very strong uncertainty avoidance display their emotions in the way that everything that is different, is dangerous. They resist in changes and worry about their future. 3. Cultural leadership Are leaders made or born? I think this is a question that most of us asked in a moment or another. In my opinion leaders are made but they must have some skills before that process too. If somebody have the desire and willpower, he can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience. To inspire your workers into higher levels of teamwork, there are certain things a leader must be, know, and, do. These do not come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills. Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Leaders carry out this process by applying their leadership attributes, such as beliefs, values, ethics, character, knowledge, and skills. We can affirm that culture is a long-term, complex phenomenon. Culture represents the shared expectations and self-image of the organization. The mature values that create â€Å"tradition† or the â€Å"way we do things here† because as we should know things are done differently in every organization. The collective vision and common folklore that define the institution are a reflection of culture. Individual leaders, cannot easily create or change culture because culture is a part of the organization. Culture influences the characteristics of the climate by its effect on the actions and thought processes of the leader. But, everything somebody dose as a leader will affect the climate of the organization. For instance, the cultural diversity of employees found in worldwide multinational organizations presents a substantial challenge with respect to the design of multinational organizations and their leadership. In my opinion, given the increased globalization of industrial organizations and increased interdependencies among nations, the need for better understanding of cultural influences on leadership and organizational practices is getting higher. Situations that leaders must face are highly complex, constantly changing, and difficult to interpret. More than ever before, managers of international firms face fierce and rapidly changing international competition. Globalization has also created the need for leaders to become competent in cross-cultural awareness and practice. Adler and Bartholomew (1992, p. 53) contend that global leaders need to develop five cross-cultural competencies. First, leaders need to understand business, political, and cultural environments worldwide. Second, they need to learn the perspectives, tastes, trends, and technologies of many other cultures. Third, they need to be able to work simultaneously with people from many cultures. Fourth, leaders must be able to adapt to living and communicating in other cultures. Fifth, they need to learn to relate to people from other cultures from a position of equality rather than cultural superiority. Additionally, global leaders need to be skilled in creating trans cultural visions. They need to develop communication competencies that will enable them to articulate and implement their vision in a diverse workplace. In sum, today’s leaders need to acquire a challenging set of competencies if they intend to be effective in present-day global societies. GLOBE (Global Leadership and Organizational Effectiveness) started a research program in order to describe how different cultures view leadership behaviors in others, and they identified six global leadership behaviors: charismatic/ value based, team oriented, participative, humane oriented, autonomous, and self-protective. These global leadership behaviors were defined as follows: Charismatic/value-based leadership reflects the ability to inspire, to motivate, and to expect high performance from others based on strongly held core values. This kind of leadership includes being visionary, inspirational, self-sacrificing, trustworthy, decisive, and performance oriented. Team-oriented leadership emphasizes team building and a common purpose among team members. This kind of leadership includes being collaborative, integrative, diplomatic and administratively competent. Participative leadership reflects the degree to which leaders involve others in making and implementing decisions. It includes being participative and non-autocratic. Humane-oriented leadership emphasizes being supportive, considerate, compassionate, and generous. This type of leadership includes modesty and sensitivity to people. Autonomous leadership refers to independent and individualistic leadership, which includes being autonomous and unique. Self-protective leadership reflects behaviors that ensure the safety and security of the leader and the group. It includes leadership that is self-centered, status conscious, conflict inducing, face saving, and procedural. Below, you have examples with leadership styles in different cultures: The countries from Eastern European have the idea of a leader which is moderately charismatic/value-based team-oriented, and people-oriented yet largely uninterested in involving others in the decision-making process. To sum up, this culture describes a leader as one who is highly autonomous, makes decisions independently, and is to a certain degree inspiring, team-oriented, and attentive to human needs. Quite different from the Eastern European countries, the Latin American countries place the most importance on team-oriented, charismatic/value based, and self-protective leadership and the least importance on autonomous leadership. As a fact ,those leaders tend to be moderately interested in people and their participation in decision making. An ideal example of leadership for the Nordic European countries is leadership that is highly visionary and participative while being somewhat independent and diplomatic. For these countries, it is less important that their leaders be people oriented or protective of their office. Nordic Europeans prefer leaders who are inspiring and involve others in decision making. They do not expect their leaders to be exceedingly compassionate, nor do they expect them to be concerned with status and other self-centered attributes. For countries in Africa, an ideal leader is modest, compassionate, and sensitive to the people. In addition, they believe a leader should be relatively charismatic/value-based, team oriented, participative, and self-protective. Leaders who act independently or act alone are viewed as less effective in these countries. In short, the African profile characterizes effective leadership as caring leadership. Like many other countries, these countries believe leaders should be inspirational, collaborative, and not excessively self-centered. Leaders who act autonomously are seen as ineffective in African countries. The leadership profile for the Middle Eastern countries differs significantly from the profiles of the other regions. Middle Eastern countries find self-attributes such as face saving and status are important characteristics of effective leadership. They also value being independent and familial. However, they find charisma, collaboration, and participative decision making less essential for effective leadership. To sum up, the Middle Eastern profile of leadership emphasizes status and face saving and de-emphasizes charismatic/value-based and group-oriented leadership. As we can see above, the dominant cultural norms endorsed by societal cultures induce global leader behavior patterns and organizational practices that are differentially expected and viewed as legitimate among cultures. Thus, the attributes and behaviors of leaders are, in part, a reflection of the organizational practices, which in turn are a reflection of societal cultures. 4. Conclusions After I have done this paper I realized that culture and leadership are like the two sides of the same coin. I believe that culture have a significant impact on leadership. First of all, culture shapes an individual ‘s self-definition of a leader through fundamental ideas about self and work. Second, the norms, values, beliefs or assumption an individual already learnt in the culture, makes him pass through cultural filters so that he perceive the world of work and leadership development different, meaning we don’t see the world through the same lens. We talked about culture, its definitions from different points of view, dimensions of culture and cultural leadership. Here we touched arias like: globalization, leadership’s styles accepted all over the world with regional examples. After all, the core of this project can be summarized in a couple of phrases, like the ones below. Leaders are immersed in their own societal culture, and they are most likely to enact the global leader behavior patterns that are favored in that culture. Founders influence the behavior of subordinate leaders and subsequent leaders by use of selective management selection criteria, role modeling, and socialization. Further, the dominant cultural norms endorsed by societal cultures induce global leader behavior patterns and organizational practices that are differentially expected and viewed as legitimate among cultures. Thus, the attributes and behaviors of leaders are, in part, a reflection of the organizational practices, which in turn are a reflection of societal cultures. At the present time, there is a greater need for effective international and cross-cultural collaboration, communication and cooperation, not only for the effective practice of leadership, but also for the betterment of the human conditions. As we view in this project, globalization has let its mark on the cultures of the world, which are getting more and more interconnected. As a conclusion, nowadays leaders should be encouraged or take initiative to reflect on their own values, see that multicultural differences exist and work to improve culture for all. 5. References Cultures and Organizations – Intercultural Cooperation and its Importance for Survival† Hofstede, Geert (1994) http://books. google. ro Cross-cultural approaches to leadership development by Clyde Brooklyn Derr http://www. cribd. com/doc/17743776/Nature-of-Culture-Its-Impact-on-Business http://www. via-web. de/conceptualization-of-culture/ http://www. ramergroup. com/pdfs/Concepts-of-Leadership. pdf http://www. online-leadership-tools. com/develop-leadership. html http://www. nwlink. com/~donclark/leader/leadcon. html :Concepts of Leadership http://www. thunderbird. edu/wwwfiles/sites/globe/pdf/process. pdf – Cultural Influences on Lea dership and Organizations: Project GLOBE ——————————————–

Franz Kafka an Artis Hungry for Pride - 867 Words

In Franz Kafka’s short story, â€Å"A Hunger Artist†, Kafka introduces an eccentric man known as the Hunger Artist. The Hunger Artist has committed his entire life to the art of fasting, allowing himself to be caged and displayed to the public as if he were a painting (Kafka 198). Despite all the emotional turmoil he endures, he takes a great amount of pride in fasting and believes that he can fast for extremely elongated periods (Kafka 200). Unfortunately, his pride not only causes internal conflicts but also tragically leads to his unfortunate demise (Kafka 205). Through the setting and the character development of the Hunger Artist, Kafka illuminates the dangers of self-pride and depicts pride as harmful and detrimental to one’s existence. Kafka utilizes the setting to show how the Hunger Artist is prideful and how this pride creates nothing but self-inflicted harm. Throughout the story, the Hunger Artist is always present in the confinements of a barred cage (Kafka 198). The cage separates him from the rest of society and allows him to show that because he is locked away he cannot possibly obtain any food that can disrupt his fasting. This physical barrier shows how the Hunger Artist wants to make it obvious that there is no possible way for him to search for food. He is pleased to know that he can restrict himself from such things. Within the cage, there is little furniture and dà ©cor. Only the â€Å"striking of the clock† exists in the cage to allow the Hunger Artist a sense ofShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pageson airline passenger complaints—argue that low employee morale was a maj or factor undermining passenger satisfaction. At US Airways, employees have posted comments on blogs such as â€Å"Our planes (sic) smell filthy† and, from another, â€Å"How can I take pride in this product?†55 Job Satisfaction and Absenteeism We find a consistent negative relationship between satisfaction and absenteeism, but it is moderate to weak.56 While it certainly makes sense that dissatisfied employees are more likely to miss work