Essay on Aristotles State Theory - 1930 Words

Aristotle’s claim that the state is the highest, most developed form of social organisation is at the centre of one of his major works, ‘The Politics’ . His theory focuses mainly on the state as a natural progression, and draws upon two central themes; ‘the good life’ and human beings as ‘political animals’ . Whilst Aristotle does raise many valid points, he does not convince us that the state is the pinnacle of social organisation. Although the state may be the highest form of social organisation, Aristotle fails to demonstrate how an active, political life equals a ‘good life’. Aristotle’s major use of teleology is another drawback, which limits his argument in many ways. To illustrate these concerns it is important to analysis†¦show more content†¦Aristotle’s view of a natural evolving state has come under close scrutiny from many modern thinkers. Theorist Adam Smith is one known critic of Aristotleà ¢â‚¬â„¢s work, and has closely scrutinized Aristotle’s theory of the evolving state. In his work ‘insert’ , Smith argues that it is simplistic to argue that a state can just evolve. Smith uses to concept of the ‘invisible hand’ in particular to prove this point. If all citizens within a state are given freedom to buy whatever they choose, and the producers are free to choose selling prices, then a compromise will be made between the two and it will even out . This freedom allows the state to be beneficial to individuals and efficient and not lopsided. This emphasizes that all these effects will be automatic as individuals are free to make decisions. Aristotle’s view, that the state will evolve without serious consequence is too simple, and fails to account for other problems. Social and economic variables in reality are quite troublesome especially within states, and do not simply fall into a sequential category. Indeed, Smith is able to dest abilize Aristotle’s argument at its most basic teleological level, which also brings the rest of it into question. The ‘good life’ is another point raised in Aristotle’s work. For Aristotle, this is the goal of all individuals, which can be reached by engaging in an active, political life. It is here that Aristotle commits a majorShow MoreRelated The Relevance of Aristotle’s Poetics to the World Today Essay1174 Words   |  5 PagesThe Relevance of Aristotle’s Poetics to the World Today      Ã‚   The Canadian novelist Michael Ondaatje, in his last novel titled In the Skin of a Lion, wrote that the first sentence of every novel should be: Trust me, this will take time but there is order here, very faint, very human (Ondaatje 223).   Ondaatje noted that what makes a novel a novel is order or, as that order is sometimes referred to today, plot and structure.   It is that structure that we, as both the audience and the artistRead MoreAristotle s Theory Of Virtue As A Mean1161 Words   |  5 Pages In his work the Nicomachean Ethics, Aristotle posits the idea that many desirable characteristics, the virtues, are what he calls â€Å"means,† much like the concept of the average mean in mathematics. 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Study of Professional development for strategic managers Free Essays

string(135) " Skills It is the responsibility of the human resource manager to produce a well trained and motivated work force in the organization\." Introduction TASK 1: PERSONAL AND PROFESSIONAL SKILLS REVIEW This assignment will examine my personal and professional skills through my own evaluation and assessment of my colleagues. The purpose of the assessment is to identify my weaknesses and strengths. It also helps in identifying some techniques to improve and enhance my skills. We will write a custom essay sample on Study of Professional development for strategic managers or any similar topic only for you Order Now This will be analysed through the accomplishment of personal audit. Activity 1: Personal Skills Review Stress Management According to Lazarus and Folkman (1984) stress is a result of the imbalance between demands and resources or when pressure exceeds one’s ability to cope. Stress management was developed on the idea that stress is not the result of a stressor but rather on one’s capability to cope and the ability to respond to it. Also, if the person possesses or can use adequate coping skills, then stress may not actually be a result or develop because of the stressor. In my personal experience, I have learned to face damaging challenges at home and in the workplace. When I am anxious I think of some activities to help release the tension. I exercise regularly. Regular physical activity is very effective in fighting stress. There are a lot of physical activities that is very effective in distressing. I just choose a particular activity that suits my personality otherwise it will just add to the heavy load of emotional burden. I find some activities like jogging, brisk walking, cycling and aerobics dancing fun and enjoyable when participated with people I am comfortable to be with. My other ways of fighting stress and anxiety is to be in the company with happy people. According to Hargreaves, (1998) stress is expensive. Stress related illness leads towards the increase of financial cost. For example when I become sick due to stress related illness at work, my medication was shouldered by the management. I was also paid with my whole salary during the period that I was absent from work. These are one of the cases where stress related illness added cost for the company. . Time Management . Manktelow (2006) writes that the starting point for effective time management is to set priorities. When I am faced with a variety of choices competing for my attention and time I prioritize things because it will help me decide which path to take. Setting my goals help me identify and focus on my priorities that help me evaluate what needs to be done first. By doing this, I can do things easily and use time effectively. Susan Ward (2011) has pointed out five (5) time management techniques which I have practiced. These are: Recognize you can’t do it all: I decide what roles and activities are important. The important thing is, I am happy and healthy the way I am spending my time. I don’t force myself into doing things I don’t like to please other people. Prioritize: I plan things and review my list of what to do on a particular day and what things that must be done. I give attention on the most important activity on hand. Learn to say â€Å"Yes† and â€Å"No†: When I am ask to commit on something, I would say â€Å"no† if I really can’t and â€Å"yes† if it’s equally important to me. Unplug: There are times when it’s important or useful not to â€Å"be connected† all the time. Recognize what situation must be given attention and disregard things that appear to be nuisance. Take time off: Weekend is my personal and family day. If I need to be with my family, I set time for them. I also allow myself to take some refreshing time alone with my friends. Good time management helps me control my time and life. I have maintained a balanced work and personal activities. This gave me flexibility in dealing with challenges in life and respond to new opportunities. Assertiveness Winstanley (2005) wrote that assertiveness is expressing your needs, your wants, opinions, feelings and beliefs and get these met in direct, honest and subtle way. It is also respecting the needs of the other party. Though I speak out my opinion at times, it will only come out as that because I don’t assert enough to get what I want. In my experience, my promotion to Human Resource Management Officer II, at the Human Resource Department of the Livelihood Corporation was delayed because I was too shy to ask my manager to send me to a one week external training program. I was not able to attend the scheduled training program and had to wait for months for it to be conducted again.I eventually got promoted only after 6 months of waiting. It could be much earlier if I had been assertive. According to Cooper (2008), there are some techniques that can provide you with the opportunity to slide up or slide down in an attempt to assert your personal views or opinion: To Slide Down: This is being able to communicate our feelings and thoughts in an open and direct way, showing respect of the rights and feelings of others and them to respect our own. Empathy: It understands the depth of another person’s feelings. Active listening: It is giving importance to the other person’s point of view. Focus on facts and issues (not the person): Being objective and not subjective Good quality questions: Ask questions relative to the issue Being non-emotional: Being professional in dealing with the matter To Slide Up:Is defined as showing rage, aggressive body language and forcing other people to do what you want. Body and hand language: shows aggressiveness Eye contact: insisting and compelling Facial expressions: indicates dominance Pace, tone and volume of speech: argumentative Directness of language: no respect Assertiveness is a mutual and open exchange of views and understanding. The slide down technique must be used all the time when assertiveness is needed to be projected in dealing with other people in common circumstances. Activity 2: Professional Skills Review Coaching Skills It is the responsibility of the human resource manager to produce a well trained and motivated work force in the organization. Employees’ knowledge and skills needs to be continuously improved to perform productively to achieve personal and organizational goals. . Maharlika, Complex is a subsidiary of the Livelihood Corporation, a government owned and controlled corporation. The company is engaged in providing financial aid to farmers and help these farmers sell their agricultural goods in the market. The employees of Maharlika Complex.,are monitoring the progress of the vendors (farmers) in the market to ensure that these farmers will be able to pay the loaned amount from the company. This is the government’s way of helping small farmers augment their living, helping them financially from planting to selling their products. Counselling and mentoring are conducted by Maharlika employees to the farmers and vendors. More of the counselling was given to farmers whose plantations were devastated by natural disaster. It helps to motivate them cultivate their lands to have better produce. The employees were effective in their counselling skills and able to uplift the self-esteem of the farmers. They are good in counselling because they were trained and coached how to do it professionally by their mentors. Having worked at the Livelihood Corporation, I have observed how the project manager of Maharlika Complex effectively exercises her coaching style. She has the ability to communicate with people well with good understanding to varying traits and attitude of each individual working for the company. The manager has effectively managed to apply the coaching cycle of Cooper (2008), in her attempt to teach the staff with new skills and learning as ways of motivating them to perform at their best. The Coaching Cycle The cycle starts with telling the employees of what, how and why a particular task needs to be done. Showing how a task should be done is optional, giving the person the leeway to perform in his own convenience and style. In order for the employees to be competent and confident to do or start a new task, they are given the opportunity to practice what has been learned through coaching. The manager coach then monitors and observes the performance level of each individual and assess in what areas there is a need to be improved. After assessment a constructive feedback is facilitated where the discussion between the coach and the individual is light and a two-way process. According to Armstrong, S. and Mitchell, B. (2008) employees want mentoring in two areas: (1) the skill they need to succeed in the job and (2) the skills they need to build a satisfying career. The skills they need to succeed in the job are mentored through on going training and development where the professional experience of the manager is applied in one-on-one coaching.The new employees of Maharlika Complex were closely monitored by their mentors who know the job they were doing, and willing to take them by the hand then teach and lead them to a new defined skill for future career advancement. It stimulates enthusiasm and energy so that the employees keep moving forward towards their goals (Merlevede, P.E. and Bridoux,D.C, 2004). Leadership Skills In the writings of Hersey and Blanchard (n.d.) a Participative Leader seeks to involve other people in the process, including subordinates, peers, and superior. Often, however, as it is within the managers’ whim to give or deny control to his or her subordinates, most participative activity is within the immediate team. The question of how much influence others are given thus may vary on the manager’s preferences and beliefs, and a whole spectrum of participation is possible. The department managers of Maharlika Complex exercised different styles of leadership in their assigned areas. In the case of the Project Manager he has been very successful in being slightly autocratic because he has the full knowledge of how a task or project is to be accomplished.The project manager is not over using his capacity by controlling every movement of his subordinates. He listens to some suggestionsand even considered implementation of the suggestion if found to be beneficial for the project, the department and the organization as a whole. The human resource manager in the other hand projects a participative leadership where she as the manager shared leadership with the staff members. This gives employees the feeling of satisfaction when some responsibilities are placed in their care. Shared leadership is like a partnership between the manager and the employees for the purposes of developing a motivated and co-operative working environment. The management of Maharlika Complex is developing employees that have potentials to become good leaders. Some of the company’s employees have the leadership skills.The managers are encouraging these people to work hard and develop their leadership skills not only for their personal and professional growth but also for the benefit of the company. Regular counselling was conducted to boost the self-esteem of the employees. An effective counselling eliminates an undesirable behavioural aspect of an individual and creates a positive attitudinal character. Good leaders have confidence and the natural characteristic of influencing other people. These leadership skills are being taught by the managers to their staff for them to develop to become good mentors and leaders in the future. The management of Maharlika has adapted the 7 steps to ensure an effective mentoring relationship as researched by Merlevede and Bridoux (2003). The following steps are: first step is â€Å"choosing a protege† where the leader chooses to mentor a person because the leader knows there is a lot of potential present in that person. second step is â€Å"connecting†, where the mentor and the protege would establish relationship skills, and rapport to ensure that mentoring will run smoothly. third step is â€Å"outlining the relationship† that once certain level of trust is achieved the mentor figures out what the mentoring will be about. fourth step is â€Å"getting to the bottom of it† where the mentor identifies what might have caused for a protege from achieving goals and then to take some actions for the protege to come close to the goal. fifth step is â€Å"concrete action† where the mentor sees the protege taking his own destiny in his own hands and not relying or depending on his mentor. sixth step is â€Å"following up† where the mentor can ask questions to the protege to know how the mentoring was absorbed. seventh step is â€Å"get out of the way† is the period in time for the mentor and the protege to part ways letting the protege to loose and ready to face new challenges on his own. Multi-tasking Skill Multi-tasking is the ability of an individual to perform multiple tasks all at the same time. It is not only limited to the managers to do multi tasking, but it is also performed by the people from the ranks. It is performing loads of tasks in a limited period of time. To get better results and output from an individual performing multi task, he should be prepared and willing to do the job, well trained to perform it, and he must love to do it. Only a motivated individual can successfully accomplish and produce good output from loads of responsibilities placed on his shoulder. Otherwise, if the management will assign multiple tasks to an individual who is half hearted to perform it, the quality of the results will suffer. Maharlika Complex once implemented multi tasking when the management decided to stream down the workforce. The employees were given the option if they wanted to stay or settle for early retirement. Most of the older personnel opted to be paid off. The jobs they left were distributed to the employees who stayed. The personnel manager looks into the job function of each employee and distributed these jobs to employees having the same function. In this case, the employee did not find it difficult to perform because of its similar skill needed to perform the task. Adjustment was made and eventually the multi tasking works. It saved time and cost and the employees were motivated to work efficiently because the managers themselves were also performing the same. There was little mentoring done on the employees that were left behind. It is because the new tasks that were added to their responsibility were similar or hold the same function with the task they perform.The counselling and mentoring were concentrated on how to manage their time effectively and deal with stress. The counselling was intensive because of the additional workload added to their responsibility. A group counselling was conducted twice a month to ease tension and stress for the employees doing the multi-tasking. As part of the counselling session, a time management seminar was also conducted. It is to help employees identify goals and learn to prioritize activities to get things done effectively. They were also counselled and mentored to keep diaries of planned activities to avoid missing important tasks. With the effective counselling technique the employees of Maharlika Complex were motivated and committed to the tasks assigned to them. Mentorship was also emphasized to develop the leadership potential of the employees. TASK 2: PERSONAL DEVELOPMENT PLANNING This group activity will help me and my co-group members to identify our strengths and weaknesses and analyse what should be done in order to enhance and develop our personal and professional skills. We will listen to each of our experiences told and give our insights to help each other in achieving our personal aspirations in life. Activity 1: Personal Audit A. Group sharing on Professional and Personal Life Experiences I have discussed and shared with my group my professional and personal success and failures in life and they gave their comments and suggestions how to develop and enhance my skills based on their personal assessment on my experience. My co-group members Hina and Hanushka have their own personal suggestions on how I would be able to enhance my strengths and develop my weaknesses. To enhance my skill in time management they have suggested that I should continue to focus on each important planned activity. In this way I will be able to accomplish what is needed to be done and will still have time to do other important matters. We have also discussed on my lack of confidence to assert to get the things I want or to achieve. They have suggested that: I should build my confidence; I should learn to exercise my rights; I should be firm; I should not be intimidated; and I should know the relevance and importance on what I am asserting for. Another professional skill that I have to enhance is my coaching ability. I know that in some situations I am able to get the attention of the people I am given instructions to. They learn easily what was taught of them because I was patient enough to guide them step by step on what to do. My co-group members have suggested that I should attend some coaching trainings in order for me to get the techniques to enhance my skill. B. PERSONAL AUDIT QUESTIONNAIRE Please tick the appropriate option on the following rating scale (1-5) 1 being the weakest and 5 being the strongest. 1) I lack confidence in expressing my needs. 1___2___3___4___5___ 2) I manage time effectively. 1___2___3___4___5___ 3) I am not confident to lead. 1___2___3___4___5___ 4) I cope with stress well. 1___2___3___4___5___ 5) I manage a number of tasks well. 1___2___3___4___5___ 6) I do not have confidence to give presentations. 1___2___3___4___5___ 7) I am patient when imparting knowledge and skills to others. 1___2___3___4___5___ 8) I do not have confident to influence others. 1___2___3___4___5___ 9) I motivate people to perform. 1___2___3___4___5___ 10) I do not direct people to do tasks. 1)___ 2___3___4___5___ C. Professional and Personal Audit(1 is weakest ; 5 is strongest) Based on the personal assessment made by two persons on my personal and professional skills it was identified that I lack assertiveness. I had to develop my confidence to express what I want and develop my skills to lead effectively. It also shows my capability to coach and the strengths I have in time and stress management. If I develop my confidence and assertiveness, I know I will be able to overcome my weakness when it comes to leadership and assertiveness. I should take some time to reflect on what to do first to proceed with the learning process to achieve my objective. The learning style I am adapting is the Reflectors Style. I am comfortable with this kind of learning because it gives me the opportunity to reflect on the information I get and compare to my personal experiences. I will get some techniques on how to assert by collecting informative reading materials. Watching video on personality development will also be considered to improve my confidence. Getting feedback from a friend will also help me in my learning process to gain confidence. Activity 2: Progression Plan A. Personal SWOT Analysis As a result of making this analysis I can give emphasis on my strengths and focus on remedies to overcome my weaknesses. This will aid me in taking possible advantage of the opportunities at hand. B. Development Plan Skills Audit: Identifying Areas to Improve In order to attain my goals, I have to strengthen my leadership skills. I need to improve my cognitive ability, strategic thinking, analytical ability, ability to delegate and influence, ability to learn from experiences and the ability to build technical competence. Developing my confidence is also a way to become assertive and stand up to get what I want. To aid me in achieving this, I had to adapt the Reflector Style of Learning, one of the learning styles identified by Honey and Mumford (2008). This type of learning suits my personality. To develop my learning ability, I collect data, review and think carefully before making any conclusion or decision. I learn more by observing others, listening to their views and reflecting their leadership techniques. I had to follow this learning style technique suggested by Honey and Mumford below: Observing individuals or groups at work – Observing on what good leaders do and reflecting what I need to do to improve. Reviewing what has happened and thinking about what they have learned – This is learning through experience and reflect what to do next to improve. Producing analyses and reports doing tasks without tight deadlines – Evaluate the observations I made and do the things learned through observation to improve develop skills. As part of my personal development plan I will consider the suggestions of Corttrell (2003) to make a structured process of reflection in order to develop my understanding on myself, my choices, what I want to achieve, how to plan and how to take action on improving my work. This will help me reflect on my weaknesses and think of better ways to minimize them. Trough reflection I will be able to: Make sense out of experience: this will help me learn and develop my skills in leadership and assertiveness Standing back : being observant and not in the midst of the activity to see the level of confidence of the people around Repetition: practice to assert on small things first to gradually develop confidence Deeper honesty: admitting my flaws and work to rectify them Weighing up: help me evaluate the advantages of being assertive and disadvantages of being submissive. Clarity: review activities done will help me see things clearly not only on my success but on my failed plans because of being non-assertive. Understanding: I will be able learn things in a deeper level like gaining insights through reflector style of learning Making judgement: reflection aids me in deciding things whether to assert or not. This plan will be carried out by me as a guide to develop my personal and professional skills. The Monitoring Process Through monitoring my progress I should be able to know if my planned activities for the realization of my aims are achieved. It will help me recognize if my learning style applied to achieve my goals is effective. A monitoring device to determine my progress is provided. I will solicit feedback from my colleagues, coaches and mentors. Monitoring progress on learning goals BIBLIOGRAPHY BOOKS Armstrong, S. and Mitchell, B., 2008. The Essential HR Handbook. USA:Book-mart Press Cooper,S., 2008. Brilliant Leader. Great Britain:Pearson Education Ltd Cottrell, S. 2003. Skills for Success. New York:Palgrave Macmillan Hargreaves, G., 1998. Stress Management. The Essential Guide to Thinking and Working Smarter. London:Marshal Publishing Lazarus, R. and Folkman, S. 1984. Psychological Stress and Coping Process. New York:Springer Publishing Company:ISBN:0826141919 Manktelow, J., 2006. Manage Your Time. London:DK Merlevede, P.E. and Bridoux, D.C., 2004. Mastering Mentoring and Coaching with Emotional Intelligence. Wales:Crown House Publishing Ltd. Winstanley, D., 2005. Personal Effectiveness. London:CIPD WEBSITE 1.Wikipedia (2010). Stress Appraisal and Coping. 8 April 2011: www.uk.ask.com/wiki/stress_management. 2.www.spiritize.blogspot.com/2007/05/assertiveness-training.html. Notes to Self-Assertiveness 3.Hersey and Blanchard (n.d) Chairing Meetings.03 March 2011 4.http://www.blessingwhite.com/helping_others_succeed_gc.asp?gclid=CIjlpMyY46cCFQod4QoduBCv9A Helping Others Succeed:successful coaching Relationships are Custom Built 5.www.davidbonham-carter.com/assertiveness-training-book.html. Chairing Meetings 6. www.coachingnetwork.org.uk/resourcecentre/whatarecoachingandmentoring.html 7.Ward, S. (2011).Time Management.8 April 2011: www.sbinfocanada.about.com/od/timemanagement/a/getmoretime.htm 8.www.changingminds.org/discipline/leadership/styles/participative_leadership.html. 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Financial Accounting Financial Reporting

Question: Discuss about the Financial Accounting for Financial Reporting. Answer: Introduction: Issue pertaining to new accounting standards and framework, exposure drafts or other declarations or explanations 119: During the year 2016 June, the Australian reported a list of alterations which is mentioned below; In accordance with the Australian Accounting Standard Board 119; the discounted rate for employees benefits regarding the long-term obligations for the corporate bond rate. The board also declares that government bond rate will be put into use if the corporate bond rate is not available. The directors responsibilities at the time of reporting will also be reviewed. In addition to these changes has also been incorporated concerning Australian securities exchange governing the principles and recommendations. A simplified procedure of equity in accounting has also been created at the time of transformations when such changes were incorporated in relation to the investments-equity methodology and joint venture. Alterations have also taken place in relation to the derivatives and hedging [contingent put and options for call for debt instruments] The Australian Accounting Standard during the year 2016 in relation to the benefit for pension scheme along with contribution pension scheme has also been reviewed. Regulation and monitoring of financial reporting The chartered Accountants of Australia and New Zealand has clearly stated that all the organizations must conduct an audit and prepare an audit report so that it can clearly explore the quality of the audit work performed. The Financial Reporting Council has open-handedly accepted the change and has welcomed the approach. Changes reported for issues pertaining to accounting standard. From the period of May 1 to 31 July 2016, there are numerous amounts of changes that have been reported in contrast to the issues, which are related to the accounting standard. A proposal has been placed on July 8 2016 to resolve the issues, which is related to compensations. The compensation includes employee stock ownerships schemes. The accounting standard has also considered providing improved form of employees share payment. It is noted that in the month of June during the year 2016 another update has been proposed by the accounting standard regarding the review of revenue from the contracts of customers. Political influence or other potential developments The investment standards have been reviewed under the Australian Accounting Standard Board where the collaboration amid AASB 10, 11, 12 and AASB 128 has been discovered. The revision was essential in defining the guidelines, which was related to control, power, rights and exposure. Recognition and summarization of advancements and alterations in the financial reporting framework for the periodJune to August 2016, inclusive Over the period, revision of accounting standard was significant in terms of political aspects. A standard has been revealed in many such jurisdictions where current alterations has illustrated that the Australian Accounting Standard has been actively involved with the international standard for setting up of a project. The forum is of utmost importance concerning the International Accounting Standard Board. The initiatives lay down under the Chartered Accountants of Australia and New Zealand as because if they are to be looked upon as leaders in business and finance then it is of utmost vitality to positively influence the pre-requisite. Bibliography: Chartered Accountant Australia: https://www.charteredaccountants.com.au/Industry-Topics/Ethical-and-professional-standards.aspx ASSB: https://www.aasb.gov.au/About-the-AASB/The-standard-setting-process.aspx ASB: https://www.charteredaccountants.com.au/Industry-Topics/Reporting/Australian-accounting-standards/Latest-changes Australian Reporting: https://www.charteredaccountants.com.au/Industry-Topics/Reporting/Publications-and-tools/Essential-guidance/Guides/Australian-reporting-essentials-for-the-June-2015-reporting-period AU: https://www.kpmg.com/AU/en/IssuesAndInsights/ArticlesPublications/Example-Financial-Statements/Documents/australian-financial-reporting-manual-june-2015.pdf FRC: https://www.frc.gov.au/media/media-releases/mr2015/2015-001/ ASSB: https://www.aasb.gov.au/Pronouncements/Current-standards.aspx ASSB: https://www.aasb.gov.au/About-the-AASB/The-standard-setting-process.aspx FASB: https://www.fasb.org/jsp/FASB/Page/SectionPagecid=1218220137102 FASB:.https://www.fasb.org/jsp/FASB/Document_C/DocumentPage?cid=1176166123481acceptedDisclaimer=true

Their Eyes Were Watching God - Finding The Woman In Janie Essays

Their Eyes Were Watching God - Finding the Woman in Janie People grow and develop at different rates. The factors that heavily influence a person's development seem like heredity and environment. Genetics can play a key role in what kind of person one becomes. Environment seems like the factor that most often and influentially affects a person's development. The people one meets and the experiences one has seem very important in what makes a person who he or she is. Janie develops as a woman with the three marriages she has. In each marriage she learns valuable lessons, has progressively better relationships, and realizes how a person is to live his or her life. In Their Eyes Were Watching God, by Zora Neale Hurston, Janie's marriages to Logan Killicks, Jody Starks, and Tea Cake seem like the most crucial elements in her development as a woman. Throughout the story Hurston uses different men to portray the continuum that men fall into in their society. Janie's marriage to Logan Killicks seems like the first stage in her development as a woman. She hopes that her forced marriage with Logan would end her loneliness and desire for love. Right from the beginning, the loneliness in the marriage shows up when Janie sees that his house feels like a "lonesome place like a stump in the middle of the woods where nobody had ever been" (Hurston 20). This description of Logan's house seems symbolic of the relationship they have. Janie eventually admits to Nanny that she still does not love Logan and cannot find anything to love about him. "She knew now that marriage did not make love. Janie's first dream was dead, so she became a woman" (Hurston 24). Janie's prayer seems like her final plea for a change in her life. She says, "Lawd, you know mah heart. Ah done de best Ah could do. De rest is left to you" (Hurston 23). Janie's prayer gets answered with her next husband, Jody Starks. He seems like the man who fills the voids of loneliness and love, and continues her development as a woman. When they first meet, Jody bestows compliments on Janie, convincing her of her special qualities. For two weeks, before they married, they talked and Janie believed that Jody "spoke for change and chance" (Hurston 28). The problem Janie found with Jody dealt with him not treating her as an equal. He would not let her speak in front of people, teach her to play checkers, or participate in other events. Like Janie, Hurston's voice seems dismissed- as not bitter enough, not depicting the harsher side of black southern life. Janie notices the problem early in the relationship and confronts Jody about it when she says "it jus' looks lak it keeps us in some way we ain't natural wid one 'nother. You'se always off talkin' and fixin' things, and Ah feels lak Ah'm jus' markin time. Hope it soon gits over" (Hurston 43). J anie realizes that she cannot be open with Jody and that he does not seem like the same man she ran off with to marry. Jody has many of his own interests, and none of them are concerned with Janie. "She found out that she had a host of thoughts she had never expressed to him ... She was saving up feelings for some man that she had never seen" (Hurston 68). Jody only gave material goods to Janie. His lack of love and his faults make her realize the next man she meets seems perfect for her. Her development as a woman feels complete after living and learning with Vergible "Tea Cake" Woods. Tea Cake seems like the catalyst for the final stage of development of Janie as a woman. From Tea Cake, Janie learns to love and what it feels like to be loved. Through Janie, Hurston gives an example of a women in society who follows her dreams and takes control of her soul. Tea Cake not only makes Janie feel special with his words, but proves it as well by taking her fishing, hunting, to the movies, dancing, gardening with her, and other "signs of possession" (Hurston 105). For a while, Janie and

Men of honour essays

Men of honour essays Edgar Degas artwork called Before the take off. Edgar degas was a landscape painter which is evident in this artwork were the scene is set on a green grass field landscape. Though he usually works on a studio but he would also do some artworks outside. The scene is set in a grass field hence the green grass. The title says, Before the take off so this area must be set in a race course. The images that are shown are jockeys on their horses getting ready for a big race. This presentation is like naturalistic presentation as it has been drawn from real life. The artwork creates a calming mood as it is before the race and usually before a race is about to start the crowd would go quiet and it would sound calm. The relationship of the viewer to the subject is like the, viewer is the observer as we are watching through Edgar Degas eyes, because he too would have obviously been observing the race. The medium of this artwork is a oil pastel work. The use of pastel is by line and uses blck quite frequently to trace around the images, for example the horses and the jockeys have a black outline on them to let the viewer distinguish the images been shown on the art work. Also the use of brown as the base colour for the horses then the sue of black lines to work over the brown base colour creates that tone and definition and black is also use the create shadows on the images. There is no visual perspective but as you can see the horses are lined up repetitively horizontal to the top right so I would be guessing that the perspective would be pointing towards the top right corner of the artwork. The use of yellow on the jockey on the closest end, his shirt is full of texture as u can see it been worked over quite a lot because you can see the impurities of the colour, if you look closely to it there are a few colours not just yellow theirs also a little bit of black and a darker yel ...

40 Fun Activities to Try with Your College Friends

40 Fun Activities to Try with Your College Friends The friendships you establish in college will be some of the most unique relationships you will ever have. Thrown together by chance or circumstance, these friendships usually last a lifetime. Not only that, but these relationships provide ample opportunities to stretch your wings, try new things, and live life a little irresponsibly. If you still have no friends in college, dont worry and find out how to find them! If it is not the case and you’ve been looking for suggestions on just how to spend time with your college friends, we have a few ideas for you. Start a water balloon fight on central campus. Get matching haircuts. Start a game of tag or hide-n-seek in Wal-Mart. Go for a swim in the school fountain. Schedule a Guitar Hero tournament. Plan a cornhole tournament. Girls, schedule a slumber party; boys, crash said party. Put on a lip-sync performance and create your own music video. Host a prom. Go on a road trip. Plan a progressive dinner. Get your fortunes told. Set up a faux senior portrait session; see if this attempt is less awkward than the last. Make an old school mixed CD and then swap the finished products. Have a classic TV marathon (Saved by the Bell for the girls, Dukes of Hazard for the boys). Clean out your closets and have a clothing swap. Plan a cook-off. Eat a picnic on the quad. Create the most absurd outfits imaginable and wear them to the gym for a workout. Ride the bus around town; you’re bound to discover local places you never knew about. Go to a drive-in movie. Host a costume party. Play Spin the Bottle. Throw a house warming party when someone gets new digs. Booby-trap someone’s dorm room. Attend the playoffs for one of your school’s sports. Saran wrap all the public toilets in the dorms. Plan a flash mob. Start a blog. Try an exotic food you can’t pronounce. Help someone else; put together a Relay for Life or Dance Marathon team. Learn about wine; there is more to know than just â€Å"red† or â€Å"white.† Go to a Pride Parade. Learn to drive a 5-speed car. Donate blood. Have a Nerf gun war. Play a milkshake drinking game. Paint pottery. Make a Burn Book, Mean Girls’ style. Have an eating contest. College doesn’t last long. Between all the studying and pointless part-time jobs, there isn’t much time left for fun. Make sure you use your time wisely! Grab your friends and do something reckless, spontaneous, or totally out of character today! We hope our list has inspired you to try something new. If you have more ideas about how to add some spice to the college life, share in comments!

Causes of Increase in Oil Prices in Last 36 Months Essay

Causes of Increase in Oil Prices in Last 36 Months - Essay Example Such circumstances encouraged speculators to adopt measures that would ensure they made sufficient money to meet future demand. Oil traders have started placing premiums on the prices of crude oil on the basis of instability and uncertainty in the Middle East, which has the largest oil reserves in the world. Moreover, the increasing internal disturbances in countries such as Libya, Iraq and Tunisia as well as the potential threats pertaining to disruption of crude oil production and transportation in this region and in Africa, have led to increase in oil prices. In view of these circumstances, speculators started bidding higher for oil, which again raised prices across the world. Governments of several oil producing countries have not been adopting efficient management practices that have adversely impacted the performance of the oil industry in these countries. For instance, oil producing nations such as Venezuela have been channeling their oil revenues into domestic politicking in order to continue holding on to power. The oil industry in Venezuela and other countries in the Caribbean region have been nationalized and are used by the respective governments to meet their political objectives. Revenues from the oil industry are used to finance social projects and to subsidize gasoline to citizens. Oil revenues are substantially misappropriated in meeting the costs of political agendas, which reduces oil available in the market and thus there is increase in prices. The PDVSA is the only oil company in Venezuela that is having complete stake in the country’s oil functions. In being owned by the state, its management complies with state mandates irrespective of the fact that the company’s long term revenues and profitability suffer a setback. These governments try to make more money out of the oil business by quoting oil prices at very high levels. In African countries such as Nigeria, the increasing activities of rebels and terrorists have deterred investors from investing in the oil industry (Flower, 2010). Such circumstances deprive the sector from employing advanced technology because of which high production levels cannot be achieved and the resultant short supply leads to higher prices. Increasing use of industrial and automobile equipments, especially in developing countries, has led to increased demand for oil. The law of demand and supply provides that the price of any commodity will increase if its demand increases at any given supply level. In view of political and economic circumstances oil producers are not increasing supply of oil adequately in keeping up with increasing demand. It is thus natural that oil prices will increase. In the last few years, the evolving patterns of industrialization and use of vehicles has led to advancement of production processes, which have led to increase in demand for oil. The global demand for crude oil is increasing steadily, particularly in India and China that are undergoing rap id industrialization and development processes (Gupta, 2005). The economies of China and India are slated to grow the maximum in the coming future and they have already started consuming much higher levels of oil in meeting their energy requirements. Increasing per capita incomes in China and India have considerably increased the demand for automobiles and more and more people now own their own cars (Reynolds, 2005). In view of the huge middle class in these two countries, which are the most populated countries in the world, it is apparent that the demand for oil will also increase substantially. The US is no longer the biggest oil consumer and cannot dominate the oil industry by demanding preferential oil prices for

Unit III Assessment #2 Systemic Effects Essay Example | Topics and Well Written Essays - 250 words

Unit III Assessment #2 Systemic Effects - Essay Example Delhi recorded hypertension in 36.1% lifetime nonsmokers living in the city compared to the 9.5% of rural controls. The dominance of hypertension increased with increase in age. Despite the great prevalence, severity of hypertension was higher in the urban subjects. There was a record of 15.4% less severe stage 1 hypertension having systolic blood pressure of 140 to 159 mm Hg and more severe stage 2 hypertension in comparison with 6.1% and 0.9% of the rural controls having stage 1 and stage 2 systolic hypertension respectively. Stage 1 and stage 2 90 to 99 and greater than 100 mm Hg hypertension prevailed in 23.4% and 10.0% of Delhi citizens in contrast with 4.4% and 0.8% of control subjects correspondingly. An important and positive association transpired between the PM levels in Delhi’s air, the systolic blood pressure and diastolic blood pressure in Spearman’s correlation experiment. Particulate air toxins along with lifestyle are great contributors of the prevalence of hypertension in Delhi. The elderly and those with pre-existing cardiovascular diseases are at high risks of death due to air pollution. Surprisingly, air pollution causes more deaths through cardiovascular diseases compared to the respiratory diseases, which are more associated with pollution of air. Hypertension prevailed in a high percentage among the lifetime nonsmokers, which increased with increase in age. Those in urban areas had less severe stage 1 hypertension and more severe stage 2 hypertension compared to those in rural stage 1 and stage 2 systolic hypertension (Gurjar, Molina, & Ojha,

“Give me a stand point and I will move the earth” Archimedes Essay Example for Free

â€Å"Give me a stand point and I will move the earth† Archimedes Essay Feminists are of the opinion that women in this world have been neglected by history and men through out the ages and liberating them would be synonymous with giving them a stand point to move the world. Klues looks to the pioneers of female research in antiquity whose glimpsing women history through a record from which the female sex has been excised for millennial by patriarchal bias, must have been like constructing a house out of the space between the slats of a fence. Further Klues considers that assiduous and objective scholarship produced an unassailable picture of the role of women in classical Athens, a picture now almost universally accepted, in which domination of male over female is there seen as complete and crushing. Only one wave of classical scholarship, obviously by anthropology, looks to male-female relationship as a significant determinant in Athenian society, as in any other: an ingredient of total culture no less fundamental than its economy or its religion or its political structure. More authors have argued that women did not have a place in history. However, Hasel making reference to Pauline Schmitt –Pantel makes a note worthy reminder of Greek philosophers works such as Aristotle and Plato that made relation to different sexes. A similar reference is made about the Greek cosmologies meaning that women have always had such a place. Hasel has therefore put forth a vivid conclusion. â€Å"The image of the Topos then might not hold much because it is based on seclusion of women in antiquity which may not be the case. † The portraits of Lipia as discussed in Bartman had an effect in creating a stronger imperial Rome. Though there are undertones of their use in propaganda and other political machinations and maneuvers, Bartman note that they were sculpted in the spirit of compromise which he refers as ‘give and take’ between the sculptor and the sponsor. Scott say that there was a moment not all that ago, when feminists thought gender to be an invincible barrier against biology. The sex/ gender distinction would analytically separate the physical body from the social body; it would then no longer be conceivable that anatomy was destiny. Though women might be viewed as ‘non- actors’ thus acting in the realms of those who built and wielded political power to which they were subject to had a private life which of course influences public life. In the words of Scott, those absent from official account none the less partook in the making of history; those who are silent speak eloquently about meaning of power. This reawakening Scott notes has brought about congruence in thought between political historians and writers penning ‘her story’. It has also brought about to the way changes occurred in law, politics and symbolic presentations. A further implication Scott explains is that there are social explanations rather than biological and characterological to the different behavior of men and women and their unequal positions. The feminists are thus challenged in this argument for neglecting female agency by diminishing the historical importance of personal life encapsulated in its three elements- family, sexuality and sociability. Thus irrespective of what feminists think women have always had the stand point and have moved the world as much. Reference Bartman ‘Portraits Of Livia Joan W. Scott, (1988) Gender and the Politics of History (New York 1988) 15-50. Joan W. Scott, `Millenial Fantasies`. The Future of Gender in the 21st Century`, in: Claudia Honegger – Caroline Arni (eds. ), Gender. Die Tucken einer Kategorie (Zurich 2001) 19-37 Wagner Hasel (1989)Women’s life in oriental seclusion? On history and and use of Topos. Pauline Schmitt –Pantel (1992) â€Å"Greek thought on the position of women resolved†. Pg 79.

John Adams versus John Quincy Adams Essay -- essays research papers

Even though John Adams (1735-1826) and John Quincy Adams (1767-1848) were father and son, also they were our President in the United States but they are not the same. The differences are their early lives, the early political career, and major presidential actions. The early lives of John Adams and John Quincy Adams are different. John Adams?s father, who also named John, sent his son ? young Adams to Harvard College at age fifteen, and he expected him to become a minister. His father was working hard to make young Adams?s life different than his own which was to become an educated person. However, John Adams did not want to become a minister. After he graduated in 1755, he taught school for few years in Worcester, and that allowed him to think about his career choice. After much reflection, he decided to become a lawyer, and studied law in the office of James Putnam, a prominent lawyer in Worcester. In 1758, he was admitted to the bar. He put the skill to good use as a lawyer, often recording cases he observed so that he could study and reflect upon them. His report of the 1761 argument of James Otis in the superior court of Massachusetts as to the legality of Writs of Assistance is a good example. On the other hand, John Quincy?s fat her which is John Adams did not push him to become a minister. Moreover, John Adams brought young Adams to France (1778 ? 1779) and to the Netherlands (1780 ? 1782) to acquire his early education at institutions at the University of Leiden. John Adams let his son explored the world more than his own father did. At age fourteen, young Adams accompanied Francis Dana on a mission to St. Petersburg, Russia, to gain recognition to the new republic. He also spent time in Finland, Sweden, Den... ... appointed him. He felt he deserve credit for helping to set this country on the right path towards freedom, prosperity, and loyalty to the country. Although they might not appreciate it now, his confident future generations will follow his lead to make this country the best it can be. For that generation he could offer this, once you set your goals, never give up. He had numerous jobs as minister and ambassadors to many different countries before he finally won the election to become the President. The path he traveled was not easy, but I think he believed his hard work paid off. I think if he still alive today he would probably take revenge on all those crooked politicians he had been hearing about who take bribes and shred confidential documents. They deteriorate the fabric this country was built on, and it will be a long time before it is fully repaired.

The Emergence Of Professional Identity Education Essay

Despite the outgrowth of professional individuality as a separate research country in the last decennary, there is no individual definition to explicate precisely what the construct means ( Beijaard et al. , 2004 ) . There is common understanding, nevertheless, that individuality is non a fixed property of a individual, but is an on-going procedure of reading and reinterpretation of experiences within a given context. The post-modernist position of ego, to which I subscribe, is that ego is strongly related to how people organise their experiences in their life history, which could, hence, differ in clip and context, but allows persons to understand who they are and what they would wish to go. As a consequence, influences of historical, sociological, psychological and cultural factors may all impact on a leader ‘s sense of ego as a leader. If this line of statement is followed through, it would, hence, seem that ‘self ‘ is inseparable from a individual ‘s life history and, so, it is impossible to talk about ‘self ‘ when there is no contemplation.IntroductionBusher ‘s ( 2005 ) research of in-between leaders highlights how childhood experiences, parents and co-workers shaped his topics ‘ positions and values on instruction, acquisition and taking. He besides found that publicity shaped their sense of work-related individuality, their positions of themselves being bound up with the formal places they held within the school hierarchy. In this manner, professional individualities were developed through a combination of historical life and professional experience. However, it is besides of import to recognize that, when associating this to a life history attack, the narration of events comes to stand for a period of person ‘s lives, compressed into â€Å" one minute of self-narration † ( Kehily, 1995, p. 24 ) . Equally, as Kehily ( 1995 ) argues, how we see ourselves, our individuality, is capable to reformu lation in a assortment of ways harmonizing to the audience and, hence, we may hold a different version of individuality harmonizing to where, when and how we articulate it. Part of our life history can be omitted, embellished or reframed harmonizing to the feeling that we want to portray of ourselves. In other words, individuality is expressed as outward articulations as a merchandise of the societal interaction, instead than an person ‘s interior ideas. As a consequence, a Reconstruction of past events is likely to be placed within the ‘framework of present concerns ‘ ( Kehily, 1995, p. 26 ) . Malus and Wuf ( 1987, in Kehily, 1995 ) use the term â€Å" self construct of the minute † understood as a â€Å" continually active, switching array of accessible ego cognition † ( p. 306 ) . Similarly, single memory plays a big portion in determining and stating their ‘story ‘ . Memory can be selective, go forthing immense spreads and giving minutes of utmost lucidity. Identity building is, hence, an interrelatedness between past and present. Olesen ( 2001 ) , in his survey of professional individuality as acquisition procedures in life history, besides sees individuality as being a â€Å" field for an on-going subjectiveness † ( p. 3 ) . However, instead than it being subjective, harmonizing to the audience as a likely reading, it is more as a consequence of the person ‘s ability to reproduce experience in relation to existent world. It is this world which is capable to single perceptual experience, subjective orientations and significances. He argues that perceptual experience of individuality is besides interrelated to larning procedures of persons within their profession and general development. In this manner, ‘professional ‘ ind ividuality can steer and develop the person but could besides curtail the learning potency. Usher ( 1995 ) believes: â€Å" changing and switching individuality is ‘fixed ‘ and anchored by the act of composing † and that â€Å" life itself is conceived as societal text, a fictional narrative production where difference is repressed and clip suppressed in a demand for certainty † ( p. 2 ) . This position assumes that persons are about incapable of deciding the tenseness between seeing ourselves as the object and how other people influence and nowadays it. Giddens ( 1991 ) argues that how the tensenesss between external and internal positions of ego are resolved depends on single â€Å" histories and experience and societal and psychological demands † ( p. 3 ) . My place in this is that although persons may non be able to decide the tensenesss between external and internal positions, they may travel to a province of cognitive disagreement where they come to accept and recognize the difference without the demand for deciding them.Awareness of O nes SelfBusher ( 2003 ) takes a similar position reasoning that: â€Å" leaders and directors consciousness of ego is constructed through their interactions with other people, developing a altering consciousness of other people ‘s demands and besides of themselves as other people perceive them † ( p. 3 ) . This requires witting contemplation and has been encouraged through the centuries to advance a greater apprehension of the person ‘s sense of ego, the mutuality of people and with their environment ( Busher, 2003 ; Beijaard et al. , 2004 ) . I would besides reason that it besides depends to what extent persons are non merely consciously cognizant of the impact of these interactions, but besides how much they are able to larn from this and, by making so, develop their ain apprehension of people ‘s personal and societal demands, positions and outlooks, in other words, what Goleman ( 1995 ) footings as 'emotional intelligence ‘ . For any ‘people workers ‘ , understanding people ‘s actions in footings of how they construct their self-identity in peculiar contexts is critical to being able to work with them successfully. For leaders at any degree, a sound apprehension of other people is cardinal to success in their function ( Busher, 2005 ) . These soci etal interactions, as Busher ( 2003 ) , argues besides serve to develop impressions of power and that in developing individualities, peculiarly in the work context, people have to â€Å" postulate with the power relationships that operate † ( Smyth et al. , 2000, p. 149 ) . Cardinal to self-identity is besides their impression of power and how it affects their sense of bureau. The grade of authorization and command all physiques upon the individual ‘s sense of ego and is straight related to the place within which they operate and how much power they are able to ordain. Usher ( 1995 ) suggests that, possibly, this atomization of individuality is something we merely necessitate to accept and that it is inevitable â€Å" that the ego will be invented and reinvented † ( p. 186 ) . As can be seen from this treatment, professional individuality and cognition of ‘self ‘ is complex. It is made up of a assortment of elements, grounded in people ‘s single life histories, personalities and work-related experiences. The ability to reflect on their experiences and understand their ain professional individualities allows them to efficaciously wear the mantle of their several ascribed function and to hold a better apprehension of themselves and of those they lead.The Journey to LeadershipWhen analyzing life history, instruction research workers have tended to convey together shared characteristics and anchored them around nucleus subjects ( Gronn, 1999 ) . Both Kelchtermans ( 1993 ) and Parker ( 2002 ) utilize critical incidents, important people and phases as â€Å" heuristic tools in analyzing the calling narratives † ( Kelchtermans, 1993, p. 447 ) , while others ( Day and Bakioglu, 1996 ; Gronn, 1999 ; Coleman, 2002 ; Ribbins, 2003 ) have used phases and stages of leading to develop a conceptual theoretical account of leaders within a â€Å" longitudinal model † ( Gronn, 1999, p. 22 ) .Phases of LeadershipGronn ( 1999 ) termed the first phases of influence on a leader as the â€Å" Formation † phase and this encompasses the period from â€Å" babyhood to maturity † , placing household, schooling and peer mention groups as of import in supplying the â€Å" staging of a character construction † ( p. 32 ) . The 2nd phase, â€Å" Accession † ( Gronn, 1999, p. 34 ) , is the clip of â€Å" training † where persons see a scope of functions, fiting themselves with a assortment of accomplishments and get down to assemble and practise a â€Å" function repertory † ( p. 36 ) which will supply a house foundation upon which to pull for higher functions. It is in this phase, where an person ‘s strong motive to accomplish may foremost be realised, which Gronn ( 1999 ) suggests, to be effectual, needs to be accompanied by a strong sense of single ego belief and the associated feelings of one ‘s â€Å" worth and value † ( p. 36 ) which are developed in the Formation phase. The 3rd phase, that of â€Å" Incumbency † , is about the period of headship. Gronn ( 1999 ) suggests that if, at this phase, the functions that leaders take are â€Å" congruous with personal demands † so they will â€Å" be able to travel some manner to run into their demand to self actualize † ( p. 38 ) . The 4th and concluding phase is that of â€Å" Divestiture † where leaders may good lose their â€Å" psychological clasp † ( p. 39 ) , whether this be due to fortunes impacting on them and hence nonvoluntary or unplanned, or it may be more a voluntary, planned phase of the leader ‘s calling as retirement attacks. Day and Bakioglu ( 1996 ) , in their survey of caput instructors ‘ lives and callings, place a series of developmental stages and sub stages undergone by caputs which are compatible with Gronn ‘s ( 1999 ) model. Their starting point, nevertheless, is at the â€Å" Initiation † phase where caputs are already in function and, hence, could be considered as sub stages or stairss within Gronn ‘s Incumbency phase. Like Gronn ( 1999 ) , Day and Bakioglu ( 1996 ) suggest that there are â€Å" multiple tracts and flights through different stages of caput instructors ‘ lives † ( p. 206 ) . There are four phases of Day and Bakioglu ‘s ( 1996 ) theoretical account: Initiation, Development, Autonomy and Disenchantment. The Initiation phase is characterised by two cardinal procedures: acquisition on the occupation and working within the bing establishment ‘s model. They suggest that idealism, uncertainness and accommodation are three sub stages within this phase. The Initiation phase is followed by a Development stage where consolidation and extension takes topographic point. Day and Bakioglu ( 1996 ) depict this as the â€Å" most active, most satisfactory, most rewarding stage † ( p. 212 ) of the leader ‘s calling and can be compared to the feeling of â€Å" self realization † which Gronn ( 1999, p. 38 ) describes as a possible result of the Incumbency phase. The 3rd stage that Day and Bakioglu ( 1996 ) depict is that of Autonomy, which can be seen as holding both positive and negative effects upon single development and leading effectivit y. In this stage, caputs still have assurance, but their control can be under menace, due to the limitations placed upon them through authorities enterprises and establishment demands, so straight impacting their ability to command their ain sense of bureau. If this deficiency of control persists so much so that they begin to lose a sense of vision, caputs may so come in the 4th stage, that of Disenchantment. Characteristics of this phase include: â€Å" deficiency of assurance, enthusiasm and increasing personal weariness † ( Day & A ; Bakioglu, 1996, p. 224 ) . Ribbins ‘ ( 2003 ) more recent survey confirmed this wide form of calling phases, integrating both Day and Bakioglu ‘s ( 1996 ) four stages and Gronn ‘s ( 1999 ) four phases to suggest a modified model which suggests â€Å" two ideal typical tracts or paths to and through headship † ( Ribbins, 2003, p. 63 ) . Like Gronn ( 1999 ) , Ribbins ( 2003 ) suggests a formation phase where cardinal bureaus impact and determine the sort of people â€Å" that prospective caput instructors become † ( p. 64 ) . Similarly, Ribbins ( 2003 ) describes the 2nd phase of â€Å" Accession † as that clip when persons seek experience and leading functions in readying for future headship places. Ribbins ( 2003 ) notes that, in hindsight, few leaders really see this phase as one of deliberate planning in order to prosecute a class taking to headship. This can be compared to McCall ‘s ( 2000 ) â€Å" serving clip † ( p. 23 ) in order to accomplish their concluding finish. Coleman ( 2002 ) , in her survey of adult females as caput instructors, suggests that there is a â€Å" deficiency of planning and even an component of surprise in happening themselves a caput instructor † ( p. 33 ) and, therefore, the ‘grooming ‘ phase may travel unnoticed by the participant at the c lip. It is in the 3rd phase, that of Incumbency, where Ribbins ( 2003 ) suggests an option to Gronn ‘s ( 1999 ) theoretical account and physiques on Day and Bakioglu ‘s ( 1996 ) four stages. Ribbins ( 2003 ) suggests that leaders can take one of two chief paths at this phase, each of which consists of four bomber stages. The first three bomber stages are the same as Day and Bakioglu ( 1996 ) suggest: Initiation, Development and Autonomy, but with a 4th sub stage of Disenchantment or Enchantment. This is dependent on whether the leader has negative feelings ( disenchantment and loss of committedness ) or positive feelings ( assurance and competency ) at this phase. Whereas Day and Bakioglu ( 1996 ) depict a downwards gyrating procedure taking to disillusionment, or in Gronn ‘s ( 1999 ) term ‘Divestiture ‘ , Ribbins ( 2003 ) suggests that although this disenchantment so may go on, there is besides an option, that of captivation. If this latter stage occurs, the leader will stay enchanted with headship and will go on to be motivated by professional satisfaction, relationships with co-workers and keep a balance between place and school life. The concluding stage, that of ‘Moving on ‘ focal points on go forthing headship. It deals with the way that caput instructors take one time they divest themselves from office. If the caput instructor is able to stay motivated and ‘enchanted ‘ so they can look frontward to reinvention and prosecute a different involvement or business. However, if the caput instructor becomes ‘Disenchanted ‘ they face the chance of Divestiture and, to some, welcome retirement. Coleman ( 2002 ) merges her earlier theoretical account of calling phases ( Hall, 1996 ) with the Van Eck ( 1996 ) theoretical account, to bring forth her version of distinguishable calling phases of caput instructors. She suggests a readying phase where initial makings may be obtained, an establishment phase of come ining instruction and the lower degrees of direction, an promotion or development calling phase affecting deriving new experiences, farther makings and a concluding acquisition phase when headship is achieved. Taysum ( 2004 ) , on the other manus, proposes a model to place the formation of the leaders self. She argues that there are four dimensions which are â€Å" critical to understand how leaders learn † ( p. 10 ) and that it is necessary to travel beyond a additive analysis to one which explores the interplay between â€Å" the exercising of bureau and the construction that form and control that bureau † ( p. 10 ) . In this manner, she argues that leading is deconstructed to give a greater penetration as â€Å" to how leaders learn to go leaders † ( p. 11 ) . Similarly, Johnson ( 2002 ) in her survey of higher instruction leaders, did non mention to phases in leading development but to incremental phases where, over clip, leading becomes more appealing as experience and an increased academic profile rendered them eligible for more senior places. This attack I would reason, is more kindred to Parker ‘s ( 2002 ) and Kelchterman ‘s ( 1993 ) attack of non merely sing life stages but besides other facets such as critical incidents and people. Although Taysum ( 2004 ) affirms this, she besides goes beyond this attack and explores it within an rational, emotional and religious context.Critical IncidentsHarmonizing to Tripp ( 1993 ) , critical incidents in educational research are created and are non something bing independently of an perceiver expecting find. Critical incidents are produced by the manner we look at a state of affairs, an reading of the significance of an event or incident. What makes an incident ‘critical ‘ is that it is memorable and interpreted as important by what it means. Much of the research on life history, which incorporates critical incidents, reaches a similar decision. Gronn ( 1999 ) discusses â€Å" critical turning points † ( p. 28 ) in his stages of leading development. He suggests that they can be in the signifier of impermanent set dorsums which is portion of the class within calling patterned advance. Similarly, Parker ( 2002 ) in his survey of the impact of life history on leading, termed critical incidents as â€Å" specifying minutes † ( p. 25 ) . The importance of these are illustrated in his concluding comments about the caput instructors in his survey, where he suggests that such experience â€Å" helped them specify their educational doctrines and hone their accomplishments † ( p. 25 ) and so believed much of their life history influenced their leading manner. These specifying minutes were seen as â€Å" motivational drivers † ( p. 33 ) which: â€Å" created the deep-rooted sense of career that these caputs have carried with them throughout their callings † ( p. 34 ) . Goodson and Walker ( 1991 ) reached a similar decision when analyzing the life history of instructors reasoning, that critical incidents in: â€Å" instructors ‘ lives and specifically in their work which may crucially impact perceptual experience and pattern † ( p. 24 ) . Knight and Trowler ‘s ( 2001 ) reappraisal of the functions of leader-academics in higher instruction argue that they need seven types of cognition and propose some ways in which leaders might develop them. Reviewing critical incidents and important friends are some of the ways they suggest to develop and prolong the first signifier of cognition in their list, that of ‘control cognition ‘ ( p. 168 ) . Contemplation on incidents is, hence, required if some experiences are to go ‘critical incidents ‘ . The survey of life history allows this contemplation to take topographic point and the building of their ain perceptual experiences of personal experience and therefore the significance these experiences have on the respondent. Harmonizing to Angelides ( 2001 ) , it is besides an efficient technique of garnering qualitative informations because a big sum of qualitative informations can be collected covering a broad clip span.Significant PeoplesThere is general understanding within the literature that critical people are â€Å" strategically located forces † who â€Å" contribute to the manner and velocity of calling promotion † ( Gronn, 1999, p. 28 ) . Dhunpath ( 2000 ) discusses how the â€Å" interpersonal context † depicting critical people as â€Å" important others † such as parents, wise mans, co-workers and equals as: â€Å" both powerful positive and negative influences that shape an pedagogue ‘s pattern † ( p. 546 ) . Similarly, Parker ( 2002 ) besides discusses the importance of wise mans who were responsible for determining the thought of those leaders that he studied â€Å" at intensely formative minutes of their lives † and goes on to state they â€Å" were important to fixing these caputs for leading functions † ( p. 35 ) . Ribbins ( 2003 ) reiterates this importance at the formative phase and believes that they are partially responsible for act uponing and determining â€Å" the sorts of people that prospective caput instructors become † ( p. 63 ) . Coleman ( 2002 ) suggests that the significance of critical people is peculiarly of import for female leaders, as they bes ides provide function theoretical accounts for them. One of her respondents illustrates this by stating that the critical individual for her was a caput that: â€Å" encouraged me to travel for headship and likely more than any other individual in my calling † ( p. 26 ) . Kelchterman ( 1993 ) finds the usage of critical people every bit good as incidents and phases as â€Å" really utile heuristic tools in researching the calling narratives † ( p. 446 ) but besides every bit theoretical constructs. He uses both constructs to exemplify the influence they have on the professional committedness and occupation satisfaction of the instructors in his survey, both in a positive and negative manner. It besides proves utile in â€Å" retracing the ( development of ) the professional ego from the calling narratives † ( p. 448 ) . In the latter phases of their calling and, peculiarly, for more senior leading functions, Johnson ( 2002 ) found that leader-academics ‘ contact with experts in their field was of great aid in larning how to take. These people became important in determining and developing their leading capableness, peculiarly in the absence of any formal preparation or development.Professional Development and Training for LeadershipThe increasing accent on ‘managerialism ‘ in which instruction establishments are given greater liberty, are exposed to market force per unit areas and are expected to pull off uninterrupted betterment in their public presentation, places an accent on the importance of leading and the direction of instruction alteration. Equally, the scope of duties attributed to the leader-academic function demonstrates how much leaders need to larn in order to take. The volatility of the higher instruction clime besides adds a farther bed to the demand for larning, dev elopment and support for the leader-academic. Despite this, there is a surprising deficit of research or books on professional development for middle-level leader-academics. Those which do cover different leading activities ( for illustration: Bolton, 2000 ; Smith, 2002, 2005 ; Prichard, 2000 ) tend to handle leading as a generic activity, with inside informations of what leaders do instead than how they should develop in order to larn to take, although Smith ( 2007 ) does get down to turn to this in his most recent work. Possibly it is even more surprising that many universities provide small or no formal preparation ( Johnson, 2002 ; Smith, 2005 ) . A common trouble identified by many new leader-academics in Smith ‘s ( 2007 ) research is that the bulk lacked readiness for the function and had received no leading or direction preparation before and following their assignment. The preparation that did be tended to be on issues related to wellness and safety, equality and dispo sal systems instead than specifically leading development. This determination may explicate why few in the survey by Rhodes et Al. ( 2007 ) held impressions of professional development as an bureau of motive or satisfaction. Similarly, Aziz et Al. ( 2005 ) lament the deficiency of developing â€Å" despite it being an issue that has been discussed by research workers for over 30 old ages † ( p. 573 ) . This is in blunt contrast to the increasing national accent placed on leading development at school and farther instruction degree ( James and Vince, 2001 ) . For illustration, leading characteristics conspicuously in school reviews ( Office for Standards in Education: OFSTED ) , it has an of import focal point in the examination of local instruction authorization ( LEA ) monitoring and reappraisal ( Teacher Training Agency, 1998 ) ( TTA ) ; a leading college for schools has been established and a national professional making for caput instructors ( NPQH ) has been developed. F urther to these enterprises, plans have besides been designed to back up and develop caput instructors who are both new to the station and for longer functioning caput instructors. Similarly, in farther instruction, ‘The Centre for Excellence in Leadership ‘ ( CEL ) has been established since 2003 to â€Å" guarantee first leading within the acquisition and accomplishments sector † ( www.lums.lancs.ac.uk/leadership/cel ) . While it is recognized that the ‘Leadership Foundation for Higher Education ‘ has been established more late to foreground the importance of leading development within higher instruction, nationally the focal point appears to be much lower key than in the school and FE sectors. Arguably, leaders in higher instruction are capable to equal alteration as that in the school and farther educational sectors and so the importance of effectual leading is as of import. However, due to the complexnesss of leading at section and module degree which have developed since the 1992 Education Reform Act, it would look that larning to take demands to be far more made-to-order and contextualised for each leader and within single modules and universities. Blackmore and Blackwell ( 2006 ) concur with this position, reasoning that a generic attack which assumes that leaders all have the same concerns and motives and that these are unchanging, is improbable to be successful. It is likely that leader ‘s clip will be dominated by undertakings that are rather different from the involvement in research or instruction that vivified their callings to day of the month ( Knight and Trowler, 2001 ) . As a effect, Knight and Trowler ( 2001 ) argue that larning to take should include acknowledgment that the leading function has the possible to: â€Å" gnaw the ego individuality that has brought calling success † ( p. 166 ) . They besides suggest that portion of larning to take will affect being more stray, to set the involvements of the establishment as high or higher than their module or squad. As a effect, it may besides affect being criticized for the determinations that they will hold to do. Keeping up with the demands and wants of the university ‘s clients and pull offing the relationships with the external universe is of all time more demanding for the leader-academic. As collegiality still operates to some extent, deriving general consent for the manner forward is more hard even though it is still seen as a: â€Å" critical portion of the in-between director ‘s occupation in higher instruction to derive the co-operation of staff † ( Hellawell and Hancock, 2001, p. 195 ) . Aziz et Al. ( 2005 ) note that, although surveies allow some sense of the duties of the leader-academic, there appears to be no consensus bing as to which dimensions are most of import or around which dimension preparation plans should be designed. To travel portion manner in rectifying this, their survey inside informations the design, execution and findings from a formal procedure of measuring the preparation demands of the leader-academic within one American university. Although they do this for merely one university, the theoretical account is utile in that it could be built upon and tailored to other universities. However, whichever theoretical account to which one subscribes, it is evident that contextual acquisition is traveling to be of import for leaders. It would be logical to presume that this â€Å" contextual acquisition † ( Hellawell and Hancock, 2001 ) can merely be achieved by being exposed to leading responsibilities earlier on in their calling ; therefore they have a better apprehension of the function of leading before they are appointed ( in the instance of the statutory university ) or have it imposed on them ( in the instance of the hired university ) . While it is comparatively straightforward to learn procedure and cognition of leading, as evidenced by the figure of generic classs ( e.g. hypertext transfer protocol: //www.Leadership-he.com/programmes ) and texts ( e.g. Bolton, 2000 ) available in these countries, it would look that situational cognition is as of import but more hard to learn. Knight and Trowler ( 2001 ) list the seven types of leading and direction co gnition that they believe leader-academics should derive. These include the followers: Control cognition Knowledge of people Knowledge of educational pattern Conceptual cognition ( cognizing about direction and leading constructs and research ) Procedure cognition ( procedures of leading and direction ) Situational cognition ( understanding eventualities that have made the module what it is and impact what it might be ) Tacit cognition that integrates the other six signifiers in adept pattern Adapted from Knight and Trowler ( 2001, p. 168 ) . This provides a utile model from which leaders can get down to set up what they need to larn in order to take efficaciously. However, while experience is a widely regarded method of larning and development, Johnson ( 2002 ) points out that persons must be aware that bing cognition, accomplishments and patterns are rapidly outdated and as new jobs and restraints emerge, new signifiers of expertness are needed. This type of informal acquisition is likely to be unstructured, ill-defined, unplanned and it is, hence, doubtful how much development really takes topographic point. Such experiential acquisition can non be merely an sum of clip spent but knowledge demands to be gained through the active reading of experience by the scholar ( Burgoyne and Stuart, 1991 ) . What Johnson ( 2002 ) found peculiarly worrying in her survey of leader faculty members was their inability to joint what they had learnt and how it had come approximately. Lessons learnt remained tacit cognition which could be particularly debatable if there was the demand to rethink their attacks and patterns. I would propose more good to development is ‘Integrated managerial ‘ acquisition ( Mumford, 2004 ) which still occurs within managerial activities but there are clear development aims identified and the development is planned and reviewed. This is because research indicates effectual acquisition is embodied in the ‘doing ‘ ( Sugrue, 2002 ) . Critical contemplation is an of import constituent of this procedure if the experience is to take on peculiar significance. In this manner, acquisition is existent, direct, witting and likely more significant than by the inadvertent method of informal, unplanned acquisition. However, the challenge here is to convey informal procedures of larning in to the development of leaders in maintaining with leaders preferable ways of larning. Blackmore and Blackwell ( 2006 ) take a similar position proposing leader-academics need support to larn on the occupation through mentoring, brooding appraising reappraisal and planning which allows acquisition and tacit cognition to be identified, shared and extended. Indeed, Muijs et Al. ( 2006 ) , when looking at leading development in extremely effectual farther instruction suppliers, discourse the sensed effectivity of experiential signifiers of professional development which build on the leader ‘s background and demands. They peculiarly advocate encompassing technological developments which allow cost effectivity and consideration of development chances for the person. The duality of leading acquisition in situ is that, although it becomes a merchandise of pattern and is gradual over clip to let in-depth apprehension of academic civilization and work, there remains the potency that when leader-academics take on leading functions there is still a steep initial larning curve ( Johnson 2002 ) . It would, hence, seem that larning to take comes from a scope of beginnings. Given the current volatility and alteration in higher instruction, preparation and support should be made available in the signifier of advice, chances for structured single contemplation and regular formal and informal interaction with their equal group. Those who are non as successful at larning to take may get by and trust on their positional authorization to accomplish conformity. Those who can larn from the broad spectrum of beginnings should make more than header and, alternatively, be leaders of successful modules.DrumheadIt would look that research workers are in wide understan ding that leaders, surely within the mandatory instruction sector, do travel through distinguishable life phases and that critical incidents and important people do hold an impact on how leaders learn to take. As can be seen from this treatment, while leading and development has become one of the chief subjects of national instruction direction at school degree, small has been done to back up the development of leaders within higher instruction. There are a figure of ways in which development can be implemented, both officially and informally, to help leaders in their function. However, it has besides been seen that the accomplishments and cognition for effectual leading develop over clip and through sing a assortment of functions on the path up to a leading place. Given the importance attached to leading within instruction, guaranting a supply of able center and senior leaders is critical to single educational institutional success. As a consequence, such organisations need to ship on systematic sequence planning to guarantee there is a supply of able leaders non merely to carry through those going but besides to develop leading at all degrees throughout the organisation, non needfully me rely for make fulling specific stations.

Groupon Case Study Essay

Groupon has grow from 400 subscribers to 60 million subscribers world wide within five years, it’s fastest growing company in history. Groupon stands for group coupon that requires certain amount of subscribers to sign up for the deal. Moreover, there is a daily deal for local or national business, people can easy to use and redeem, so it raises the possibility for people to sign up. Furthermore, the most significant thing that Groupon is running based on the Internet, so it’s easy for people to discover and shop. Wherever the people are, they can just use their smartphone to check if there has any deal near them. 2. The Groupon Promise is an important rule for customer. Customer can return any Groupon they purchased if they don’t feel satisfied with the products, even if they used, there is no question ask. Therefore, people don’t need to worry about whether they will waste their money if they buy the products they don’t like. There is no risk taken for any customer. 4. There are possible psychological and sociological influences the Groupon consumer purchase decision process. Due to the recession, people have tried to save money, so people who are interested in other coupon websites, they may be also interested in Groupon. Moreover, after customers have used Groupon for several times, Groupon have begun personalizing deal for their customers. This process offers deals for customers that they are more likely to be interested in and purchase. Furthermore, every deal on Gropon websites will show customers how many other customer have purchased, so people won’t think they are the fist person to try the product, and take the risk. When customers see there are a lot of people buying this product, they may think it may be a good product, and I should get one. It enhances the customers to purchase, and quantity that company sells. 5. There are three challenges for Groupon in the future. First, there are customers who are dissatisfied with Groupon, or buy the Groupon and never use it. They are looking for regular customers. In order to solve this issue, I think Groupon need to evaluate the reason why people are not satisfied with their products. They need to control the quality they sell because it can affect or even ruin their reputation. Second, Groupon has difficulty on growth in the USA. There are more deals in US, but they don’t have many customers in here. I think Groupon need to discover what people really need to raise the sale in US. Even though they have more customers abroad than here, US citizens still have a stronger buying power than other countries. Finally, Groupon are competing with other coupon websites. I think Groupon need to keep their current customers by personalize their deals, and sending any promotion if customers have spent certain amount of money. Also, they need to attract more new customers such as giving a coupon, so people can use a free coupon to buy a coupon or products. No mater those customers will be regular customers or not, when they start to use a free coupon, they start the business with Groupon, and they are potentially be the regular customers in the future.

Ancient Greek Warfare essays

Ancient Greek Warfare essays Many consider Classical Greek warfare the purest from of battle because it is rooted deeply in morals and values. Ideology, peer pressure, and commitment are just a few aspects important to the Greek soldier. Battles were won or lost depending on the strength to hold formation and the ability to not only protect yourself but your neighbor. Unity and camaraderie were the key to holding the phalanx together and evidently, winning the war. Being surrounded by family members in battle made reasons for fighting more acceptable for the hoplite soldier. Fear of failure amongst peers drove the hoplite and strong ties with fellow soldiers made success in battle a more obtainable outcome. The importance of unity in formation cannot be stressed enough in Classical Greek warfare. Weak links in formation could not be tolerated because once the unit is broken, the rest on the unit will surely fall. The key as the successful Spartan general Brasidas reminded his men , was to maintain formation always, to stay in rank, and to preserve the cohesive protection offered by the accumulation of shields. (Hanson: pg.29) Knowing now that holding formation is the key to winning battles, it would seems obvious that the best way to get men to hold formation is to place them with the men they know and trust best. Hoplites in nearly all city-states were deployed in their phalanxes by tribe and most likely of course, were well acquainted with those of their own town or deme. (Hanson: pg.121) This meant that the soldiers were not strangers to each other and pretty much knew each other all their lives. The amount of peer pressure received by having friends and family members in battle with you was tremendous. Running away or breaking ranks meant turning your back on the ones you care the most for. Fear of losing a family member or friend can be a great motivator in battle. All these closely knitted ties made the ...

French Expressions Using Mettre

French Expressions Using Mettre The French verb mettre literally means to put and is also used in many idiomatic expressions. Learn how to take great care in doing something, spend money on, bolt the door, and more with this list of expressions with mettre. Common Expressions Using Mettre mettre 5 heures faireto take 5 hours to do something mettre jourto update mettre lessaito put to the test mettre beaucoup de soin faireto take great care in doing something mettre de lardeur faire quelque choseto do something eagerly mettre de largent dansto put money into mettre de largent pourto pay for mettre de largent surto spend money on mettre de leau dans son vinto tone it down mettre en colà ¨reto make angry mettre en reliefto bring out, enhance, accentuate mettre la radioto turn on the radio mettre la tableto set the table mettre le rà ©veilto set the alarm mettre le verrouto bolt the door mettre les bouts (familiar)Get lost! mettre les informationsto turn on the news mettre les pieds dans le platsimilar to mess up; put ones foot in ones mouth mettre les voiles (familiar)Get lost! mettre quelque chose platto lay something down flat mettre quelque chose deboutto stand something up mettre (quelque chose) de cà ´tà ©to put (something) aside mettre quelque chose droitto set something straight mettre quelquun (parmi les grands)  to rank or rate someone (among the greats) mettre quelquun au pasto bring someone in line mettre quelquun dans lobligation/la nà ©cessità © de faireto compel someone to do something mettre sa langue dans sa poche (informal)to be quiet, stay silent mettre son grain de sel (informal)to stick ones nose in, to butt in Il y a mis le temps  !Hes taken his sweet time doing it! Jy mets la dernià ¨re mainIm putting the finishing touches on Mettons que...Lets say/Suppose that... On ma mis au pied du mur.I was cornered. Quest-ce quils nous ont mis  !They beat the heck out of us! Va te faire mettre  ! (slang)Get lost! Meanings and Usage ofSe Mettre The pronominal French verb  se  mettre  has several possible meanings and is also used in many idiomatic expressions. Learn how to come clean, team up, gather round, and more expressions with  se  mettre. to becometo get (obtain)to goto put onto put  oneself ne  pas  savoir  oà ¹Ã‚  se  mettreto not know what to do with oneself se  mettre  au  franà §ais, la  guitareto start learning French, to play the guitar se  mettre     infinitiveto start doing something se  mettre  Ã‚  poil  (informal)to strip off, strip down to ones birthday suit se  mettre  Ã‚  quelquunto team up with someone se  mettre  au  rà ©gimeto go on a diet se  mettre   tableto sit down to eat, to come clean se  mettre  autour  deto gather round se  mettre  au  travailto start working se  mettre  au  vertto lie low se  mettre  avecto team up with, side with se  mettre  dans  une  colà ¨re  noireto fly into a terrible rage se  mettre  dans  une  situation dà ©licateto get oneself into an awkward situation se  mettre  en colà ¨reto get angry se  mettre  sur  son  trente  et unto get dressed to the nines se mettre sur un rangto form a line/queue se  mettre  une  idà ©e  dans  la tà ªteto get an idea into ones head sen  mettre  partoutto get covered in it, to get something all over oneself sy  mettreto get down to, to get on with sy  mettre  Ã‚   nounto go on, take up sy  mettre   infinitiveto start doing Meanings and Usage ofLa Mise Mise  is  the feminine of  mis, the past participle of  mettre.  La mise  has numerous meanings and is also used in many idiomatic expressions. Learn how to say involvement, make-up, leg-pulling and more with this list of expressions with  mise. putting, settingclothing, attire(betting) stake, ante(business) outlay la mise exà ©cutionimplementation, enforcement la mise feufiring, setting off, blast-off la mise jouract  of updating, updated la mise   leaulaunch la mise mortkill la mise pied  (employment)dismissal la mise   prixreserve/upset price la mise  au  mondebirth la mise  au  pointtuning, focusing, clarification la mise  basbirth (of an animal) la mise de fondscapital outlay la mise en abà ®memise en abyme,  image  within its own image la mise en accusationindictment la mise en bià ¨replacement into a coffin la mise en boà ®tecanning; (informal) ridiculing, leg-pulling la mise en  bouteillebottling la mise en causecalling into question, pointing a finger at la mise en conditionconditioning la mise en conservecanning la mise en demeureformal demand or notice la mise en examenplacing under investigation la mise en forme(sports) warming/limbering up; (typography) imposition la mise en gagepawning la mise en  jambeswarm-up exercises la mise en  jeuinvolvement, bringing into play la mise en  marchestarting up (a machine or apparatus) la mise en Å“uvreimplementation la mise en  ondes  (radio)production la mise en page  (typography)make-up la mise en placeset up, stocking,  imposition la mise en  plishair setting la mise en pratiqueputting into practice la mise en reliefenhancement, accentuation la mise en routestarting up, setting off/out la mise en sacspacking la mise en scà ¨ne  (theater, film)production la mise en service - La mise en service de  lautobus  sera...putting or starting into service - The bus will be put into service on... la mise en valeurdevelopment, improvement la mise en  vigueurenforcement la mise  sur  piedsetting up à ªtre de mise(fig) to be acceptable, appropriate; (archaic) to be in circulation, legal currency remporter  la miseto carry the day, win big sauver  la miseto withdraw from a game of stakes; (fig) to save the day