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

Chiquitas Global Turnaround Research Paper Example | Topics and Well Written Essays - 750 words

Chiquitas Global Turnaround - Research Paper Example From the case, it is clear that Chiquita’s decisions are based on profitability. The profitability of the company is dictated by the ability to reduce costs. Thus, the company does not have an elaborate human resources strategy. Chiquita buys most of its products from subsidiaries. As a result, the subsidiaries are responsible for a majority of Chiquita’s staff. To assert control over the human resource practices of its subsidiaries, Chiquita signed an agreement with its subsidiaries regarding the rights of workers. The agreement meant that Chiquita would only engage suppliers who adhere to the practices of the company, thus revamping its reputation. The precursor firm, United Fruit, had a poor relationship with workers because it prohibited employees from joining labor unions.As such, the bargaining power of the employees was limited and resorted to mass action. However, the company revamped its human resource strategy under the new management and established favorable labor relations. Currently, the company engages employees in many aspects of the operations such as innovation, decision making and research and development.The fact that Chiquita pressures its subsidiaries to adopt is human resources strategy increased its costs. Suppliers who pay higher wages as a result of Chiquita directive often transfer the cost to the company through offering their products at a higher price. Stakeholders have different interests that a corporation should consider in the corporate responsibility strategy.