Why pet owners should micro chip their pets Essay

Why pet proprietors should small scale chip their pets - Essay Example I looked for 3 days after which I chose to report the case to the closest creature cover, just in the event that they may have gone over him. Sufficiently fortunate, Jimmy was there and when he saw me drawing closer, he yelped colossally influencing his tail here and there in much satisfaction. Jimmy had been saved by a Good Samaritan in the nick of time before he fell into a profound gap in the close by woodland. The Samaritan later carried him to the creature cover. It stood out enough to be noticed that the shelter’s work force had attempted to find me with no accomplishment since the neckline on Jimmy had no ID number. This was the time that it brought down on me that small scale chipping jimmy was extremely significant. In the wake of learning the significance of a chip, I permitted its establishment and from that point forward it has served me well since Jimmy has disappeared 3 additional occasions and through the chip he has consistently been followed back to me. Your window of opportunity to locate a pet is genuinely thin, yet a microchip is an absolute necessity have on the off chance that you need to make sure about your pet as long as possible and guarantee he returns in any event, when he has disappeared. Am certain the greater part of us have a pet, and might want to facilitate the weight of scanning for a lost or dislodged pet. Today I am stressing on the requirement for everybody in our general vicinity to microchip their pet for simple recognizable proof and linkage to the real own and abuse of restricted assets on creature covers A great many pets get dislodged or lost every year. To be exact 1 of every 3 of the pets disappear some place along the course of their lives. At the point when they are discovered wandering inside the area, they end up in the creature covers. Because of huge quantities of unidentified pets that discover their way into these creature security focuses, stuffing gets apparent and strain on the constrained assets on the middle follows. This issues reinforces the need to guarantee ease in ID of pets, by embedding microchips on your pets to upgrade following of the pets and association

Yoon Jin Yi Essay Example For Students

Yoon Jin Yi Essay History Writing AssignmentQuestioning Where Thomas Jeffersons Immortality LiesJohn F. Kennedy once depicted a White House gathering for Nobellaureates as the most uncommon assortment of ability, of humanknowledge, that has ever assembled at the White House, with thepossible special case of when Thomas Jefferson ate alone. Thomas Jeffersonwas a man noted for his incredible insight, yet in addition as a man whobelieved in the privileges of the individuals to administer themselves. As one of thenations Founding Fathers, and as its third president, Jefferson regularlydisplayed the two characteristics. During the initial five many years of this nationshistory, Jefferson was pre-famous among his companions as a supporter of therights of man. The motivating intrigue of his way of thinking and the eloquentforce of his demeanor have made him a ground-breaking image of freedomthroughout the Western world, and his impact has been considerably more noteworthy indeath than throughout everyday lif e. Indeed, even in todays society, he is as yet known throughoutthe world he is godlike. Some harp on Thomas Jeffersons character andportray him as blackguard and spotlight on his shamelessness, while others preferto investigate Jeffersons arrangement of thoughts on government, financial aspects, andslavery. In any case, individuals should concentrate on what makes Thomas Jefferson, theparagon of reason, one of the most discussed man. During his publicaddress, Woodrow Wilson said The everlasting status of Jefferson doesn't lie inany one of his accomplishments, however in his disposition toward humanity. However,I accept that Thomas Jeffersons everlasting status lies in his work thatreflects his mentality toward humanity. The Declaration of Independence,founding the Americas government funded instruction framework, Louisiana Purchase are someof works Thomas Jeffersons works that show his ethical character. We will compose a custom exposition on Yoon Jin Yi explicitly for you for just $16.38 $13.9/page Request now The Declaration of Independence is one of the best Americanpoems. His record shows not just his unequivocally held faith in that peoplewere made equivalent, yet his acknowledgment of conviction. Everyone buys in toit as it were. Jefferson expresses that all men are equivalent and contends thatevery man has the privilege to life, freedom, and the quest for bliss. Thomas Jefferson planned it to be an enthusiastic contention in a greatpoem in which he separates every one of those things against the lord. It turned outto be an extremely ground-breaking report. Barely any individuals understand that Thomas Jefferson was the originator ofAmericas government funded instruction framework. This is another case of his work thatreflects his ethical demeanor towards humanity. During the most recent long stretches of hislife, he was completely caught up in tries to impact the foundation ofa general arrangement of training (T. Jefferson). Thomas Jefferson believedthat the most significant bill in the entire code is the dispersion ofknowledge among the individuals. He accepted that no other sure establishment canbe formulated for the safeguarding of opportunity, and joy. To accomplish thisgoal, Jefferson ensured that the understudies concentrating under his framework leftschool with an away from of the laws of Nature and Natures God;the US Constitution, which epitomizes these laws; and American history, whichcelebrates the establishing of a country dependent on the plainly obvious truth thatall men are equivalent. In contrast to the initial two models, the Louisiana Purchase reflectsThomas Jeffersons moral character in an alternate manner. It shows that hemade choices dependent on the people groups wellbeing. The Louisiana Territorywas purchased from France for $15 million. The zone totaled about 830,000square miles and pretty much multiplied the size of our country. The boundarieswere uncertain. The Mississippi River was the eastern outskirt. On the souththe domain stretched out to the Gulf of Mexico, on the west to the RockyMountains, and on the north to Canada. This land bargain was ostensibly thegreatest accomplishment of Thomas Jeffersons administration yet additionally presented amajor philosophical issue for Jefferson. Thomas Jefferson was stronglyanti-federalist. While he may have composed the Declaration ofIndependence, he certainly didn't creator the Constitution. Rather, thatdocument was for the most part composed by James Madison. Jefferson opposed astrong government and rather sup ported states rights. He fearedtyranny of any sort and just perceived the requirement for a solid, centralgovernment regarding remote issues. Jefferson changed his attitudetoward England and France, when France compromised our utilization of theMississippi River. It was abnormal for him to be genius English, yet he did itfor the countries wellbeing. The Constitution has made no arrangement forour holding outside an area, still less for fusing remote nationsinto our Union (T. Jefferson) No official of the central government, nodepartment reserved the privilege to practice any power or do anything except if thatpower was explicitly and unmistakably expressed in the Constitution. In any case, no place inthe Constitution did it say the president can purchase a monstrous region of land. .ud37f51eabe1eac2d2a7d8e1193b7fa3a , .ud37f51eabe1eac2d2a7d8e1193b7fa3a .postImageUrl , .ud37f51eabe1eac2d2a7d8e1193b7fa3a .focused content zone { min-tallness: 80px; position: relative; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a , .ud37f51eabe1eac2d2a7d8e1193b7fa3a:hover , .ud37f51eabe1eac2d2a7d8e1193b7fa3a:visited , .ud37f51eabe1eac2d2a7d8e1193b7fa3a:active { border:0!important; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a .clearfix:after { content: ; show: table; clear: both; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; progress: haziness 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a:active , .ud37f51eabe1eac2d2a7d8e1193b7fa3a:hover { darkness: 1; progress: obscurity 250ms; webkit-change: darkness 250ms; foundation shading: #2C3E50; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a .focused content region { width: 100%; position: relative; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content adornment: underline; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-outskirt sweep: 3px; content adjust: focus; content enhancement: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a:hover .ctaButton { foundation shading: #34495E!important; } .ud37f51eabe1eac2d2a7d 8e1193b7fa3a .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ud37f51eabe1eac2d2a7d8e1193b7fa3a:after { content: ; show: square; clear: both; } READ: Supreme Court - Judicial Activism versus Legal Res EssayOn the other hand, the Constitution said in the Tenth Amendment that anypower not given to US and not denied to the states belonged to the statesand the individuals. In any case, we will not be denied by the country, and their actof reimbursement will affirm and not debilitate the Constitution, by more stronglymarking out its lines. (T. Jefferson) Jefferson saw that what must be donefor reasons of national intrigue would damage his fundamental standards. Hisinclination was to take the issue to the Congress. . Fortunately, the individuals ofthe United States essentially concurred t his was a fantastic move. Thomas Jefferson was a man who needed to be recollected more for hisachievements to the individuals, as opposed to government. It is just fitting,for a man who accepted that administration was the worker of the individuals. It ishis accomplishments that mirrored his ethical character and charitable towardsmankind. Anybody can be those things, yet to think about those, iscourageous and something to worship. In his inscription, it demonstrates that he didwant to be associated with his accomplishments. In his own commemoration, rather thanmake notice of his long and differed open assistance, specifies just severalof his commitments to society. Here was covered Thomas Jefferson, Authorof the Declaration of Independence, of the Statute of Virginia forReligious Freedom, and Father of the University of Virginia.

Analysis of Sylvia Paths Daddy Essay -- Sylvia Path Daddy

Investigation of Sylvia Path's Daddy Subsequent to doing some exploration on the artist Sylvia Plath it before long became evident that this sonnet â€Å"Daddy† is to some degree a confession booth biography. All through the sonnet Plath fuses a wide range of components to uncover the topic of her negative demeanor towards men throughout her life particularly that of her dad. In lines 2-3 â€Å"Any increasingly dark shoe, In which I have lived like a foot.† Plath utilizes the picture of feet and dark shoes to start to uncover the image of her relationship with her dad. The feet here speak to that of herself, she for this situation is the foot while her dad is the shoe, a shoe which she is encircled by and cant escape. The shading dark is utilized here to likewise speak to another segment of the image of the relationship she has with her dad uncovering that dark is emblematic of death and that since the shoe that is restricting her is dark, fundamentally is slaughtering her. In lines 8-10 â€Å"Marble-overwhelming, a pack brimming with God, Ghastly sculpture with one dark toe, Bug as a Frisco seal.† Plath is depicting her dad as a sculpture one made up of marble. Blemish... Investigation of Sylvia Path's Daddy Essay - Sylvia Path Daddy Investigation of Sylvia Path's Daddy In the wake of doing some examination on the writer Sylvia Plath it before long became evident that this sonnet â€Å"Daddy† is to some degree a confession booth biography. All through the sonnet Plath fuses a wide range of components to uncover the subject of her negative mentality towards men throughout her life particularly that of her dad. In lines 2-3 â€Å"Any increasingly dark shoe, In which I have lived like a foot.† Plath utilizes the picture of feet and dark shoes to start to uncover the image of her relationship with her dad. The feet here speak to that of herself, she for this situation is the foot while her dad is the shoe, a shoe which she is encircled by and cant escape. The shading dark is utilized here to likewise speak to another bit of the image of the relationship she has with her dad uncovering that dark is emblematic of death and that since the shoe that is restricting her is dark, generally is slaughtering her. In lines 8-10 â€Å"Marble-overwhelming, a pack loaded with God, Ghastly sculpture with one dark toe, Bug as a Frisco seal.† Plath is depicting her dad as a sculpture one made up of marble. Blemish...

International finance manager Essay

Sway Swan is the International Finance Officer to eBay Inc. He is likewise the senior VP to the organization. He is liable for eBay’s account work including controllership, charge, treasury, budgetary arranging and examination, review, mergers and acquisitions, and financial specialists relations. He has worked for Electronic Data Systems Corporation (EDS) as an official VP. He has additionally filled in as Chief Financial Officer (CFO) and official VP at TRW, Inc. , held an official level situation at Webvan Group, Inc. His vocation began with General Electric in 1985 where he went through 15 years while serving at various positions, for example, corporate review staff and CFO at GE Medical Systems-Europe and GE transportation Systems. Bounce holds a four year certification in scientific studies in business organization from State University of New York at Buffalo. He likewise has an ace of Business Administration from SUNY Binghamton. (eBayExecutiveTeam 2010). Dangers the board eBay as an online commercial center faces various dangers. It list a huge number of things across a large number of different classes, including collectibles, books, toys, sports, PCs, photography and hardware and others. It needs to oversee operational dangers and administrative and lawful issues. The organization centers around building trust and wellbeing for exchange to its clients. This is guaranteed through principles and approaches, trust building programs, different instructive assets which help in keeping up general commercial center security and forestall misrepresentation. The organization additionally works with law implementers and government offices on the planet in order to uphold its approaches. Its exchanging approaches are established in the estimations of the eBay commercial center. It looks to energize open, legit, and responsible exchanges. It likewise looks for input from the clients in order to guarantee great administrations. The organization additionally has an eBay wellbeing Center to guarantee purchasing and selling security. (About eBay 2010; Philippe 2009).

Blog Archive The 20142015 MBA Application Season Is Under Way!

Blog Archive The 2014â€"2015 MBA Application Season Is Under Way! In the past 48 hours, Columbia Business School, the Stanford Graduate School of Business and Harvard Business School (HBS) have all released their MBA application essay questions, kicking off the new  admissions  season. As HBS Director of Admissions and Financial Aid  Dee Leopold mentioned in a blog post, she had just finished sending out some Round 3 decisions as she made the questions for the coming year public. We imagine that several other schools will release their questions shortly â€" after all, no admissions director wants to give applicants the chance to start others applications instead of their own. As is our tradition, we will be releasing our essay analysis pieces shortly. Stay tuned to the mbaMission blog for our suggestions on how to approach each top business school’s essay prompts. If you would like personal, one-on-one advice, sign up for a free, 30-minute consultation with one of our Senior Consultants! Share ThisTweet News

Effects of Strategy Implementation on Organizational Performance - 275 Words

Effects of Strategy Implementation on Organizational Performance (Term Paper Sample) Content: EFFECT OF STRATEGY IMPLEMENTATION ON ORGANIZATIONAL PERFORMANCE(A CASE STUDY OF NAIROBI CITY WATER AND SEWERAGE COMPANY)(NCWSC)BYPATRICK MUTHIMA KAGIRIA RESEARCH PROPOSAL SUBMITTED TO THE KENYA METHODIST UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF THE AWARD OF MASTERS DEGREE IN BUSINESS ADMINISTRATIONJANUARY 2015TABLE OF CONTENTSDECLARATIONà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.DEDICATIONà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã ¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.ACKNOWLEDGEMENTà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬..ABSTRACT............................................................................................................................LIST OF FIGURESà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬ACRONYMSà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢ â‚ ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬..CHAPTER ONEà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬..1.0 Introductionà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬1.1 Background of the study......................................................................................................1.2 Statement of the problem..................... ...............................................................................1.3 Objectives of the study........................................................................................................1.4 General objective.................................................................................................................1.5 Specific objectives...............................................................................................................1.6 Research questions..............................................................................................................1.7 Significance of the studyà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬....1.8 Operational definition of terms....................................................... ....................................CHAPTER TWO: LITERATUREREVIEW2.1 Introductionà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.122.2 Functional theory..................................................................................à ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬...122.3 McKinsey 7sFramework......................................................................................................132.4 Resource Based Theory...................................................................................................... 142.5 Theoretical framework........................................................................................................142.6 Empir ical review.................................................................................................................152.7 Leadership...........................................................................................................................152.8 Organization structure........................................................................................................152.9 Policies and Procedures......................................................................................................162.10 Theoretical framework......................................................................................................162.11 Conceptual framework......................................................................................................172.12 Operationalizational framework........................................................................................18CHAPTER THREE: RESEARCH METHODOLOGY3.1 Introduction.................................. ......................................................................................13.2 Research Design..................................................................................................................193.3 Target Population.................................................................................................................193.4 Sampling Procedure.............................................................................................................193.5 Data collection instrumentsà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.à ¢Ã¢â€š ¬.203.6 Data analysisà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.203.7 Research ethicsà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.20REFERENCESà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬22APPENDICESà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â €š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.24Appendix 1: Questionnaireà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬.24Appendix 2: Time frameà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬27Appendix 3: Budgetà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬&brvba...

Philosophy of Education, Worldview, and Educational Leadership - Free Essay Example

Sample details Pages: 6 Words: 1699 Downloads: 9 Date added: 2019/06/24 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? Abstract My philosophy of education is centered on my Christian worldview. As an administrator and educator, I understand that modeling ethical values for students is an important part of how I help students to learn. The purposes of education are to prepare effective citizens, and when these purposes are combined with a Christian worldview, students can learn how to assist one another not only for the good of society, but for their own spiritual development as well. Don’t waste time! Our writers will create an original "Philosophy of Education, Worldview, and Educational Leadership" essay for you Create order Students also learn by doing, and when students can roleplay how to solve ethical dilemmas, then they are more prepared to positively influence society. As an administrator, I realize that effective communication enhances the collaborative learning community of school stakeholders. I assure that teachers address diversity in each classroom, and foster supportive environments for each students background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic status. Key words: leadership, ethical, worldview, administrator, Christian Philosophy of Education, Worldview, and Educational Leadership My philosophy of education is centered on outcomes for the student not only in school, but in his or her post-secondary journey and achievements as well. These outcomes are focused on education in academic, social, and spiritual domains (Buehrer, 2014; De Muynck, Hegeman, Vos 2011). Students are naturally motivated to increase their understanding of the world and learn. Some students have the motivation to learn more strongly than others, but this aspiration can be tutored, developed, and refined in an effective manner. Knowing students have a natural inclination to learn, my philosophy of education is centered on supporting positive student outcomes, which can center on important Christian beliefs (Moreland, 2007; Van Brummelen, 2009). When we impart through education and for effective student outcomes the nature of morality, structure of society, and existence of God, we truly educate students. Philosophy of Schools Learning My philosophy for schools and student learning includes an ethical worldview. My personal philosophy of education is concerned with a Christian worldview (Buehrer, 2014; Van Brummelen, 2009). Philosophers such as Plato and Aristotle taught about the social order and what it means to be a good citizen. I know that for students, I need to collaborate with school stakeholders to provide a total and comprehensive way to understand knowledge, ethics, humanity, and meaning. Character and moral education can allow students to discover for themselves what they think about the world around them and what the purpose of their learning is supposed to be (De Muynck, et al., 2011; Gutek, 2011). By equipping students with the understanding that they can participate in moral decision making, students can discover for themselves how to best be good citizens. Although there are numerous ways of presenting an ethical worldview in academic courses, one way is to relate learning to an overall understandi ng of the universe and order. As learners, we can investigate the philosophical foundations of specific disciplines, recognizing that our worldview shapes our thinking about each area. Students can then reason, construct, and question through insights to understand the nature of reality and knowledge. The why of education, then, should impart long-range goals for students not only in this lifetime, but their outcomes beyond schooling as well. We need to be fair to students and let them also choose what they believe (Van Brummelen, 2009). We need to give students a chance at think about not only outcomes in this lifetime, but the life hereafter, however we do not need to compel them to do so. If students choose to be Christian, Muslim, or even atheist, they need to define for themselves their beliefs in the cognitive domain (Buehrer, 2014). Students can then be equipped to decide what beliefs they embrace and what they accept as true. Teaching religion is not the calling of public schools, but we need to teach students how to think and choose for themselves what they believe with effective instructional practice. Acts 28:31(King James Version). We can teach students how to effectively think by modeling these thinking skills to students. Instructional Practice My Christian philosophy of education relates to my instructional practice in that I try to be an effective role model for students. In the classroom and when I model for students, then, they have an idea of how they can choose to react in certain situations (De Muynck, et al., 2011; Gutek, 2011). I can show students how I respond to various circumstances in life. For example, if I have a flat tire, drop my lunch tray, or model for a student how to make better grades, I think about the Bible. We are supposed to be humble and have patience, and I model these characteristics to my students. Luke 8:15 (King James Version). Modeling appropriate behaviors for students on what to do regarding last minute decisions or how to handle tough situations is very important. By being an effective role model, I can model positive expressions of faith to others. I can represent how to be Christian by treating others the way that I would like to be treated. Matthew 7:12 (King James Version). Also, for discipleship, I can model values that allow students to know that they can make the right choices and decisions and speak up for themselves (Van Brummelen, 2009). As an adult with values that promote good citizenship, I can have a modeling and peer-related ministry that helps students know what the right actions are to take in different situations (De Muynck, et al., 2011; Gutek, 2011). For example, if a student falls in the floor, I should try to help that student up instead of laugh or make fun of that student. Pedagogical practices, then, include role play for students in different situations, such as helping another student who is struggling. So, teacher and learner relationships need to be centered on positive role models, and the school leader needs to b e an effective communicator to enhance these relationships. Teacher-Learner Relationships My overall Christian philosophy of education impacts students and collaborative colleagues in the following manner. As an administrator, I do my best to communicate in appropriate, productive, meaningful, helpful, and healing ways with teachers, students, parents, and colleagues (Buehrer, 2014; Van Brummelen, 2009). I also communicate via phone, email, in person, and with various media, whether it is with others, individually, or in small or large groups. As an administrator, I need to model Christianity and communicate with people of all ages, socioeconomic and educational levels, and backgrounds. I do the best that I can to listen attentively and empathetically to the concerns and problems of people, and this is just part of what I do. I also write newsletters, collaborate on a team regarding different school and district-related issues, summarize school improvement plans, tell stories, and talk with parents about student successes. I am also a collaborative instructional leader who works with my staff regarding research-based curriculums, instruction, and learning strategies (Buehrer, 2014; Van Brummelen, 2009). I strive to motivate values of good character and citizenship for teachers to foster intellectual growth and development for their students. Also, I do my best to focus on the big picture, which is positive and lifetime good outcomes for my students. I am sensitive to the worldview of school stakeholders and strive to effectively communicate how to best achieve the most positive outcomes for my students. It is also important to consider diversity in a worldview approach to education. Diversity It is important that teachers consider all types of diversity issues in the classroom. A students background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic status are just some of the points of diversity that must be addressed by the teacher in the classroom (Buehrer, 2014; Van Brummelen, 2009). Each student may come from a different religious background. Depending on the missions and goals of the school, the teacher needs to be sensitive to each students background (Gutek, 2011). Inviting parents to visit the school and share their culture is an effective way to promote successful student engagement. Instruction needs to relate to students background knowledge (Knight, 2006). For example, if a student is from Guatemala, the teacher could invite the parent to participate in a class discussion related to what is being taught. For example, if it is a writing lesson, the parent could share a story from his or her country, and students could retell the story in an essay. Additionally, communication with parents and school stakeholders is very important for teachers and school administrators. When aspects of students culture are incorporated into each lesson, then student diversity can positively impact instruction. Conclusion My Christian worldview is that as a school administrator, I realize that for students to have effective results in their educational experience, it is important that I model ethical and Christian values to them (Buehrer, 2014; Van Brummelen, 2009). Education is the vehicle to teach students to be effective citizens who treat one another ethically. When students can understand how to make decisions by constructing positive answers to different ethical dilemmas, then students will become effective citizens. By being an effective role model, I can show students how to be successful in school and beyond. As a role model and administrator, I strive to listen, empathize, and communicate effectively with individual students, parents, teachers, administrators, and community members. As a school leader, I assure that diversity is addressed in each classroom regarding each students background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic stat us. References Buehrer, E. (2014). Faith, freedom, and public schools (Eight online instructional modules). Lake Forest, CA: Gateways to Better Education. De Muynck, B., Hegeman, J., Vos, P. (Eds.). (2011). Bridging the gap: Connecting Christian faith and professional practice in a pluralistic society. Proceedings of the European Conference of the European Chapter of the International Association for the Promotion of Christian Higher Education. Sioux City, IA: Dordt College Press. Gutek, G. L. (2011). Historical and philosophical foundations of education: A biographical introduction (5th ed.). Upper Saddle River, NJ: Pearson. Knight, G. (2006). Philosophy education: An introduction in Christian perspective. (4th ed.). Berrien Springs, MI: Andrews University Press. Moreland, J. P. (2007). Kingdom triangle: Recover the Christian mind, renovate the soul, restore the Spirits power. Grand Rapids, MI: Zondervan. Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to teaching and learning (3rd ed.). Colorado Springs, CO: Purposeful Design Publications.