Friday, January 24, 2020
Pet Microchips Many families have had the agonizing experience of losing their beloved pets. Lost dogs, puppies, and cats end up in shelters around the country with no way of contacting an owner. State wide license laws are supposed to aide in returning lost dogs to their owners, but in many cases these laws do not end up working. Many individuals do not follow the law close enough, do not have enough money to pay for a license, or dogs lose their collars or tags. Other families tattoo their dogs, but few shelters make the effort to find such a marking. Identifying microchips implanted just under the skin of a pet are a possible solution to prevent a family pet from being lost forever. There are fewer problems with this microchip identification system in comparison to the traditional laws. One issue is that some of the chips are becoming unable to be read by a shelter without a universal scanner, and shelters do not necessarily have the technology to scan some of the newer chips. Even though there are set backs, the microchips are becoming an increasingly popular technology to aid in locating your lost pet. The microchip is a tiny transponder the size of a grain of uncooked rice. The chip is a permanent radio-frequency identification (RFID) chip implanted under the dog's skin that can be read by a chip scanner or wand. Implantation is done with an injector that places the chip under the loose skin over the dog's shoulder. This is a quick and easy process that can be done by all veterinarians provided they have the right technology to do so. The chip identification number is stored in a tiny transponder that can be read through the dog's skin by a scanner emitting low-frequency radio waves (Woolf 1). The frequency is picked up by a tiny antenna in the transponder, and the number is retrieved, decoded, and displayed in the scanner readout window. The radio waves use a frequency much lower than AM broadcast stations use, and they must be approved by the Federal Communications Commission before they can be marketed (Woolf 1). The chip, antenna, and capacitor are encased in a tiny glass tub e. The tube is composed of soda lime glass, which is known for compatibility with living tissue. The glass is hermetically sealed to keep moisture out. Microchips implanted in 2003 or earlier are generally readable by most shelters and veterinarians, but microchips that came into use in late 2003 are generally not readable by most shelters and veterinarians because the chips require different scanning technology (Common Questions).
Wednesday, January 15, 2020
Ã¢â¬Å"Ã¢â¬ ¦..beyond the horizon of time is a changed world, very different from todayÃ¢â¬â¢s world. Some people see beyond that horizon and into the future. They believe that dreams can become reality. They open our eyes and lift our spirits. They build trust and strengthen our relationships. They stand firm against the wind of resistance and give us the courage to continue the quest; we call these people leadersÃ¢â¬ (Kouzes and Posner, 1995). For a number of us leadership can be described as quality Ã¢â¬â even though we know it when we see it but it is quiet difficult to define or describe. In this respect, Kouzes and Posner (1995) aptly capture what I think about when I was asked to describe a leader and leadership. In the course of my education and career, I have come across some touch points that shaped my opinions and influenced my general perspectives regarding the roles of leaders and leadership. Fundamentally, I have been able to experience my various roles as a le ader who articulates and puts into words into action to develop vision for a future that inspires others to join. It is within this context that my perspectives on leadership have been developed. My thoughts on concepts of leadership are an amalgam of what I have was taught in Leadership in Healthcare Module, what I have read, what I have experienced as an individual, and the lessons that I have picked up along the way. Due to complex nature of leadership especially regarding the number of theories that have been suggested by scholars, it is important that not only leaders, but also people who aspire be leaders develop their own personal philosophy leadership. This could be achievable by engaging in reflective exercise. I have come to realise that some fundamental principles have sharpened my opinions and also driven my beliefs and perception about leadership as an ongoing process, rather than a destination or an achievement. Frequently, I also know that additional learning, unlearning and relearning (through books read on the subject of inquiry, or book read out of mere curiosity) have supplemented the theorizing process of leadership, and fall short of being consistent with grounded theory methodology in which a review of academic literature often occurs following initial data and prior to formation of theory (McGhee et al., 2007). Therefore, this essay will adopt the model of ground theory, starting from the scratch, a collection of my personalÃ observations, beliefs and experience regarding the concept of leadership approach. Reflective analysis of my leadership approach is based on three principles: (1) Maintaining a steady focus on mission and vision; (2) risk taking and (3) empowering peopl e. Starting with maintaining a steady focus on mission and vision, I have been able to learn that one of the greatest challenges that a leader can face is staying on mission of the organization. People, the led, need to know the direction they are heading to, and to know the expectation of the leader regarding the organizational vision and mission. Maintaining a consistent focus on the organizationÃ¢â¬â¢s vision and mission is a key attribute required for leadership and it is a critical task for a leader. The leader starts its task by clearly defining the vision of the organization then keeping it alive. The leader is also responsible for achieving such vision; the buck stops at his table and must therefore communicate such both within and outside of the organization. In this regard, the leader serves as a bridge between the organization and its environment. Beyond just communicating the organizationÃ¢â¬â¢s vision, the leader must be a source of inspiration in order to the vision and to develop a positive mental attitude and belief that it can be achieved. Covey (2012) refers to this attitude as principle-centred leadership. This is a key attribute, especially, in light of the dynamic environment in operation today. This is an attitude I have adopted over and over again in the course of my leadership role. Risk taking; this is an embodiment of 2nd principle of my personal philosophy of leadership. Like my first principle of maintenance focus on vision and mission of the organization, I consider this as another critical factor that distinguishes leaders from their followers. The rar e courage of risk-taking, to step out in front, to test water, to be a pathfinder has been long considered as an attribute that sets the leader apart from the followers and rest of the organization. According to Kouzes and Posner (1995), leaders must take a role of Ã¢â¬Å"pioneers.Ã¢â¬ They should develop courage to venture the horizonÃ¢â¬â¢s edge and report back about what is seen. Leaders take calculated risks for the sake of the vision and mission of the organization. I have done this in a couple of times and I have succeeded. I agree that some leaders are more comfortable in taking risk than others; and it is noteworthy to realise that there are different degrees of risk associated with the decisions to be taken by leaders. OverÃ the years, I have learnt that it is better to take a calculated risk. And I agree with school of thoughts that believe that people who are Ã¢â¬Å"risk averseÃ¢â¬ are not fit to be leaders. Empowerment of others: The third principle of my leadership philosophy, the final portion of my analysis, relates to the role of leaders in empowering others. Empowerment entails conveying the mission and vision in such a way that other people in the organization can make use of their initiative to make decisions on their own. This also involves some amount of boldness, confidence and risk-taking. While I was Senior Carer in a Care Home, I always encourage my colleagues to come up with, at least, two initiatives to move the association forward at each meeting day. According to Senge (2012), a certain limit of error in an organization is acceptable as long as such error provides an opportunity for people to learn and also lends credence to empowering others while carrying out the organiza tionÃ¢â¬â¢s mission and goals. I agree with Senge, 110%. In conclusion, I have been able to present reflective analysis of my role as a leader in various capacities I have served before. I draw my experience from past and ongoing learning processes and experience, and I have developed a set of personal leadership philosophy which are maintaining a steady focus on mission and vision, risk-taking and empowering people. I hope I will be able to develop myself further in preparation of leadership role I will engage in the future. References Covey, S. (2012). Principle-centered leadership. New York, NY: Simon and Schuster Kouzes, J. M. and Posner, B. Z. (1995). The Leadership Challenge: How to Keep Getting Extraordinary Things Done in Organizations. San Francisco, CA: Jossey-Bass Publishers. Senge, P. M. (2012). The Fifth Discipline: The Art and Practice of the Learning Organization. New York, NY: Doubleday/Currency
Tuesday, January 7, 2020
Sample details Pages: 4 Words: 1283 Downloads: 5 Date added: 2019/10/30 Category People Essay Level High school Tags: Napoleon Essay Did you like this example? Introduction People believed that the French Revolution will start an age of freedom and equality. In the end, it only caused death and the leadership of Napoleon Bonaparte They ended up killing the king and making a republic. The influence of the nobility died out, the middle class became wealthy. DonÃ¢â¬â¢t waste time! Our writers will create an original "The French Revolution and Napoleon" essay for you Create order and influential, the peasants became more civilized, and also during that time, the Roman Catholic Church most lost its religious monopoly. There are 3 sections in the French Revolution. First: from 1789 to 1795, everyone pretty much hated the ruling class (nobility). Second: from 1795 to 1799 everyone was still cautious, yet started to move on. Third: Around 1799 Napoleon Bonaparte becomes the ?first consul, then becomes the emperor in 1804. The aims and domestic problems of French politicians 1789-91 Long-term causes of the French Revolution France was governed by a monarch for most of its existence. Louis XIV, also known as the ?Sun King (1638-1715). Louis XV, who didnt support reform (1710-74). The power of the king, the nobles and the Church After Louis XV died in 1774 he passed the throne to his grandson. Even though new king, Louis XVI (1754-93), was more enlightened about society, the same social construct was still in place. Nobles had many privileges like paying lower taxes. Although the middle class was well educated, they werent included in politics (the middle class was also small). The peasants were the ones that were primarily taxed. -Regional divisions and financial troubles One of the main issues with France was that it had many regions with diverse costume. There were important cultural and language differences between the North and the South. Some towns and cities would have different laws like voting for officials while some other towns and cities wouldnt. There were even some differences in the laws between the North and the South. Around 1789, Louis XVI had a problem with the countrys debt. Ministers like Viscount Calonne and Jacques Necker recommend putting taxes on the wealthy, however, they were broug ht down by the church and powerful nobles. Bad harvests over many years caused the price of food to rise; many people couldnt afford the food so they ended up starving. The gigantic difference between the nobles and the common folk caused the citizens to rebel. They also disliked the queen, Marie Antoinette, because she was Austrian and unsympathetic. The Enlightenment The Enlightenment gave way to new ideas about social structure, government, and civil rights. Many historians believe that the enlightenment was the main driving force behind the French Revolution, however other historians believe that poor conditions of the economy and heavy taxation due to battles were the biggest causes of the revolution. Short-term causes of the French Revolution Probably one of the biggest causations of the French Revolution was the fact that nobles didnt want to lose the privileges that they had before. The French were getting closer and closer to bankruptcy due to constant wars. Because of the countrys debt, Louis XVI called for a meeting of the general estates. The Estates General was consisted of representatives from three classes (Estates). First Estate: Clergy (Church) 10,000 These Clergy (Church members) ended up coming from the higher levels of the hierarchy, and were those who were informally chosen by other clergy instead of elected officially. Second Estate: The Nobility 400,000 Those who took part were informally elected. Not many nobles liked reform at all, and the majority of nobles flat out wouldnt accept it. Third Estate: Bourgeoisie 50 mil Even though the third estate was primarily made up of peasants, the members of the General Estates were, for the most part, middle class. The start of the revolution Louis XVI told the Estates to create lists of stuff that they wanted to be changed called cahiers. They all agreed that they should add a constitution, give people liberty of the press, and end international trade barriers, but, the nobles and clergy refused to change their tax privileges. Things would get out of hands at some points because the king was week in terms of leadership. The king didnt really strongly support the First or Second Estates, but also did not show his imut on most of the topics. The National Assembly and the Tennis Court Oath People from the Third Estate started to break apart from the General Estates, and then created the National Assembly (or Constitutional Assembly) so they could address the demands of the lower class better. Also a few clergies and nobles who supported what the bourgeoisie joined in too. The king was influenced by the nobles to shut down what the middle class was doing. On June 19, 1789, the king ordered the hall which the middle class held the assemblies to be locked with armed guards standing outside preventing entrance. Louis decided to overturn any decisions that the Third Estate made, and also dictated any of the reforms the he would implement. After their previous meet up area was shut down, the next day, the Third Estate moved to a tennis court in the Saint-Louis district in Versailles. There were 576 members who took place in the oath not to disperse until there was a new constitution was made. This was called the Tennis Court Oath (because they did it in the tennis court) Thi s was the first time the people made a decision about the government. Mirabeau (Honore Gabriel Riqueti,Count of Mirabeau) served as one of the noblemen who backed the National Assembly, and he mentions: ?We shall not stir from our places save at the point of a bayonet. The storming of the Bastille On July 14, 1789, a lot of french citizens attacked the Bastille (fortress) in Paris. This was primarily to get guns, and ammo for their guns because they had none. However it was also for the growing fear that the king would destroy the national assembly with the army. Almost everyone defending the building died. As the Bastille fell, the governor was captured, beheaded, put on a pike, and then was displayed around town. Sans-Culottes were one of the revolutionaries that wanted democracy and equality, and were even willing to resort to violence to achieve it. They took property from landlords. Some nobles fled to other countries to try to convince them to help them stop what the sans culottes were doing. The August Decrees and the Declaration of the Rights of Man The National Assembly created the August Decrees, which were a bunch of laws that sought to end feudalism\ The decrees got rid of compulsory services by peasants such as repairing roads while not being paid. They got rid of law courts run by the nobility. Churches also gave up taking payments from the rest of the population. The National Assembly also made the ?Declaration of the Rights of Man. This was based off of the Declaration of Independence and was one of the first steps to establishing the constitution of France. IT STATES: All men were born free, and had the right of equality, liberty, and ability to own property. Imprisonment without trials would be banned. Taxation should be fairly applied to everyone based on their wealth. No individual or group should be allowed to make any decisions that conflicts what the people want. October 5-6, 1789, the March of the Women took place. Out of nowhere (cough cough), the peasants run out of bread, and the women get angry. The women, wh o are in the fishing business, carry many weapons, and even bring a cannon to Versailles. They storm the castle, and force King Louis XVI and his wife, Marie Antoinette, to move to Paris. Once there, the king formally acknowledged the reforms made by the Assembly compared to when he informally acknowledged them before.