Veterinary Essays - Animal Welfare, Beagle, Bo, Veterinary Physician

Veterinary When I first arrived "Lisa" The girl that I shadowed told me that there was an emergency with one of the animals. It ended up that a one-year-old beagle ate an entire thing of metabolite, and then slowly started to die. The liver had shut down, and the heart rate was up to 300. Lisa told me that taking a thing of metabolite was like taking 50 cups of coffee at once. The owners of the beagle were there and bowling. The beagle's name was Murry. Murry's body slowly was shutting down one thing after another. The owners made the decision the dog was going to be put to sleep. We got the dog ready to be taken out. They undid all the cords from the dog so they could take it to another room. I said goodbye to the dog, and then they took it into the other room so that the owners could be there when they put him to sleep. After that happened they then had to put a sleep a little hedgehog that had cancer on its mouth. We then did two regular checkups with one cat and with one dog. Those when great. After that we had a dog come in and it ended up having an affection that might end up killing it. I never heard the end result. The last thing that I did there was that a black lab had been bitten by another dog, and that dog ripped a hole in the neck of the black lab. The doctors had to perform surgery on the dog to close up the holes in the neck. They first had to clean it out with qutips. And blood stated to come out right then I was a little dizzy and I thought I was going to faint. But thank god I didn't. I saw a cat get dental work on it. And a cat get a bath and they had to blow dry it and brush the hair while it was a sleep. I thought that the work place environment was very clean and very professional. On my pictures on the poster it shows you that they even had a place for dogs to go in and a separate place for cats to go in they also have different waiting rooms for each of them. I could easily be able to work in a place that is that clean, and so organized. I learned multiple things there from chemicals how much they need how much they use math and science, to there organization skills, and there abillity to be able to communicate with the animals and be able to not cry ever time they have to put them to sleep. The things that they do hardly relate to what I'm doing in school right now, because I'm not that smart yet. But in science we are learning about different chemicals together and how they make a reaction. Also I'm learning how to keep everything nice and organized, so I know where everything that I need is. I observed many behaviors that they showed that would be important in a lot of jobs. One of those are there communication skills. To be able to work with many different people under the type of stress that they can be in is hard. That aplies to a lot of jobs because a lot of different jobs make you work under a lot of stress with many different people at the same time. There are countless skills that you take on with you to college or even work. Kindness, cleanness, organization, and most of all people skills with out that you not be able to handle being in a job with other people. Being a veterinarian is something that I have always even since I was a little girl have wanted to be. I have always loved animals expesialy dogs. I love to take care of them to train them, and most of all to make them feel better. This is exactly what a veterinarian does every day. Nothing was really bad about the job shadow. It was a great experience and I had a lot of fun. But one thing is the animals dying a dog and a hedgehog. It was really sad to see the owners crying, but to become a veterinarian you have to get used to being around animals dying , and putting them to sleep often. The thing that I liked

ISLLC Education Standards

ISLLC Education Standards Free Online Research Papers Over the past two decades, a reform movement of responsibility has emerged in the field of education. With the emergence of No Child Left Behind (NCLB) and our nation’s focus on accountability for education, we have begun to look beyond the classroom teacher for liability. In 1996 a new standard of measurement for school administrators was created. The Interstate School Leaders Licensure Consortium Standards (ISLLC) was created for school leaders by a conglomerate of states, affiliations and organizations. The six ISLLC Standards are based on extensive research from these groups in the areas of leadership, authority, and analysis of policies and procedures (Council of Chief State School Officers [CCSSO], 2008). Creation of the ISLLC Standards has established a way to measure accountability and responsibility for school leaders by school districts and states. The original six standards were revised in 2007 and adopted into practice in January 2008. In August of 1994, the ISLLC initiative began to emerge (Southern Utah University [SUU], 1996). The original consortium consisted of 24 states, a grant from The Pew Charitable Trusts, and help from the Danforth Foundation and the National Policy Board for Educational Administration (NPBEA) (SUU). Furthermore there were several professional associations joined with the ISLLC: American Association of Colleges for Teacher Education, American Association of School Administrators Association for Supervision and Curriculum Development, Association of Teacher Educators, National Association of Elementary School Principals, National Association of Secondary School Principals, National Association of State Boards of Education, National Council of Professor of Educational Administration, National Policy Board of Educational Administration, National School Boards Association, and University Council for Educational Administration (SUU, p. 6). The group operated under the guidance of the Coun cil of Chief State School Officers (CCSSO) (SUU). The original set of standards were designed to be applicable to all formal leadership positions. Each of the six initial ISLLC Standards are comprised of knowledge, disposition and performance criterion. These criterions are so elaborate for each standard there were as few as 19 or as many as 39 knowledge, skills and dispositions (CCSSO, 2008). The CCSO based this type of measurement on the belief that â€Å"dispositions are the proclivities that lead us in one direction rather than another† (SUU, p. 8). They felt it was easier to measure school administrators, at all levels, based upon the dispositions, since they support and give meaning to the performance and knowledge pieces. The original ISLLC Standards were redesigned and finalized in 2008 (CCSSO, 2008). Undertaking the revision was an extensive researched based endeavor. The modification process was led by the NPBEA (CCSSO). Through careful consideration by the NPBEA and its member organizations, it had become clear that the original ISLLC Standards had become too restrictive. The knowledge, performance and dispositions design of the 1996 ISLLC Standards listed examples of leadership indicators and seemed to exclude other areas that could have been included (CCSSO). One of the important factors of the new ISLLC 2008 Standards are that they allow an association between assessments of school administrators and the standards. With the social change to accountability for teachers and administrators, the new ISLLC Standards allow states and school districts to set guidelines for evaluating performance of school administrators. Not only can performance be evaluated, but the new ISLLC Standards are a driving force behind how responsibility and authoritative roles are aligned (CCSSO). When the first ISLLC Standards were released, there was very little research or agreement on the influence that school leaders had over school or student improvement. Along with the ever-changing fabric of society, it is widely accepted that school administrators have a great deal of influence over both (The Wallace Foundation, 2008). The revised Standards support this theory and allow school administrators to be held accountable for school and student success. During my research of the ISLLC Standards, I came across three very beneficial websites. They were the CCSSO’s website, Southern Utah University’s Education Department, and The Wallace Foundation. The CCSSO’s website contained the original 1996 ISLLC Standards along with an informative description of how the research began, the original consortium that performed the research and provided input, and the guiding principles for the standards. While exploring that website it provided insight to how and why the Standards were created. Understanding the driving force behind their creation enabled me to understand the full aspect of their influence. Southern Utah University’s website was beneficial as well. It provided the insight on the importance of the revision of the standards. The main focus on the revision was to provide a framework for each state to develop its expectations for school administrators and leaders. The Wallace Foundation website was helpful in providing links directly to the research that went into creating the revised Standards. Now that I am well-informed on the ISLLC Standards, I will be able to implement them into daily practice. Standard One states that an educational leader will articulate, implement, and facilitate a learning environment that is shared and supported by all involved (CCSSO, 2008). This will be achieved by establishing a school wide vision statement that is adopted by not only the staff, but the community as well. An important aspect of creating a vision statement will be to effectively identify goals and establish the ability to monitor and track the status of those goals. Standard Two is created to promote a school environment that is conducive to student learning and professional growth for the staff (CCSSO). Creating an environment that is conducive to learning is imperative school wide. As a school administrator I would accomplish this by supervising instruction, promoting the use of up-to-date technology, and promoting an environment that encourages student involvement in thei r learning. Standard Three addresses creating a safe, effective, and efficient learning environment (CCSSO). Applying this on a daily basis will be achieved by supporting quality instruction, student learning, and most importantly protecting the welfare of the staff and students. The fourth Standard addresses creating a partnership between the faculty and the community (CCSSO). As a school administrator incorporating this into daily practice will be done by establishing a relationship with community members, business partners, and families in the area. The fifth Standard instills an ethical and professional demeanor on educational leaders (CCSSO). Applying this to daily practice is crucial because the school administrator is the role model for professional and ethical behavior. If the school leader demonstrates these values, the remainder of the staff will easily follow. Upholding an environment of integrity, fairness and professionalism is certain to increase student and st aff morale, and self-esteem. The final Standard encourages a school leader to become actively involved and influencing the political, social, economic, legal and cultural context of the school (CCSSO). In order for a leader to be effective, they must be able to promote student success by becoming an advocate for their students. This can be accomplished by acting to influence the social, economic, legal and cultural structures that affect student learning and success. In conclusion, the ISLLC Standards were created to establish a form of measurement, and accountability for school leaders. The constantly changing foundation of our society is influencing states and districts to establish a uniform policy on ensuring that effective leaders are placed appropriately. Colleges and Universities are utilizing the ISLLC Standards to create educational programs that use them as a foundation for creating high-quality school leaders. ISLLC Standards support the role of principals and school leaders and offer concrete policy recommendations that flow from these standards (CCSSO, 2008). With a newly established consensus on the important role school leader’s play in increasing student achievement, we need to provide the vehicle to create strong leadership values (The Wallace Foundation, 2008). The ISLLC Standards fulfill this task by creating a set of guiding policy standards in which high-qualify leaders are developed. References Council of Chief State School Officers (2008). Educational Leadership Policy Standards: ISLLC 2008 as Adopted by the National Policy Board for Educational Administration. Retrieved July 3, 2009, from ccsso.org/publications/details.cfm?PublicationID=365 Southern Utah University (1996). Interstate School Leaders Licensure Consortium: Standards for School Leaders. Retrieved July 3, 2009, from suu.edu/ed/pdf/isllc.pdf The Wallace Foundation (2008). Educational Leadership Policy Standards: ISLLC 2008 A Foundation for Helping States and Districts Improve Education Leadership. Retrieved July 3, 2009, from wallacefoundation.org/NewsRoom/PressRelease/Pages/EducationalLeadershipPolicyStandardsISLLC2008.aspx Research Papers on ISLLC Education StandardsStandardized TestingInfluences of Socio-Economic Status of Married MalesThe Relationship Between Delinquency and Drug UseHip-Hop is ArtResearch Process Part OneThree Concepts of PsychodynamicBringing Democracy to AfricaPETSTEL analysis of IndiaOpen Architechture a white paperRelationship between Media Coverage and Social and

Application Assignment Essay Example | Topics and Well Written Essays - 1500 words

Application Assignment - Essay Example From my research it has revealed that when students communicate with their teachers via e-mails and there is a correspondence they view this as a good way of creating student teacher relationship. On the other hand if the teacher communicates with the students via e-mails and there is a correspondence then the teacher views this as way of fostering efficient teacher student relationship. Students have been noted to communicate with their teachers for a number of reasons and some of these reasons includes; Relational aspect. This is described as a bid to try and foster a professional relationship with the teacher. Students do this to familiarize with their teacher and know him well. The other one is the functional aspect .It involves the student giving explanation to the teacher providing reading materials and other syllabus homework and assignments to the students. Another reason why students communicate with their teachers is the participatory reason. Here the student wishes to show their interest and involvement in the class as well as their work. Another one is that of making excuses. In this reason the students try to give out reasons why they have not completed their assignments on time or why they are absent from their lectures or any other reason which might be involved or might arise in the course of their studies. The other reason definitely is expected to be noted is sycophancy. Some students like to make impressions to the teacher to gain some favours.These are mostly called in school circles teachers pets who are not very much liked by other students. After looking at the reasons above one can conclude that student teacher relationship is very important to the two parties. This is because teaching as profession is a relational vocation which cannot be successful without teacher and student having a good relationship. It can not be refuted that teacher student relationship is a contributing factor to the students’ classroom work success and ou t of the classroom as well. From the discussion above we can note some points which can enhance student teacher relationship. They include; One means of maintaining student teacher relationship is that both of them should reach out to each other personally. This will boost their relationship as they get to meet and talk to each and discuss matters affecting them both.( Martin & Myers, 2006).this should mostly occur after classes or outside the classroom. The communication of outside the class helps students to discuss many topics with the teacher as well as getting to know each other on the social font this helps boost the confidence of the student and strengthens student teacher relationship (Fusani, 1994). In the course of outside class discussion which is known as extra class communication (ECC) it gives room for a large coverage of the syllabus as the teacher can attend to almost every students special needs and personal queries as opposed to doing as a group in the class.ECC al so brings out the positive change in the student teacher relationship as their contact between the two which brings them closer to each other (Jaasma and Koper, 1999). After engaging in ECC students tends to gauge what their relationship has yielded and base their studies mostly on the outcome of their engagements. And after some research it was noted that those students who perceive that ECC was beneficial to them they tend to embrace it and moves on with it. But those who

Law of Contract Essay Example | Topics and Well Written Essays - 1500 words - 1

Law of Contract - Essay Example Joanne, Vanessa’s business advisor and representative, Arnold hid the fact that the wood panelling in FF’s sauna facilities are rough, unpleasant to the touch, and require repairs, such that without examining the facilities further, Joanne reported to Vanessa that the facilities were â€Å"first rate†. Furthermore, Arnold also informed Vanessa of further improvement he plans to have done on FF prior to the sale, particularly the installation of massage facilities, which he eventually forgone when he discovered the costs required for these improvements. Thus, Vanessa, in believing she was entering into a good bargain bought the leisure centre. It was only after buying FF however, that Vanessa discovered several work needed to be done on the leisure centre, particularly the need to repair the rowing machines, which costs  £10,000 and the need to re-panel the sauna costing  £5,000, leading Vanessa to believe she was misled by Arnold into entering their contract of sale. The main issue is therefore whether or not Arnold, in failing to disclose the facts that (a) 20 of the 100 rowing machines were not working, (b) that he no longer intends to install additional massage facilities, and that (c) the wooden panels in the sauna are not in good condition, has committed either a breach of contract or misrepresentation against Vanessa. Furthermore, other issues are also present, particularly whether or not Joanne, in failing to properly examine the leisure centre and reporting it as â€Å"first rate† to Vanessa renders her liable t owards the latter. And whether or not, Vanessa has suffered losses resulting from the bargain; and if so, if she can claim damages for her loss. Given the contractual relationship between the parties, a breach of contract would have been committed by Arnold if it can be shown that he violated an expressed or implied term in their transaction, or a collateral contract resulting from their transaction. Hence, if a contract was drawn and terms

Vietnam War 19641975 Essay Example | Topics and Well Written Essays - 3000 words

Vietnam War 19641975 - Essay Example The Viet Minh finally came to total power in 1975, after thirty four years of struggle and war, when they unified Vietnam as a single independent communist country after driving out the Americans and the French. France ruled almost all of Indochina from late 1800s and World War II. Many French colonists who built their own plantations on peasant land for own gain, experienced growing unrest among Vietnamese peasants. France reacted brutally by further decreasing freedom of speech and assembly by arresting protestors. However, these actions were unsuccessful and unrest continued to increase. Many revolutionaries escaped to China. In 1924, the Vietnamese started to organize under the leadership of Ho Chi Minh. Minh created the Indochinese Communist Party in 1930. Throughout the 30s, Minh led Vietnam's growing independence movement from exile in the Soviet Union and China. However, a new enemy became involved. In 1940, Vietnam was invaded by Japan. The next year, Vietminh was formed under the guidance of Minh. Its goal was to gain independence from foreign rule. After Japan was defeated by Allies in 1945, Minh's goal seemed to be fulfilled. On September 2, 1945, Ho Chi Minh declared Vietnam an independent nation. In 1956, a free elec... Thinking this could lead to trouble, South Vietnam's president Ngo Dinh Diem, a strong anti-Communist, refused to take part in the election. America thought Ho Chi Minh's popularity might result in a victory for him and also wanted the election to cancel. Eisenhower gave military aid to Diem for a stable reform government in the South. Diem, however, broke his promise. He crushed any opposition and distributed little land. Diem, a Catholic, also restricted Buddhist practices. Buddhist cleric were killed or imprisoned and temples destroyed. Many Buddhists protested by burning themselves to death. By 1957, a Communist rebel known as the Vietcong was organized. They attacked the Diem government by assassinating government officials. Supported by Minh, Vietcong received military arms via network of paths along borders of Vietnam, Laos, and Cambodia called the Ho Chi Minh Trail. South Vietnam becomes less stabled, but Eisenhower administration did almost nothing. John Kennedy entered the White House in 1961. Criticized for being "soft" on Communism, Kennedy sent more financial aid to Diem's regime and military advisers to train South Vietnamese troops. Meanwhile, Diem's popularity dropped significantly because of corruption and failure to respond to calls for land reform. (Ang, 311) To fight the Vietcong, Diem initiated the strategic hamlet program by moving all villagers to protected areas. Yet, many Vietnamese resented being moved from their home village. In 1950, the United States officially recognized the Saigon government, and to help out, President Truman sent troops over to train the South Vietnamese on how to use U.S. weapons while the French and North Vietnamese were building up their forces. In the spring of 1954, the North Vietnamese attacked a

Regulations for Carbon Pollution

Regulations for Carbon Pollution Executive Summary In June 2014, the Environmental Protection Agency issued a draft rule to regulate carbon pollution from existing power plants, as part of an action plan to address climate change. The rule is limited to existing power plants and does not address other sources of carbon pollution such as cars or industrial facilities. It is often referred to in short hand as the â€Å"111d rule,† because the agency used the authority found in Section 111d of the Clean Air Act to issue the regulation. The EPA gave each state a target of carbon reduction to reach at power plants by 2030, based on its assessment of each state’s unique characteristics. The average carbon reduction nationwide is 30% by 2030. Montana’s proposed target is a carbon emission rate reduction of 21%. The draft rule gives the states significant amounts of flexibility in how to meet the newly proposed standards for clean air. If the final rule by EPA provides the flexibility promised in the draft, Montana will have significant latitude to implement measures that are rooted in the states unique economic characteristics. This DEQ paper presents hypothetical scenarios that could emerge depending on how the state decides to respond to the rule the EPA eventually releases. This document only seeks to illustrate some of the measures that the state could undertake as part of its plan to meet the proposed reduction targets in the draft rule. There are, of course, a number of other pathways to meeting the proposed standard, but we hope to start a discussion through this paper that will lead to even more innovations. In addition, this paper does not address the options or challenges that other states may have in meeting their respective proposed reductions, which could have impacts on Montana. As can be seen in the discussion that follows, each scenario has its potential benefits, costs, and uncertainties. Importantly, none of the scenarios call for plant closures. All five scenarios evaluated in this paper not only keep the jobs that we currently have and meet the reduction target in the proposed rule, but strongly suggest that it would be possible to create new jobs and additional tax revenue, and to further strengthen the economy through the development of new renewable electricity generating capacity and increased investment in cost-effective energy efficiency. Background Context On June 2, 2014, the Environmental Protection Agency (EPA) issued draft emission guidelines for the regulation of greenhouse gas emissions – specifically carbon dioxide (CO2) – from existing electric generating units (referred to as power plants in this paper), relying on its regulatory authority under section 111(d) of the Clean Air Act. For all pollutants regulated under section 111, EPA is required to identify a â€Å"best system of emission reduction† and set targets for carbon reduction based on that system of controls. In the draft rule, EPA used four â€Å"building blocks† to determine the best system of emission reduction. They are based on the most likely sources of carbon pollution reductions. Section 111(d) provides significant flexibility to states to decide how to meet the established standards of performance. Consequently, the EPA’s building blocks would not require states to follow them in order to comply with the rule. The four building blocks the EPA used are: 1) Efficiency improvements at all coal-fired power plants; 2) A shift in total electricity generation from coal-fired power plants to existing natural gas combined cycle power plants; 3) Increased generation from low- and no-carbon renewable and nuclear energy options; and 4) Increased investment in energy efficiency. EPA applied this system of controls to each state to determine proposed targets for each state. Montana’s target is expressed in pounds of carbon emitted per megawatt hour (a rate-based standard) 1,771 lbs CO2/MWh by 2030, a reduction of approximately 21% from the 2012 emissions level of 2,246 lbs CO2/MWh. To meet the standards for clean air created by the new rule, the state has the option to convert the rate-based standard into a mass-based standard, which is an overall reduction of tons of carbon emitted annually. EPA uses the following specific data inputs for each building block to arrive at Montana’s target. In Building Block 1, EPA assumes a 6% efficiency improvement at all nine affected coal- fired units. EPA assumes Montana’s potential under Building Block 2 to be zero because Montana does not currently have any natural gas combined cycle power plants. In Building Block 3, EPA assumes that Montana will be able to increase renewable energy generation from its current 5% of total state generation to approximately 10% by 2030. In Building Block 4, EPA assumes that Montana will be able to increase the electricity energy savings from demand-side management programs beginning in 2017, ultimately more FOR DISCUSSIONS PURPOSES ONLY 4 than doubling current energy efficiency in the state. The net result would be a reduction of the state’s retail sales of electricity by 11.3% cumulatively by 2030, compared to what Montana would consume without energy efficiency programs. Although EPA used the above-described building blocks to set targets, section 111(d) and the draft emission guidelines afford states the opportunity to use any mix of controls, including methods not considered by EPA, to meet those targets. That is, Montana does not have to use the building blocks EPA used if it can find a different path to meeting the overall proposed carbon reduction target. After the final rule is released in June 2016, Montana must develop a state plan (individual or multi- state) in accordance with section 111(d) to implement and comply with the rule.1 Although the methods in the plan may differ from those described above, Montana’s plan must meet or exceed the final carbon reduction target calculated by EPA. Purpose of this Analysis This paper analyzes five scenarios that, if implemented, would meet the EPA’s proposed target reduction in carbon emission intensity. These scenarios are similar in that they all achieve EPA’s proposed target, but differ in the extent to which they rely on each of EPA’s proposed building blocks to meet or surpass the target. The scenarios are presented here to demonstrate the relative interplay and effectiveness of some of the options available to Montana for complying with the proposed emission guidelines. The following five scenarios are discussed in more detail throughout this paper: Scenario 1 – Existing Energy Generation plus Heavy Energy Efficiency Scenario 2 – Existing Energy Generation plus Lewis Clark Plant Co-Fire Scenario 3 – Existing Energy Generation plus Moderate Energy Efficiency and Heat Rate à ¢Ã¢â€š ¬Ã‚ ¨Improvement Scenario 4 – Existing Energy Generation plus Heavy Renewable Energy Scenario 5 – Existing Energy Generation plus CO2 Sequestration Summary of Scenario Inputs and Results The five scenarios were modeled using a tool developed by the Montana Department of Environmental Quality. Each scenario results in compliance with EPA’s proposed rate-based emission target as well as Montana’s estimated mass-based target. The following table shows the extent to which each building block contributes to each of the five scenarios. This paper only considers opportunities and challenges for reducing carbon emissions through actions taken within the state’s boundaries and does not consider a multi-state or regional approach.

Golden Ass Essay -- Apuleius Roman Literature Mythology Papers

Golden Ass Apuleius' Golden Ass, the only surviving novel of the Roman Empire, is a tale of a Greek nobleman devoting his life to the goddess Isis following his transformation to an ass and back. Although a work of fiction, the novel reveals a great deal about religion in Apuleius' society. This information, however, must be viewed with a critical eye. He incorporates stories from Greco-Roman mythology not to affirm their validity, but to reveal their commonness to society. Apuleius insults other religions that are not of the Pantheon with severe viciousness, while the general public may have been more open to them. In the end, he praises Isis and Osiris as the supreme gods while giving first hand account of their righteousness. Overall, Apuleius' view of religion cannot be trusted. From the very start we see Apuleius using references to Roman myths as similes to everyday occurrences. When Fotis, the slave, enters his bedroom to make love to him, he remarks that "she stood, transformed into a living statue: the Love-goddess rising from the sea. The flushed hand with which she pretended to screen her mount of Venus showed that she was well aware of the resemblance; certainly it was not held there from modesty." He describes a slave girl trying to seduce him as Venus rising out of the sea. Some of this description may be a hyperbole for Lucius' love of Fotis. However, Apuleius goes beyond this by linking Fotis directly to Venus. Thus, the most beautiful goddess in the Pantheon is easily seen in a slave girl. Similarly, Thelyphron, when telling the story how members of a household attacked him, describes himself as feeling "like Adonis mauled by the wild boar, or Orpheus torn in pieces by the Thracian women." This... ...ddess. To prove his point, Apuleius first discounts all other worships. Throughout the novel he describes things that happen to individuals in terms of the traditional Greco-Roman myths. He subtly chips away at the traditional Roman gods, avoiding a direct attack on the Pantheon because the vast majority of his audience believed in it. If he attacked them directly, he would surely not be considered credible. With the other religions, however, Apuleius reserves nothing. He declares religions of Asia Minor to be fraudulent and calls monotheistic religions "blasphemous." After questioning the other religions, Apuleius goes on to praise the worship of Isis. As a result, we the contemporary reader cannot infer too much about Roman religion from The Golden Ass. Works Cited Apuleius. The Golden Ass. Trans. Robert Graves. Noonday Press, 1998. ISBN 0-374-50532-2.