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Student To A Car Wash Owner
Student To A Car Wash Owner
Introduction
I live in Vienna city in Austria and my story dates back to May 2008 just after I graduated from my 12th grade. It was then that I applied for a web designing program at my local college. Every other summer before the summer of May 2008, I used to work in my father’s business; however, for this one I decided not to work but to study for my papers that were due in the near future. I am not the kind of person who idle. I had an existing tight schedule: in the morning I had lecturers, after that I had lunch with friends. It was during this time that we left our cars to be washed at the nearest car. Later in the afternoon I joined my father in serving his customers in his busy business. However, since I had no place in the family business, I felt like I was not in the right place and that I was wasting my time.
A few weeks into summer, I became completely fed up and worn out with what I was doing. I vividly remember well but it was on this very mid-afternoon that the idea of opening my own car wash crisscrossed my mind. It was at this very time when I was going to the car wash. My friends had already arrived at the place. When I arrived there I asked the manager to join us for lunch. He felt obliged and could not decline since we were his loyal customers. During lunch I started to ask the manager everything about the car wash business. Fortunately, he was happy to answer my questions without hesitation since we were his regular clients. Consequently, within an hour or so, I knew almost everything about the car wash business.
However, the outlines of the idea were forming clearly in my head; it was going to be a car wash with a bar where people would have drinks as they waited for their cars to be washed. It seemed perfect and ideal as the only car wash available was barely hospitable.
Now, I only had to find the right place. I found a perfect spot which had a 50 square meter parking space and a well nearby. The well was particularly strategic as it meant, I would not be spending any money on water supply. In addition, the building was close to the city center and was currently of no particular use to my father. I proposed the idea during dinner it was embraced warmly with assurance of support from my parents. This saw my idea thrive and a big modern car wash emerged that accommodated all people.
Remaining focused and goal oriented are what saw my turning point from a student to a car wash owner. These are the same skills that I use in my web designing activities. Programming and designing of websites is not a cheap activity. The web designing application requires skinning among other activities that involve breaking and assembling of images that at times become difficult to code. They demoralize but I do not quit. I take that as an opportunity to improve my skills and increase my expertise in collecting data that helps me with the programming, (Holter 1).
Conclusion
In conclusion, I am thankful to have had the opportunity to contribute to the world of web design a small piece, but integral nonetheless. Completion of my final project at my college left me with the sense of stability and triumph that ensued from my mind being keenly motivated and on the main task. This is exactly how I felt when I saw my car wash flourish and win contracts with major companies in my city.
Work cited
BIBLIOGRAPHY l 1033 Holter, Eric. Web Design Tips for the Print Designer, Part 2. [Online] 27th November 2013
http://www.newfangled.com/website_design_difficulties.
History questions with answers
Student’s name
Professor
Course
Date
History questions with answers
1. What were the causes of the Revolutions of 1848-49 and what was the outcome in France,
Austria, Italy, and Germany?
Revolutions of 1848 involved republican revolts against the European monarchies and this had a great effect on the leadership of the monarchies after the revolution. These revolutions were caused by the lack of proper governance and therefore the citizens and the people who revolted were against the kind of government which was in place at that particular time and which did not consider their rights an their concerns as part of those being ruled and as part of the general society which depended on the government. The base for these revolutions took place in 1832 when public unrest was witnessed due to political censorship and heavy taxation as experienced by the individuals at that time. Some of the revolutions stayed a little longer while others lasted for a short while. Ina general manner the revolutions had little political change but had great social and cultural change. They led to abolition of serfdom in Austria. In Germany and Italy there was the removal of the French empire which led to removal of enlightened ideas as the conservative monarchs took over.
2. What key ingredients/benefits did England have that allowed it to lead the Industrial Revolution.
England was a leading force towards the industrial revolution due to its positioning in a place whereby it was the one which had the resources and everything that was needed for this purpose. The agricultural revolution was one of the major effects and factors which led the England to be a major player in industrial revolution. This is because its agricultural sector was widely advanced and therefore it had many areas which the rest of the world could learn from and which could be industrialized. England was also the first to experience technological revolution and this was a leading factor towards the industrial revolution. The natural resources like coal and iron were also of great importance and significance in industrial revolution. The other factor which was of great importance in England was the political stability.
3. What was the purpose of the Congress of Vienna? What did it hope to achieve?
The major goal of this congress was to bring back stability and peace in the whole of Europe. This was achievable though this congress of Vienna whereby the participating countries discussed on how they could make it possible for Europe to have the peace and stability which it had enjoyed before and therefore things like boundaries, resolution of the Napoleon war and tried to restore the monarchies napoleon had overthrown. Another goal of this congress was to make sure that France was fully contained within its borders and prevent its expansion of French revolution. They also wanted to learn how to cooperate with one another for long term periods of peace and mutual benefits.
4. Was Napoleon Bonaparte a liberator or a tyrant?
Napoleon can be said to have had a controversial attitude and personality. However he can be referred to as a tyrant from the way he is seen in most of the places and most of the scenes which he appears and which he is involved in. he tried to represent and portray himself as Caesar as he wore his crown made of gold as well as the icon of the eagle all from Rome. He personally oversaw the production of plays and if he was not pleased with a certain play the job of the playwright to produce plays was ended at that very time. He created a grandiose image of himself and established a tightly controlled society.
5. What were the causes of the French Revolution?
There were any factors which led to the French revolution and these included the economic factors as well as the social and cultural factors. There were also international causes like the struggle for the empire resource and the hegemony which led to the French revolution. There was a reform of the tax system and therefore there was a conflict between the monarchy and nobility over its reform. Bin 1788 and 1789 there was the agrarian crisis which presented popular discontent and disorders and therefore generating economic hardship. There were also two rising groups which were aristocracy and bourgeoisie and these two were against each other and therefore there were social antagonism.
6. What institutions/practices were the philosophes against?
They were a group of French enlightened thinkers who believed that it if freedom which was a solution to that ills that afflicted the society. The philosophes believed free thought, reason and truths would lead the world to a better place. They criticized to a great extent the institutions of absolute monarchy like the Catholic Church and which had a lot of influence in the manner the governments of the world ruled. They stated that the church had to be separated from the politics and therefore people had to think on their own, make decisions on their own and determine what is best for them without the excess involvement of the church.
7. What discoveries were made by Copernicus, Galileo, and Newton?
Galileo was an Italian thinker who improved the telescope discovered astronomy and made observations in the same field and he was the major influence and the person who advanced the concept of relativity in physics. Copernicus also discovered about the solar system and that the sun was the center of the universe which was against eh common believe that the earth was the center. Isaac newton came up with the laws in physics about motion and gravitational force. Therefore these three were scientists and were much involved into physics branch of science whereby they discovered almost similar or related concepts of science.
8. What did Peter the Great do for Russia?
Peter the great brought a lot of changes in Russia even though most of the people did not accept them since they were traditionalists and conservatives and therefore what they supported were just the olden way so life. He travelled to Europe and admired their way of life especially the technological advancements and therefore this he brought to Russia. He brought many social, industrial, technological, military and economic reforms. He even introduced a punishment for the drunkards due to his hate for those who were drunkards. He led the Russians to win the great northern war of 1703 and he established Saint Petersburg which is referred to as the window of Europe.
9. What was the legacy of King Louis XIV? What did he do for France and how did he leave France when he died?
Upon his death King Louis XIV left France one of the most organized and strong nations brought into one unity. He had a great political heritage and great personal character which made him successful. He made France the dominant power in Europe at his time and he also brought in a new appreciation of art and literature which was referred to as the golden age. Through his efforts the monarchy was transformed in a very great manner. Apart from these he also build the palace at Versailles which was very good and special. He died of gangrene in his palace in Versailles and left his son of 5 years to succeed him in leadership.
Ethics in Administrative Practice
Ethics in Administrative Practice
Introduction
Ethics refers to collection of moral principles that determines whether an action is good or bad.
Ethics can either be founded on religious beliefs, common law, societal expectations and also on educational experience.
Administrative practice includes allocation of the necessary funds, human resources, information technology, contract management and legal guidance.
Thesis statement; ethics in administrative practice in education and the difficulties faced by school management in handling ethical issues in administration.
Body
Ethics and management
Ethical considerations
Code of ethical conduct and applied ethics in adult and ongoing education literature
Codes of ethics
Discretion
Monetary funds
Good bonding between adult educator and the learner
Avoid conflict of interest
Proficiency and professionalism
Assessing the performance of the learner
Possession of learning resources
Intra-organizational interest
Possess excellent testimonials
Steady training plan
Outstanding employment performance
Good attendance and enrolment
Supplement for early childhood educators
Function of the supplement
Core values
Theoretical framework
Ideals and principles for:
Ethical accountabilities to adult learners
Ethical accountabilities to practicum locations
Ethical responsibility to agencies offering training ands institutions of higher education
Ethical obligations concerning colleagues
Ethical obligations concerning families and offspring
Ethical obligations concerning society, community and learning of early
3. Academic leadership
Growing of a more impermanent instructional personnel
Precision of information institutions present status magazines and college manuals
Established non profit institutions developed commercial subsidiaries
Fairness in remuneration and reimbursement
4. Embedding ethics in higher education
Myths and misapprehensions
Lessons learned
A policy for running ethical performance
Ethics and higher education
A proposal for progress
5. The importance of ethics in management decisions
Importance of ethics
Public approval
Regulatory independence
Litigation
Individual satisfaction
Consumer loyalty
Confidence of the shareholder
Trust associates/vendors
How to enhance excellent performance in managerial ethics
Implementation of organizational policy concerning social matters by top management
Top management should communicate to both the personnel and investors about the improvement involving social programs
Top management should promote mutual trust
6. for a meta-ethics as good as our practice
The essence to judge
Dilemmaism
A meta-ethical re-orientation
Ethical theories
Adult education ethics
7. Ethics in school administration
Ethics and schools
Ethics and school management
Principals’ codes of ethics
Ethical dilemmas that school management encounter
Is ethical decision making considered a reality or fantasy for school leaders
8. Moral and ethical leadership in administrator preparation
School leaders should acquire honorable and ethical training
Principles and decision-making models
Ethical outlook/principles
Ethical administrative layout/models
Setting in ethical theory and practice
final judgment
9. Promoting ethical practice in adult education
Ethical decisions can be
A process
Values
Obligations
Consequences
Strategies that can be implemented in order to encourage ethical practice
Identifying right vs. right dilemmas
Examining ourselves
Developing an ethical setting
Ethics as functional practice
10. Right vs. wrong and right vs. right
Understanding of ethics for administrators
Ethics, educational leadership and ethical dilemmas
Methods for recognizing ethical dilemmas
Contemporary research methodology
Discussion of results
Extensive temperament of ethical dilemmas
Model application
Summary remarks and suggestions
11. Ethical commitments in educational administration
Explaining the commitments
Commitment to personal conscience
Commitment to professional convictions
Commitment to relational reciprocity
Commitment to common ethical principles
Decision and analysis
The matrix
12. Analysis of adult education experts in Canada and the United States
Literature review
Research design
Results
Discussion of the findings
Conclusion
Administrative leaders should always practice administrative ethics
Administrative leaders should implement strategies in order to encourage ethical practice
Administrative leaders should practice ethical commitments especially in educational management
Administrative leaders should implement ways of coping with ethical dilemmas
References
Anthony Weston. For a Meta-Ethics as Good as our practice. New directions for adult and continuing education.2009
Denisa E. Parpandel. The importance of Ethics in management decisions. Marketing Management Business Economics faculty Rm. Electronic copy available at: http://ssrn.com/abstract=1763157.2009
Dr. Neil Cranston, et al. ‘Right’ Versus ‘Wrong’ and ‘Right’ Versus ‘Right’: Understanding Ethical Dilemmas Faced By Education Leaders. Australian association for research in education.2004
Edward, S. Embedding Ethics in Business and Higher Education: From Leadership to Management Imperative. Business-Higher education Forum.2005
Ibrahim Kocabas et al. Ethics in school administration. African Journal of business management. Available online at http://www.academicjournals.org/AJBM.2009
James, S. Case studies for educational leadership: solving administrative dilemmas. CourseSmart print .2010
John B. Bennett. Do colleges and universities need ethics officers? Academic leadership journal.2012
John B. Bennett. Academic leadership Journal. Academicleadership.org.2012
Keith D. Walker, et al. The Four Ethical Commitments in educational Administration. Journal of educational thought.2009
Merriam, S. & Brockett, R. The Profession and Practice of Adult Education. San Francisco: Jossey-Bass, p.7.1997
National Association for the Education of young children. Code of Ethical Conduct: Supplement for Early Childhood Adult Educators. National Association for the Education of young children .2004
Ralph G. Brockett, Roger Hiemstra. Promoting Ethical Practice in Adult Education. American Association for Adult and Continuing Education. http://www.aaace.org/.2005
Richard Gregory. Moral and Ethical Leadership in Administrator Preparation. National Council of Professors of Educational Administration.2010
Thomas J. Sork. Applied Ethics in Adult and Continuing Education Literature. New Directions for Adult and Continuing Education.2009
Wanda Gordon, et al. Ethical Issues and Codes of Ethics: Views of Adult Education Practitioners in Canada and the United States. American Association for Adult and Continuing Education.2001
