Wedding Speech for a Maid of Honor or Best Woman :: Wedding Toasts Roasts Speeches

Wedding Speech for a Maid of Honor or Best Woman Before I start I would like to say that Madonna you look absolutely stunning, Erik, well you just look stunned. For those of you know don’t know me my name is Rhonda and for those of you who do, I’ll have the usual, just put the bottle next to my purse. When Madonna first asked me to be her bridesmaid I felt delighted but as the big day approached I was informed that I would be doing a speech and a toast. Being the shy and retiring type I was trying to think of ways of getting out of it, but have any of you tried saying no to Madonna. Then I thought what could I talk about, like all self respecting 30 something year old, I did research and came up with some sayings that I would like to share with you, Now Some say that marriage begins when you sink into his arms and ends up with your arms in his sink. Others would say that when a man holds a woman’s hand before marriage, its love, after marriage it is self-defence. And They say that before marriage a man will lay awake thinking about something you said, after marriage he’ll fall asleep before you have finished saying it. Now, I’m sure that there are some of you out there that can relate to that. Before I finish, I would like to offer my own advice for a happy and successful marriage, now just because I’m not married or never have been it doesn’t mean to say I am now not an expert on it. Erik, Whenever you’re wrong, admit it, whenever you right, shut up. The best way to remember an anniversary is to forget it just once. Set the ground rules first and then do everything Madonna says. Road maps are a good thing. Never forget the two most important saying, you’re right dear and okay buy it. Never be afraid that Madonna will leave you, she has spent years training you and she won’t give that up lightly.

Discuss the Significance of Studying Different Philosophical World Views of Teacher Education?

Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. In this paper, the author will address the different opinions of philosophy about education. The nature of the student will then be addressed followed by the nature of knowledge and finally the purpose of education.In conclusion, the author will compare and contrast the two main theories; that of realism and idealism. No two students are exactly alike. Nevertheless, they do share one fundamental character†¦ the character of an inquisitiveness to learn. Educational philosophy is no doubt a matter that has changed over the decades, and still today not everyone is in total agreement on the subject. However, one thing is certain- philosophy is the foundation of educati onal styles.Today, four basic educational philosophies exist including idealism, realism, pragmatism, and existentialism. All four philosophies are very different, but all strive for the same goal, to better our education system. Although every teacher has a different style of teaching that can be considered their own, they all adhere to one of the four basic philosophies. However, it may take a teacher many years to master, and recognize their style as one of the philosophies.The child centred educational approach holds that the teacher is a facilitator, a guide, an advisor and fellow traveller and therefore, the teacher must provide warmth and nurture emotions whilst continuing to function as a resource centre. Creating an appropriate learning environment where all students feel that they have the ability to learn and succeed is an essential responsibility of the teacher. As a child’s education is the most important tool that they will ever acquire throughout their lifetime , it is imperative for the teacher to find a way to relate to each and every student under their direct responsibility.The domain of education is vast, the issues it raises are almost overwhelmingly numerous and are of great complexity, and the social significance of the field is second to none. These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favoured conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.It is no surprise, then, to find that the significant intellectual and social trends of the past few centuries, together with the significant developments in philosophy, all have had an impact on the content and methods of argument in philosophy of education—Marxism, psycho- analysis, existentialism, phenomenology, positivism, post-modernism, pragmatism, neo-liberalism, the several waves of feminism, analytic philosophy in both its ordinary language and more formal guises, are merely the tip of the iceberg.It is revealing to note some of the names that were heavily-cited in the field (in alphabetical order): Adorno, Aristotle, Derrida, Descartes, Dewey, Habermas, Hegel, Horkheimer, Kant, Locke, Lyotard, Marx, Mill, Nietzsche, Plato, Rawls, Richard Rorty, Rousseau, and Wittgenstein (Curren 2003; Blake, Smeyers, Smith, and Standish 2003). Although this list conveys something of the diversity of the field, it fails to do it complete justice, for the influence of feminist philosophers is not adequately represented.Regardless of the size of the iceberg, authoritative scholars relate and argue that most educational philosophies today are developed from the idealistic and realistic view points. Idealism and realism in education are often considered together in educational philosophy under the name essentialism. This is in part because, although they are of the universe differ radically, their view concerning the nature of truth are similar. Both of these positions, as we shall see, view truth as immutable, permanent, and unchanging.The main tenant of idealism is that ideas and knowledge are the truest reality. Many things in the world change, but ideas and knowledge are enduring. Idealism was often referred to as â€Å"idea-ism†. Idealists believe that ideas can change lives. The most important part of a person is the mind. It is to be nourished and developed. Idealism is a product of ancient Greece and Rome, mainly Socrates. Although Socrates’ ideals are the basis for the idealist philosophy, it was his student Plato, who is considered the founder of idealism.The Platonic theory that ultimate reality lies in a realm beyond the real world that the real world is a by-product of mental or supernatural states; art that rejects realism for the world of imagination. Park, Joe. (1968: 23). The philosophy â€Å"focuses on the spiritual and intellectual development of the individual†(ibid: 27). According to Chambliss, idealist attempt to describe ideas, mind, consciousness, form, thought, energy, and other non-material concepts† Chambliss, (J. J. 1996: 33). The educational approach of this philosophy is of a holistic nature.In which self-realization and character development is strongly supported. The idealist feels that with the growth of a fine moral character as well as personal reflection, wisdom is gained. The holistic approach is supported instead of a specialized concentration on a specific targeted area (ibid: 52). By combining experiences gained through critical thinking and dealing with broader topics, the idealist creates an environment in which a learner can rationalize information across curriculum. Idealism as a philosophy had its greatest impact during the nineteenth century Kamins ky, James S. 1993: 14). Kaminsky further states that ‘its influence in today’s world is less important than it has been in the past’ (1993: 18). Idealism is the conclusion that the universe is expression of intelligence and will, that the enduring substance of the world is the nature of the mind, that the material is explained by the mental. Idealism as a philosophy stands in contrast with all those systems of thought that centre in nature (naturalism) or in man (humanism). According to idealism to be means to be experienced by a person.Idealism holds that the order of the world is due to the manifestation in space and time of an eternal and spiritual reality. As to knowledge, idealism holds that knowledge is man thinking the thoughts and purposes of this eternal and spiritual reality as they are embodied in our world of fact. As to ethics, idealism holds that the goodness of man's individual and social life is the conformity of the human will with the moral admi nistration of the universe. In idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in order to better serve society.The curricular emphasis is subject matter of mind: literature, history, philosophy, and religion. Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge). Introspection, intuition, insight, and whole-part logic are used to bring to consciousness the forms or concepts which are latent in the mind. Character is developed through imitating examples and heroes. Idealism has been influential in education for a considerable amount of time.It is considered a conservative philosophy because of its emphasis in preserving cultural traditions. The strengths of idealism include encouraging thinking and cognition, promoting cultural learning, and providing for character development of students. T eachers are considered valuable parts of the educational process who should strive to provide a comprehensive, systematic and holistic approach to learning that stress self realisation. Scholars today have challenged idealism and brought about challenges and maybe changes to the idealistic approach. Blake, Nigel; Smeyers et al: (248).Aristotle, a student of Plato, developed the basis for the philosophy known as realism. Realism â€Å"holds that objects and happenings exist regardless of how we perceive them† Archambault, Reginald D. , ed. (1965: 103). Thomas Jefferson is one of the more known realists. Teachers who are realists â€Å"focus on reason and thinking† (ibid: 111). The philosophical perspective possessed by a teacher has on affects the ability and effectiveness of their teaching methods. Therefore a teacher must be one who appreciates and respects education and formalized schooling.In this metaphysical view, the aim is to understand objective reality through â€Å"the diligent and unsparing scrutiny of all observable data†. (ibid: 119). Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the mind without being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose may be red and another peach coloured.Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about physical events and aspects Jarret, James L. , ed. (1969: 78). The exercise of rational thought is viewed as the ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions.Teaching methods focus on master y of facts and basic skills through demonstration and recitation. Students must also demonstrate the ability to think critically and scientifically, using observation and experimentation. Curriculum should be scientifically approached, standardized, and distinct-discipline based. Character is developed through training in the rules of conduct. The educational principles developed by Plato, Aristotle and et al, and numerous educational theorists and philosophers in the interregnum, are alive and well in the twenty-first century.Of particular contemporary interest is the evolution that has occurred of the progressive idea that each student is an active learner who is pursuing his or her own individual educational path. By incorporating elements of the classical empiricist epistemology of John Locke, this progressive principle has become transformed into the extremely popular position known as constructivism, according to which each student in a classroom constructs his or her own indi vidual body of understandings even when all in the group are given what appears to be the same stimulus or educational experience. A consequence of this is that a classroom of thirty students will have thirty individually-constructed, and possibly different, bodies of â€Å"knowledge†, in addition to that of the teacher! ). There is also a solipsistic element here, for constructivists also believe that none of us—teachers included—can directly access the bodies of understandings of anyone else; each of us is imprisoned in a world of our own making. It is an understatement to say that this poses great difficulties for the teacher.The education journals of the past two decades contain many thousands of references to discussions of this position, which elsewhere the author claimed has become a type of educational â€Å"secular religion†; for reasons that are hard to discern it is particularly influential in mathematics and science education. The teacher shou ld therefore be able to ‘mix and juggle’ through the different viewpoints to be able to relate to the disparate intellectual capacity of the students.

Math 10 Ib Porfolio

Math 10C Pre-IB Portfolio Assignment Type 1 Investigating the Quadratic Function A quadratic function is one where the highest exponent of the independent variable is 2. The quadratic function can be written in the general form of, where a, b, and c are real numbers. However, the quadratic function can also be written in the standard form of , which is sometimes more preferred, where p and q are the x and y coordinates of the vertex, respectively.The purpose of this task is to investigate the graph of a quadratic equation, the parabola, when the equation is written in the form. By analyzing p and q we can determine the vertex of the graph. Also, by increasing or decreasing the values of p or q, we can translate the parabola vertically and/or horizontally. First, if we look at the functions y=x2 ,y=x2+3, y=x2-2 we know that all 3 are in general form. To convert general to standard form you will need to use the process called â€Å"completing the square† which goes as following: Ex. y=ax+bx+cNow if we convert the three functions mentioned above, in standard form respectively they are y=x020, y=x02+3 and y=x02-2. Now if we were to graph these points, either the standard or general form would work. y=x2 , y=x020 y=x2+3 , y=x02+3 y=x2-2 , y=x02-2 Other examples of these types of graphs could be anything along the line of. An example of a parabola in the form of y=x2q with either a positive or negative q value could be y=x2+5 and y=x2-4. When we graph the two equations they are as following: y=x2+5 , y=x02+5 y=x2-4 , y=x02-4The reason I choose to convert them to standard form was to look for the vertex. By looking at the graph and the standard form of the equations we can conclude that the vertex of the graphs are (0,0) , (0,3) , (0,-2). In standard form you can also find out many other things. For example, the domain and range, the axis of symmetry. All three graphs are graphed in the same screen for comparison. From the above graph we notice that the graphs of y=x2+3 and y=x2-2 have been shifted vertically, either up or down by the q units, where the q is the number that follows the x2.By looking at the following graph, we can generalize the following: The graph of is the graph of, vertically translated q units. If q is positive, then the shift is upwards. Conversely, if q is negative, than the shift is downwards. If we look at the next following functions of y=x2 , y=x-22 , y=x+32, we can see that the functions are written in the standard form. To change standard form to general form you need to expand the function. To do this you need to do the following steps: Ex. y=x+52 When we convert the functions of y=x2 , y=x-22 , y=x+32, respectively they are y=x20x0, y=x2-4x+4, y=x2+6x+9.When we graph the following functions, we get: y=x20x0, y=x2 y=x2-4x+4, y=x-22 y=x2+6x+9, y=x+32 Furthermore, if we change the values of p in the function we can translate the graph to either the right or left. An example of this could be y=x-82 or y=x+52. Wh en graphed they should look as the following: y=x2-16x+64, y=x-82 y=x2+10x+25,y=x+52 For the first three graphs above, the vertex of them respectively are (0,0), (0,2), (0,-3). The vertex of the above graphs are (0,8), (0-5).While looking at the graphs we notice that if the value of p is changed to either a positive or negative number it depends whether the graph is shifted horizontally on the x-axis. As done previously, all three graphs have been graphed in the same screen for comparison. From the above combined graph, we notice that the graphs of y=x-22, y=x+32 have been shifted horizontally, to either the left or right by p units, where p is the number that follows after x. By looking at the above graph, we can generalize the following: The graph of is the graph of, horizontally translated p units.If p is positive, the shift is to the right. On the other hand, if p is negative, the shift is to the left. Given the trends noticed when changing p and q, we can predict the vertex of the graph. The graph ofis the graph of, vertically translated 5 units upward, and horizontally translated 4 units to the right. Since the vertex of the graph isis at (0,0), the vertex of the graph should be at (4,5). Alternatively, since we know that the vertex of the parabolic function of the form lies at (p,q), we can expect that the vertex of the graphis to be at (4,5) as p=4 and k=5.

buy custom Revolution Brings Maturity for Some People essay

buy custom Revolution Brings Maturity for Some People essay Revolutions are movements that are organized by individuals or masses of people, who are often oppressed and, therefore, feel the need to express themselves. Revolutions, therefore, have almost always led to the change in the order of a society, whether positively or negatively. Examples of revolutions that have changed the order of society and the world at large include: the Islamic revolution; the Cuban Revolution; the French Revolution, among others. In deed, in Persepolis, the author brings out the changes that were imparted in her society by the Islamic revolution of 1979 that swept Iran and other surrounding Islamic nations like Iraq (Satrapi, 2003). During the revolution, the French school Marjane attended was closed due to its bilingual orientation. Boys and Girls were separated and the girls were forced to wear veils to cover their hair and faces (Satrapi, 2003). The revolution therefore brought change to the order of the initial society in Iran and her neighbors, and to the life of Marjane Satrapi. The story of Persepolis unfolds around the different stages of Marjanes life in her path towards maturity. It begins at the backdrop of the Islamic revolution in Iran, when the author, Marjane Satrapi, was just a ten-year old girl. She is brought up by a Persian family that was holy and had been involved in the socialist and communist movements before the onset of the Iranian revolution (Satrapi, 2003). She first experienced and witnessed the growing levels of oppression when her French school, Lyce Franais, was closed due to its bilingual nature. The Shah regime that had ruled over Iran for years had markedly suppressed civil liberty movements. However, people who had grown tired of the regime mobilized and organized these liberty movements leading to the fall of the Shah regime and the subsequent Iraq-Iran war. During the Iraq war, shewas caught in the middle of Iraqi air raids with scuds falling very near to their home in Tehran. In deed, the story of Persepolis reports that one of the scuds hit a neighboring house killing a friend of hers (Satrapi, 2003). This effectively changed Marjanes perception towards their government and she suddenly developed the urge to do something. However, her main inspiration to fight came from reading stories of world famous revolutionists such as Fidel Castro and Che Guevara. These stories caused her to make the difficult decision to follow in the footsteps of her parents and fight the oppressive people who were in power (Satrapi, 2003). Her parents tried to deter her by sending her to Vienna, Austria when she was just fourteen years of age. She defied them and instead joined the Vienna version of Lyce Franais where she learned more about the revolutions and the revolutionists (Satrapi, 2003). In deed, her revolt is inspired by the revolutionists assertions that intellectualism could not succeed in solving the painful experiences of life itself, but rather, it was necessary that an individual suffers so as to understand the feeling of the hardships... She later graduated from Lyce Franais school in Vienna and went back home. While in Tehran, she attended and graduated from the Tehran University with a masters degree in lite rary arts. Her experience during the Islamic Revolution caused her to use her acquired knowledge to communicate and mobilize the people of Iran and the Islamic world at large, through her writing and films (Satrapi, 2003). She later moved to France, from where she could express her ideas more freely and communicate to a larger audience. The various stages of the authors experience are brought forward in the novel by its categorization into phases. The first phase sets the ball rollingg for the entire story since it looks at the immediate effects of the Islamic revolution when Marjane was just a young girl. This phase looks at the forcible wearing of veils among Islamic girls and women, an event occasioned by the revolution. The second phase is portrayed after Marjane had read about the works of famous revolutionists such as Fidel and Guevara. She realizes, from their works, that revolutions were like a bicycle (Satrapi, 2003), that needed to stay in motion in order to continue working. She had been born a religious person. She, therefore, believed that the king was chosen by God to lead them, and therefore, despite protests from her parents, supported him. But tales from her parents reveals that her grand father had worked for the King as prime minister but had been mistreated and later detained in a Water cell (Sat rapi, 2003), where he was torture, often by being partially submerged in water in a water tub for several hours. This realization forms the basis of the third phase of the novel. However, it was the forth phase of the book that triggers Marjane into action. In this phase termed Persepolis, Marjanes grandmother narrates to her the hardships and poverty they were subjected to by the kings regime in earlier days since the Shahs father took everything from the peasants and left them with nothing to subsist on (Satrapi, 2003). The novel therefore brings out the experiences of Marjane, who is the main character, over the period of Islamic revolution, before and after the revolution, which helped to mature her into a revolutionist herself. She brings this out clearly in the novel by excellently portraying the heights of social censorship during the period of unrest. This novel is therefore a personal account of how the political and historical events in her country facilitated her maturity from a girl to a woman who had a strong spirit and belief to fight for what she believed in. 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To Essay or Not to Essay

To Essay or Not to Essay About the sites If you’re one of many who haven’t heard of essay writing sites, at their core they’re content mills for students but with the ethics of desperate writers and lazy students thrown out the window. iWriteEssays.com offers to write high school and college papers, admissions, dissertations and theses. They charge students between $12.50 to $48/page, depending on the student’s deadline and type of piece. On the high end, they claim being able to provide a paper in eight hours at the right price. â€Å"We can write anything from high school to PhD  level.† says Brandon S., a member of the iWriteEssayssupport team. What does this mean for writers? â€Å"Writers receive compensation based on the number of pages they write,† he says, noting that some websites have a set rate and others will pay based on the demand for that particular paper.   A quick search unearths hundreds of these sites. Essaywriters.netpromises writers their best efforts towards â€Å"making your freelance writing jobs easy, efficient (and) highly paid.† Another, EssayShark.com, allows writers to set their own pay for the order. StudyBay.com claims an average rate of $120 offered Posing as a student, I asked Brandon S. if an essay I ordered through an essay site could get thrown out. â€Å"Yes,† he admitted. â€Å"Presenting someone else’s work as your own is a form of plagiarism.† Then I asked: â€Å"Have you ever had trouble?† He replied, â€Å"No. Our services are confidential. There is no way for professors and teachers to tell that the essays are written Good to know they’re aware of this themselves, then . . . An author’s perspective â€Å"One word: Unethical,† says Ruth E. Thaler-Carter, a member of Editors Association of Earth . Sarah Varnam, the owner of a Toronto-based content creation and editing company, agrees. â€Å"Sites that provide restructuring of arguments, or even worse, complete re-writes or essays for money are, indeed, highly unethical. Not only are you putting your professional image at risk, as plagiarism is a serious offense, but the student is defying the purpose of higher education. She’s been contacted For legitimate copyediting jobs for students, author Ryan Dunlop suggests talking to professors and thesis advisers to find out what’s allowed – or not. Has a student really earned their degree if the work isn’t theirs? Before saying yes to writing for an essay-writing site, consider how you would feel if the doctor about to operate on you passed on a thesis written

Labarotary report Lab Example | Topics and Well Written Essays - 500 words

Labarotary - Lab Report Example In addition, infants have still to develop a urinary system that concentrates or dilutes urine in response to changes in extracellular fluid. Aside from that, they are still unable to effectively communicate their complaints, It is thus important that an outside monitoring of water loss and input be conducted to prevent complications such as dehydration or edema (Ambalavanan, 2010). Early determination of abnormal fluid levels gives room in early intervention and prevention of complications. Usually, one can predict predilection of infants to abnormal fluid levels by the maternal and newborn history. As well, measuring of fluid output through urine, stool, nasogastric, orogastric, and cerebrospinal fluid may be conducted (Ambalavanan, 2010). For this experiment, four nappies per pair were prepared. After previously weighing all four, two (labelled 1 and 2) were added with 15-50 ml water, while the remaining were added with 15-50 l of concentrated salt. Weight differences between unused and wet nappies were then determined and presented in the tables below. Table 1 summarizes the data collected by the pair of experimenters. As can be seen, the differences among the unused nappy weights were minimal, with the mean weight at 10.2 Â ± 0.2 grams. Any detected differences among wet nappies, must thus be because of the fluids they contain, and not of the material they are made of. Looking at the data of other pairs (table 2), specifically of group 2, it can be seen that equal volumes of water and salt solution does not cause any significant differences in the change of nappy weight. In support of this data, group 3 found that pouring a volume of the salt solution that was twice as much as the volume of water caused almost twice as high weight difference as that recorded in nappies added with the same amount of water. Data gathered by this pair of experimenters, as well as of other groups were not used in

Leadership Essay Example | Topics and Well Written Essays - 500 words - 27

Leadership - Essay Example This action was obviously unfair and created low morale that significantly affected job satisfaction, motivation, productivity and performance of the greater number of personnel employed by the organization. The authoritarian leader exemplifies an autocratic style of leadership where the leader relies primarily on their manifested power and authority within the organization to get things done. An example is a leader in a manufacturing company who dictates to the followers the activities and strategies that are to be done and implemented in ways that have been clearly and explicitly defined by the leader. The participative leader, on the other hand, encourages team work, participation and collaboration among members of the organization, whose contributions are seen as instrumental in achieving identified goals. Using the manufacturing organization as an example, the participative leader would solicit inputs and comments from his subordinates in process or operations that could be improved based on the professional opinion of his colleagues. (materials, man, money) are owned by the organization and their roles as leaders is to be manage, govern, administer effective utilization of these resources to maximize potentials and to minimize costs. An example of this style of leadership is one who looks after all the resources of the organization and, as entrusted by the owners, the leader sees to it that potentials for utilization of these resources are optimized and maximized to generate the most effective profits with the least costs. Finally, servant leadership was premised on putting all other facets of the organization first rather than his own. An example is a leader who â€Å"devote themselves to serving the needs of organization members, focus on meeting the needs of those they lead, develop employees to bring out the best in them, coach others and encourage their self-expression, facilitate personal growth in