Martial relationship having problems before and after getting married Essay

Martial relationship having problems before and after getting married in the United Arab Emirates, what are these problems and h - Essay Example Their traditional cultural and religious practices often clash with their contemporary thinking, as it still influences their personalities. This creates confusion and chaos in their marital relationships. Finding solutions to end marital problems in UAE requires counselling, educating and creating awareness about the responsibilities of marriage among the youth of Emirates. In the traditional patriarchal society of UAE, women are expected to be obedient, domesticated, and willing to attend to the needs of everyone in the family. In a marital relationship, she is particularly responsible to take care of: physical, sexual, emotional and domestic needs of her husband; children; and in-laws. Carrying out domestic or household chores is the sole responsibility of the womenfolk. Men are the traditional bread earners of the family, and therefore their decisions cannot be challenged by their wives. While this traditional patriarchal system has survived through ages, the 21st century woman i s breaking this concept. â€Å"Emirati women in 2010 were ranked number one in terms of gender equality among the whole Arab world and our ranking internationally was 103. This is a big leap,† said Shamsa Saleh, Chief Executive Officer of the DWE. (Chowdhury, 2011 April 02, Khaleej Times Online ) The society of UAE is mostly governed by Islamic laws, also called sharia and family laws pertaining to marriage and divorce are handled accordingly. Muslim men are allowed to have four wives at the same time and they can even marry non-Muslim women. However, they have to bear the financial expenditures of all their wives and children. They are the ‘providers’ of their wives and children and in return their wives are supposed to be absolutely chaste, obedient, and available to satisfy their sexual and domestic needs. United Arab Emirates is one of the advanced countries in the entire gulf region. Exposure to foreign lifestyle due to tourism, foreign media, multinational organizations with its multinational work force and education has gradually changed the social system of Emirates. The youth has responded well to the social changes and they find it implausible to fit the traditional practices in their modern and contemporary lifestyles. The most adverse affect of the clash of civilizations has been on marital relationships. An increase in the divorce rate has been recorded in UAE during the past few decades. â€Å"According to latest available statistics, the UAE leads GCC states in divorce rates, which hit 36 per cent, reported 'Emarat Al Youm'†. (Emirates 24/7, March 04, 2011) Many reasons have been cited for this, among which infidelity, patriarchal system, dowry, inability to understand each other’s personal, emotional, physical and financial needs are prominent. A divorce not only shatters a family but creates social instability as well. 2. Premarital problems: Marriages in the traditional UAE society are arranged by elders or p arents of the bride and groom. Family or cousin marriages are usually preferred as social status is considered as an important aspect of marriage. Financial aspects might become a cause of pre-marital problems as the girl’s family has to arrange for dowry and the overall wedding expenses can go really high. This puts undue strain on the budgets of both the families and might create discord between the married couple. According to Maitha Al Shamsi, Minister of State and Head of the State Marriage Fund,

Innovative Practices in Education Essay Example for Free

Innovative Practices in Education Essay Introduction The word ‘innovation’ is derived from Latin word ‘innovare’, which means â€Å"to change something to new†. In other words, we may say that ‘innovation’ means changing the regular way of doing things and involves doing the regular things in a novel way. The role of a teacher in present context has remarkably changed because of the various factors such as social, cultural, economic and technology developments across the globe. â€Å"Teachers in today’s era must be innovative, imaginative, and resourceful and have thorough knowledge of the subject and adopt new techniques to teach innovatively. † J. Krishnamurthy1 Teaching, in the KRISHNAMURTHI FOUNDATION INDIA (KFI) schools as opposed to other regular schools was said to be â€Å"different† and hence the researcher picked up these schools to study what and how â€Å"innovatively† the students are taught. KFI schools come under the genre of â€Å"alternative schools.† â€Å"An alternative school is an educational setting designed to accommodate educational, behavioral, and/or medical needs of children and adolescents that cannot be adequately addressed in a traditional school environment.†2 Its unique features are as follows: †¢Alternative schools have a small number of students, maximum 200 in the entire school . †¢Not more than 15-25 kids in a class †¢Children are allowed to learn the basic skills of reading and writing at their own pace. †¢There is little or no internal hierarchy in alternative schools. †¢Excellent teacher pupil relationship . †¢Family atmosphere †¢There is an inherent spirit of cooperation with self discipline. †¢Uniqueness of each child is nurtured. †¢The ambience is essentially fluid and informal. †¢There is no uniform. â€Å"KFI schools are not just about transference of ideas or facts in books, but is also about feeling the earth, watching the sunset, listening to the birds, seeing the colours of the leaves change in the different seasons and observing nature in its many colours, forms and shapes, in reality and this has shaped the entire structure of the school based on the ideology of Jiddu Krishnamurthy.†3 Methodology of the Study †¢Normative survey along with participant observation was used in the present research as it was a qualitative research . †¢Qualitative research seeks out the ‘why’, not the ‘how’ of the topic.3( Yang.W.E, 1997) Data Collection Tools Actual visit to the school and interaction with the teacher, students and principals through interview and questionnaire techniques and actual participation in school activities. The tools used were: †¢Interview †¢Participant Observation †¢Document analysis Learning the KFI way†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a few insights Classes are not only about completing the content but also about understanding the content; with this core understanding every teacher at the school determines to use innovative teaching practices in classroom teaching. The term â€Å"innovative† is used to describe the combination of the three teaching practices in these schools †¢Student centered pedagogy †¢ Taking the learning beyond the classroom †¢Giving importance to personal relationships apart from the academic subject matter. These learning environments strive to cultivate a sense of community and belonging, and qualities of safety, respect, caring, and even love amongst the students .The term â€Å"innovative† in the context of this research describes combining these practices with technology i.e use of ICT( information communication technology ) in class room teaching. Student-centered pedagogy includes practices of teaching and learning that are project-based, collaborative, foster knowledge-building, require self-regulation and assessment, and are both personalized (allowing for student choice and relevance to the individual student) as well as individualized (allowing students to work at their own pace) and according to their particular learning needs. Each of these elements has a strong base of prior research, linking them to positive outcomes in terms of developing skills among students.4 Hence these a re techniques in which they learn to think for themselves, and develop the ability to make clear logical arguments, and deal with complex ethical issues.Students enjoy total intellectual freedom, and unfettered interaction with other students and adults. 1. Autonomous learning is a unique innovative technique which is actively implemented in the academic transaction process. It implies gradual switch from traditional teacher-centered studies to a self-learning process, when students are placed in such conditions where they are to employ their critical thinking, creativity, collaboration and communication skills in addition to the problem-solving skills that will make them experts on a subject studied through project- work, group work etc. For Example- A project on garbage disposal in class V was given to make them learn about environment and sustainability. 2. Cooperative learning directed towards focusing on students’ team work while doing their project assignments. 3. Task-based approach to learning, which requires using learning situations and tasks that do not make students merely reproduce the knowledge acquired, but also stimulate their creativity in order to find new original answers to unconventional tasks. For example- growing flowers in the school compound to teach students of class VII, about seasonal flowers, types of soil and usage of organic fertilisers. Another e.g- Selling organic compost and making money running a small business annually for class X th students to teach them about selling and profit in economics. 4. Moving outside the class This teaching practice refers to learning activities that include learning in nature and beyond the traditional boundaries of the classroom, and also by providing opportunities for 24/7 learning (for example, research outside the classroom), fostering cross-subject connections, and promoting global awareness and cultural understanding. For example seeing the actual working of a venus-fly trap plant grown in the campus to teach about carnivorous plants. 5. Story- based learning This method, called story-based learning, aims to encourage students to study various core subjects and be curious enough to find the answers by themselves. ‘One reason behind this learning design is to help students to comprehend the variety and interconnectedness of real life and equip them with the right mindset and solutions.’ 5 For example- The high-school students learnt a story about spices and ships, which would bring students into studying the history, agriculture, business, politics, culture and international trade of the East India Company in class VIII. 6. Workshops including interactive lectures, presentations, individual assignments, puppet making, independent and self-learning activities during practical classes and seminars, role plays and simulations, case-studies, individual and team projects, holding master-classes and workshops. 7. Extensive use of tape recorder, e-book, graphics, pictures, charts in daily 8. Blogs : A Classroom outside the classroom! Blog is derived from weblog. It is a diary or regular opinion columns posted on the internet. In blog, the writer posts diary entry which others can read and comments on it. Web-blogging is used in two main ways in teaching. Firstly, students are encouraged to write and post their blogs. If students are learning to write journals or engaged in other form of extensive writing in the classroom, is the right place to check their ability of writing. Secondly, the teacher writes the main blog entries, which students can then comment on. They send assignments or projects to students on the taught topics, by which students can complete the work and send it back to teachers. So the blog encourages teaching outside the classroom. 8. Role playing- For example, while teaching accounts the role of accountant can be explained by role playing technique. Invoice and bills can be given to students and asked them to assume the role of accountant. Here the real entries pertaining to transactions are made by the student and this is more practical approach to teaching where theory is supplemented by proper practical knowledge. 9.Wiki- A wiki is a web based platform for collaborative writing. It is used within a private domain as well as public domain for writing together. The important feature of wikis is particularly used for language learning which is record of all drafts. Students and teachers work on it collaboratively. An example of a private wiki used for language learning was used in KFI school-based project to produce a school newsletter for parents within the public domain. Students can be asked to be collaborative as class to produce a Wikipedia entry because such projects help to promote team-spirit and increase motivation, empower students to construct knowledge, and enable them to learn new things in an interesting, stress-free way. To keep up with the educational expectations of todays youth, were called on to use innovative teaching techniques. Where resources and training programs arent available to keep pace with our growing technological expansion, methods must be developed and used that involve active learning without depending on high technology. Simulations, games, and role playing are viable alternatives for learning about and experiencing real-life situations. 10. Innovative evaluation- the 360 0 approach- Teacher’s report- Students progress is assessed systematically and continuously. Evaluation is comprehensive, non-comparative and points to possibilities for growth are given to each and every student. Parents receive reports twice a year. Parent’s report- However, in the month of September parents send a report to school on their children based on the observation made at home. How he/she behaves at home, his/her eating habits, behaviour with siblings etc anything extra that the parent wants to tell is also welcomed. This report facilitates a joint awareness and understanding of the child by the school and home. Students take formal examinations from class VIII onwards and all the teachers seem to support it completely because they feel students have to take the public examinations at the end of Tenth and Twelfth standard. 11. Meditation assemblies- Every morning there are separate assemblies for the Junior and Senior sections, apart from this every school has â€Å"me time† in which the children and the staff sit all by themselves being â€Å"in silence† and think about the day ahead. It is easier said than done to sit in silence for 15 minutes because as Krishnamurthi says, â€Å"Only a mind in silence and stability is a mind that can learn anything.or even teach anything† 4 Hence this meditation time is important for both the kids and the teachers and there is no fixed way of meditation. The only requirement is that one should sit in silence. Sometimes in the evenings guided meditations are also held for the senior students who want to come. It is a voluntary thing and no one is forced to do so. It is an important innovative technique in teaching â€Å"self- inquiry† and introspection to the students. There is no punishment system, only talking, counselling and understanding that takes place if someone makes a mistake. Conclusions †¢This holistic education is usually characterized by several core qualities. First, it encourages experiential learning. †¢Secondly there is more discussion, questioning, experimentation, and active engagement in a holistic learning environment. †¢Thirdly, personal relationships are considered to be as important as academic subject matter. These learning environments strive to cultivate a sense of community and belonging, and qualities of safety, respect, caring, and even love. †¢These innovative techniques are practiced in diverse ways in alternative schools like KFI that provide a carefully designed, multiage â€Å"prepared environment† that encourages children to explore ,experiment and learn according to their own pace and interests. †¢It is possible, however, that these certain universal features of the KFI schools can easily be shared with, and developed by, other schools like the non-formal working environment and child-based, student-centric project aided learning which doesn’t require too much training or infrastructure , just a willingness to experiment and innovate on the part of the teacher. †¢ In many respects it is like a traditional school; children take board exams, have a curriculum and timetable etc. But what makes them special and effective are the teachers and their passion for teaching, their innovative methods of teaching, the fearless and joyful interaction among teachers and students. †¢The board results of such schools were better than the regular schools in their area but the stress experienced by the students, teachers and parents was comparatively much less, as what came out from the interviews and observation of the students and data analysis. Recommendations From the insights gained in innovative teaching and its impact on the teaching learning process, the researcher would like to make certain recommendations for other schools as well. a.Schools therefore need to emphasize on those aspects of learning which would help children to self-observe and reflect; find ways to search for knowledge instead of memorizing only. b.The project approach in teaching is inter-disciplinary, integrates arts, music, dance, yoga, meditation in the curriculum and leads to collateral learning. c.This is accomplished through evolutionary syllabi that emerge out of the needs of students and can be easily made by the subject teacher and head of the institution. d.The students are independent, responsible and confident of their learning. e.In line with J.Krishnamurthy’s philosophy, teachers lay emphasis on collaborative learning and team work. f.The teacher’s role is that of a facilitator, a generalist. g.The teaching style is informal, participativ e, democratic and illuminative. h.The teacher is a learner too. i.Meditation and yoga has definite positive outcomes on the behavior of students and also their ability to learn. Hence it should be encouraged by all schools. j.This holistic and innovative education in KFI schools is usually characterized by experiential learning. k.Secondly there is more discussion, questioning, experimentation, and active engagement in a holistic learning environment leading to overall personality development. l.Thirdly, personal relationships are considered to be as important as academic subject matter. These learning environments strive to cultivate a sense of community and belonging, and qualities of safety, respect, caring, and even love amongst students and teachers. References : 1. Bax,S.(2003). The end of old age teaching: A New Approach to Education and Laerning. ELT journal, 57, 278-287. 2. Alternative School, http://www.healthofchildren.com/A/Alternative-School.html#ixzz2BQfZSoIf 3. Martin, Donald W. (1975) An Analysis of Selected Works of Jiddu Krishnamurti: Implications for Higher Education University of Cincinnati, Ohio (U.S.A.), research paper. 4. Gefter, A., â€Å"Living online: This is your space,† New Scientist 2569 (2006): 46-48. 5. Gupta Deepti, 2005. ELT in India: A Brief and Current overview, Asian EFL Journal Volume 7. Issue 1, Article 12. Bibliography 1. Nunan David (1991) Communicative tasks and the language curriculum. TESOL, Quarterly 25(2), 279-295. 2. O’Grady, William, Michael Dabrovolsky, and Mark Aronoff. 1993. Contemporary linguistics: An Introduction. New York: St.Martin’s Press. 3. Pahuja N.P. Teaching of English, Anmol Publications Pvt.Ltd, New Delhi 1995. 4. Prensky, M., â€Å" Digital nayives, digital immigrants,† On the Horizon 9.5 (2001). 5. Thelwall, M., â€Å"MySpace, Facebook, Bebo: Social networking students,† Association of Learning Technology Online Newsletter 11 (2008). 6. Vyas A. Manish and Patel L. yogesh â€Å"Teaching innovatively – A new Pedagogy for a New Century.† PHI Learning Pvt Ltd. New Delhi (200

The origins and aims of Dependency Theory

The origins and aims of Dependency Theory Dependency theory was established in 1950s by Raul Prebisch. Prebisch and his friends developed it in an attempt to understand why some countries in the world remained underdeveloped. There was a concern that the richer nations were prospering while poverty heightened in the underdeveloped nations (Kendall, 2010). During that time, research showed that the economic practices in the wealthy nations were instrumental in the poor countries deterioration. These results contrasted with the neoclassical theory that had stated that economic growth benefited all the countries. According to Prebisch, the exports made by the poor countries directly benefited the rich countries since they use them as the raw materials for their industries. Surprisingly, these rich countries export the end products to the poor countries. Consequently, the rich countries earn foreign exchange at the expense of the poor countries (Kegley, 2009). Some of them include the small internal markets in the underdeveloped countries, failure of the poor countries to make a change, and restriction of the poor countries to export their products. It is for this reason that the scholars developed the theory of dependency. Consequently, scholars developed the dependency theory in an attempt to justify the intensity of poverty in the underdeveloped countries (Pfeffer, 2003). Earlier on, the neoclassical theory condemned the poor countries, attributing their economic status to their delay in handling making important economic decisions. However, the dependency theory opposed their views with claims that poverty in these countries resulted from exploitations by the capitalists (Ghosh, 2000). The dependency theorists argued believe that the international imperialists are instrumental in the perpetuation of dependency in the poor countries. One of these theorists is Andre Gunder Frank who asserts that further underdevelopment of the poor countries is caused by the capitalists economic practices (Daft, 2010). Dependency theory is based on the Marxist theories that explain the reasons for the international inequality. They assert that economic elites use idealism and realism ideologies in order to justify disparities among the wealthy and poor countries worldwide (Brewer, 2010). Therefore, dependency theory bases its arguments on the Marxist theories. Dependency theory argues that the developed countries use the concept of class to establish certain strategies that guard and support their needs. There are certain principles of the dependency theory that are based on the Marxist theory. First, it states that the world is segmented into certain classes based on economy rather than politics. It asserts that the economy is superior to politics. Therefore, the theory holds that the imperialists created global state system so as to address the interests of the rich countries and organizations (Johnson, 2009). This explains the ongoing poverty in the poor countries, and prosperity in the wealthy nations. The rich and the poor countries form vital parts of the world system. That is the rich countries are that the central rich nations that posses and prosper from the natural resources (John, 2007). On the other hand, the poor countries give the majority of the human and natural resources that the rich nations exploit. Therefore, the rich nations take advantage of the poor countries resources in furthering their economic activities. As a result, the economic gap between these countrie s widens. Additionally, the theory argues the global economic laws perpetuate the international inequality. For instance, one of these influential laws is the World Trade Organization (Ritzer, 2003). The dependency theory and the other Marxist theories try to explore ways of addressing the issue of international economic difference. One of these ways is involves the efforts to bring change among themselves. They should make viable economic decisions and policies that are capable of changing their status in a way. This means that their strategies should aim at freeing them from the economic bondage by the strong international forces. They should also champion for the reduction of the wealthy countries control on their economic activities. For example, they should seek ways of breaking the import barriers in the case of the import substitution. Although Frank is not the initiator of the underdevelopment theory, he made it very popular (Bardach, 1998). He borrowed a lot of Paul Barans work. He believes that capitalism is caused by underdevelopment in the developing countries in the world. There are certain reasons that led to the uneven development in these countries. Furthermore, Frank maintained that the increase in the imperialism in Europe is influential in transforming the world into one global system. He further explains the extent to which these capitalists had gained access to the Latin America. Subsequently, this has a negative impact on the countrys economy. This, in turn, results in uneven development across the nations. For instance, there are some places that we realize positive development while others record underdevelopment. This happens because the world system consists of the metro-polis satellite relations. These relations are used by the satellite but not committed to the satellite. Using the examples of Chile and Brazil, Frank explains that Chile had an experience of monopoly of imperialists structure (Martin, 2002). As a result, these metropolis relations facilitate a stronger bond between the capitalists and the metropolises to their respective centers. It also extends the capitalists rule to the businessmen, stockholders and the tenants. In Brazil, Frank had the same ideas on the effect of capitalism in the country. He explains the transmission of these capitalistic effects from the merchants to the tenants. Additionally, Frank elaborates on the involvement of the monopolistic system in the countries. According to him, this system involves the poor usage and wastage of a countrys resources in the system (Chilcote, 2003). The unequal expropriation and appropriations lead to the development and the underdevelopment of the countries; hence the difference in the economic status. Imperatively, Frank elaborated on the operations of the satellites and their effects on the world system. First, he explains that the political, social, and cultural aspects are linked to the metropolis. Secondly, establishes that a metropolis is having dependent progress. Thirdly, there are weak bonds between the satellites and the metropolis. The fourth idea is that strengthening of these links might result in further underdevelopment of the metropolises. Nevertheless, Frank opposed the notion that underdeveloped world had more than one economies; the current and the ancient economies. He explains that capitalism had deepened its roots in Latin America. Though these countries seemed to be doing ell economically, there was a decrease in the performance of the export industries. For example, there was a decline in the productivity of the sugar company in Brazilian North-East (Petrella, 2003). This collapse was as a result of weak ties between the metropolises. Therefore, anything that looked like feudal characteristics results from underdeveloped imperialism. There are certain criticisms of the dependency theory by certain scholars. Just like any other theory, dependency theory has its share of strengths and weaknesses. To start with, dependency theory has the following strengths. Firstly, the theory analyses the inequality existing between the poor and the rich countries. Moreover, the theory breaks some political bonds and explains reasons why the wealthy nations are taking advantage of the poor countries (Doukhan, 2003). Also, dependency theory dismisses the neoclassical theorys claim that the existing global inequality is caused by the poor countries laziness. In stead, it argues in favor of these underdeveloped countries and blames the imperialists. On the contrary, certain scholars argue that the theory has some limitations. One of the weaknesses concerns the theorist, over-generalization and over simplification. Explicitly, frank should have investigated other parts of the world other than Latin American situation. In such a situation, it is essential different parts of the world, for example, the African countries and Asia (Martin, 2002). Therefore, his ideas are not realistic in that he used a few examples in his arguments. Another weakness of the dependency theory is that does not explain other factors that lead to underdevelopment other than the role played by the wealthy nations. The terms core and periphery are different from the terms traditional and modern. Additionally, dependency theory is weak in that in Frank failed in his attempt to provide solutions to the situation. His suggestions were very unrealistic and over-ambitious. Moreover, these solutions created certain dependencies among themselves. For example, it was impossible for Cuba to disentangle itself from the economic dominion with the USA (Willer, 1999). Furthermore, Frank attempted to prove that the imperialism is the major cause of the economic difference. Instead, he bases arguments on unrealistic perceptions. In addition; the theory is weak in that Frank failed to consider all class relations in his ideas. He also misinterpreted the Marxists concepts. Frank only addresses market relations. Some critics also challenge the theory by maintaining that it will cause corruption; with the higher markets and the other markets. Corruption is quite intense in the government industries than in than in others. It also causes lack of competition in the industries of both wealthy and poor countries. The completion is as a result of the restriction of imports to the poor countries, and subsidization of inducements (Ghosh, 2000). Finally, dependence theory encompasses certain scholars such as Karl Marx, Friedrich Engels, Vladimir Lenin, Fernand Braudel, Giovanni Arrigi, Samir Amin, Hans Singer, Frank Gunder and Raul Prebisch. In conclusion, dependency theory is influential in explaining the international inequality in terms of economy. Dependence theory asserts that the disparity is a resultant of the imperialism by the powerful and wealthy nations in the world. Therefore, they take advantage of the poor countries, hence widening the gap between them. However, there are a lot of criticisms on the theory that display more weaknesses than the strengths. Therefore, this theory may not be suitable in the explaining global inequality.

Eulogy for Friend :: Eulogies Eulogy

Eulogy for Friend On November 16th each of the individuals on this altar were to take part in what would have been the most special day in Michael’s life†¦ the day he would have taken Stephanie’s hand in marriage. Instead we stand before you today and attempt to eulogize a great friend and beloved brother. Though our hearts are filled with much sadness on this day, our message is not one of despair, but one of hope, love, and celebration. Anyone who had the good fortune of spending time with Mike can attest to the wit and good humor, which he embodied. He loved to laugh and more importantly he loved to make others laugh†¦a job he always seemed to accomplish with ease. He was the type of person who lived his life to the fullest, and took advantage of each and every minute. These were central traits that dominated Mike’s personality. While we mourn the loss of such a great person, we should not lose sight of these ideals which Mike found so important. He would want us to continue living our lives in the same manner he did. He would want us to laugh again. Rather than mourn his death, he would want us to celebrate his life.   In keeping with that spirit, we thought about the many things that Mike did to make us laugh. We remember the time he worked for Menna's meats as a delivery boy. Even while at work he would make us laugh. He would drive by the silver beach parking lot, while we were playing football, in a huge cream colored thunderbird doing his deliveries. As he would pull around the turn we knew it was Mike. As he passed by he would be wearing a huge orange colored crash helmet while giving us the thumbs up, man we would laugh hysterically.    We also remember Mike and his Fantasy Football team. He and Benny would pick the worst team every year. We would all make fun of him for listening to Benny. He would just laugh along with us and watch his team come in last place †¦.. year after year after year. I’m sure he’s laughing at us now because his team is a contender this year.   We also reflected back to the last week of Mike’s life. It was a typical week for Mike. Tuesday, fantasy football night (which Eulogy for Friend :: Eulogies Eulogy Eulogy for Friend On November 16th each of the individuals on this altar were to take part in what would have been the most special day in Michael’s life†¦ the day he would have taken Stephanie’s hand in marriage. Instead we stand before you today and attempt to eulogize a great friend and beloved brother. Though our hearts are filled with much sadness on this day, our message is not one of despair, but one of hope, love, and celebration. Anyone who had the good fortune of spending time with Mike can attest to the wit and good humor, which he embodied. He loved to laugh and more importantly he loved to make others laugh†¦a job he always seemed to accomplish with ease. He was the type of person who lived his life to the fullest, and took advantage of each and every minute. These were central traits that dominated Mike’s personality. While we mourn the loss of such a great person, we should not lose sight of these ideals which Mike found so important. He would want us to continue living our lives in the same manner he did. He would want us to laugh again. Rather than mourn his death, he would want us to celebrate his life.   In keeping with that spirit, we thought about the many things that Mike did to make us laugh. We remember the time he worked for Menna's meats as a delivery boy. Even while at work he would make us laugh. He would drive by the silver beach parking lot, while we were playing football, in a huge cream colored thunderbird doing his deliveries. As he would pull around the turn we knew it was Mike. As he passed by he would be wearing a huge orange colored crash helmet while giving us the thumbs up, man we would laugh hysterically.    We also remember Mike and his Fantasy Football team. He and Benny would pick the worst team every year. We would all make fun of him for listening to Benny. He would just laugh along with us and watch his team come in last place †¦.. year after year after year. I’m sure he’s laughing at us now because his team is a contender this year.   We also reflected back to the last week of Mike’s life. It was a typical week for Mike. Tuesday, fantasy football night (which

Reaction Paper Sample

Reaction Paper #4: The Prince and the Pauper Monica Sharma I read The Prince and the Pauper by Mark Twain and enjoyed reading about a wealthy prince name Edward Tudor and a pauper name Tom Canty trading lives with each other and experiencing how it is like to live a life that is totally opposite from what they are used to. It really made me depressed to read the part, â€Å"Drunkenness, riot and brawling were the order, there, every night and nearly all night long. Broken heads were as common as hunger in that place. Yet little Tom was not unhappy. He had a hard time of it, but did not know it.It was the sort of time that all the Offal Court boys had, therefore he supposed it was the correct and comfortable thing. When he came home empty-handed at night, he knew his father would curse him and thrash him first, and that when he was done the awful grandmother would do it all over again and improve on it; and that away in the night his starving mother would slip to him stealthily with any miserable scrap or crust she had been able to save for him by going hungry herself, notwithstanding she was often caught in that sort of treason and soundly beaten for it by her husband. No child should have to go through that sort of violence and abuse, and most children who do usually ends up becoming traumatized and disturbed. After reading that part, it made me want to jump into the book and take Tom away from that horrid place. However, it was interesting to read about how despite the environment Tom was brought up in, Tom was still happy with his life. This made me think, â€Å"How could you be happy with a life where your family abuses you and you’re forced to beg on the streets all day?! Tom even managed to obtain a proper education in his hometown since Father Andrew would always teach Tom â€Å"the right ways† and how to read and write in Latin. The part, â€Å"His head grew to be full of these wonderful things, and many a night as he lay in the dark on his scant and offensive straw, tired, hungry, smarting from a thrashing, he unleashed his imagination and soon forgot his aches and pains in delicious picturings to himself of the charmed life of a petted prince in a regal palace.One desire came in time to haunt him day and night: it was to see a real prince, with his own eyes,† showed me how Tom’s imagination served as an escape from the harsh reality he lives in. Not only that, but Tom’s imagination on becoming a prince makes Tom try to possess the qualities that a prince must always have, such as intelligence and etiquette. Because of this, it makes it easy for Tom to become mistaken as the real prince and blend in gradually.Tom’s daydreaming also causes him to wander through the streets which leads him to his encounter with the prince and their exchange of clothes. I found it funny that just because the prince and the pauper changes clothes, they are treated based on the type of clothes they are weari ng. For example, Tom is treated like a prince because he is wearing royal clothing and Edward, who is the real prince, becomes the pauper and gets treated like one when the guard of the palace sees Edward wearing Tom's rags and throws him out of the palace harshly and into the midst of a rowdy crowd. †¦ the soldier fetched him a sounding box on the ear that sent him whirling to the roadway, and said: â€Å"Take that, thou beggars’ spawn, for what thou got’st me from his Highness! † The crowd roared with laughter. The prince picked himself out of the mud, and made fiercely at the sentry, shouting: â€Å"I am the Prince of Wales, my person is sacred; and thou shalt hang for laying thy hand upon me! † The soldier brought his halberd to a present-arms and said mockingly: â€Å"I salute your gracious Highness. Then angrily, â€Å"Be off, thou crazy rubbish! † I realized that this brought exaggeration to Mark Twain’s quote who stated that â €Å"Clothes make the man. Naked people have little or no influence on society,† since when the two boys exchange clothes, the prince quickly became the pauper and was treated like one because of the rags he was wearing and the pauper became the prince and was treated like royalty because of the wealthy clothes he was wearing.This also symbolizes the fact that a person from a wealthy background is no different from a person that comes from a poor background since the two boys are easily mistaken to be each other despite their differences. I thought this was weird at first but the more I thought about it, the more it made sense to me. Tom and Edward both have the same height, weight, skin color and similar facial features, and even though they are two different people with two different backgrounds, they were able to easily switch places with each other.If they hadn’t had similar appearances, or if Tom wasn’t intelligent and able to learn how to become a real king , the plot of the story would have been completely different. This meant that the characters in the book had to have certain characteristics in order to fit the plot Twain created. I loved reading the ending of the novel since it was a happy ending (and who doesn’t like a good happy ending? ). In the end, when Edward returns to his rightful place in the throne, you can tell that his experience of living as a pauper affected him greatly.He becomes a great king who is merciful with his people and makes it a priority to get rid of injustice laws. Also, Edward finds all the people who helped when he was a pauper, such as the lawyer from prison and the judge who was nice to him even though he was wrongfully accused of stealing, and rewards them to show his appreciation of their kindness. However, to all the people who mistreated him and their power, he gives them harsh punishment. Everyone finally gets what they truly deserve in the end, yay! 🙂 Reaction Paper Sample Reaction Paper #4: The Prince and the Pauper Monica Sharma I read The Prince and the Pauper by Mark Twain and enjoyed reading about a wealthy prince name Edward Tudor and a pauper name Tom Canty trading lives with each other and experiencing how it is like to live a life that is totally opposite from what they are used to. It really made me depressed to read the part, â€Å"Drunkenness, riot and brawling were the order, there, every night and nearly all night long. Broken heads were as common as hunger in that place. Yet little Tom was not unhappy. He had a hard time of it, but did not know it.It was the sort of time that all the Offal Court boys had, therefore he supposed it was the correct and comfortable thing. When he came home empty-handed at night, he knew his father would curse him and thrash him first, and that when he was done the awful grandmother would do it all over again and improve on it; and that away in the night his starving mother would slip to him stealthily with any miserable scrap or crust she had been able to save for him by going hungry herself, notwithstanding she was often caught in that sort of treason and soundly beaten for it by her husband. No child should have to go through that sort of violence and abuse, and most children who do usually ends up becoming traumatized and disturbed. After reading that part, it made me want to jump into the book and take Tom away from that horrid place. However, it was interesting to read about how despite the environment Tom was brought up in, Tom was still happy with his life. This made me think, â€Å"How could you be happy with a life where your family abuses you and you’re forced to beg on the streets all day?! Tom even managed to obtain a proper education in his hometown since Father Andrew would always teach Tom â€Å"the right ways† and how to read and write in Latin. The part, â€Å"His head grew to be full of these wonderful things, and many a night as he lay in the dark on his scant and offensive straw, tired, hungry, smarting from a thrashing, he unleashed his imagination and soon forgot his aches and pains in delicious picturings to himself of the charmed life of a petted prince in a regal palace.One desire came in time to haunt him day and night: it was to see a real prince, with his own eyes,† showed me how Tom’s imagination served as an escape from the harsh reality he lives in. Not only that, but Tom’s imagination on becoming a prince makes Tom try to possess the qualities that a prince must always have, such as intelligence and etiquette. Because of this, it makes it easy for Tom to become mistaken as the real prince and blend in gradually.Tom’s daydreaming also causes him to wander through the streets which leads him to his encounter with the prince and their exchange of clothes. I found it funny that just because the prince and the pauper changes clothes, they are treated based on the type of clothes they are weari ng. For example, Tom is treated like a prince because he is wearing royal clothing and Edward, who is the real prince, becomes the pauper and gets treated like one when the guard of the palace sees Edward wearing Tom's rags and throws him out of the palace harshly and into the midst of a rowdy crowd. †¦ the soldier fetched him a sounding box on the ear that sent him whirling to the roadway, and said: â€Å"Take that, thou beggars’ spawn, for what thou got’st me from his Highness! † The crowd roared with laughter. The prince picked himself out of the mud, and made fiercely at the sentry, shouting: â€Å"I am the Prince of Wales, my person is sacred; and thou shalt hang for laying thy hand upon me! † The soldier brought his halberd to a present-arms and said mockingly: â€Å"I salute your gracious Highness. Then angrily, â€Å"Be off, thou crazy rubbish! † I realized that this brought exaggeration to Mark Twain’s quote who stated that â €Å"Clothes make the man. Naked people have little or no influence on society,† since when the two boys exchange clothes, the prince quickly became the pauper and was treated like one because of the rags he was wearing and the pauper became the prince and was treated like royalty because of the wealthy clothes he was wearing.This also symbolizes the fact that a person from a wealthy background is no different from a person that comes from a poor background since the two boys are easily mistaken to be each other despite their differences. I thought this was weird at first but the more I thought about it, the more it made sense to me. Tom and Edward both have the same height, weight, skin color and similar facial features, and even though they are two different people with two different backgrounds, they were able to easily switch places with each other.If they hadn’t had similar appearances, or if Tom wasn’t intelligent and able to learn how to become a real king , the plot of the story would have been completely different. This meant that the characters in the book had to have certain characteristics in order to fit the plot Twain created. I loved reading the ending of the novel since it was a happy ending (and who doesn’t like a good happy ending? ). In the end, when Edward returns to his rightful place in the throne, you can tell that his experience of living as a pauper affected him greatly.He becomes a great king who is merciful with his people and makes it a priority to get rid of injustice laws. Also, Edward finds all the people who helped when he was a pauper, such as the lawyer from prison and the judge who was nice to him even though he was wrongfully accused of stealing, and rewards them to show his appreciation of their kindness. However, to all the people who mistreated him and their power, he gives them harsh punishment. Everyone finally gets what they truly deserve in the end, yay! 🙂

marketing objectives essays

marketing objectives essays Like any new company, we will have to pay initial sunk costs that we predict to be substantial due to our need for multiple delivery cars. Consequently, we understand that generating a profit in our first few years of operation may be unrealistic. With this in mind, we will focus on developing our market share in the initial years of operation to increase our ability to generate profits later. To build market share, we will focus on the following areas: Increasing awareness within our target market Encouraging our target market to use our service Covering enough expenses to remain in business We believe that these objectives will develop our market share and, at the same time, provide our company with enough revenue to control our debt. Increasing Awareness Within Our Target Market We at Time Savers are fortunate to have the ability to analyze a service similar to ours already in operation. Time Finders has been in operation in the Ithaca market for several years and offers a similar service. We asked Time Finders what forms of advertising they found most effective for their particular service. They responded by saying that they had tried many forms of advertising and found most did not provide enough benefit for the financial cost required. They went on to say that they only advertise through the PennySaver, which is a weekly coupon publication advertising local businesses. In our survey, we included a question that asked about the participants current awareness of Time Finders. According to our surveys, Time Finders was essentially unknown to our respondents. Our results showed that only 6% of respondents had any prior knowledge of Time Finders. This lack of awareness significantly limits Time Finders potential market and resulting revenues. Our surveys also revealed that only 28% of respondents (lowest response category) would look for information about our service i...