The New Improved Iphone by Apple Co Research Paper

The New Improved Iphone by Apple Co - Research Paper Example The gadget accompanies a scope of present day advancements that are a significant inclination to purchasers and furthermore the corporate world. It fuses the most recent working framework iOS 5.0, fulfilling the longing for the cutting edge official market where one can accommodate their workplaces in their pockets. Being the replacement of the iPhone, it accompanies an extra uninsulated tempered steel outline, working as the reception apparatuses for the gadget. Furthermore, it has an Apple A4 processor and a RAM limit totaling 512 MB. The style that accompanies the iPhone 4 requests the setting of an official, high class individual from the official world, to help in supporting an office outside the workplace. For admirers of the iPhone, the iPhone 4 will be a favored brand went with an enhancement for the camera and the headway on the processor. Item Positioning The new item is the decision of the official individual and corporate world, good for those that are fixed close to the greater part of their workplaces. It is a chance to function as in the workplace while on a plane, screen the stocks during supper or have a business gathering while at the same time appreciating the solace of your lodge in the forested areas. The iPhone 4 is the fourth era iPhone, having an additional video calling capacity to its forerunner while having an additional touchy touch-screen ability for simpler and quicker activity. Apple inc. has a dominatingly huge market for the iPhone creation. The clients of the iPhone 3GS will be satisfied to purchase the propelled model; including a more extensive scope of highlights rather than the third era creation. Apple Company has a branch in the United States implying that this will upgrade the simplicity of creation and dispersion to its clients. Adverting, Pricing and Distribution IPhone 4 as of now has a standard suggested cost of about $1500 (Apple.com, 2011). This cost may appear to be broad for some individuals in the United States. Apple applies a value skimming methodology, whereby the utility of those in the high class level is just fulfilled by the utilization of the iPhone 4. Along these lines, barely any of the low class individuals are considered in the market. Anyway much this decreases the all out turn over for Apple, the overall revenue set for the item is sufficient to guarantee the benefit target of the undertaking. The American populace ends up being a delightful market for the iPhone 4. Innovative headway in the United States has made the requirement for cutting edge applications in the correspondence condition. Other than being a significant and a fundamental need to have innovation driven devices, internet promoting will help make familiarity with the iPhone 4. Furthermore, the organization will participate in limited time exercises that will draw in people in general into being a piece of the Apple family. Conveyance of the iPhone 4 has been required by having an Apple outlet in the United Sta tes. The organization works endlessly in the United States, United Kingdom, Japan, Germany, France and India. Having this outlet will guarantee a consistent dispersion of the iPhone 4 to all components of the nation (Rosa, 2010). Web based shopping has additionally encouraged promoting and the circulation of t

Essay Writing Tricks - Some Tips on How to Do Better on Your Essay

Essay Writing Tricks - Some Tips on How to Do Better on Your EssayAre you trying to learn essay writing tricks? A lot of folks try to avoid this type of writing because they have no idea what it entails. I must admit that this is very true and I did too.I tried to write a paper for college and didn't know what I was doing and I never passed the class. The only thing I was really good at was memorizing facts and figures so I knew what the math involved. But not being able to write is the reason why I failed.When I sat down to write my first essay, I was excited. I had learned a lot of things about my own abilities in general. I had also learned some tips that could help others learn essay writing tricks too. You can be successful with your writing ability, if you follow some strategies.First, make sure that you have your topic completely planned out. You should know what subject you are going to write about. And, you should know what kind of essay you will write as well. You need to k now if you want a short one or a long one.When you know all of this, you can start brainstorming your thesis statement. You need to make sure that you have a conclusion to your thesis statement. You may need to add your conclusion several times if you have a complex idea.You need to make sure that you are not making this part of your college assignment. You want to make sure that you write it first and then you continue writing the rest of the essay. But, if you begin your essay and you already have your conclusion written in, you will get sidetracked.Make sure that you do not just go through each chapter and do your writing. This can be very stressful if you are working on the thesis statement and you have not written anything else. You need to find time to just sit down and write, even if you just write a paragraph here and there.Some folks may not think that they can do any better in an essay if they don't have an objective for the essay. But, you really can. You just need to do some research on the topic before you begin to write your essay.

Every square is a rectangle

Every square is a rectangle Okay, first off, I have to tell you that Erica 07 is a superhero. For the past month or so, shes worked about 50 hours of UROP every week in an organometallic chemistry lab, and then on top of that, shes been working as Burton-Conners summer desk captain. Unlike being a deskworker in a dorm, the position of desk captain requires actual work, with the payoff being that you get free summer housing plus a stipend in exchange for at least 40 hours of desk service every week. Also, shes been working all these 90 hour weeks with a violent illness. Seriously, it sounds like shes going to cough up a kidney or something every time I see her. And then on Wednesday night, she stayed up with the rooming committee until 4 AM or something making sure that all our freshmen had their rooms readjusted properly after in-house rush. Battle on, Erica. Anyway, tonight I decided to take a few hours of desk service to lighten Ericas load. During the term, working desk is a great opportunity for me to make a little extra money while working on my problem sets in a relatively stress-free environment. Seriously, the only things I have to do are retrieving packages, dispensing spare keys to lost students, and pressing the door unlock button every time somebody rings the intercom to get in the main entrance. The last one is really annoying, so I make people who ring the intercom show photo ID and sign a special book. I guess its kind of a security measure too. Tonight I didnt have any p-sets (MIT slang for problem sets) to tool (MIT slang for work fastidiously) on, so I played this game for three hours. While doing that, I got paid $27.75. Mitra can explain why this is wrong from an economic perspective. Then I decided to be productive and write a blog entry. I was totally serious when I wrote that last sentence. Yesterday, a bunch of us went over to the activities midway to check out Alicia 06 performing in the MIT Sport Taekwondo Club demonstration. In the past, Ive gotten an MIT EMS laundry bag and a neat slinky advertising the Baptist Student Fellowship or something. Literally every organization on campus, from Model UN to the Outing Club to MITBeef, has some. Look out upon this sea of tables: Every one of them has something free for you with their logo on it. Still, Ive reached a point where I feel too old to be randomly grabbing free stuff from organizations with no intention of joining themmake sure to do this as much as you can freshman year, when you still have that as an excuse. So, I just settled into a seat in the bleachers, where we watched performances by Sport Taekwondo, Ballroom Dance, Bhangra, and TechSquares. The last one was particularly interestingto the tune of Carlos Santanas Smooth, the dancers were told to swing their partners, promenade, and execute a linear wave. I guess everything gets a little more technical when filtered through the lens of MIT, although supposedly this is the only collegiate square dance group in the nation, so I guess they can make up all the linear waves they want. I also decided that I will probably never square dance, even if you can get PE Credit for it. Still, my favorite performance was bhangraeverybody always looks so darn happy doing it! I felt giddy. I didnt get a picture of it with my camera phone because the resolution wasnt good enough to see their smiling faces, which would probably ruin the whole image. So, I have a picture of the MIT Hawaii Club doing a traditional dance. They didnt look quite as happy, but you cant really tell here: Also, Ruth 07 pledged to join the MIT Marching Band with me next year. I know she said it as a joke, but now it has been blogged, so it is an Unbreakable Oath. Get ready for it next year. I still havent read any Harry Potter. DID YOU NOTICE? The introduction to this entry is longer than the entry itself?

Acordarse Conjugation in Spanish, Translation, Examples

Is Attention Deficit Hyperactivity Disorder ( Adhd ) Over...

Is Attention Deficit Hyperactivity Disorder (ADHD) Over Diagnosed? The most common diagnoses made by doctors among children is Attention Deficit Hyper Activity Disorder (ADHD) (LeFever, G. B., Dawson, K. V., Morrow, A. L.,1999). What is ADHD? ADHD: a short attention span accompanied by excessive activity (Cowerdly Allen, 2012, p. 174). According to the Centers for Disease Control and Preventions (CDC) In the United States 11% of children ranging from ages 4 to 7 were diagnosed with ADHD in 2011: making this an average increase of 5% per year from 2003 to 2011 (2016). Why is it that other countries such as France are not having an increase diagnosis of ADHD? In France .5% of children are diagnosed with ADHD (Molland,2012). There is no reason why the United States should have more children diagnosed with ADHD than France. Are we trying to say that children in the United Sates differ from children in different countries? According to Judy Molland children in France are not different: the psychiatrist in France just happen to have a better method for dealing with children with behavioral problems (2013). The number of children diagnosed with ADHD Continues to increase, but why? A belief by some people is that ADHD can be caused by food dyes and sugar additives. However, there is no evidence showing that foods can cause ADHD. According to the National Institute of Mental Health (NIMH) there are some studies that imply that artificial food additives and dyes may worsenShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd ) Over Diagnosed Essay802 Words   |  4 PagesIs Attention Deficit Hyperactivity Disorder (ADHD) Over Diagnosed? Attention Deficit Hyperactivity Disorder (ADHD) is very common disorder diagnosed among children. What is ADHD? ADHD: a short attention span accompanied by excessive activity (Cowerdly Allen, 2012, p. 174). According to the Centers for Disease Control and Preventions (CDC) 11% of children ranging from ages 4 to 7 were diagnosed with ADHD in 2011: making this an average increase of 5% per year from 2003 to 2011 (2016). Why is itRead MoreIs Adhd over-Diagnosed Among School Children1409 Words   |  6 PagesIs ADHD Over-diagnosed Among School Children? After reading the review, (Is ADHD over-diagnosed among school children?) by C. Collins, I am in agreement with T. E. Elder in that yes, ADHD is over-diagnosed. I chose to accompany the review by C. Collins with the article, Attention Deficit/Hyperactivity Disorder, which originated from the Facts on File; Issues and Controversies Database. After reading both the review and the article I highly believe that ADHD is definitely over-diagnosed. 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Why Marjane Satrapi Graphic Form Free Essays

Why Marjane Satrapi chose to tell her story Persepolis in the graphic form The graphic novel Persepolis by Marjane Satrapi was written in the graphic medium to appeal to a wider audience. Literary critic, Manuela Constantino, proposes that â€Å"the combination of a visual representation and a child’s point of view makes the story easily accessible and therefore attracts a wide range of readers. † (Constantino, 2008: 2) Another plausible reason for Satrapi’s choice to do the novel in this medium is the apparent popularity graphic novels enjoyed at the point of the memoir’s publication. We will write a custom essay sample on Why Marjane Satrapi Graphic Form or any similar topic only for you Order Now Writing the novel graphically, brings the Middle Eastern novel closer to its Western readers. As Constantino wrote; Satrapi emphasizes â€Å"the universal qualities of her child narrator and the details of her experiences that would be familiar to her Western readers. † (Constantino, 2008: 2) Persepolis by Marjane Satrapi in the graphic form deems effective because it is written in a form that is recognizable to her target readers, written in somewhat a ‘universal’ language. Satrapi chose to tell her story in the graphic form to better connect with her readers. It is apparent that Satrapi’s targeted audience are mainly Western Christians. Over forty percent of the world’s population who practice a religion are Christians. The religious stature of the main characters made the novel accessible to its non Muslim readers. Being able to observe Christians in a predominantly Islamic country, opens a window to a life Satrapi’s readers could only dare to imagine. A world where u are told what to believe and what to think. It is therefore logical to target the sensitive majority of the population to educate about the Iranian political struggle and to get her story across. The novel in itself is about driving away the West from the conservative Iranian nation. Driving away the things her targeted readers consider their norm. Westerners and others around the world try to â€Å"seek insight into a country and a nation that have been deemed â€Å"evil† and an imminent threat to Western society. † (Malek, 2006: 10) To aid the West in its quest to â€Å"seek insight† into the nation of Iran, Satrapi wrote the novel in a medium that is very closely related to and very familiar in the Western culture. As demonstrated in: â€Å"†¦ They found records and videocassettes at their place, a deck of cards, a chess set. In other words, everything that’s banned. The scene leads the reader to feel unwanted and driven off alongside Marji, an Iranian who embraces the reader’s culture as demonstrated in page one hundred and twenty six , from her Iranian world. The reader and Marji form a special bond – they become a unit. This common ground builds a stronger connection between Marji and the reader leading the au dience to feel a stronger form of empathy towards the child, as they are now part of the cultural issue. Satrapi also chose to relate socio-political issues, conflict and loss to Arabic writing; as demonstrated in page eighty seven, in the panel where in two women are arguing. Satrapi, 2003) Their banter is written in a language unfamiliar to her targeted readers leading the reader to classify fighting and arguments as foreign and that the very presence of these women and their conflict is alienating. Another instance is when Pardisse reads her letter to her dead father, a letter written in the same foreign writing – grief is then related to this alien language. (Satrapi, 2003: 86) And on page one hundred and thirty two, in the panel where The Guardians of the Revolution (women’s branch) were introduced, one will observe the same unreadable writing resembling Arabic on their vehicle. Satrapi, 2003) Her use of all these subtle details in the graphic aspect of the novel adds to the effectiveness of the medium in that it forces the reader to lose all sense of familiarity with the antagonistic characters. The visual aspect of this novel aided in Satrapi’s depiction of Marji as someone who embraces the western culture, the reader’s culture, with the familiar images of Nike sneakers, jeans, jean jackets, and chocolates, as well as Kim Wilde and Iron Maiden songs. (Satrapi, 2003: 126) This brings another dimension to the relationship between Marji and her readers. Writing the novel in graphic form brings the Middle Eastern graphic novel closer to its Western neighbours because it is in a medium that is recognizable in the West. In addition, Satrapi’s depiction of Muslim leaders as â€Å"uneducated, primitive, and narrow-minded brutes† strengthens her connection with her Western readers whose perception of Muslim extremists might indeed be quite similar to the one crafted in the autobiography. (Constantino, 2008: 4) The novel Persepolis is effective because it was written to please a specific type of community. It uses language and cultural barriers in the illustrations and text to further separate the reader from the antagonists. â€Å"Satrapi’s Persepolis appeared, significantly, at a time when memoirs have been experiencing a great surge of popularity. † (Malek, 2006: 8) The time of the publication of the memoir deemed critical to its success. It was published around the time where graphic novels were coined â€Å"the most important narrative mode of our contemporary culture. † (Miller, 2000: 421) It shared the lime light with other graphic novels, the likes of Craig Thompson’s â€Å"Blankets† and Joe Sacco’s â€Å"The Fixer†. Time, 2003) Satrapi chose the perfect time to debut her graphic memoir as she was able to ride ‘the literary high’ comics were experiencing at that point in time. A probable reason why Satrapi chose to tell her story in the graphic medium is the effectiveness and popularity of graphic novels at the point of the novel’s publication. Writing the novel in graphic form and through the eyes of a child allows the issue to be digested with fewer objections by the reader. The novel written through the eyes of a child makes it easier for the reader to comprehend the situation. It gives the story a comedic approach to a devastating period in Iranian history. â€Å"Readers of all ages can identify with the child, feel for her, and learn with her about the complexities of national and international politics. †(Constantino, 2003: 4) The connection shared between Marji and the reader strengthens their bond and heightens the effectiveness of the story. It is a medium closely related to fun. Writing the novel in graphic form ‘dumbs down’ the brutality of the whole situation. A frame on page fifty two illustrates Ahmadi’s gruesome fate in prison: chopped into several pieces. Satrapi, 2003) Another panel depicting the same kind of ‘turned down’ brutality is a scene on page seventy six where a woman is being stabbed on the leg. These otherwise gruesome scenes can be better understood because the reader can look at it, take it as it is, and envy the child’s innocence and simplistic thought process. Constantino adds: â₠¬Å"The text is easily accessible and seemingly transparent. It makes many people feel that they are educating themselves while they are being entertained. † Although the text might seem, in a way due to its graphic medium, juvenile, its purpose is to educate and tell an ‘untold story. Some might argue that depicting critical situations such as the Islamic Revolution in a form of graphic medium takes away the severity of the circumstances however; it can definitely be counter argued by the undeniable phrase ‘it’s so simple it works. ’ The visual element allows her to include the offstage action as part of the main narrative flow. Instead of having to impart information as separate incidents, where its impact is reduced by removing it from the context of the story, we see things as they happen, increasing the emotional mpact of the moment. The directness of her work allows her to do two things excellently: to distinguish between individuals easily with just small strokes of the pen and make her depiction of horrors, death, torture, and anguish, emotionally realistic without being graphic or gruesome. Perse polis was written in the graphic form to create a stronger connection with the material and its readers. Persepolis is a powerful story about a person’s struggle for self identity. The different occurrences in Marji’s life that define her for who she is was written in the graphic medium to make it easier for her audience to connect with her as people in search of who they are. Writing the novel in graphic form offers a sense of familiarity with Satrapi’s targeted Western audience. It brings the unfamiliar Iranian world, issues and their traditions closer to the West’s classification of ‘normal’. It uses religion (specifically Christianity) in illustration and text to even deepen the connection between Marji and her audience. It forms a common ground, a sense of belonging to the same movement. It is also plausible that one of the reasons why the novel was written in the graphic form was to ride the growing popularity of comics at that particular point in time. Publishing the graphic novel to a community who openly accept comics as a form of sophisticated literature presented an opportunity for the novel to succeed. And lastly, it was written in graphic text to make it easier for the reader to comprehend the situation as these instances don’t usually happen to her targeted Western audience. It makes watching people die a little bit more bearable as it is depicted in a way that a child might perceive death. Satrapi choosing to tell her story in the form of a graphic novel not only shows us how far that medium has come as a means of expression, but allows us a glimpse into a world that few of us know anything about. Word Count: 1707 Citation Arnold, Andrew. â€Å"The Best and Worst: 2003. † Time. November 13 2010. Website. ;lt; http://www. time. com/time/bestandworst/2003/comics. html;gt; Malek, Amy. â€Å"Memoir as Iranian Exile Cultural Production: A Case Study of Marjane Satrapi’s Persepolis Series. † Iranian Studies: Journal of the International Society for Iranian Studies 39. 3 (2006): 353-380. MLA International Bibliography. EBSCO. Web. 15 Nov. 2010. Print. Manuela Costantino. â€Å"Marji: Popular Commix Heroine Breathing Life into the Writing of History. † Canadian Review of American Studies 38. 3 (2008): 429-447. Project MUSE. Cameron Library, Edmonton, AB. 17 Aug. 2010. Website. ;lt;http://muse. jhu. edu/;gt; Nancy Miller, â€Å"But Enough About Me, What Do You Think of My Memoir? † Yale Journal of Criticism 13, no. 2 (2000): 421. Print. Satrapi, Marjane. Persepolis. New York: Pantheon Books. 2003. Print â€Å"World Religions. † The World Almana c and Book of Facts  ©2010. 2010. Print. How to cite Why Marjane Satrapi Graphic Form, Papers

Materials and the Environment

Abstract Human activities have great influence on environment. The environment can absorb the effects of human activities to a given extent. However, there is a threshold; if exceeded, it diminishes the quality of the environment. In the modern world, there have been increased human activities that have surpassed the environmental threshold.Advertising We will write a custom report sample on Materials and the Environment specifically for you for only $16.05 $11/page Learn More With the current growth rate of 3% per annum, mining, disposals, and other processes present increased human activities that the environment cannot absorb. For instance, the economic developments have resulted to increase in the number of cars used. The core concerns include material production and energy consumption system, the eco-attribute of the materials and eco selection. The materials have great implication on the on the environment. Therefore, it is important to analyze the various phases of material use and their environmental implications. To enhance the understanding of the materials and environment, Ashby (2011) provided in depth analysis of the materials and the energy consumption. The following paper explores the various phases of energy consumption with key focus on the eco-selection. Introduction All the activities of the human beings influence the environment. Ashby (2011) noted that the environment is designed in manner that it has a capacity that can cope with the effects of the human activities. Increased human activities have negative impacts on the environment. According to Ashby (2011), the human activities normally diminish the quality of the environment. In the contemporary society, the main aspects of the human activities that influence the environment include the processes of manufacturing and the use of the materials. The following report explores sustainability measures with core focus on the eco-selection and recycling of materia ls at end life. The recycling will discuss car recycling in United Arab Emirates (UAE). The Materials Life Cycle In the analysis of the human activities and the resultant effects, Ashby (2011) noted that the current growth rate of about 3% around the world would lead to increase in the human activities such as mining and the rate of waste disposal. As a result, there is need for design for the environment in order to correct the degradation of the environment. In addition, Ashby (2011) noted that there is need for design for sustainability.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More This entails adaptation to lifestyle that is environmentally conscious. The design for environment and design for sustainability ensures that current human activities are in line with the needs of the future generations. The human activities are best represented the material life cycle which is based on four key processes that include: Material production Product use Product disposal Product manufacture The cycle represents how the materials are manufactured into products, used and disposed. The used materials end up in the recycling process, or they may be taken to landfill or incarcerated. The key feature of the various phases of the life cycle is that there is energy consumption. The result of energy consumption is the emissions of carbon dioxide. In addition, there are emissions of other gasses, heat, solid wastes, and liquid. The problems that result from the cycle are that the byproducts exceed the capacity that the environment can hold. The damage caused by the byproducts can be felt at various levels. For example in UAE, the economic growth has resulted to increase in demand for cars. The implication is that many cars are imported and at end life they are disposed as scrap with a lot of wastes going to landfills. Ashby (2011) noted that at the local level, the negative in fluences can be remedied by putting in place intervention strategies. At the national or global magnitude, the corrections of the effects require integrated interventions. Ashby (2011) pointed that there is the need for wider social interventions such as the enactment of legislations that require reduction of consumption of the carbon fuels in cars. Materials and Energy Consuming Systems According to Lewis and Gertsakis (2001), there exists an interactive system between materials and energy. Ashby (2011) noted that the main driving forces of the consumption in the systems include the uptake of new technology, the increase in wealth, the growth of population and education. The driving forces influence the use of products that in turn result in the consumption of materials and energy. For instance, the establishment of matching materials as per system requirements results in a fit that is essential for eco-design (Ashby, 2011). The use pattern of products exemplifies the consumption l evels. The levels are categorized on the basis of load factor such as the high load factor, modest and low load factor. The various levels of consumption include the primary consumption of power, secondary consumption, and non power consumption. Based on the level of consumption and the load factor, the consumption can either be energy intense of material intense. In the case of vehicles, load factor is experienced in the production of steel for making the cars from the ores and in the use stage where fossil fuels are used to power the vehicles.Advertising We will write a custom report sample on Materials and the Environment specifically for you for only $16.05 $11/page Learn More The Eco-Attributes of Materials The eco-attributes of materials is an important concept in the production of materials. According to Lewis and Gertsakis (2001), understanding of materials, production processes and the consumption of energy by the various materials plays a very critical process in the design for sustainability. Ashby (2011) noted that the energy used in the material production, manufacturing, and the other related activities in the four phases is normally from the fossil fuels. The use of the energy takes place in different forms. The key forms include gas, oil, or coal. According to Ashby (2011), the energy can also be transformed into electricity with a conversion efficiency of 38% as per European average conversion. The electricity can be generated from different sources. For instance, it can be from wind, nuclear and hydroelectric sources. Thus, the fossil fuels are not the sole sources of electricity generation. In Europe, the production of energy is mainly from the fossil fuels. The exceptional countries that have alternative energy sources include Norway that relies on 70% hydro and France that relies on over 80% nuclear energy. Eco-selection Eco-selection entails incorporation of responsible designs that ensure affordable and safe manufacturing practices. The eco-selection is aimed at using materials with prior knowledge of their implications on the environment. Lewis and Gertsakis (2001) noted that the embodied energy, the resulting green house effect, and the recyclable nature of the materials should be analyzed in the initial phase of material. According to Lewis and Gertsakis (2001), the environmental impacts of products can be influenced during the design of the product. Designers and manufacturers are thus encouraged to adopt sustainable practices that take into consideration the environmental impacts. For instance, the recycling of materials in order to reduce the amount of waste that is taken to the landfills. Eco selection is a philosophy that is based on designing physical objects and the environment to ensure that human activities comply with the sustainability principles. In the eco-selection, materials used for the manufacturing are carefully chosen to ensure that they minimize the environmental impact. Thus, the eco-selection should put into consideration the type of the material, their use, and the phase of the life cycle in which the product makes the largest contribution.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The selection should be based on the energy consumption and the impact of the material wastes to the environment. For instance, the energy consumption could relate to the carbon foot print and other effects of the emissions. According to Ashby (2011), rational design of the environment informs eco-selection. The process is based on the analysis phase that is core to identification of materials. The analysis guides the selection. According to Ashby (2011), eco-selection entails the assessment of energy or the carbon foot print over the life for the product. This forms the first stage that is normally referred to as the eco-audit. It entails the analysis of energy in terms of the materials, the process of manufacturing, transport, use, and the disposal processes. The second stage that informs the eco-selection includes the design, which puts in place the strategies to enhance sustainability by minimizing the energy and material consumption. Figure 1 below is a summary of the factors t hat inform eco-selection. Figure 1: Factors that inform eco-selection Source: Ashby (2011). The eco selection is based on understanding the phase of the product lifecycle that makes the highest contribution to the environmental degradation. In the material life cycle, the first phase is the material production. Ashby (2011) pointed that if the production of materials is the dominant phase in terms of energy consumption, then it is given the priority in the eco-selection. An example is the production of drink containers. The key areas of energy consumption are during the extraction and production, in the transportation and refrigeration. In the various processes, the energy used results to emissions of gasses. The embodied energy that is used depends on the material, thus on a one kilogram quantification basis, some drink containers have high penalty than others. The other notable phase is the product manufacture phase, which requires energy. In the production process, saving of ene rgy is paramount; however, priority is attached to the impact of the toxic wastes and emissions during the process of manufacturing. The priority is influenced by the circumstances at the local level. For instance in making paper, a lot of water is used. In the past, the water used to be dumped into the river systems. The disposed water used to be heavily polluted with alkalis and particulates; however, today environmentally sensitive paper mills discharge water that is clean and pure. Thus, the selection of manufacturing practices is critical in the prevention of the environmental devastation. Another point of concern is the use phase. Ashby (2011) noted that the eco-impact of the use of energy consumption is influenced by various factors such as the electrical, thermal, and mechanical deficiencies. Thus, the maximization of the use of the factors minimizes the energy use. An example is the fuel efficiency of the transport systems. The mass of vehicle correlates to the efficiency. Therefore, to reduce the energy consumption, the deal is to minimize the mass of the vehicles. The fourth phase in which energy is consumed is during the product disposal phase. There are environmental consequences that relate to the final phase of a product life. According to Ashby (2011), there are many choices for the disposal phase, which have an impact on the environment. Legislations by different authorities govern the choices on product disposal phase such as recycling, taking back, or landfills. There is a common notion that the conservation of the materials and the subsequent consumption of energy can be achieved by making smaller products that last longer and to recycle them when they reach their end life. Even though the concept seems obvious, it fails to put into consideration the complex and the interactive system that exist between materials and energy. Therefore, eco-selection and sustainability explores the process of acquiring materials and the energy consumption as sociated with the materials. Ashby (2011) stated that the solution to the environmental problems is not based on the selection between the good and the bad materials, but it entails the in-depth analysis of the materials and selection of the materials to match the requirements of the system and ensure efficiency in the consumption of the energy. The eco-selection should thus take into consideration, the type of the material and the embodied energy that relate to the materials. For example, drink containers present an example in which the energy consumption is very high at first and the second phase. A lot of energy is consumed and there are a lot of emissions. Therefore, the selection of materials to reduce the energy use and the gas emissions is critical. The various materials that are commonly used for the drink containers include PET, high-density PE, soda glass, plain carbon steel and aluminum alloy. All the materials are recyclable. The production of the materials entails moldi ng in which energy use differs depending on the material. The containers also have different designs. Therefore, the energy needed to shape the containers is less than the energy that is required to produce the material. The overall energy used in the two phases shows that the steel tins have the lowest energy penalty while the highest energy penalty is in glass and aluminum. Another case example that relates to energy selection and eco-consumption is in the manufacture and the design of crash barriers. The barriers can either be static or mobile (Ashby, 2011). The bumper of the vehicle is an example of a mobile barrier. An example of static barrier is the central divider of a freeway. According to Ashby (2011), the static barriers do not consume energy once installed; consequently, they do not emit CO2, and they are long lasting. Therefore, the energy consumption is normally in the material production and in the manufacture. The bumper on the other hand increases the weight of the vehicle and hence influences the fuel consumption. The implication is that the dominant phase of energy consumption is in the use. Vehicles present a great concern to the environment. A lot of energy is used in the manufacture of the materials for making cars such as the metals. In addition, as noted by Ashby (2011), the crash barriers also increase the energy consumption as there is need of fossil fuels to power the movement of the cars. At the end life, the cars also present a challenge as some materials are taken to already full landfills. The phases present great environmental impact throughout the lifecycle of a car. There is thus the need for measures to incorporate sustainability in the manufacture, use and disposal of the cars. Key to the sustainability is recycling of cars. Recycling Cars in UAE Throughout the life cycle, cars have a significant impact on the environment. The main areas of concern include the energy consumption, the wastes generated during the manufacturing , the use phase and the disposal at the end life. It is worth noting that over 75% of the materials found in the end life of cars are recyclable. The materials a are mainly metals. The remaining 25% of the materials are normally considered wastes and ends up in the landfills (Zoboli, 2000). However, the recycling of the materials can reduce the wastes to the landfills. In today’s economy, the price of steel has increased; hence, increasing the demand of the recycled steel which makes the recycling have benefits in UAE, both economically and environmentally. In UAE, there are many old vehicles that have reached end life and are being scrapped every day. The scraps are left to accumulate dust and have become an environmental problem. Through the recycling process, the materials that are disposed in the landfills are significantly reduced. Ryan (2010) noted that recycling one ton of steel conserves natural resources and saves energy. For instance, it saves 54 kilograms of limest one, 635 kilograms of coal and over 1100 kilograms of iron ore. The carbon footprint that results from recycling is less compared to the carbon and other gasses emitted in the process. Therefore, recycling promises a cleaner environment and viable business that is sustainable. The materials used for making cars consume a lot of energy both at the first phase of production and in the phase of use. The common materials for manufacturing cars include steel sheet, plain steel, plastics, zinc, rubber, aluminum and others such as the adhesives, textiles, and glass. The percentages of the materials used differ. However, steel sheet accounts for the majority of the material used for cars. The environmental benefit associated with recycling cars in UAE is that the energy used in the production of the recycled steel is less compared to the energy for producing steel at first time. The recycling of cars in UAE entails the extraction and re-processing of the cables, the metals, and the mechanic al parts. According to Zoboli (2000), the energy that is used for recycling steel is 70% less compared to energy for getting the steel from the ore. The process of recycling cars is driven by economic, technological, social and environmental factors. Therefore, recycling of the cars in UAE aligns with the global strife for sustainable waste management. The increasing economic developments in UAE have resulted in increases in the number of cars being used. As a result, it has become increasingly important to device means that ensure that the end life of the vehicles life minimizes the environmental impact. The wastes being directed to the landfills have increased. Bearing in mind that the cars can be recycled, a regulatory approach to environmental impact is to adopt environmentally friendly processes that will reduce the wastes to the landfills. Conclusion Design for sustainability is a key principle geared at ensuring that various human activities put into consideration the needs o f the future generations by use of products that are friendlier to the environment. The initial stages of the product design determine the impact of the final product on the environment. The key to the environmental sustainability practices entail the eco-selection that takes into consideration the various phases of the product life cycle and the implication on the environment. The main concepts of the eco-selection are based on understanding the materials and the energy consumption related to the materials. For example, the consideration on what to use and where to get it from. The second consideration is the design in which the concern is how to make it. The processes should also put into mind the end life of the product in which the designers should be concerned on how the materials can be reused. It is thus economically and environmentally viable to recycle and reuse the materials. The environmental sustainability of manufacturing cars can be reduced through the use of recyclabl e materials. Therefore, the rationality starts with the identification of the various phases that are of great concern in the material life cycle. References Ashby, M. (2011). Materials Selection in Mechanical Design. Oxford: Butterworth- Heinemann. Lewis, H., Gertsakis, J. (2001). Design + environment: A global guide to designing greener goods. Austin, TX: Greenleaf Publishing. Ryan, V. (2010). The use of raw materials: environmental factors and recycling. Technovation, 19 (1), 721–734. Zoboli, R. (2000). Regulation and Innovation in the Area of End-of-Life Vehicles. Milan, Italy: IDSE-CNR. This report on Materials and the Environment was written and submitted by user Eliseo Waters to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Mock Interview using Face

Mock Interview using Face The data collection techniques used by a researcher are important in any research process since they primarily determine the validity and reliability of the study findings. There exists a wide range of data collection techniques that can be used by social scientists to collect primary data in key research areas (Wilson Sapsford, 2006, p. 93).Advertising We will write a custom essay sample on Mock Interview using Face-to-Face Interview Technique specifically for you for only $16.05 $11/page Learn More Some of the most commonly used data collection techniques include questionnaires, interviews, participant observations, focus groups and case studies. This paper evaluates how face-to-face interview technique can be used to gather the requisite information needed to answer key research questions in the broad area of same-sex marriages and civil unions. My primary area of interest would be to understand the social and psychological problems experienced by childr en reared by homosexual parents. It should be noted that all techniques of data collection involves some extent of structure (Wilson Sapsford, 2006, p. 93). Accordingly, the interview would be highly structured to avoid any chance of departing from the key issues during the interview process. A face-to-face interview technique that utilizes an interview schedule to lead the process will best suit the selected research area. Here, a standard interview schedule will be used for each respondent in the sample, in which the interview questions will have the same wording and will be asked in the same order. Due to the age of the respondents to be included in the study, this technique is viewed as appropriate since it will give the researcher an opportunity to guide the respondents by using prompts. More often than not, respondents deviate from the laid down procedures of the interview to give their own accounts or experiences that may not be easily categorized (Wilson Sapsford, 2006, p. 94). In such scenarios, this technique will allow the researcher to use prompts to ask for clarifications and other subsidiary information. This way, the technique also guarantees quality of data. The researcher would speak to two sets of children who must be 12 years or older to enable them comprehend the weighty matters that will be asked during the interview process. The first set will consist of children reared by homosexual parents while the second set will generally encompass children from straight families. The two sets will greatly assist the researcher in undertaking a correlational analysis with the objective of unearthing how a particular type of marriage influences the social, psychological and social beliefs of children brought up in these particular marriages.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More To unearth these influences the researcher will have to p ose questions that borders on the children’s value systems; attitudes about their parents; perceptions about the type of marriage their would prefer; how the marital relationships of their parents affects their class work and social life; any form of abuses arising from the parents; and their religious perceptions on the type of marriages entered into by their respective parents. The researcher should take some notes during the interview process based on the interview schedule to avoid any form of bias. The researcher should ensure that all the responses are categorized according to previously designed response categories to ensure that all information is recorded in an accurate manner (Wilson Sapsford, 2006, p. 94). Recording the responses in previously designed categories will also minimize the chances for the interview process to slide towards an agenda of attention which is decided by the participants rather than the researcher. The researcher may also tape-record the in terview process to guard against any loss of critical information. The face-to-face interview technique enhances a much faster comparative analysis on each interview item while the prompts utilized in the interview process offers the researcher an opportunity to discover new information previously unknown to him or her (Wilson Sapsford, 2006, p. 96). Due to the tender age of participants, this particular data collection technique will also give the researcher the ability to adapt the questions as necessary, illuminate any doubt, and make sure that the participants understands the questions in the right context. However, the researcher will have to use vast financial resources and a lot of time to get to the participants due to geographical limitations. In face-to-face interviews, the researcher’s bias in terms of how the questions are asked and how responses are interpreted may also present some challenges. Various issues can be learned from the interview process. First, it can be discerned that face-to-face interview technique can be effectively used to study the perceptions, attitudes, values, and behaviours of a selected sample especially when it is used in conjunction with an interview schedule. In this perspective, it can be effectively used in qualitative studies for purposes of collecting data.Advertising We will write a custom essay sample on Mock Interview using Face-to-Face Interview Technique specifically for you for only $16.05 $11/page Learn More Also, the fact that the researcher must undergo a lot of training to minimize interviewer bias has also been brought into the fore. Third, this paper shows that it is perfectly acceptable to use several data recording techniques for purposes of enhancing data credibility. Reference List Wilson, M., Sapsford, R. (2006). â€Å"Asking Questions.† In R. Sapsford V. Jupps (Eds),  Data Collection and Analysis. SAGE. ISBN: 9780761943631

Comparative Forms of Adjectives

Comparative Forms of Adjectives Comparative Forms of Adjectives Comparative Forms of Adjectives By Maeve Maddox Adjectives have inflections. That is, adjectives change in spelling according to how they are used in a sentence. Adjectives have three forms: positive, comparative, and superlative. The simplest form of the adjective is its positive form. When two objects or persons are being compared, the comparative form of the adjective is used. When three or more things are being compared, we use the adjectives superlative form. A few adjectives, like good and bad form their comparatives with different words: That is a good book. This is a better book. Which of the three is the best book? He made a bad choice. She made a worse choice. They made the worst choice of all. The comparative forms of most adjectives, however, are formed by adding the suffixes er and est, or by placing the words more and most in front of the positive form. RULES FOR FORMING COMPARATIVES: 1. One syllable words form the comparative by adding -er and -est: brave, braver, bravest small, smaller, smallest dark, darker, darkest. 2. Two-syllable words that end in -y, -le, and -er form the comparative by adding -er and -est: pretty, prettier, prettiest happy, happier, happiest noble, nobler, noblest clever, cleverer, cleverest 3. Words of more than two syllables form the comparative with more and most: beautiful, more beautiful, most beautiful. resonant, more resonant, most resonant 4. Past participles used as adjectives form the comparative with more and most: crooked, broken, damaged, defeated, etc. 5. Predicate adjectives (adjectives used to describe the subject of a sentence) form the comparative with more and most: afraid, mute, certain, alone, silent, etc. Ex. She is afraid. He is more afraid. They are the most afraid of them all. So far, so good, but when it comes to two-syllable words other than the ones covered by Rule 2, the writer must consider custom and ease of pronunciation. Usually, two syllable words that have the accent on the first syllable form the comparative by adding er and est. Ex. common, cruel, pleasant, quiet. BUT tasteless, more tasteless, most tasteless. Some two-syllable words that have the accent on the second syllable form the comparative by adding er and est: polite, profound, BUT: bizarre, more bizarre, most bizarre. The rules given above should prevent abominations like more pretty or beautifuler. When in doubt, look up the preferred inflected forms in the dictionary. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Precedent vs. Precedence50 Words with Alternative Spellings

Aristotles Nicomachean Ethics Essay Example | Topics and Well Written Essays - 250 words - 2

Aristotles Nicomachean Ethics - Essay Example Base and corrupt thoughts are not friendly, thus an individual does not feel that way within themselves. Since corrupt people think all others are like themselves, or seek out other corrupt people, they are not friendly with others as well as themselves. Finally, corrupt people think that harmful practices are normal. A prostitute thinks that selling sex is normal. Thieves think stealing is alright. If these practices are morally acceptable to an individual, then when these actions are done to them it is assumed to be normal. Thus a base person is no friend to themselves. A true friend will stop harmful actions, but the corrupt person does not know right and wrong. True friends help one another out. If a person is corrupt, the goal is to only help oneself. It is abnormal not to help another for healthy individuals, but normal for corrupt people. How people treat others is what becomes acceptable for them. Even morally bankrupt individuals have a compass telling them right from wrong. This compass in corrupt individuals affirms negative behavior. The negative behavior is normal to these people. If they could treat themselves better, treating other people better would not be a problem. That is what Aristotle was trying to

Construction Project Management Essay Example | Topics and Well Written Essays - 6000 words

Construction Project Management - Essay Example Current projected demand for planned wind farm construction ranges between US$ 8 – 10 billion, based on an estimate of US$ 200 million for 50 MW wind farms (European Bank, 2011 and Bobylev, 2009). Wind power in Russia is still low compared to other European countries. Thus, the following are some of the anticipated large projects in Russia: However, it has been observed that factors such as corruption, differences in language and culture, a tendency by the government to indulge in politically motivated campaigns against foreign firms as well as terrorism are likely to pose problems to investors. However, given the lucrativeness of the construction industry in Russia, it is possible for Natural Power Consultants to overcome such difficulties. It has been proposed that a cautious approach has to be taken upon entry into this market. The company must have something to offer and the impact of corruption should not be ignored. This section of the study seeks to critically analyse information about Russia, its construction industry as well as various cultural issues that often shape the operations of organisations in this country. Thus, according to Datamonitor (2011b), the construction and engineering industry in the Russian Federation shrank by about 20 percent in 2009. Although most of the construction within the energy sector emphasises oil and gas pipelines, Russia has on-going wind farm projects. These include the ones within the 50 – 150 MW rated capacity range (European Bank, 2011). Recently, Russia announced a plan for investment of about US$200 million for what is yet to become the largest wind farm project in the country. This includes the 50 MW city of Yeisk wind farm located on the coast of the Sea of Azov (RIA Novosti, 2010). Based on a construction cost figure of US$200 million / 50 MW capacities for a wind farm in Russia, the following relatively large projects

Requirement for Marijuana Legalisation

Requirement for Marijuana Legalisation Christopher Cunningham The need of Marijuana I. Boost of Revenue and different types of marijuana a. The need of Marijuana in our country making the drug legal to use recreationally by all 50 states. The benefits are huge when it comes to all states benefiting from money that they have earned in one year is one billion dollars, which was Colorado who made that much money from sales. Can you imagine who will benefit from the marijuana sold, first the children will have better schools, equipment such as computers, physical exercise programs, not to mention the economy will start being better from years to come. The Boost of revenue can only make America great again and flourishing from all the money spent on the war and just maybe we can go back to the way it used to be, when jobs were easy to get and prices on goods were not outrageous. b. Indica is kush from afghanistan making you lazy. c. Sativa is alternatively gives you energy used for depression and exhaustion. d. Hybrid it gives you both Indica and Sativa which is why its hybrid. e. Cannabis compound THC and CBD carry there own properties in medicine. II. People who benefit from Marijuana a. The people who will benefit from marijuana sales are police officiers and I want to tell you why this is really important. The more police officiers out on the treats means there will be less crime happening, and less drug dealers on the streets. If that happens the state will benefit from all the revenue from marijuana. c. People who are sick will easily attain marijuana which to me is great. I have seen people who have certain diseases and they are always in pain and the doctor didnt give them medical marijuana because there is no use to using the drug or it is not legal for the patient to use. Being a parent who sees there child in pain will do anything in there power to make sure they feel better. Marijuana is that drug that can reduce pain and help people deal with there current diseases that normal medicine is not working. b. Helps with being skinny and raising your metabolism in some people. III. The types of diseases that need marijuana a. Glaucoma is an eye disease that puts pressure on the eye ball and damages the optic nerve in your eye. This also minimizes the effects of cancer causing agents. b. Alzheimer disease as shown to slow down the effects so that you may live a longer life. c. Stomach diseases like crones disease can subside with marijuana. d. Parkinsons disease can be controlled with marijuana. e. Lupus disease is when the body attacks itself similar to aids. f. hep c is controlled and side affects shortened and increases treatment. IV. People with chronic pain a. Multiple sclerosis is pain in the spine which is controlled with the drug marijuana. b. Helps with muscle spasms and can be subdued with marijuana. c. People who suffer from arthritis pain can be away with marijuana. d. PTSD is very common in veterans who served in the military calms them down and out bursts. e. Protects your brain after a stroke thanks to marijuana. g. Helps with concussions in sports thanks to marijuana. h. Relieves pain from chemotherapy patients another great reason. V. Conclusion I am very serious about this subject of getting marijuana legal in all states. The fact that all states will benefit from marijuana and obviously all the people in the state will benefit with better schools, roads, toll bridges will be paid off. Kids will have better equipment such as computers, physical exercise equipment will be good. My main point of having you guys agreeing with me is the people who cannot access the drug because only 28 states makes medical marijuana accessible to patients. I remember seeing this child and it was sad, she had seizures every 10 mins and can you imagine your child going through such pain. But thanks to cbd which is a liquid base marijuana that can be mixed in with food so that children can consume it. She was relieved from the seizures not happening that often, she was temporarily cured for that day.   As a parent I would give my child marijuana either by inhalation or cbd if it help them live a better life. References 23 health benefits of marijuana. (). Retrieved from www.businessinsider.com marijuana. (). Retrieved from www.fortune.com marijuana. (). Retrieved from www.nylin.org marijuana. (). Retrieved from www.wisetoast.com

The Twilight Saga 2: New Moon Chapter 13 KILLER

IF IT WAS ANYONE BUT JACOB, I THOUGHT TO MYSELF, shaking my head as I drove down the forest-lined highway to La Push. I still wasn't sure if I was domg the right thing, but I'd made a compromise with myself. I couldn't condone what Jacob and his friends, his pack, were doing. I understood now what he'd said last nightthat I might not want to see him againand I could have called him as he'd suggested, but that felt cowardly. I owed him a face-to-face conversation, at least. I would tell him to his face that I couldn't just overlook what was going on. I couldn't be friends with a killer and say nothing, let the killing continue That would make me a monster, too. But I couldn't not warn him, either. I had to do what I could to protect him. I pulled up to the Blacks' house with my lips pressed together into a hard line. It was bad enough that my best friend was a werewolf. Did he have to be a monster, too? The house was dark, no lights in the windows, but I didn't care if I woke them. My fist thudded against the front door with angry energy; the sound reverberated through the walls. â€Å"Come in,† I heard Billy call after a minute, and a light flicked on. I twisted the knob; it was unlocked. Billy was leaning around an open doorway just off the little kitchen, a bathrobe around his shoulders, not in his chair yet. When he saw who it was, his eyes widened briefly, and then his face turned stoic. â€Å"Well, good morning, Bella. What are you doing up so early?† â€Å"Hey, Billy. I need to talk to Jakewhere is he?† â€Å"Um I don't really know,† he lied, straight-faced. â€Å"Do you know what Charlie is doing this morning?† I demanded, sick of the stalling. â€Å"Should I?† â€Å"He and half the other men in town are all out in the woods with guns, hunting giant wolves.† Billy's expression flickered, and then went blank. â€Å"So I'd like to talk to Jake about that, if you don't mind,† I continued. Billy pursed his thick lips for a long moment. â€Å"I'd bet he's still asleep,† he finally said, nodding toward the tiny hallway off the front room. â€Å"He's out late a lot these days. Kid needs his restprobably you shouldn't wake him.† â€Å"It's my turn,† I muttered under my breath as I stalked to the hallway. Billy sighed. Jacob's tiny closet of a room was the only door in the yard-long hallway. I didn't bother to knock. I threw the door open; it slammed against the wall with a bang. Jacobstill wearing just the same black cut-off sweats he'd worn last nightwas stretched diagonally across the double bed that took up all of his room but a few inches around the edges. Even on a slant, it wasn't long enough; his feet hung off the one end and his head off the other. He was fast asleep, snoring lightly with his mouth hanging open. The sound of the door hadn't even made him twitch. His face was peaceful with (deep sleep, all the angry lines smoothed out. There were circles under his eyes that I hadn't noticed before. Despite his ridiculous size, he looked very young now, and very weary. Pity shook me. I stepped back out, and shut the door quietly behind me. Billy stared with curious, guarded eyes as I walked slowly back into the front room. â€Å"I think I'll let him get some rest.† Billy nodded, and then we gazed at each other for a minute. I was dying to ask him about his part in this. What did he think of what his son had become? But I knew how he'd supported Sam from the very beginning, and so I supposed the murders must not bother him. How he justified that to himself I couldn't imagine. I could see many questions for me in his dark eyes, but he didn't voice them either. â€Å"Look,† I said, breaking the loud silence. â€Å"I'll be down at the beach for a while. When he wakes up, tell him I'm waiting for him, okay?† â€Å"Sure, sure,† Billy agreed. I wondered if he really would. Well, if he didn't, I'd tried, right? I drove down to First Beach and parked in the empty dirt lot. It was still darkthe gloomy predawn of a cloudy dayand when I cut the headlights it was hard to see. I had to let my eyes adjust before I could find the path that led through the tall hedge of weeds. It was colder here, with the wind whipping off the black water, and I shoved my hands deep into the pockets of my winter jacket. At least the rain had stopped. I paced down the beach toward the north seawall. I couldn't see St. James or the other islands, just the vague shape of the water's edge. I picked my way carefully across the rocks, watching out for driftwood that might trip me. I found what I was looking for before I realized I was looking for it. It materialized out of the gloom when it was just a few feet away: a long bone-white driftwood tree stranded deep on the rocks. The roots twisted up at the seaward end, like a hundred brittle tentacles. I couldn't be sure that it was the same tree where Jacob and I had had our first conversationa conversation that had begun so many different, tangled threads of my lifebut it seemed to be in about the same place I sat down where I'd sat before, and stared out across the invisible sea. Seeing Jacob like thatinnocent and vulnerable in sleephad stolen all my revulsion, dissolved all my anger. I still couldn't turn a blind sye to what was happening, like Billy seemed to, but I couldn't condemn Jacob for it either. Love didn't work that way, I decided. Once you cared about a person, it was impossible to be logical about them anymore. Jacob was my friend whether he killed people or not. And I didn't know what I was going to do about that. When I pictured him sleeping so peacefully, I felt an overpowering urge to protect him. Completely illogical. Illogical or not, I brooded over the memory his peaceful face, trying to come up with some answer, some way to shelter him, while the sky slowly turned gray. â€Å"Hi,Bella.† Jacob's voice came from the darkness and made me jump. It was soft, almost shy, but I'd been expecting some forewarning from the noisy rocks, and so it still startled me. I could see his silhouette against the coming sunriseit looked enormous. â€Å"Jake?† He stood several paces away, shifting his weight from foot to foot anxiously. â€Å"Billy told me you came bydidn't take you very long, did it? I knew you could figure it out.† â€Å"Yeah, I remember the right story now,† I whispered. It was quiet for a long moment and, though it was still too dark to see well, my skin prickled as if his eyes were searching my face. There must have been enough light for him to read my expression, because when he spoke again, his voice was suddenly acidic. â€Å"You could have just called,† he said harshly. I nodded. â€Å"I know.† Jacob started pacing along the rocks. If I listened very hard, I could just hear the gentle brush of his feet on the rocks behind the sound of the waves. The rocks had clattered like castanets for me. â€Å"Why did you come?† he demanded, not halting his angry stride. â€Å"I thought it would be better face-to-face.† He snorted. â€Å"Oh, much better.† â€Å"Jacob, I have to warn you† â€Å"About the rangers and the hunters? Don't worry about it. We already know.† â€Å"Don't worry about it?† I demanded in disbelief. â€Å"Jake, they've got guns! They're setting traps and offering rewards and† â€Å"We can take care of ourselves,† he growled, still pacing. â€Å"They're not going to catch anything. They're only making it more difficultthey'll start disappearing soon enough, too.† â€Å"Jake!† I hissed. â€Å"What? It's just a fact.† My voice was pale with revulsion. â€Å"How can you feel that way? You know these people. Charlie's out there!† The thought made my stomach twist. He came to an abrupt stop. â€Å"What more can we do?† he retorted. The sun turned the clouds a slivery pink above us. I could see his expression now; it was angry, frustrated, betrayed. â€Å"Could you well, try to not be a werewolf?† I suggested in a whisper. He threw his hands up in the air. â€Å"Like I have a choice about it!† he shouted. â€Å"And how would that help anything, if you're worried about people disappearing?† â€Å"I don't understand you.† He glared at me, his eyes narrowing and his mouth twisting into a snarl. â€Å"You know what makes me so mad I could just spit?† I flinched away from his hostile expression. He seemed to be waiting for an answer, so I shook my head. â€Å"You're such a hypocrite, Bellathere you sit, terrified of me! How is that fair?† His hands shook with anger. â€Å"Hypocrite? How does being afraid of a monster make me a hypocrite?† â€Å"Ugh!† he groaned, pressing his trembling fists to his temples and squeezing his eyes shut. â€Å"Would you listen to yourself?† â€Å"What?† He took two steps toward me, leaning over me and glaring with fury. â€Å"Well, I'm so sorry that I can't be the right kind of monster for you, Bella. I guess I'm just not as great as a bloodsucker, am I?† I jumped to my feet and glared back. â€Å"No, you're not!† I shouted. â€Å"It's not what you are, stupid, it's what you do!† â€Å"What's that supposed to mean?† He roared, his entire frame quivering with rage. I was taken entirely by surprise when Edward's voice cautioned me. â€Å"Be very careful, Bella,† his velvet voice warned. â€Å"Don't push him too far. You need to calm him down.† Even the voice in my head was making no sense today. I listened to him, though. I would do anything for that voice. â€Å"Jacob,† I pleaded, making my tone soft and even. â€Å"Is it really necessary to kill people, Jacob? Isn't there some other way? I mean, if vampires can find a way to survive without murdering people, couldn't you give it a try, too?† He straightened up with a jerk, like my words had sent an electric shock through him. His eyebrows shot up and his eyes stared wide. â€Å"Killing people?† he demanded. â€Å"What did you think we were talking about?† He wasn't trembling anymore. He looked at me with half-hopeful disbelief. â€Å"I thought we were talking about your disgust for werewolves.† â€Å"No, Jake, no. It's not that you're a wolf. That's fine,† I promised him, and I knew as I said the words that I meant them. I really didn't care if he turned into a big wolfhe was still Jacob. â€Å"If you could just find a way not to hurt people that's all that upsets me. These ate innocent people, Jake, people like Charlie, and I can't just look the other way while you† â€Å"Is that all? Really?† he interrupted me, a smile breaking across his face. â€Å"You're just scared because I'm a murderer? That's the only reason?† â€Å"Isn't that reason enough?† He started to laugh. â€Å"Jacob Black, this is so notfunny!† â€Å"Sure, sure,† he agreed, still chortling. He took one long stride and caught me in another vice-tight bear hug. â€Å"You really, honestly don't mind that I morph into a giant dog?† he asked, his voice joyful in my ear. â€Å"No,† I gasped. â€Å"Can'tbreatheJake!† He let me go, but took both my hands. â€Å"I'm not a killer, Bella.† I studied his face, and it was clear that this was the truth. Relief pulsed through me. â€Å"Really?† I asked. â€Å"Really,† he promised solemnly. I threw my arms around him. It reminded me of that first day with the motorcycleshe was bigger, though, and I felt even more like a child now. Like that other time, he stroked my hair. â€Å"Sorry I called you a hypocrite,† he apologized. â€Å"Sorry I called you a murderer.† He laughed. I thought of something then, and pulled away from him so that I could see his face. My eyebrows furrowed in anxiety. â€Å"What about Sam? And the others?† He shook his head, smiling like a huge burden had been removed from his shoulders. â€Å"Of course not. Don't you remember what we call ourselves?† The memory was clearI'd just been thinking of that very day. â€Å"Protectors?† â€Å"Exactly.† â€Å"But I don't understand. What's happening in the woods? The missing hikers, the blood?† His face was serious, worried at once. â€Å"We're trying to do our job, Bella. We're trying to protect them, but we're always just a little too late.† â€Å"Protect them from what? Is there really a bear out there, too?† â€Å"Bella, honey, we only protect people from one thingour one enemy. It's the reason we existbecause they do.† I stared at him blankly for one second before I understood. Then the blood drained from my face and a thin, wordless cry of horror broke through my lips. He nodded. â€Å"I thought you, of all people, would reali2e what was really going on.† â€Å"Laurent,† I whispered. â€Å"He's still here.† Jacob blinked twice, and cocked his head to one side. â€Å"Who's Laurent?† I tried to sort out the chaos in my head so that I could answer. â€Å"You knowyou saw him in the meadow. You were there† The words came out in a wondering tone as it all sunk in. â€Å"You were there, and you kept him from killing me† â€Å"Oh, the black-haired leech?† He grinned, a tight, fierce grin. â€Å"Was that his name?† I shuddered. â€Å"What were you thinking?† I whispered. â€Å"He could have killed you! Jake, you don't realize how dangerous† Another laugh interrupted me â€Å"Bella, one lone vampire isn't much of a problem for a pack as big as ours. It was so easy, it was hardly even fun!† â€Å"What was so easy?† â€Å"Killing the bloodsucker who was going to kill you. Now, I don't count that towards the whole murder thing,† he added quickly. â€Å"Vampires don't count as people.† I could only mouth the words. â€Å"You killed Laurent?† He nodded. â€Å"Well, it was a group effort,† he qualified. â€Å"Laurent is dead?† I whispered. His expression changed. â€Å"You're not upset about that, are you? He was going to kill youhe was going for the kill, Bella, we were sure of that before we attacked. You know that, right?† â€Å"I know that. No, I'm not upsetI'm† I had to sit down. I stumbled back a step until I felt the driftwood against my calves, and then sank down onto it. â€Å"Laurent is dead. He's not coming back for me.† â€Å"You're not mad? He wasn't one of your friends or anything, was he?† â€Å"My friend?† I stared up at him, confused and dizzy with relief. I started babbling, my eyes getting moist. â€Å"No, Jake. I'm so so relieved. I thought he was going to find meI've been waiting for him every night, just hoping that he'd stop with me and leave Charlie alone. I've been so frightened, Jacob But how? He was a vampire! How did you kill him? He was so strong, so hard, like marble† He sat down next to me and put one big arm around me comfortingly. â€Å"It's what we're made for, Bells. We're strong, too. I wish you would have told me that you were so afraid. You didn't need to be.† â€Å"You weren't around,† I mumbled, lost in thought. â€Å"Oh, right.† â€Å"Wait, JakeI thought you knew, though. Last night, you said it wasn't safe for you to be in my room. I thought you knew that a vampire might be coming. Isn't that what you were talking about?† He looked confused for a minute, and then he ducked his head. â€Å"No, that's not what I meant.† â€Å"Then why didn't you think it was safe for you there?† He looked at me with guilt-ridden eyes. â€Å"I didn't say it wasn't safe for me. I was thinking of you.† â€Å"What do you mean?† He looked down and kicked a rock. â€Å"There's more than one reason I'm not supposed to be around you, Bella. I wasn't supposed to tell you our secret, for one thing, but the other part is that it's not safe for you. If I get too mad too upset you might get hurt.† I thought about that carefully. â€Å"When you were mad before when I was yelling at you and you were shaking ?† â€Å"Yeah.† His face dropped even lower. â€Å"That was pretty stupid of me. I have to keep a better hold on myself. I swore I wasn't going to get mad, no matter what you said to me. But I just got so upser that I was going to lose you that you couldn't deal with what I am† â€Å"What would happen if you got too mad?† I whispered. â€Å"I'd turn into a wolf,† he whispered back. â€Å"You don't need a full moon.† He rolled his eyes. â€Å"Hollywood's version doesn't get much right.† Then he sighed, and was serious again. â€Å"You don't need to be so stressed out, Bells. We're going to take care of this. And we're keeping a special eye on Charlie and the otherswe won't let anything happen to him. Trust me on that.† Something very, very obvious, something I should have grasped at oncebut I'd been so distracted by the idea of Jacob and his friends fighting with Laurent, that I'd completely missed it at the timeoccurred to me only then, when Jacob used the present tense again. We're going to take care of this. It wasn't over. â€Å"Laurent is dead,† I gasped, and my entire body went ice cold. â€Å"Bella?† Jacob asked anxiously, touching my ashen cheek. â€Å"If Laurent died a week ago then someone else is killing people now.† Jacob nodded; his teeth clenched together, and he spoke through them. â€Å"There were two of them. We thought his mate would want to fight usin our stories, they usually get pretty pissed off if you kill their matebut she just keeps running away, and then coming back again. If we could figure out what she was after, it would be easier to take her down. But she makes no sense. She keeps dancing around the edges, like she's testing our defenses, looking for a way inbut in where? Where does she want to go? Sam thinks she's trying to separate us, so she'll have a better chance† His voice faded until it sounded like it was coming through a long tunnel; I couldn't make out the individual words anymore. My forehead dewed with sweat and my stomach rolled like I had the stomach flu again. Exactly like I had the flu. I turned away from him quickly, and leaned over the tree trunk. My body convulsed with useless heaves, my empty stomach contracting with horrified nausea, though there was nothing in it to expel. Victoria was here. Looking for me. Killing strangers in the woods. The woods where Charlie was searching My head spun sickeningly. Jacob's hands caught my shoulderskept me from sliding forward onto the rocks. I could feel his hot breath on my cheek. â€Å"Bella! What's wrong?† â€Å"Victoria,† I gasped as soon as I could catch my breath around the nauseous spasms. In my head, Edward snarled in fury at the name. I felt Jacob pull me up from my slump. He draped me awkwardly across his lap, laying my limp head against his shoulder. He struggled to balance me, to keep me from sagging over, one way or the other He brushed the sweaty hair back from my face. â€Å"Who?† Jacob asked. â€Å"Can you hear me, Bella? Bella?† â€Å"She wasn't Laurent's mate,† I moaned into his shoulder. â€Å"They were just old friends† â€Å"Do you need some water? A doctor? Tell me what to do,† he demanded, frantic. â€Å"I'm not sickI'm scared,† I explained in a whisper. The word scared didn't really seem to cover it. Jacob patted my back. â€Å"Scaled of this Victoria?† I nodded, shuddering. â€Å"Victoria is the red-haired female?† I trembled again, and whimpered, â€Å"Yes.† â€Å"How do you know she wasn't his mate?† â€Å"Laurent told me James was her mate,† I explained, automatically flexing the hand with the scar. He pulled my face around, holding it steady in his big hand. He stared intently into my eyes. â€Å"Did he tell you anything else, Bella? This is important. Do you know what she wants?† â€Å"Of course,† I whispered. â€Å"She wants me.† His eyes flipped wide, then narrowed into slits. â€Å"Why?† he demanded. â€Å"Edward killed James,† I whispered. Jacob held me so tightly that there was no need for me to clutch at the holehe kept me in one piece. â€Å"She did get pissed off. But Laurent said she thought it was fairer to kill me than Edward. Mate for mate. She didn't knowstill doesn't know, I guessthat that† I swallowed hard. â€Å"That things aren't like that with us anymore. Not for Edward, anyway.† Jacob was distracted by that, his face torn between several different expressions. â€Å"Is that what happened? Why the Cullens left?† â€Å"I'm nothing but a human, after all. Nothing special,† I explained, shrugging weakly. Something like a growlnot a real growl, just a human approximationrumbled in Jacob's chest under my ear. â€Å"If that idiot bloodsucker is honestly stupid enough† â€Å"Please,† I moaned. â€Å"Please. Don't.† Jacob hesitated, then nodded once. â€Å"This is important,† he said again, his face all business now. â€Å"This is exactly what we needed to know. We've got to tell the others right away.† He stood, pulling me to my feet. He kept two hands on my waist until he was sure I wasn't going to fall. â€Å"I'm okay,† I lied. He traded his hold on my waist for one of my hands. â€Å"Let's go.† He pulled me back toward the truck. â€Å"Where are we going?† I asked. â€Å"I'm not sure yet,† he admitted. â€Å"I'll call a meeting. Hey, wait here for just a minute, okay?† He leaned me against the side of the truck and released my hand. â€Å"Where are you going?† â€Å"I'll be right back,† he promised. Then he turned and sprinted through the parking lot, across the road, and into the bordering forest. He flitted into the trees, swift and sleek as a deer. â€Å"Jacob!† I yelled after him hoarsely, but he was already gone. It was not a good time to be left alone. Seconds after Jacob was out of sight, I was hyperventilating. I dragged myself into the cab of the truck, and mashed the locks down at once. It didn't make me feel any better. Victoria was already hunting me. It was just luck that she hadn't found me yetjust luck and five teenage werewolves. I exhaled sharply. No matter what Jacob said, the thought of him coming anywhere close to Victoria was horrifying. I didn't care what he could turn into when he got mad. I could see her in my head, her face wild, her hair like flames, deadly, indestructible But, according to Jacob, Laurent was gone. Was that really possible? EdwardI clutched automatically at my chesthad told me how difficult it was to kill a vampire. Only another vampire could do the job. Yet Jake said this was what werewolves were made for He said they were keeping a special eye on Charliethat I should trust the werewolves to keep my father safe. How could I trust that? None of us were safe! Jacob the very least of all, if he was trying to put himself between Victoria and Charlie between Victoria and me. I felt like I might be about to throw up again. A sharp rap on the truck's window made me yelp in terrorbut it was just Jacob, back already. I unlocked the door with trembling, grateful fingers. â€Å"You're really scared, aren't you?† he asked as he climbed in. I nodded. â€Å"Don't be. We'll take care of youand Charlie, too. I promise.† â€Å"The idea of you finding Victoria is scarier than the idea of her finding me,† I whispered. He laughed. â€Å"You've got to have a little more confidence in us than that. It's insulting.† I just shook my head. I'd seen too many vampires in action. â€Å"Where did you go just now?† I asked. He pursed his lips, and said nothing. â€Å"What? Is it a secret?† He frowned. â€Å"Not really. It's kind of weird, though. I don't want to freak you out.† â€Å"I'm sort of used to weird by this point, you know.† I tried to smile without much success. Jacob grinned back easily. â€Å"Guess you'd have to be. Okay. See, when we're wolves, we can hear each other.† My eyebrows pulled down in confusion. â€Å"Not hear sounds,† he went on, â€Å"but we can hear thoughtseach other's anywayno matter how far away from each other we are. It really helps when we hunt, but it's a big pain otherwise. It's embarrassinghaving no secrets like that. Freaky, eh?† â€Å"Is that what you meant last night, when you said you would tell them you'd seen me, even though you didn't want to?† â€Å"You're quick.† â€Å"Thanks.† â€Å"You're also very good with weird. I thought that would bother you.† â€Å"It's not well, you're not the first person I've known who could do that. So it doesn't seem so weird to me.† â€Å"Really Waitare you talking about your bloodsuckers?† â€Å"I wish you wouldn't call them that.† He laughed. â€Å"Whatever. The Cullens, then?† â€Å"Just just Edward.† I pulled one arm surreptitiously around my torso. Jacob looked surprisedunpleasantly so. â€Å"I thought those were just stories. I've heard legends about vampires who could do extra stuff, but I thought that was just a myth.† â€Å"Is anything just a myth anymore?† I asked him wryly. He scowled. â€Å"Guess not. Okay, we're going to meet Sam and the others at the place we go to ride our bikes.† I started the truck and headed back up the road. â€Å"So did you just turn into a wolf now, to talk to Sam?† I asked, curious. Jacob nodded, seeming embarrassed. â€Å"I kept it real shortI tried not to think about you so they wouldn't know what was going on. I was afraid Sam would tell me I couldn't bring you.† â€Å"That wouldn't have stopped me.† I couldn't get rid of my perception of Sam as the bad guy. My teeth clenched together whenever I heard his name. â€Å"Well, it would have stopped me,† Jacob said, morose now. â€Å"Remember how I couldn't finish my sentences last night? How I couldn't just tell you the whole story?† â€Å"Yeah. You looked like you were choking on something.† He chuckled darkly. â€Å"Close enough. Sam told me I couldn't tell you. He's the head of the pack, you know. He's the Alpha. When he tells us to do something, or not to do somethingwhen he really means it, well, we can't just ignore him.† â€Å"Weird,† I muttered. â€Å"Very,† he agreed. â€Å"It's kind of a wolf thing.† â€Å"Huh† was the best response I could think of. â€Å"Yeah, there's a load of stuff like thatwolf things. I'm still learning. I can't imagine what it was like for Sam, trying to deal with this alone. It sucks bad enough to go through it with a whole pack for support.† â€Å"Sam was alone?† â€Å"Yeah.† Jacob's voice lowered. â€Å"When I changed, it was the most horrible, the most terrifying thing I've ever been throughworse than anything I could have imagined. But I wasn't alonethere were the voices there, in my head, telling me what had happened and what I had to do. That kept me from losing my mind, I think. But Sam† He shook his head. â€Å"Sam had no help.† This was going to take some adjusting. When Jacob explained it like that, it was hard not to feel compassion for Sam. I had to keep reminding myself that there was no reason to hate him anymore. â€Å"Will they be angry that I'm with you?† I asked. He made a face. â€Å"Probably.† â€Å"Maybe I shouldn't† â€Å"No, it's okay,† he assured me. â€Å"You know a ton of things that can help us. It's not like you're just some ignorant human. You're like a I don't know, spy or something. You've been behind enemy lines.† I frowned to myself. Was that what Jacob would want from me? Insider information to help them destroy their enemies? I wasn't a spy, though. I hadn't been collecting that kind of information. Already, his words made me feel like a traitor. But I wanted him to stop Victoria, didn't I? No. I did want Victoria to be stopped, preferably before she tortured me to death or ran into Charlie or killed another stranger. I just didn't want Jacob to be the one to stop her, or rather to try. I didn't want Jacob within a hundred miles of her. â€Å"Like the stuff about the mind-reading bloodsucker,† he continued, oblivious to my reverie. â€Å"That's the kind of thing we need to know about. That really sucks that those stories are true. It makes everything more complicated. Hey, do you think this Victoria can do anything special?† â€Å"I don't think so,† I hesitated, and then sighed. â€Å"He would have mentioned it.† â€Å"He? Oh, you mean Edwardoops, sorry. I forgot. You don't like to say his name. Or hear it.† I squeezed my midsection, trying to ignore the throbbing around the edges of my chest. â€Å"Not really, no.† â€Å"Sorry.† â€Å"How do you know me so well, Jacob? Sometimes it's like you can read my mind.† â€Å"Naw. I just pay attention.† We were on the little dirt road where Jacob had first taught me to ride the motorcycle. â€Å"This good?† I asked. â€Å"Sure, sure.† I pulled over and cut the engine. â€Å"You're still pretty unhappy, aren't you?† he murmured. I nodded, staring unseeingly into the gloomy forest. â€Å"Did you ever think that maybe you're better off?† I inhaled slowly, and then let my breath out. â€Å"No.† â€Å"‘Cause he wasn't the best† â€Å"Please, Jacob,† I interrupted, begging in a whisper. â€Å"Could we please not talk about this? I can't stand it.† â€Å"Okay.† He took a deep breath. â€Å"I'm sorry I said anything.† â€Å"Don't feel bad. If things were different, it would be nice to finally be able to talk to someone about it.† He nodded. â€Å"Yeah, I had a hard time keeping a secret from you for two weeks. It must be hell to not be able to talk to anyone.† â€Å"Hell,† I agreed. Jacob sucked in a sharp breath. â€Å"They're here. Let's go.† â€Å"Are you sure?† I asked while he popped his door open. â€Å"Maybe I shouldn't be here.† â€Å"They'll deal with it,† he said, and then he grinned. â€Å"Who's afraid of the big, bad wolf?† â€Å"Ha ha,† I said. But I got out of the truck, hurrying around the front end to stand close beside Jacob. I remembered only too clearly the giant monsters in the meadow. My hands were trembling like Jacob's had been before, but with fear rather than rage. Jake took my hand and squeezed it. â€Å"Here we go.†

Philosophy of Education, Worldview, and Educational Leadership - Free Essay Example

Sample details Pages: 6 Words: 1699 Downloads: 9 Date added: 2019/06/24 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? Abstract My philosophy of education is centered on my Christian worldview. As an administrator and educator, I understand that modeling ethical values for students is an important part of how I help students to learn. The purposes of education are to prepare effective citizens, and when these purposes are combined with a Christian worldview, students can learn how to assist one another not only for the good of society, but for their own spiritual development as well. Don’t waste time! Our writers will create an original "Philosophy of Education, Worldview, and Educational Leadership" essay for you Create order Students also learn by doing, and when students can roleplay how to solve ethical dilemmas, then they are more prepared to positively influence society. As an administrator, I realize that effective communication enhances the collaborative learning community of school stakeholders. I assure that teachers address diversity in each classroom, and foster supportive environments for each students background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic status. Key words: leadership, ethical, worldview, administrator, Christian Philosophy of Education, Worldview, and Educational Leadership My philosophy of education is centered on outcomes for the student not only in school, but in his or her post-secondary journey and achievements as well. These outcomes are focused on education in academic, social, and spiritual domains (Buehrer, 2014; De Muynck, Hegeman, Vos 2011). Students are naturally motivated to increase their understanding of the world and learn. Some students have the motivation to learn more strongly than others, but this aspiration can be tutored, developed, and refined in an effective manner. Knowing students have a natural inclination to learn, my philosophy of education is centered on supporting positive student outcomes, which can center on important Christian beliefs (Moreland, 2007; Van Brummelen, 2009). When we impart through education and for effective student outcomes the nature of morality, structure of society, and existence of God, we truly educate students. Philosophy of Schools Learning My philosophy for schools and student learning includes an ethical worldview. My personal philosophy of education is concerned with a Christian worldview (Buehrer, 2014; Van Brummelen, 2009). Philosophers such as Plato and Aristotle taught about the social order and what it means to be a good citizen. I know that for students, I need to collaborate with school stakeholders to provide a total and comprehensive way to understand knowledge, ethics, humanity, and meaning. Character and moral education can allow students to discover for themselves what they think about the world around them and what the purpose of their learning is supposed to be (De Muynck, et al., 2011; Gutek, 2011). By equipping students with the understanding that they can participate in moral decision making, students can discover for themselves how to best be good citizens. Although there are numerous ways of presenting an ethical worldview in academic courses, one way is to relate learning to an overall understandi ng of the universe and order. As learners, we can investigate the philosophical foundations of specific disciplines, recognizing that our worldview shapes our thinking about each area. Students can then reason, construct, and question through insights to understand the nature of reality and knowledge. The why of education, then, should impart long-range goals for students not only in this lifetime, but their outcomes beyond schooling as well. We need to be fair to students and let them also choose what they believe (Van Brummelen, 2009). We need to give students a chance at think about not only outcomes in this lifetime, but the life hereafter, however we do not need to compel them to do so. If students choose to be Christian, Muslim, or even atheist, they need to define for themselves their beliefs in the cognitive domain (Buehrer, 2014). Students can then be equipped to decide what beliefs they embrace and what they accept as true. Teaching religion is not the calling of public schools, but we need to teach students how to think and choose for themselves what they believe with effective instructional practice. Acts 28:31(King James Version). We can teach students how to effectively think by modeling these thinking skills to students. Instructional Practice My Christian philosophy of education relates to my instructional practice in that I try to be an effective role model for students. In the classroom and when I model for students, then, they have an idea of how they can choose to react in certain situations (De Muynck, et al., 2011; Gutek, 2011). I can show students how I respond to various circumstances in life. For example, if I have a flat tire, drop my lunch tray, or model for a student how to make better grades, I think about the Bible. We are supposed to be humble and have patience, and I model these characteristics to my students. Luke 8:15 (King James Version). Modeling appropriate behaviors for students on what to do regarding last minute decisions or how to handle tough situations is very important. By being an effective role model, I can model positive expressions of faith to others. I can represent how to be Christian by treating others the way that I would like to be treated. Matthew 7:12 (King James Version). Also, for discipleship, I can model values that allow students to know that they can make the right choices and decisions and speak up for themselves (Van Brummelen, 2009). As an adult with values that promote good citizenship, I can have a modeling and peer-related ministry that helps students know what the right actions are to take in different situations (De Muynck, et al., 2011; Gutek, 2011). For example, if a student falls in the floor, I should try to help that student up instead of laugh or make fun of that student. Pedagogical practices, then, include role play for students in different situations, such as helping another student who is struggling. So, teacher and learner relationships need to be centered on positive role models, and the school leader needs to b e an effective communicator to enhance these relationships. Teacher-Learner Relationships My overall Christian philosophy of education impacts students and collaborative colleagues in the following manner. As an administrator, I do my best to communicate in appropriate, productive, meaningful, helpful, and healing ways with teachers, students, parents, and colleagues (Buehrer, 2014; Van Brummelen, 2009). I also communicate via phone, email, in person, and with various media, whether it is with others, individually, or in small or large groups. As an administrator, I need to model Christianity and communicate with people of all ages, socioeconomic and educational levels, and backgrounds. I do the best that I can to listen attentively and empathetically to the concerns and problems of people, and this is just part of what I do. I also write newsletters, collaborate on a team regarding different school and district-related issues, summarize school improvement plans, tell stories, and talk with parents about student successes. I am also a collaborative instructional leader who works with my staff regarding research-based curriculums, instruction, and learning strategies (Buehrer, 2014; Van Brummelen, 2009). I strive to motivate values of good character and citizenship for teachers to foster intellectual growth and development for their students. Also, I do my best to focus on the big picture, which is positive and lifetime good outcomes for my students. I am sensitive to the worldview of school stakeholders and strive to effectively communicate how to best achieve the most positive outcomes for my students. It is also important to consider diversity in a worldview approach to education. Diversity It is important that teachers consider all types of diversity issues in the classroom. A students background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic status are just some of the points of diversity that must be addressed by the teacher in the classroom (Buehrer, 2014; Van Brummelen, 2009). Each student may come from a different religious background. Depending on the missions and goals of the school, the teacher needs to be sensitive to each students background (Gutek, 2011). Inviting parents to visit the school and share their culture is an effective way to promote successful student engagement. Instruction needs to relate to students background knowledge (Knight, 2006). For example, if a student is from Guatemala, the teacher could invite the parent to participate in a class discussion related to what is being taught. For example, if it is a writing lesson, the parent could share a story from his or her country, and students could retell the story in an essay. Additionally, communication with parents and school stakeholders is very important for teachers and school administrators. When aspects of students culture are incorporated into each lesson, then student diversity can positively impact instruction. Conclusion My Christian worldview is that as a school administrator, I realize that for students to have effective results in their educational experience, it is important that I model ethical and Christian values to them (Buehrer, 2014; Van Brummelen, 2009). Education is the vehicle to teach students to be effective citizens who treat one another ethically. When students can understand how to make decisions by constructing positive answers to different ethical dilemmas, then students will become effective citizens. By being an effective role model, I can show students how to be successful in school and beyond. As a role model and administrator, I strive to listen, empathize, and communicate effectively with individual students, parents, teachers, administrators, and community members. As a school leader, I assure that diversity is addressed in each classroom regarding each students background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic stat us. References Buehrer, E. (2014). Faith, freedom, and public schools (Eight online instructional modules). Lake Forest, CA: Gateways to Better Education. De Muynck, B., Hegeman, J., Vos, P. (Eds.). (2011). Bridging the gap: Connecting Christian faith and professional practice in a pluralistic society. Proceedings of the European Conference of the European Chapter of the International Association for the Promotion of Christian Higher Education. Sioux City, IA: Dordt College Press. Gutek, G. L. (2011). Historical and philosophical foundations of education: A biographical introduction (5th ed.). Upper Saddle River, NJ: Pearson. Knight, G. (2006). Philosophy education: An introduction in Christian perspective. (4th ed.). Berrien Springs, MI: Andrews University Press. Moreland, J. P. (2007). Kingdom triangle: Recover the Christian mind, renovate the soul, restore the Spirits power. Grand Rapids, MI: Zondervan. Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to teaching and learning (3rd ed.). Colorado Springs, CO: Purposeful Design Publications.