What Is an American

Brian Menezes 02/27/2013 ENG 98 Critical Summary Critical Summary of â€Å"What is an American? This historical perspective relates an important theme of the way that Americans are defined in â€Å"What is an America† by Jean De Crevecoeur. By using European cultural integration within the theme of being â€Å"American†, Crevecoeur essentially reveals how opportunity has made America a nation of many cultures and ethnicities. In being a new nation that could welcome the destitute of Europe to begin new lives, early America becomes the `dream' of wealth and prosperity for those that have the ourage and industriousness to be pioneers. This historical perspective is worth reading due to the information gathering techniques used by Crevecoeur in relation to the American Dream. † Upon reading Crevecoeur's â€Å" What is an American†, one will notice that the Frenchman's opinion of the United States is quite high, to say the least. In explaining his love for Ame rica, and what he feels it means to be â€Å"an American†, Crevecoeur draws comparisons between Europeans and Americans. One of the first points he brings up is the diversity of your typical American. They are a mixture of English, Scotch, Irish, French, Dutch, Germans, and Swedes. † (page 301). Crevecoeur believes that this melting pot, and the â€Å"strange mixture of blood† among colonists, is partially responsible for what makes America such a progressive and diverse nation. In addition, Crevecoeur praises those that live in the middle settlements for their â€Å"indulgences in government† (page 304), knowledge of religion, and desire to be citizens involved with the government. Europe, on the other hand, is lacking in these types. â€Å"What do I say? Europe has no such class of men; the early nowledge they acquire, the early bargains they make, give them a great degree of sagacity. † (Page 304). Crevecouer also believes that America offers to even the misfortunate a chance to attain wealth and happiness. â€Å"Can a wretch who wanders about, who works and starves, whose live is a continual scene of sore affliction or pinching penury, can that man call England or any other kingdom his country? â€Å", â€Å"a country that had no bread for him†¦ â€Å", â€Å"who met with nothing but frowns from the rich†¦ â€Å", â€Å"No! urged by a variety of motives, here they came. † (page 302).Opportunities are, according to Crevecouer, more abundant in America. This is why so many chose to emigrate here in the first place. In summary, â€Å"What is an American? † has presented characteristics of an American as enjoying freedoms and dignities absent in other continents, a descendant of a mixed European race, and an industrious and knowledgeable people in sciences and arts. Though a descendant of western pilgrims, Americans are unified people in a continent that allows them equitable rights and freedoms t hrough modern laws, political and economic systems, and social structures.

How Does Television and the Media Influence Children? Essay

Media plays very a important role and has influence in virtually every aspect of our lives. It is considered as the best source to know about the happenings of world. Newspaper, magazine, radio, television and internet are the different types of media. It greatly affects our lives because media has the power to influence our thoughts. This influence is sometimes positive and sometimes negative. NEGATIVE EFFECTS Media is the most influential one for the people to resort violence. Studies have suggested that the exposure to violence on television, movies and video games make the children more aggressive, fearful, less trusting and more accepting of violence. This does not mean that they will start bringing weapons in the school but they will be more aggressive and less trusting towards their friends, teachers and siblings. Some of them may carry out same violent act that they see in the violent programs and eventually become more disposed to commit acts of violence. In the past, news about some murder, accidents etc. were used to be published in simple sentences or we can say in a way to just inform the people about a particular happening. But now all has changed. Today news is published in an exaggerated manner to attract the attention of people. This is against the ethics of journalism. So instead of being constructive, media plays a destructive role. People who read much of these news or view excessive violence on television, trust less and take the world more frightening than it is. Sex and violence in media also lead towards the sex crimes in the society. It traumatizes youngsters which result in abuse in the home, streets, towards  children etc. Some advertisements try to influence the people by telling them the importance of branded items. As a result children and youngsters become status conscious and thinks that by using these items they can show their high status in the society. To fulfill their needs or to impress others they many times go violent to get money. STATS VIOLENCE IN THE MEDIA Huston and colleagues have estimated that the average 18-year-old will have viewed 200,000 acts of violence on television _(Huston, A.C., Donnerstein, E., Fairchild, H. et al. Big World, Small Screen: The Role of Television in American Society. Lincoln, NE: University of Nebraska Press, 1992.)_ 41% percent of American households have three or more televisions _(Nielsen Media Research, 2000)._ 56% of children ages 8-16 have a television in their rooms _(Annenberg Public Policy Center, 2000. Media in the Home 2000)_ Percentage of television-time children ages 2-7 spend watching alone and unsupervised: 81 _(Kaiser Family Foundation, 1999. â€Å"Kids and Media @ the New Millennium.†)_ Television alone is responsible for 10% of youth violence. _(Senate Judiciary Committee Staff Report, 1999.)_ Average time per week that the American child ages 2-17 spends watching television: 19 hours, 40 minutes _(Nielsen Media Research, 2000)_ Percentage of day care centers that use TV during a typical day: 70 _(Tashman, Billy. â€Å"Sorry Ernie, TV Isn’t Teaching.† New York Times. Nov 12, 1994.)_ Hours per year the average American youth spends in school: 900 _(Barber, Benjamin. Harper’s. Nov 1993: 41)_ Hours per year the average American youth watches television: 1,023 _(Nielsen Media Research, 2000)_ The influence of media on children extends to health related issues. Although television has the power to educate on nutrition, exercise, and a wide variety of health related issues, it can also be a negative force through images and advertisements which influence viewers to make poor food choices or to overeat. In addition, excessive television viewing can result in inactivity which further contributes to excessive weight gain and poor fitness levels. Children are specifically targeted by some advertisements and are even more vulnerable than adults to their influence. Adults must assist children in questioning and thinking critically about the messages they see on TV. Limiting television viewing time and encouraging physical activity are precautions that parents should consider. Formal essay plan Topic: Influence of media on our lives. Position: I agree that media influences our lives. Style: debate, convincingly Statements. Media is the most influential aspect for people to resort violence The power of Adverts on T.V account for obesity upon young adolescents and many older people. T.V, Magazines, Newspapers. All influencing a child with a turning of a page or a push of a button. Concluding statement It is obvious that media plays a crucial part in today’s community, though clearly it can be seen that sitting on the couch watching midnight murders influences negative aspects to our lives. Paragraph 1: Media influence on Children. Although Media has the power to educate on nutrition and conflicts; it can also be a negative strength in a wide range of categories such as health. Media influence upon Adolescents extends towards much health related issues. T.V or magazines use advertising as 30% of content .Without a doubt we are seeing an up rise in child obesity from negative influences through the media. Images and Advertisements of food retailing influence children to make deprived decisions on food. Additionally, excessive viewing of Television can promote poor health conditions and excessive weight gain. Young adolescents are the main targets to the advertising industry as their influences are more venerable that those of adults Studies show that the, Average time per week that the American child ages 2-17 spends watching television: 19 hours, 40 minutes. Over 40% of watching time is contributed to Advertising. With 56% of children ages 8-16 having a television in their rooms children are one of the Victims encased in this web. _†Cinema, radio, television, magazines are a school of inattention: people look without seeing, listen in without hearing.†_ Robert Bresson Paragraph 2: Media influences on Behavior. Number of murders seen on TV by the time an average child finishes elementary school: 8,000 Number of violent acts seen on TV by age 18: 200,000. So instead of Media being constructive, media plays a destructive role. People, who experience much of this news or view excessive violence on television, become influenced and take the world for a dangerous and violent place. The violence and abuse experienced through media, traumatizes children and can lead to abuse in the home, streets, etc. Studies have suggested that a surplus amount exposure to violence on television, movies and serials make people aggressive, fearful, less trusting and more deceptive. To the extent, people mainly teens are smuggling weapons into schools and society.

Case Study Mcdonalds

It operates over 35000 restaurants in more than 100 countries on six continents. 5 It has an unparalleled global infrastructure and competencies in restaurant operations, real estate, retailing, marketing and franchising. McDonald’s website says that it is a leader in the area of social responsibility and is committed to protecting the environment for future generations. 7 Strong and wide communication channel in the market. (deng, 2009) 8 Play areas for children. 9 Large target markets. 10 Recession resistant (Birchall, 2008) 11 In September 2003 successful backing up of new products was launched with MTV’s advertising campaign featuring the new tag line, â€Å"I’m Lovin’it†. (Jennifer, 2004) WEAKNESSES 1 McDonald’s has not achieved its growth expectations in past several years. Narrow Product lines. (deng, 2009) 3 McDonald’s brand association as a junk food. (deng, 2009) 4 Few option for healthy eating 5 High employee turnover rates. (macy, 2012) 6 McDonald’s also have some bad effects on environment. (ltd. , 2006) 7 McDonald’s also faces many types of legal actions on many issues. OPPORTUNITIES 1 Product packing for McDonalds now features QR codes for customers to get nutritional information. Mcnamara, 2013) 2 Opportunity to enlarge market, the consumers who care about health issue. (deng, 2009) 3 Slightly changing market brand image of McDonalds. (deng, 2009) 4 In 2009, McDonald’s launched its hefty Angus burger in all U. S. A locations. 5 Introduction of trans-fat-free French fries in all restaurants in the U. S. A and Canada. 6 Introduction of McCafe. 7 Testing marketing fruits and vegetables as happy meal at some outlets. 8 McDonald’s franchises overseas became a favorite target of people and groups expressing antiglobalization sentiments. Entry into new and highly popular product categories. THREATS 1 Public attack about obesity issue. (deng, 2009) 2 Changing taste of consumers. (deng, 2009) 3 Unable to keep patrons as special order sandwiches offered by rivals Burger King and Wendy’s. 4 Promotional plans like McDonalds game found conspiracy with 51 people charged in a part of scam winning $24 million by stealing winning McDonald’s tickets. 5 McDonalds showed a delayed effect than other restaurants operators in switching over to zero trans-fat cooking oil. In 2001 McDonald’s was sued for hurting religious sentiments by vegetarian groups for not revealing its flavors in French fries as it added beef extract to vegetable oil and showing it as veg in menu. 7 Consum ers began filing law suits that eating at McDonald’s had made them over weight. 8 Competition from burger kings and Wendy’s. (Thomadsen, 2007) MARKET SEGMENTATION TARGET MARKET| BABY BOOMERS| GENERATION X| GENERATION Y| GENERATION Z| DEMOGRAPHICS| 45-65+| 35-44| 19-34| 0-18| GEOGRAPHICS| URBAN| URBAN| URBAN| URBAN| PSYCOGRAPHICS| More concerned with low cholesterol food| More concerned with low fat food| More concerned with physical fitness food products| Generally eats taste oriented food products| BEHAVIOURAL| Mostly concerned with good quality of food products| Requires access with quick and fresh food service| Generally catch-up food by themselves by reaching out| Check out with friends and family| ISSUE ANALYSIS In 2004,Morgan Spurlock’s documentary film Super-Size Me gave very criticism to McDonald’s fast â€Å"nutrition†, in which he shows how he gains fat and destroy his health by eating McDonald’s. 2 In 1998 McDonald’s started â€Å"Made for you† System but it was not successful. There was a decrease in growth of sales in stores. 3 In 1999 before the implementation of â€Å"made for you â€Å"scheme ,McDonald’s planned to provide about 190 million in financial assistance to its franchisees ,but the actual cost of implementing the system ran much higher than the corporation had estimated. In 2001, 51 people were charged conspiring to rig McDonald’s game promotions over the course of several years, revealing that $24 million of winning McDonald’s game tickets had been stolen as a part of scam. 5 In 2004, McDonald’s was sued for extracting a small amount beef added in to the vegetable oil used for cooking French fries. 6 Many people still complain that the food served by McDonald’s is not hot to eat. RECOMMENDATIONS PRODUCT :- 1 McDonald’s should provide hot food to eat because many customers complaint that their food is not so hot to eat otherwise it will affect sales. McDonalds should bring some new healthier products for all ages because bad effect on health is one of the weaknesses of McDonald’s and bringing some healthier food will help to overcome this image. 3 McDonald’s should provide some free snacks because it will help it compete with its competitors and increase sales. 4 McDonalds should make their products in fat free oil because it will have good effect on health. 5 McDonald’s should also provide some regional food because in this way some rural people will also start accepting its products. Launching of new fried and bone in treats in Chicago. PRICE:- 1 The price of products should be affordable because if they will not be affordable to small income group then its sale will be affected and it will also give the opportunity to competitors to increase their sales. 2 The prices of products should be regularly checked so as to compete with competition because people will buy those products which they can get in low price. PLACE:- 1 McDonald’s should open new franchises in small cities also . It will help them to expand its business and increase growth. McDonald’s should increase the number of its franchises in all countries in order to expand its business. PROMOTION:- 1 McDonald’s should provide some discount on more products purchased because in this way people will buy more. Because some people will start purchasing more items if they can get discount. 2 McDonald’s should provide home delivery service because sometimes some people can’t go to store in order to pu rchase them. It will increase sales. 3 McDonald’s should provide online sale because in this way people can place their orders online. McDonald’s is working on new salads and wraps . (wong, 2013) 5 McDonald, s will test the new fried and bone in treats in Chicago. (wong, 2013) 6 Success of mighty wings in Atlanta. (wong, 2013) BEST RECOMMENDATIONS PRODUCT:- McDonald’s should provide some healthier food for all ages because health obesity is the major problem with McDonald’s . In this way they can get good image regarding health. PRICE:- Prices of products should be regularly checked in order to compete with competition because people will cheapest product. PLACE:- McDonald’s should open new small franchises at small cities also because it will help him to expand its business and increase growth rates. PROMOTION:- McDonald’s should provide home delivery service because sometimes people can’t go to store in order to purchase product. BIBLIOGRAPHY Bibliography Birchall, J. (2008). McDonalds claims fast food sales fighting off slowdown. Financial times. deng, t. (2009, may). McDonalds new strategy on changing attitudes and communication. International journal of marketing studies, 37-42. Jennifer, R. (2004). online branding :the case of McDonalds. ritish food journal. ltd. , n. m. (2006). ICCR sponsered proxy resolutions on genetically modified organisms gain recognition among shareholders at wendys McDonalds . financial wire. macy, a. (2012). financing a remodel:a case of McDonalds Franchisee. journal of case research in business and economics. Mcnamara, B. (2013). McDonalds give the people what they want. Nutrition business journal. Thomadsen, r. (2007). product positiong and competion:the role of location in the fast food industry. Marketing science. wong, V. (2013). will McDonalds mighty wings fly? Business weak.

Research paper on object oriented programming Example | Topics and Well Written Essays - 250 words

On object oriented programming - Research Paper Example Procedural paradigm comprises of creating a set of functions or modules and is sometimes referred to as a modular approach. As compared to this, in an object oriented approach, related data and functions are grouped together in order to create objects. Data items are termed as attributes and functions are termed as behaviors in an object oriented paradigm. Their encapsulation through a mechanism furnishes a blue print for an object which is referred to as a ‘class’. It is like a script of a movie or a recipe of a dish. An object Oriented approach towards the creation of a program is based upon the identification of objects at first. The three main principles that lie at the core of Object Oriented Programming are encapsulation, inheritance and polymorphism. An object is a separate instance of a class. It is a combination of data and methods. A class may contain multiple objects. Objects may be composed of smaller objects and the features of basic objects can be inherited into the specialized objects of the same tree. These objects can be used or invoked only through their allowed interfaces that are methods. They may interact with each other by means of these interfaces. Inheritance is the phenomenon whereby which an object inherits the basic properties of the class to which it belongs. The object oriented programs are more secure than the programs written with the procedural approach. The reason is the restricted access of data through encapsulation. The object oriented programs may take more time due to object creation delay as compared to the normal programs. Practical present day examples of Object oriented languages are narrated by Emden and Somoson (2006) as: â€Å"Pizza and GJava are examples of Multi-Paradigm Object Oriented Programming Languages.† Besides these, C++ is also a strong object oriented programming

Customer Relationship Management Essay Example | Topics and Well Written Essays - 1500 words - 1

Customer Relationship Management - Essay Example According to the research findings learning relations should mature for positive results to be achieved; the use of IDIC enables customization of customer relationship. According to Peppers & Rodgers, IDIC involves several tasks, which can assist an organization to build learning relationship. Identifying customers is very important for a company, since it is easier to know the preferences of that specific customer. Differentiating customers involves identify customers of different levels, and their different needs; indeed, interacting with customers is vital. Therefore, organizations must improve their interaction, which enables the company to identify the needs of customers. Customizing customer treatment involves engaging the customer in a learning relationship, which includes adjusting the company’s behavior to meet the needs of a customer. In addition, use of ICTs enables an organization to research on effective CRM tools, which can foster learning relationships, and as a result, attracting and retaining customers. An organizational chart clearly shows the structure of an organization. As a result, these charts aid in organizing the place of work, by providing managers with departmental information. Therefore, a well-organized structure will definitely boost the customer relationship management through prioritizing on customer needs and fostering healthy interaction with such customers. Below is the Imperial Limited’s organizational chart; this organization interacts with customers daily, as it provides decoration services for weddings and other events. Figure 1: imperial decoration company, organizational chart How should that chart be changed in order to facilitate customer management and to make sure people are evaluated, measured, and compensated for building the value of the customer base? Currently, the company comprises of the chief executive officer, a vice president, and managers in all the respective departments. Generally, managers ’ responsibility involves co-coordinating activities in their respective departments and reporting to the vice president, who reports to the chief executive officer. However, in order for the organization to foster customer value through managing relationships, it must be ready to identify, differentiate, and interact with customers. According to Day (N.d, p.2), organization structures include coordinating mechanisms; however, they should be more customer-focused. Imperial Decoration Company is a service rendering company, where the human resources department deals with employees’ welfare, which includes training, salaries, and annual leaves among others. The marketing department markets the company through advertising, good customer services, and promotion. The accounts department handles all the returns of the company. Competition is increasing and the company needs to

Sustainable guidelines for Road , Education and Health infrastructure Research Paper

Sustainable guidelines for Road , Education and Health infrastructure developments in Mozambique on behalf of a foreign private - Research Paper Example Sustainable Development Guidelines In order to ensure sustainability for any project geared towards the development of above regions; it is of great importance to formulate and implement appropriate guidelines that would act as a direction for the project developers. The appropriate guidelines are inclusive of: (A) Development of Synergies For any successful and sustainable development project, the aspect of working in synergies plays a crucial role. Synergies can be conducted in various ways depending on the suitability or the type of development project to be conducted; this includes collaborations with different stakeholders as well as encouraging the participation of different stakeholder. The importance and of these forms of synergies are discussed below: (i) Encouraging Stakeholder Participation Development partners need to determine the roles played by local communities when undertaking massive development projects that will impact on their lives. ... Reduction of future conflicts that may affect sustainability of the development projects can also be achieved through promoting the participation of the local communities is such projects. During the planning process, the communities may assist in identification and elimination of any activity that may lead to future conflicts hence promoting the sustainability of the project. Cases of public participation have proved successful for most non-governmental organizations in Africa such as in: Tanzania and Kenya where the African Medical and Research Foundation has undertaken myriad community development projects through encouraging public participation hence leading to project sustainability. (ii) Application of a Collaborative Approach This is also another method of operating in synergy that has been used by most successful development organizations. There are various organs that may play important roles as collaborators this includes but is not limited to: The Mozambican Government, o ther organizations, donors and the local communities. The importance of such collaborations which each development partner encompasses: Access of adequate funds to undertake sustainable development processes; such funds may be provided by the Mozambican government, donors like the World Bank and in some case the development of some projects i.e. water resources, the local communities may act as collaborators by providing locally available construction materials. This is pertinent for the success and sustainability of the projects. An example of a successful collaboration occurred in the year 2011 between the World Bank and the Mozambican government through donation of funds geared towards promoting development of Water Resources. A

Role of Independent Non-Executive Directors Essay

Role of Independent Non-Executive Directors - Essay Example Perhaps the most summarized in the Federal Law "On Joint Stock Companies", which refers primarily to the independence of Board members from the management. Incidentally, the definition of "independence" of directors is given in Sec. 9, "The interest in the commission of public transactions," so this definition can be regarded as purely utilitarian. A much more detailed vision of independent directors make the Code of Conduct and the Association of investor protection . Last added to the list of groups that should not affect the directors, yet the state, as well as major shareholders and partners of the company. Perhaps, except for employees (excluding top management), lists all of steykholde-ditch. However, if we take into account our current realities, placing the company's employees to the stakeholders (directly or through participation in trade unions) will be more a tribute to the generally accepted world practice, rather than a reflection of reality (Arbouw, 2004, pp. 8). Thus, in the most general case, it can be argued that an independent director is independent from all stakeholder groups. Of course, there is a statistic that confirms that the involvement of independent directors correlates with the high efficiency of enterprises and their degree of success. Moreover, already in 1992 Cadbury report was published, which stated that "the level and number of non-executive directors on the board of directors shall be such that their views have made a significant contribution to the decision of the Board of Directors". Later, in 1998, these provisions were reaffirmed in the group, Sir Ronald Hampel of the fundamental principles of corporate governance. However, I venture to suggest that the need for independent directors in the UK there was still earlier than the institution of independent directors. In his article, M. Samosudov concludes that, in speaking of "independence" of directors, "to talk about the independence of judgments of the Board of Directors ( Barratt, 2002, pp.9). That is understood that members of the board of directors and board of directors as a whole should be in every situation to express opinions, make decisions, guided solely by considerations of their own professionalism and efficiency of the company as a whole, but not by considerations of any individual participants of corporate relations. â€Å"Then we come to the following conclusion: the independent director is a highly qualified specialist who can satisfy the needs to implement the functions and exercising the authority of the Board of Directors the most effective way, regardless of the views of various stakeholder groups. Main Body From this definition we can draw three conclusions. First, an independent director - not a position, and the profession, such as, for example, an electrical engineer or an accountant, with all ensuing consequences. Secondly, any shareholder, being of sound mind and memory of, must carry out the appointment of board members only from among the independent directors (the best, besides no one is appointed by, say, a professional accountant to the position electrician). And thirdly, to the service must be approached with the same criteria as any other service or any other product: the light of its value (how effective or that the applicant) and prices (the value of his services). As an option - to hold a competition for filling vacant board member. It is clear that, if we exclude from consideration all animate objects, the "Company" is a mere collection of assets and related liabilities to shareholders and third parties. Therefore, to talk about the "public interest" makes no sense. However, there are a lot of sense to talk about the interests of employees and its top managers. In this case we have to, first, to

Cap task#3c Term Paper Example | Topics and Well Written Essays - 5000 words - 1

Cap task#3c - Term Paper Example It is therefore very important for the hospital management to consider introduction of an image segmentation facility to help with early warning of breast cancer, because this is literary the key to improve breast cancer diagnosis in the hospital. Image segmentation use contours or the region they are position on to find the features of an image. One of the most common screening methods used by radiologists in analysis of the mammograms is X-ray mammography. This technique is very importance in detection of the presence or absence of lesions from the mammograms (Stems, 1996). It is, however, becomes extremely difficult to detect breast cancer during its early stages because its presence is especially restrained and unsteady. As such, if only experiences are diagnosed, radiologists and doctors can easily fail to detect the presence of abnormality. Having said that, the doctors and radiologists can rely on computer aided screening technology to get a more effective and reliable diagnosis (Sheng, Hong and Enmin, 2011). The aim of having such a computer aided imaging technique is to ensure an accurate segmentation of medical images. This process involves use of different criteria to segment different areas of an image (Chang and Teng, 2007). Use of mammography images in breast cancer image segmentation is a tasking procedure tho ugh its accuracy is essential for screening of tumors as well as classification of tissue for early discovery of breast abnormalities. Although it is not perfect, mammography imaging is recommended for this project because of it is essentially the most efficient imaging method (Guido and Nico, 1999). For women without symptoms, Mammography imaging is believed to detect between 80% and 90% of the breast cancer. A precise image segmentation of the mammography images is very crucial for a computer aided equipment to perform accurate diagnosis. The type of the equipment used is one of

From Islam to Christianity Essay Example | Topics and Well Written Essays - 750 words

From Islam to Christianity - Essay Example I never questioned the religion of my family. I had grown so used to it that it simply became a part of me. When I moved to the United States in 2000, I was met with a significantly different value system. To prevent myself from being tempted by other religions, I held strong to my Islamic beliefs. However, even with praying five times a day, and in a language that I did not understand, it always felt as though my prayers were bouncing off the ceiling. God seemed impossible to reach. The distance between God and I only seemed to grow when I found out that my mother had been diagnosed with cancer. After all the praying I had done for the health and safety of my family, I felt that God had failed. It was not long before I turned my back on God, saying blasphemous things and rejecting him entirely. During this rough time, I sought that advice of one of my closest friends, a Christian who I had met in my Physics class. I shared with him my emotional difficulties, my mother’s cance r diagnosis, and my fading belief in God. In response, my friend gave me a copy of the New Testament of the Bible and recommended that I read it. I did so, albeit with great confusion. I felt drawn to the book and to Jesus, who had suffered at the hands of disbelievers, yet still wanted nothing more than to love all people. The more that I read the New Testament, the more at peace that I seemed to be. Excited, I confided in my friend about the peace I was experiencing as I read from the Bible, and I asked him to tell me more about his Lord. As we spent time reading the Bible and discussing the stories, I knew that I was changing spiritually. I did not admit to it, nor did I openly recognize it for what it was, but a transformation was taking place. I realized what was taking place within me when my father contacted me and informed me that not only had my mother stabilized, but her cancer was almost completely gone. She was even well enough to visit me in the United States a few year s later. In sheer gratitude by these wonderful events, I thanked God. As I did so, I felt that I was thanking a God that was very different from the God I had grown up praying to, the one I had known as a Muslim. Unfortunately, as the demands of college became more difficult, I altogether stopped reading my Bible. It was not until years later when, as an assignment in a humanities class, I watched the film The Passion of the Christ, that I remembered what I was missing. As I set out to do this assignment, which also required reading selected verses from the Bible, I found myself to have new curiosities into the life and teachings of the Christ. I questioned myself, as well as my beliefs as a Muslim and my knowledge from time spent reading the Bible. If the Islamic view believed that it was the only true and perfect religion, then why do the millions of Christians not embrace Islam? The more that I searched for the answer to this question, and the answers to my doubts, the more sure I became that Christianity was the only true path. Despite my acknowledgement of this truth, and though I began to regularly attend church, I still could not bring myself to accept Jesus Christ as my Lord and Savior. Then came the start of my graduate program. My application was approved to teach Engineering Physics labs at the university, my family was safe and healthy, and

Resposibilities and Relationships in the Lifelong Learning Sector Essay Example for Free

Resposibilities and Relationships in the Lifelong Learning Sector Essay It is the responsibility of the teacher to make the teaching area a safe and fair environment to learn in and teachers should be aware of, and keep up to date with key legislation relating to this. The Health and Safety at Work Act (1974) covers a number of duties relating to teaching and learning. Risk assessments should be carried out and risks properly controlled to ensure a safe working environment. Besides the Health and Safety at Work Act itself there are important pieces of legislation that would apply to a sewing workroom environment. 1. Provision and Use of Work Equipment Regulations. 1998: require that equipment provided for use at work, including machinery is safe. 2. Manual Handling Operations Regulations 1992: cover the moving of objects by hand or bodily force. 3. Electricity at Work Regulations 1989: require people in control of electrical systems to ensure they are safe to use and in a safe condition. The Equality Act (2010) aims to eliminate discrimination based on age, disability, race, religion, belief, gender and sexual orientation. It places a duty on teachers to make reasonable adjustments for disabled people. It also provides protection against discrimination relating to pregnancy and maternity. Teachers must also adhere to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the welfare of children. The Act gives responsibility to local authorities to make enquiries when anyone contacts them with concerns about child abuse. The aim is for every child, whatever there background or circumstances, to have the support to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being ii) Following the Further Education Workforce Reforms 2007 New Regulatory Requirements state that all new teachers are to hold or acquire within a specified period of time: A ‘Preparing to teach in the Lifelong Learning Sector’ (PTLLS) award or its equivalent as a minimum license to teach for all who have an element of teaching in their role irrespective of job title; and either A diploma in teaching Level 5 status for those in a teaching role; or A Certificate in Teaching in the lifelong learning sector at Level 3 or 4 All new teachers must demonstrate through professional practice that they meet the standards and can use effectively the skills and knowledge acquired in teacher training. iii)The Institute for Learning (IFL) is an independent professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of conduct which outlines the behavior expected of its members. Briefly it states that members shall: Behave with Professional Integrity Respect the rights of learners and colleagues Take reasonable care to ensure the safety and welfare of learners Provide evidence of CPD according to IFL policy and Professional Practice guidelines Ensure disclosure of any cautioning or conviction of a criminal offence Be responsible for acting in accordance with the conditions of membership and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five processes namely: Identifying Needs The purpose is to identify if the students face any barriers which may affect their learning or if they have any additional needs. There are many ways to do this and could involve; looking at their initial application if one is completed before the course starts, an informal discussion, observation during a class activity or by an initial test or assessment. It is also important to ensure that the student is on the correct course and to offer any advice perhaps with funding or travel referring them if necessary. The process will also help with the planning of the course as it will help the Tutor design a course suitable for the skills and experience of individual class members. Plan and Design Learning – This stage involves the planning of the content of the course. A scheme of work will be designed to plan the content of each session and lesson plans devised to organize them in more detail. When possible agreeing individual learning plans can be agreed with students and contingency plans made to take into account different needs of the learners. This would also be the opportunity to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and accessible learning environment. Deliver – A Teacher should be well organized, well prepared and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropriately. It is essential to promote equality, value diversity and teach in an inclusive and engaging way with a good sense of humour. Assess Work needs to be assessed within a reasonable time to check that the students have gained the necessary skills and knowledge. Use a variety of assessment methods and keep a record of achievements. Feedback should always be constructive and given within a reasonable time. Evaluate – A programme should always be evaluated in order to improve the teaching and learning process. To evaluate how well the programme was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student development and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to overstep these by becoming too personal with the students. It is also important to know where the role of teacher stops and to work within the limits of that role. Some examples are: If a teacher identified that a student was struggling to attend classes because they couldn’t afford the bus fare it would be inappropriate to lend them money. In this instance the student should be referred to the student support staff or the financial support staff. If a teacher was planning a class but found the room had insufficient access to equipment or resource’s it would be unacceptable to voice their concerns to the students. This would be unprofessional, they should address it to the organization, or change the lesson plan to accommodate the resource’s available. Students may choose to confide in their teacher about personal issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or support staff depending on the issue concerned. They should avoid getting involved in the personal lives of their students. When assessing students it is important that teachers are fair in their judgments. They should not bebiased towards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and react to feedback in order to improve. If in doubt about the boundaries of their role a teacher should seek advice. This could be from another teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs. They may be able to deal with some of these needs but some may need the support of other professionals. A Support Worker will help a learner with additional needs. They will have had special training in the particular field required by that learner which the teacher won’t have had and will be able to support them in or outside the classroom setting. There may be a student whose first language isn’t English and has trouble understanding the lesson so there may be a need to work with an interpreter A teacher may also need to work alongside external agencies like the Job Centre. The students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a preventative strategy is a good way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. Getting the student’s attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and share the session plan explaining the purpose and reason for studying it. When planning a lesson ensure there is plenty of variety as students are more likely to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, don’t expect a room full of teenagers to sit still through an hour-long power point presentation quietly. ii) Decide for yourself what rules and procedures would create a good atmosphere in your class and will maximize learning. Explain that you want an effective, fair and happy classroom and discuss the rules with the class. There will be rules that are non negotiable for example regarding safety or turning up on time but be prepared to negotiate and compromise to get commitment on others. Encourage the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. Consider asking the class to devise their own rules and if you reject a popular suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own; they will then see them as worth keeping and enforcing. iii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and reduce antagonism. Get to know the students on a personal level, learn their names and use them. Learn something about each student like what they like to do in their spare time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and liked by the teacher and therefore more co-operative. (PETTY 2006)

Positive Working Environments for Children

Positive Working Environments for Children Introduction â€Å"To be included is to experience belonging.† Lancashire County Council (2010) The aim of this assignment is to explain and examine how the staff within a setting ensures a positive working environment for the child. The practitioner will demonstrate an up to date and working knowledge of principles, policies and practices of inclusion. The practitioner will also discuss how parents and multi-agency team’s maybe involved in meeting the particular learning needs and care needs of a child through the implementation of a case study. And also review how new legislation such as Marriage (Same Sex Couples) Act 2013 and The Children and Families Act 2014 have resulted from the term ‘inclusion’. According to Lancashire County Council (2010), children are included when they attend a mainstream setting and have complete access to its social and academic life. In becoming more inclusive, schools should meet a greater diversity of needs. Some children may have an identified Special Educational Needs (SEN), whilst others maybe gifted, a child who has English as an additional language or a child with behavioural difficulties. All these children will experience barriers when it comes to learning; therefore we describe such children as having additional needs. All settings should make arrangements to meet the individual needs of all their children, before considering whether some children need arrangements that are additional to or different from their usual practice. All settings should be following good practice guidelines and be providing a differentiated approach for all children. â€Å"Differentiation â€Å"means altering and adapting the way activities are presented to children to enable them to access them and make progress. Settings should offer a range of resources to match different levels of ability, use staff flexibility to give children one to one or small group activities or individual attention and ensure that members of staff has time to plan and prepare activities. Staff should also look at how their setting is organised, are children expected to sit and listen for longer than is appropriate for their age and stage of development? Do children know the structure of the session? , does the setting have clearly defined area s for activities? All these issues can be addressed by adding visual cues for the defined areas and structure of the session. this can make such a difference to the children with speech and language development and for children with English as an additional language as these visual prompts will help the child to learn what is coming next and what is happening in that specific area. â€Å"Every child deserves the best possible start in life, and support to fulfil their potential† DFES (2008) According to the DFES (2008) a child’s experience in the early years has a major impact on their future life chances. Practitioners should focus on each child’s individual learning. All Early years providers must have and implement an effective policy for ensuring equality of opportunities and for supporting children with additional needs, learning difficulties and disabilities. Working effectively in partnership with parents is a crucial part of the early years work. Parents frequently feel that their parenting skills will be judged according to how their child is getting on. Even the most confident and assertive parents can feel very vulnerable and ignorant when it comes to inclusion. â€Å"Parents are the children’s first and most enduring educators. When parents and practitioners work together in early year’s settings, the results have positive impact on the child’s development and learning. Therefore, each setting should seek to develop an effective partnership with parents.† (QCA 2000 page 19) When a parent is told that their child might have an additional need the parents might endure a number of feelings for example, guilt – what have they done wrong? Denial- his brother was just the same and he’s fine now, Anger- who do they think they are giving me this information? Worry- I don’t want my child being treated differently from any other children. Recognizing and accepting that their child is experiencing difficulties can take time but as a practitioner it is important to support this process by taking the time and effort to build up a good relationship with the parents, have an honest and open approach, avoid using language that the parent might not understand or find distressing. It is important to remember that a parent has a lot of valuable information about a child and as a practitioner there aim should be to build a trusting relationship with the parent/carer and to keep the parent fully informed and included in any processes following the initi al discussion. In March 2011, the government published the SEN and disability green paper which proposed a new approach to special educational needs and disability .they intended to develop a radically different system that will support better life outcomes for young people. Any legislation changes were to be taken forward from May 2012. The green paper offered a visual representation of the main themes of the recommendations put forward by the government in the form of a ‘word cloud’.in the illustration below, the larger the word ,the more heavily it featured in the green paper. Although the modern SEN started in the early 1980s, the current framework emerged in the 1990s with the education act 1993/1996 and the issue of the SEN code of practise (as revised in 2001). The code of practice as become the bible of SEN for anyone involved for anyone involved with children with an SEN. The new SEN code of practice 0-25 years (2014) has evolved from many criticisms of the older publications. Parliaments own education and skills committee said in 2006 that the system was â€Å"not fit for purpose†, and many people felt that getting children and young people the correct provision had become a â€Å"fight† between parents and the local authorities, with schools and nurseries often caught in the middle. Parents also perceived that local authorities had a conflict of interest as they both assessed need and made provision. There was also a criticism of the SEN system and particularly of statements in an Ofsted report in 2010 entitled a† a statement is not enough† Five separate inquiries conducted about SEN/disability issued between 2006 and 2010 made other criticisms. After a change of government in 2010 a call for views of the SEN Green paper in 2011 promised the biggest reform in SEN in 30 years. A subsequent SEN Green paper has become The Children and Families Act 2014 and a completely new SEN code of practice has now been issued coming into law in September 2014. Main body Child A is 35 months old; he lives with his mum and dad and is an only child. His mum and dad both work full time so child A spends a lot of time with his grandparents. He lives on a local council estate 3 miles away from the setting and this is his first setting that he has attended which he started in September 2014.Child A has an identified speech and language difficulty which has been identified through observations and assessments by the practitioner and the settings SENCO. The child’s parents have also identified the speech and language difficulty and have a scheduled meeting with the settings SENCO. DFES (2008) suggests that the development and use of speech, language and communication are very imperative in young children’s learning. Much teaching is delivered verbally; and children need good communication skills to make friends. Children’s future achievements are reliant on their capability to communicate effectively. It is essential for us, practitioners to ensure that we do everything we can to support child A in becoming a skilful and capable communicator. As well as making use of spoken language effective communication is also non-verbal. Eye contact, body posture, gesture, facial expressions displaying interest/surprise/boredom can be just as expressive as words. If children arrive in the classroom without the ability to communicate effectively, then they will be disadvantaged from the outset. A number of reasons are given for the decline in early communication skills, forward facing buggies may hinder a childs speech development as it is difficult to push and talk to a child whilst the child is facing away from you , it is impossible to have any eye contact and engage in running commentary of sights, sounds and smells. New technology is also another factor in a child’s speech delay, mobile phones and listening to music with headphones isolate a parent in their own world , leaving a child to become isolated in theirs..Tallent et al(2011). It is my job as child A’s key person is to identify these key issues and educate the child and the parents on opportunities for communication .ways in which I can do this is describe the stage child A’s speech and language and communication development has reached, track their progress (as shown in appendices 1) and identify issues as they arise. I encourage and interact with child A and also plan and implement activities that meet the level of his language development (as shown in appendices 2). I have the responsibility as child A’s key person to provide additional support for child A and to give the child my full attention when child A is talking and to ask open ended questions to encourage the child’s speech development. Skinner the behaviourist therapist suggested that children learn language through reinforcement. In other words, when we show enthusiasm for something that the child is trying to say, this should encourage child A to repeat the utteran ce. It is also essential that i provide the correct support for the child by adapting activities such as adding visual aids, adding visual aids around the room in the defined areas and offering the child visual aids in form of choices, and provide the child with prompts to indicate a response or request. This will help the child communicate effectively and give the child the same opportunities. I identified that child A had a speech and language difficulty whilst tracking his progress child A was at the developmental age of 16-26 months I observed and assessed the child over the next few months in accordance with the graduated approach outlined in the SEN code of practice 2014 and when no progress was being made I took the evidence to the settings SENCO as outlined in the graduated approach shown in the illustration below. In my settings inclusion policy reviewed in 2014(as shown in appendices 3) it states that the setting will encourage children to thrive and to recognise and appreciate their differences and so fulfil their unique potential. It also states that the settings objective is to help parents with children and their families to take part in the nursery and their community and will do this by working with partner agencies and the local community to eliminate the causes of social inclusion and make our services available to all. This includes facilitating, assisting, supporting and valuing each child in pursuit of this aim. As a practitioner following the above graduated response will help the child to reach their full potential. And allow the families access to the partner agencies such as a speech and language therapist. According to DFES (2008) parents need to work in partnership with the setting and support their communication within the home, with their family and in the wider world. These situations are very different from those provided by the setting. For that reason I as child A’s key person must work with the parents in partnership. I should plan regular opportunities to discuss child A’s level of development with his parents. Information should be relayed between me and the parents such as rhymes that child A likes in the setting so these can be repeated at home. The settings single equality policy is derived from The Equality Act which first came into force in October 2010. The equality act states that, public organisations including schools have to take action to make things equal for the people who work for them and use their services. This is called the Single Public Sector Equality Duty. My setting is committed to taking positive action based on the equality act and to make sure staffs are aware of the law and how to put it in to practice. My setting has a professional and dedicated, multi skilled, highly qualified and diverse team of staff who have lots of experience of working in a diverse setting within a diverse community. All these professionals such as practitioners, family support , the setting SENCO and other outside professionals such as health visitors and speech and language therapists will work together to ensure that child A will get the support that he needs. This support will come in the form of regular reviews and meetings with the setting SENCO and key person and additional support in the form of family support services and speech and language referrals may also be offered to child A’s parents..

Defining an Individual Essay -- Expository Definition Essays Papers In

Defining an Individual What is an individual? How can one become an individual? Is it even possible to become an individual in society? Can we successfully distinguish ourselves from the majority to make our own decisions? How does your family affect your personality and every day decision making: your ethics and morals? How does your childhood affect you today? How does it affect our subconscious-something we can not control and we do not have access to? Is it possible to go back in time and completely erase everything we have been taught through years of brainwashing and manipulation, not only from the system that we are brought up in but also the family and lifestyles that are now part of us? The term "individual" as seen from the Webster's New Universal Unabridged Dictionary states as follows: Individual- 1. Originally, not divisible, not separate. 2. Existing as a single, separate thing or being; single, separate, particular. 3. Of, for or by a single person or thing. 4. Relating to or characteristic of a single person or thing. 5. Distinguished from others by special characteristics, of a particular or striking character, as an individual style. People claim to be individuals every day. Everywhere we go " individuals" follow us. They are on television, in movies, newspapers, magazines, they even live with us, in our homes. Everyone has a deep desire to stand apart. " Pave your own way." A classic example of individualistic patterns set from a society that at the same time pushes you away from that idea. In a very literal sense to be an individual you need to live every moment of your existence in your very own personal way. Not hindered by the outside and inside persuasions, yo... ...hy people rebel against the idea that it is impossible to be an individual. In conclusion, it is not the fact that we are all individuals separate from each other or society. The fact remains that it is impossible to delve into your own subconscious and erase everything we have been taught and brainwashed. The important idea to remember is the relationship we have with our society and each other that truly is unique. That is where the individuality comes into play. Trying to separate ourselves and prove ourselves different is only going to frustrate even the most intelligent of characters. The world that we live in, no matter how incredibly large it may seem, is made for each and everyone of us. What we do with what society has set in us and what we do with all that we have been taught is the true answer in the ultimate question: Individuality- Is it possible?

Against Animal Testing :: essays research papers

For decades humans have taken defenseless and innocent wild animals to foully abuse and test their experiments upon. They test powerful drugs and lotions upon the animals and record and write down the at times fatal side effects only to repeat the experiment again and again- regardless of the creatures' pain or suffering. In one experiment by the Proctor and Gamble company, scientists got hold of a batch of newly born baby mice and cut their toes off to test their theories upon. They were later help up in court for this matter- though disgustingly were let off. You may think that the pure terror on the faces of these animals alone would be enough to change peoples mind of whether it is right or wrong to test upon animals less fortunate they we. Is not the innocent look of fear upon the victims face enough to sicken and revolt you? But no, always it is 'for the good of us and the development of the modern world' have you ever heard- ' for the good of the animal kingdom'? I thought not. But that is all we are and ever will be. Animals. Whatever you may think our ancestors were primates, which climbed the trees and still do today. Agreed our IQ and brain is much more developed as is our features but without, we are same as those we lock up in wire cages to be stared and prodded at in Zoo's- the same as those creatures which we test our medicines and cosmetics upon- the same as the wretched creature above- bewildered and hurt wondering why its life is being tortured so and for what. Helpless creatures in our hands and instead or calming and loving them- we crush and break them. It is not as if we have need of the results gained by animal testing. Are there not enough types of shampoo already and body lotions to satisfy the world's needful demands? Or are the shampoos not good enough for our precious whims- are they not conditioned enough for our delicate hair? Is the washing up liquid not making the crystal glasses shiny enough? Now we have moved on to this subject, did I tell you how they check if their washing up liquid is poisonous or not? No- well you can bet your new classic clean Head and Shoulders on the fact that it wasn't humans they tested it on. Oh no. To check to see whether their new washing up liquid is safe enough and good enough for human use, the caring doting and loving scientists place fish into quantities of the mixture and record what happens to

Reverse Anorexia in Bodybuilders Essay -- Health Nutrition Exercise Pa

Reverse Anorexia in Bodybuilders Women compose the overwhelming majority of the reported cases of eating disorders. The, desire to be thin consumes many young women who idealize the false and unrealistic model form depicted in popular magazines. Recently, researchers have started to appreciate the role of exercise in the development of eating disorders. This shift has illuminated the striking influence of sports on body image satisfaction in men as well as women. The importance of a fit physique has grown increasingly salient to men in modem society as indicated by the rise of hypermasculine action heroes such as Arnold Schwartzenegger and Sylvester Stallone. One growing sport, bodybuilding, now has the sixth largest sports federation and has come to the attention of researchers. In the last few years, researchers have linked bodybuilding to an overwhelming drive for lean muscle mass coined "reverse anorexia" by Pope, Katz, and Hudson (1993) and "bigameraria" by Taylor(1985). The bodybuilders' obsessional behavior r esembles anorexia nervosa with remarkable similarity except that the drive for enormous muscles replaces the drive for thinness. This alarming psychological syndrome may motivate bodybuilders and weightlifters, to a lesser extent, to relinquish friends, to give up responsibilities, to pursue unusual diets, to overtrain and to risk their health by abusing steroids. Reverse Anorexia in Bodybuilders Bodybuilders who exhibit reverse anorexia strive constantly to gain more lean body mass, but even when successful persist in believing their size is inadequate. Pope et al. (1993) found that 8% of their bodybuilder subjects insisted that they were ver small when they were really big and muscular. This belief aff... ... 148, 917-922. Pasman, L., & Thompson, J. K. (19-8-8). Body and eating disturbance in -obligatory runners, obligatory weightlifters, and sedentary individuals. International Journal of Eating Disorders, 7, 759-769. Pope, H. G., & Katz, D. L. (1988-)., Affective and. psychotic syndromes associated with use of anabolic steroids. American Journal of Psychiatry, 145, 487-490. Pope, H. G., Katz, D. L., & Hudson, J. 1. (1993). Anorexia nervosa and "reverse anorexia" among 108 male bodybuilders. Comprehensive Psychiatry, 34(6), 406-409. Schwartzenegger, A., & Hall, D. K. @ 19-82). Arnold- The education a builder. New York: Pocket Books. Taylor, W. N. (1985). Hormonal Manipulation: A new era of monstrous athletes. Jefferson, N. C.: McFarland. Yates, A. (I991). Compulsive Exercise and the Eating disorders. New York: Brunner/ Mazel, Inc.

Final Project: Analyzing Financial Statements

The disadvantages of line item budgeting, according to Martin (2001) line-item budgets say nothing about how much service a human service agency provides, the cost of that service, the number of outcomes the agency accomplished, or their attendant costs. Another disadvantage is it limits the ability to aka change decisions as the environment and conditions change. For the most part, a line item budget is simple to read. The purpose of Performance budgeting system is to plan, budget and evaluate emphasis in relationships between money budgeted and services and or results expected.The advantages and disadvantages of performance budgeting system are they give information on the amount of services provided by an agency and the program costs, including estimation of the cost per output per unit AT service. I en Lastingness AT performance Educating system are It is not always reliable. In some organization, the performance budget system is depended up other departments input in order to kn ow the output for the agency. If one-department documents are available or inaccurate, it can throw off the entire performance system.The purpose of program budgeting system is it gives insight to the effectiveness of an agency. It also relates outcome to inputs. The major advantages of program budgeting systems are that (a) they provide information on the amount of (client) outcomes achieved by a human service program and the attendant costs, including determination of cost per outcome, and (b) they raise the bevel of debate from service and efficiency concerns to clients and effectiveness concerns. The disadvantages are it is difficult to measure the outcome of performance.With program budgeting systems, the debate is on effectiveness concerns (what happens to clients in terms of outcomes), not on line items or efficiency considerations. Program budgeting systems represent one way of personalizing that most elusive of all human service and social work goals: maintaining a client f ocus, Martin, (2001). Two types of traditional approaches to fund development that are appropriate for the EX. Corporation are Grant writing and undersides. In writing a grant proposal, one has to be precise in the what and why he/she is requesting a grant.In many cases a fundraiser can and will meet the needs of an organizations. Two types of nontraditional approaches to fund development that are appropriate for the EX. Corporation are A Walk-A-Thong fundraiser is one way of raising funds for PH. ; Location – Most colleges will allow walk-a-thong on their campuses as long as the date does not conflict with any other events they may have scheduled. ; Date – Check dates in the community to make sure there are no conflicting dates to hinder the outcome of the walk-a-thong outcome. ; Food & Drinks – although it is a walk-a-thong, people will need food and drinks to keep up their strength.Solicit area grocery stores for fruits and things for sandwiches as well as dr inks, such as water and Juices. ; Print up and pass out boosters. Boosters are sheets of paper that people sign stating their pledge amounts as well as their names. Soliciting funds from local area businesses may be another way to raise funds for PH. ; Organize a team of individuals who are willing to either make phone calls to different businesses in the area, asking for donations or send a am out into the community personally soliciting funds from area businesses.Since most people enjoy dinner, dancing and conversations, one method I would use would be a Pasta Dinner Fundraiser. Steps into making this a success are: ; Choose a Date – Check school calendars, holidays, major town events, and other organizations so there is no conflict with other events that could potentially affect the outcome of dinner. ; Location – Seek out a place that will donate space for the event, such as a church or school. ; Advertise – Sell Tickets in advance. Make posters and post the m in noticeable areas. ;The Food – Solicit food or paper good donations from area groceries, Italian restaurants (sauce), bread stores, and grocery stores. In soliciting for food, products include drinks, such as coffee, soft drinks, creamers, sugar substitutes as well as sugars. ; The Ambiance – Solicit music: search for a DC or a band to play for the event. Solicit area businesses for prizes and sell raffle ticket, Brewer (2011). If calculations are correct, EX. Corporation financial status is in good standing. If they continue on ten path teen are on, Ana malignant tenet annual average organization should continue to provide services for those in need.

Succubus Blues CHAPTER 9

Returning to Queen Anne, I discovered I still had a lot of evening left. Unfortunately, I had nothing to do. A succubus without a social life. Very sad. It was made sadder still by the fact that I could have had any number of things to do but had dropped the ball on them. Certainly Doug had asked me out often enough; no doubt he was now enjoying his day off with a more appreciative woman. Roman I had also turned down, beautiful eyes and all. I smiled wistfully, remembering his easy banter and quick, bright charm. He could have been O'Neill, made flesh from Seth's novels. Thinking of Seth reminded me he still had my book and that I was going on Day 3 without it. I sighed, wanting to know what would happen next, to be lost in the pages of Cady and O'Neill. Now that would have been a way to spend the evening. The bastard. He'd never bring it back. I'd never find out what – With a groan, I suddenly wanted to smack my forehead for my own stupidity. Did I or did I not work for a large bookstore? After parking my car, I walked over to Emerald City and found the massive display of The Glasgow Pact that was still up from the signing. I grabbed a copy and carried it to the front counter. Beth, one of the cashiers, was momentarily free. â€Å"Will you demagnetize this for me?† I asked her, sliding the book over the counter. â€Å"Sure,† she said, running it across the pad. â€Å"Are you using your discount on it?† I shook my head. â€Å"I'm not buying it. I'm just borrowing it.† â€Å"Can you do that?† She passed the book back to me. â€Å"Sure,† I lied. â€Å"Managers can.† Minutes later, I showed my prize to an unimpressed Aubrey and turned on the water in my bathtub. While it filled, I checked my messages – none – and sorted through the mail I'd picked up on the way in. Nothing interesting there either. Satisfied nothing else required my attention, I stepped out of my clothes and sank into the watery depths of the tub, careful not to get the book wet. Aubrey, crouching on a nearby counter, watched me with squinty eyes, apparently pondering why anyone would willingly immerse themselves in water ever, let alone for extended periods of time. I figured I could read more than five pages tonight since I'd been deprived for the last couple of days. When I finished the fifteenth, I discovered I was three pages from the next chapter. Might as well end with a clean break. After I was done, I sighed and leaned back, feeling decadent and spent. Pure bliss. Books were a lot less messy than orgasms. The next morning, I went to work, happy and refreshed. Paige found me around lunchtime as I sat on the edge of my desk and watched Doug play Mine Sweeper. Seeing her, I leapt from my position while he hastily closed down the game. Paige ignored him, fixing her eyes on me. â€Å"I want you to do something with Seth Mortensen.† Uneasily, I remembered the love slave comment. â€Å"Like what?† â€Å"I don't know.† She gave a small, unconcerned shrug of the head. â€Å"Anything. He's new to town. He doesn't know anyone yet, so his social life is probably dismal.† Recalling his cold reception yesterday and conversational difficulties, I wasn't exactly surprised by this news. â€Å"I took him on a tour.† â€Å"It's not the same.† â€Å"What about his brother?† â€Å"What about him?† â€Å"I'm sure they're doing social things all the time.† â€Å"Why are you fighting this? I thought you were a fan.† I was a fan – a major one – but reading his work and interacting with him were proving to be two very different things. The Glasgow Pact was amazing, as was the e-mail he'd sent. Spoken conversation was a bit†¦ lacking. I couldn't tell Paige this, of course, so she and I went back and forth a bit on the issue while Doug looked on with interest. Finally, I agreed against my better judgment, dreading the prospect of even proposing the venture to Seth, let alone embarking upon it. When I finally made myself approach him later in the day, I was fully braced for another brush-off. Instead, he turned from his work and smiled at me. â€Å"Hey,† he said. His mood seemed so improved that I decided yesterday must have been a fluke. â€Å"Hey. How's it going?† â€Å"Not so well.† He tapped the laptop's screen lightly with his fingernail, eyes frowning as he focused on it. â€Å"They're being a bit difficult. I just can't quite get the grip I need on this one scene.† Interest swept me. Bad days with Cady and O'Neill. I had always imagined interacting with such characters must be a nonstop thrill. The ultimate job. â€Å"Sounds like you need a break then. Paige is worried about your social life.† His brown eyes glanced back to me. â€Å"Oh? How so?† â€Å"She thinks you aren't getting out enough. That you don't know anyone in town yet.† â€Å"I know my brother and his family. And Mistee.† He paused. â€Å"And I know you.† â€Å"Good thing, because I'm about to become your cruise director. â€Å" Seth's lips quirked slightly, then he shook his head and looked back at the screen. â€Å"That's really nice – of you and Paige both – but not necessary.† He wasn't dismissing me as he had yesterday, but I still felt miffed that my generous deal was not being embraced, especially since I was offering it under duress. â€Å"Come on,† I said. â€Å"What else are you going to do?† â€Å"Write.† I couldn't argue with that. Writing those novels was God's Own Work. Who was I to interfere with their creator? And yet†¦ Paige had given a directive. That was nearly a divine commandment in itself. A compromise popped into my head. â€Å"You could do something, I don't know, research-related. For the book. Two birds with one stone.† â€Å"I've already got all the research I need for this one.† â€Å"What about, uh, ongoing character development? Like†¦ going to the planetarium.† Cady had a fascination with astronomy. She would often point out constellations and link them to some symbolic story analogous to the novel's plot. â€Å"Or†¦ or†¦ a hockey game? You need fresh ideas for O'Neill's games. You'll run out.† He shook his head. â€Å"No I won't. I've never even been to a hockey game to begin with.† â€Å"I – what? That's†¦ no. Really?† He shrugged. â€Å"Where†¦ do you get the game info from then? The plays?† â€Å"I know the basic rules. I pick up pieces on the Internet, patch it together.† I stared, feeling betrayed. O'Neill was absolutely obsessed with the Detroit Red Wings. That passion shaped his personality and was reflected in his actions: fast, skilled, and at times brutal. Believing Seth to be meticulous about every detail, I had naturally assumed he must know everything about hockey to have written such a defining trait into his protagonist. Seth watched me, confused by whatever stunned look I wore. â€Å"We're going to a hockey game,† I stated. â€Å"No, we – â€Å" â€Å"We are going to a hockey game. Hang on a sec.† I ran back downstairs, kicked Doug off our computer, and got the information I needed. It was just as I'd suspected. The Thunderbirds' season had just started. â€Å"Six-thirty,† I told Seth, minutes later. â€Å"Meet me at Key Arena, at the main window. I'll buy the tickets.† He looked dubious. â€Å"Six-thirty,† I repeated. â€Å"This'll be great. It'll give you a break and let you actually see what the game's like. Besides, you said you were blocked today.† Not only that, it would fulfill my obligation to Paige in a way that didn't require much talking. The stadium would be too loud, and we'd be too busy watching to need conversation. â€Å"I don't know where Key Arena is.† â€Å"You can walk to it from here. Just keep heading for the Space Needle. They're both part of the Seattle Center.† â€Å"So when are you meeting me?† There was a warning note in my voice, daring him to cross me. He grimaced. â€Å"Six-thirty.† After work, I set off to run my own errands. I had nothing new to work on with the vampire hunter enigma until Erik got back to me. Unfortunately, the mundane world still had its own share of requirements, and I spent most of my evening taking care of miscellany. Like restocking my supply of cat food, coffee, and Grey Goose. And checking out the new line of lip glosses at the MAC counter. I even remembered to pick up a cheap, assemble-it-yourself bookshelf for the fire-hazard stacks of books in my living room. My productivity knew no bounds. For dinner, I grabbed Indian food and managed to land at Key Arena precisely at six-thirty. I didn't see Seth anywhere but didn't panic just yet. The Seattle Center was not easy to navigate; he was probably still wandering around the Needle, trying to make his way over here. I bought the tickets and sat down on one of the large cement steps. The air had turned chilly tonight, and I snuggled into my heavy fleece pullover, shape-shifting it a bit thicker. While waiting, I people-watched. Couples, groups of guys, and excited children were all turning out for Seattle's fierce little team. They made for interesting viewing. When six-fifty rolled around, I started getting nervous. We had ten more minutes, and I worried Seth might have gotten seriously lost. I pulled out my cell phone and dialed the store, wondering if he was there. Nope, they told me, but Paige did have his cell number. I tried it next, only to get voice mail. Annoyed, I snapped my phone shut and huddled farther into my own embrace to stay warm. We still had time. Besides, Seth not being at the store was a good thing. It meant he was on his way. Yet, when seven and the start of the game arrived, he still wasn't there. I tried his cell again, then looked longingly at the doors. I wanted to see the beginning of the game. Seth might never have watched hockey, but I had and liked it. The continual movement and energy held my attention more than any other sport, even if the fights sometimes made me squirm. I didn't want to miss this, but I'd also hate for Seth to walk up and not know what to do when I wasn't where I said I'd be. I waited fifteen more minutes, listening to the sounds of the game echoing toward me, before I finally faced the truth. I had been stood up. Such a thing was unheard of. It hadn't happened in†¦ over a century. I felt more stunned than embarrassed or angry by the revelation. The whole thing was just too weird to fathom. No, I decided a moment later, I was mistaken. Seth had been reluctant, yes, but he wouldn't just refuse to come, not without calling. And maybe†¦ maybe something bad had happened. He could have been hit by a car for all I knew. After Duane's death, one could never predict when tragedy might hit. Yet, until I had more information, the only tragedy I faced now was missing the game. I called his cell again, this time leaving him a message with my number and whereabouts. I would come outside and retrieve him if needed. I went into the game. Sitting alone made me feel conspicuous, driving home the sadness of my situation. Other couples sat nearby, and a group of guys kept eyeing me, occasionally nudging one of their number who wanted to come talk to me. Being hit on didn't faze me, but looking like I needed it did. I might choose not to date, but that didn't mean I couldn't do it when I wanted. I didn't like others perceiving me as desperate and alone. I felt that way enough sometimes without outside confirmation. At the first break, I bought a corndog to console myself. While sifting through my purse for cash, I found the slip of paper with Roman's phone number. I stared at it while I ate, remembering his persistence and how bad I'd felt refusing him. My sudden painful abandonment fired the need to hang out with someone, to remind myself I really could have social contact when I wanted. Common sense froze me briefly as I was about to dial, cautioning that I would be breaking my decades-long vow of not dating nice guys. There were more prudent ways to deal with an unused hockey ticket, that reasonable inner voice reminded me. Like Hugh or the vampires. Calling one of them would provide a safer interaction. But†¦ but they treated me like a sister, and while I loved them like family too, I didn't want to be a sister just now. And anyway, it wasn't like this was even a real date. This would be a simple matter of companionship. Plus, the same precautions it had provided for Seth – lack of interaction – applied for Roman too. It would be perfectly safe. I dialed the number. â€Å"Hello?† â€Å"I'm tired of holding on to your coat.† I could hear his smile on the other end. â€Å"I figured you'd thrown it away by now.† â€Å"Are you crazy? It's a Kenneth Cole. Anyway, that's not really why I called.† â€Å"Yeah, I figured.† â€Å"Do you want to come to a hockey game tonight?† â€Å"When does it start?† â€Å"Um, forty minutes ago.† A Seth-worthy pause. â€Å"So, you just now thought to invite me?† â€Å"Well†¦ the person I was going with didn't exactly show up.† â€Å"And now you call me?† â€Å"Well, you were so adamant about going out.† â€Å"Yes, but I'm†¦ wait a minute. I'm your second choice?† â€Å"Don't think of it like that. Think of it as more like, I don't know, you're stepping up to fulfill what someone else couldn't.† â€Å"Like the Miss America runner-up?† â€Å"Look, are you coming or not?† â€Å"Very tempting, but I'm busy right now. And I'm not just saying that either.† Another pause. â€Å"I'll stop by your place after the game, though.† No, that wasn't how this was supposed to play out. â€Å"I'm busy after the game.† â€Å"What, you and your no-show have other plans?† â€Å"I†¦ no. I have to†¦ put together a bookcase. It's going to take a while. Hard work, you know?† â€Å"I excel at that handy-type stuff. I'll see you in a couple hours.† â€Å"Wait, you can't – † The phone disconnected. I closed my eyes in a moment of exasperation, opened them, then returned to the action on the ice. What had I just done? After the game, I skulked back home. The elation of winning couldn't overpower the anxiety of having Roman in my apartment. â€Å"Aubrey,† I said upon entering, â€Å"what am I going to do?† She yawned, revealing her tiny, domestic-sized fangs. I shook my head at her. â€Å"I can't hide under the bed like you. He won't fall for it.† Both of us jumped at the sudden knock at the door. For half a second, I did consider the bed before deigning to let Roman in. Aubrey studied him a moment, then – apparently being too overwhelmed at the sight of a sex god in our midst – darted off for my bedroom. Roman, casually dressed, stood bearing a six-pack of Mountain Dew and two bags of Doritos. And a box of cereal. â€Å"Lucky Charms?† I asked. â€Å"Magically delicious,† he explained. â€Å"Requisite for any sort of building project.† I shook my head, still amazed at how he had managed to weasel his way over here. â€Å"This isn't a date.† He cut me a scandalized look. â€Å"Obviously. I'd bring Count Chocula for that.† â€Å"I'm serious. Not a date,† I maintained. â€Å"Yeah, yeah. I get it.† He set the stuff on the counter and turned to me. â€Å"So, where is it? Let's get this started.† I exhaled, uneasily relieved by his matter-of-fact manner. No flirtation, no overt come-ons. Just honest, friendly helpfulness. I'd get the shelf built, and then he'd be gone. We tore into the huge box, dumping out loose shelves and panels, as well as an assortment of bolts and screws. The directions were short on words, mostly containing some cryptic diagrams with arrows pointing to where certain parts went. After minutes of scrutiny, we finally decided the large backboard was the place to start, laying it flat on the floor with the shelves and walls placed on top. Once everything was properly aligned, Roman picked up the screws, studying where they joined the various parts together. He examined the screws, looked at the box, then turned back to the shelf. â€Å"That's weird.† â€Å"What is?† â€Å"I think†¦ most of these things usually have holes in the wood, then they include a little tool to put the screws in.† I leaned over the wood. No premade holes. No tools. â€Å"We've got to screw these in ourselves.† He nodded. â€Å"I've got a screwdriver†¦ somewhere.† He eyed the wood. â€Å"I don't think that'll work. I think we need a drill.† I felt awed at his hardware prowess. â€Å"I know I don't have that.† We hightailed it over to a big chain home store, walking in ten minutes before they closed. A harried salesclerk showed us to the drill section, then sprinted off, calling back a warning that we didn't have much time. The power tools stared back at us, and I looked to Roman for guidance. â€Å"Not a clue,† he finally admitted after a span of silence. â€Å"I thought you excelled at this ‘handy-type stuff.' â€Å" â€Å"Yeah†¦ well†¦Ã¢â‚¬  He turned sheepish, a new look for him. â€Å"That was kind of an exaggeration.† â€Å"Like a lie?† â€Å"No. Like an exaggeration.† â€Å"They're the same.† â€Å"No they aren't.† I let the semantics go. â€Å"Why'd you say it then?† He gave a rueful headshake. â€Å"Partially because I just wanted to see you again. And the rest†¦ I don't know. I guess the short answer is you said you had something hard to do. So I wanted to help.† â€Å"I'm a damsel in distress?† I teased. He studied me seriously. â€Å"Hardly. But you are someone I'd like to get to know better, and I wanted you to see I've got more on my mind than just getting you into bed.† â€Å"So if I offered you sex here in this aisle, you'd turn me down?† The flippant remark came off my tongue before I could stop it. It was a defense mechanism, a joke to cover up how confused his earnest explanation had made me. Most guys did just want to get me into bed. I wasn't quite sure what to do with one who didn't. My glibness succeeded in killing the pensive moment. Roman became his old confident and charming self, and I almost regretted the change I'd wrought, wondering what might have followed. â€Å"I'd have to turn you down. We've only got six minutes now. They'd kick us out before it was done.† He snapped his attention to the drills with renewed vigor. â€Å"And as for my so-called handy skills,† he added, â€Å"I'm a remarkably fast learner, so I wasn't really exaggerating. By the end of the night, I will excel.† Not true. After arbitrarily picking out a drill and coming home, Roman set himself to aligning the bookcase's pieces and putting them together. He fit one of the shelves to the backboard, lined up his screw, and drilled. The drill went through at an angle, missing the shelf entirely. â€Å"Son of a bitch,† he swore. I moved in and yelped when I saw the screw sticking through the back of my bookshelf. We took it out and stared bleakly at the conspicuous hole left behind. â€Å"Probably it'll be covered by books,† I suggested. He set his mouth in a grim line and attempted the same feat again. The screw made contact this time but was still at an obvious angle. He pulled it out again, finally inserting it correctly on his third try. Unfortunately, the process only repeated as he continued. Watching hole after hole appear, I finally asked if I could try. He waved his hand in a defeatist gesture and handed me the drill. I fitted in a screw, leaned over, and drilled it in perfectly in my first attempt. â€Å"Jesus,† he said. â€Å"I'm completely superfluous. I'm the damsel in distress.† â€Å"No way. You brought the cereal.† I finished attaching the shelves. The walls came next. The backboard had small hash marks to help with alignment. With careful scrutiny, I tried to line it up cleanly along the edges. It proved impossible, and I soon realized why. Despite my perfect drilling, all of the shelves were affixed crookedly, some too far to the left or right. The walls could not fit flush with the backboard's edges. Roman sat back against my couch, running a hand over his eyes. â€Å"My God.† I munched on a handful of Lucky Charms and considered. â€Å"Well. Let's just line them up as best we can.† â€Å"This thing'll never hold books.† â€Å"Yeah. We'll do what we can.† We tried it with the first wall, and though it took a while and looked terrible, it sufficed as serviceable. We moved on to the next one. â€Å"I think I finally have to admit I'm not so good at this,† he observed. â€Å"But you seem to have kind of a knack. A regular handywoman.† â€Å"I don't know about that. I think the only thing I have a knack for is barely scraping by with things I have to do.† â€Å"That was a world-weary tone if ever I heard one. Why? You got a lot of things you ‘have to do'?† I nearly choked on my laugh, thinking about the whole succubus survival scene. â€Å"You might say that. I mean, doesn't everyone?† â€Å"Yes, of course, but you've got to balance them with things you want to do. Don't get bogged down with the have- to's. Otherwise, there's no point in being alive. Life becomes a matter of survival.† I finished a screw. â€Å"You're getting kind of deep for me tonight, Descartes.† â€Å"Don't be cute. I'm serious. What do you really want? From life? For your future? For example, do you plan on being at the bookstore forever?† â€Å"For a while. Why? Are you saying there's something wrong with that?† â€Å"No. Just seems kind of mundane. Like a way to fill the time.† I smiled. â€Å"No, definitely not. And even if it was, we can still enjoy mundane things.† â€Å"Yes, but I've found most people harbor dreams of a more exciting vocation. The one that's too crazy to ever actually do. The one that's too hard, too much work, or just too ‘out there.' The gas station attendant who dreams of being a rock star. The accountant who wishes she'd taken art history classes instead of statistics. People put their dreams off, either because they think it's impossible, or because they'll do it ‘someday' â€Å" He had paused from our work, his face serious once more. â€Å"So what do you want, Georgina Kincaid? What is your crazy dream? The one you think you can't have but secretly fantasize about?† Honestly, my deepest longing was to have a normal relationship, to love and be loved without supernatural complications. Such a small thing, I thought sadly, compared to his grandiose examples. Not crazy at all, just impossible. I didn't know if I wanted love now as a way of making up for the mortal marriage I'd destroyed or simply because the years had shown me that love could be a bit more fulfilling than being a continual servant of the flesh. Not that that didn't have its moments, of course. Being wanted and adored was an alluring thing, a thing most mortals and immortals craved. But loving and longing were not the same things. Relationships with other immortals seemed a logical choice, but employees of hell proved nonideal candidates for stability and commitment. I'd had a few semisatisfying relationships with such men over the years, but they'd all come to nothing. Explaining any of this, however, was not a conversation Roman and I were going to have anytime soon. So instead, I confessed my secondary fantasy, half-surprised at how much I wanted to. People didn't usually ask me what I wanted from life. Most just asked me what position I wanted to do it in. â€Å"Well, if I weren't at the bookstore – and believe me, I'm very happy there – I think I'd like to choreograph Vegas dance shows.† Roman's face split into a grin. â€Å"There, you see that? That's the kind of wacky, off-the-wall thing I'm talking about.† He leaned forward. â€Å"So what holds you back from bare breasts and sequins? Risk? Sensationalism? What others will say?† â€Å"No,† I said sadly. â€Å"Simply the fact that I can't do it.† † ‘Can't' is a – â€Å" â€Å"I mean, I can't choreograph because I can't write routines. I've tried. I can't†¦ I can't create anything, for that matter. Anything new. I'm not the creative type.† He scoffed. â€Å"I don't believe that.† â€Å"No, it's true.† Someone had once told me that immortals were not meant to create, that that was the province of humans who burned to leave behind a legacy after their short existence. But I'd known immortals who could do it. Peter was always concocting his original culinary surprises. Hugh used the human body as a canvas. But me? I had never been able to do it as a mortal either. The lack was in me. â€Å"You don't know how hard I've tried to do creative things. Painting classes. Music lessons. I'm a dismal failure at worst, a copycat of another's genius at best.† â€Å"You've been pretty adept with this building project.† â€Å"Another person's design, another person's directions. I excel at that part. I'm smart. I can reason. I can read people, interact with them perfectly. I can copy things, learn the right moves and steps. My eyes, for example.† I pointed to them. â€Å"I can apply makeup as well or better than any of the department store girls. But I get all my ideas and palettes from others, from pictures in magazines. I don't make up anything of my own. The Vegas thing? I could dance in a show and be perfect. Seriously. I could be the star of any revue – following another's choreography. But I couldn't write any moves myself, not in any major or significant way.† The wall was done. â€Å"I don't believe it,† he argued. His passionate defense both surprised and charmed me. â€Å"You're bright and vivacious. You're intelligent – extremely so. You have to give yourself a chance. Start small, and go from there.† â€Å"Is this the part where you tell me to believe in myself? The sky is the limit?† â€Å"No. This is the part where I tell you it's getting late, and I need to go. Your shelf is finished, and I have had a lovely evening.† We stood up and lifted the bookcase, leaning it against my living room wall. Stepping back, we studied it in silence. Even Aubrey appeared for the inspection. Each shelf sat at a crooked angle. One of the sidewalls almost lined up straight with the backboard's edge, the other had a quarter-inch margin. Six holes were visible in the backboard. And most inexplicably of all, the whole thing seemed to lean slightly to the left. I started laughing. And I couldn't stop. After a moment of shock, Roman joined me. â€Å"Dear Lord,† I said finally, wiping tears away. â€Å"That's the most horrible thing I've ever seen.† Roman opened his mouth in disagreement, then reconsidered. â€Å"It just might be.† He saluted. â€Å"But I think it'll hold, Captain.† We made a few more mirthful comments before I walked him to the door, remembering to give him his coat back. In spite of his jokes, he seemed more genuinely disappointed about our shelf failure than I did, like he had let me down. Somehow, I found this more appealing than his perfectly timed lines or charming bravado. Not that I didn't love those too. I studied him as we said goodbye, thinking about his â€Å"chivalry† and passionate belief in me following my heart's desire. The lump of fear I always carried around people I liked softened a little. â€Å"Hey, you never told me your crazy dream.† The aqua eyes crinkled. â€Å"Not so crazy. Just still trying to score that date with you.† Not so crazy.Just like mine. Companionship over fame and glamour. I took the plunge. â€Å"Well, then†¦ what are you doing tomorrow?† He brightened. â€Å"Nothing yet.† â€Å"Then come by the bookstore just before closing. I'm giving a dance lesson.† The dance lesson would have lots of people. It would be a safe compromise for us. That smile faltered only slightly. â€Å"A dance lesson?† â€Å"You have a problem with that? Are you changing your mind about going out?† â€Å"Well, no, but†¦ is it like the Vegas thing? You covered in rhinestones? Because I could probably get into that.† â€Å"Not exactly.† He shrugged, the charisma on high-beam. â€Å"Well. We'll save that for the second date.† â€Å"No. There's no second date, remember? Just the one, then that's it. We don't see each other anymore. You said so. Super-secret Boy Scout†¦ whatever.† â€Å"That might have been an exaggeration.† â€Å"No. That would be a lie.† â€Å"Ah.† He winked at me. â€Å"I guess those two aren't the same then after all, eh?† â€Å"I – † My words halted at the logic. He gave me one of his roguish bows before sweeping away. â€Å"Farewell, Georgina.† I went back inside, hoping I hadn't just made a mistake, and found Aubrey sitting on one of my shelves. â€Å"Whoa, be careful,† I warned. â€Å"I don't think that's structurally sound.† Although it was late, I didn't feel tired. Not after this wacky evening with Roman. I felt wired, his presence affecting both my body and mind. Inspired, I shooed Aubrey off the bookcase and started transferring my stacks. With each new weight addition, I expected collapse, but the thing held. When I got to my Seth Mortensen books, I suddenly remembered the cataclysm that had sparked this whole evening. Anger kindled in me once more. I'd heard nary a word from the writer the entire time. The getting-hit-by-a-car thing might still be a possibility, but my instincts doubted it. He had stood me up. Half of me considered kicking his books in retaliation, but I knew I could never do that. I loved them too much. No need to punish them for their creator's shortcomings. Longingly, I picked up The Glasgow Pact, suddenly anxious to read my next five-page installment. I left the rest of my books unshelved and settled on the couch, Aubrey at my feet. When I reached the stopping point, I discovered something incredible. Cady was developing a love interest in this one. It was unheard of. O'Neill, ever the charming ladies' man, got around all the time. Cady remained virtuously pure, no matter the number of sexual innuendoes and jokes she traded across the table with O'Neill. Nothing tangible had happened thus far in the book, but I could read the inevitable signs of what was to come with her and this investigator they'd met in Glasgow. I kept reading, unable to leave that plotline hanging. And the farther I read, the harder it was to stop. I soon took a secret, irrational satisfaction at breaking the five-page rule. Like I was somehow getting back at Seth. The night wore on. Cady went to bed with the guy, and O'Neill became uncharacteristically jealous and freaked out, despite his usual surface charm. Holy shit. I left the couch, put on pajamas, and curled up in my bed. Aubrey followed. I kept reading. I finished the book at four in the morning, bleary-eyed and exhausted. Cady saw the guy a few more times as she and O'Neill wrapped up their mystery – as enthralling as ever, but suddenly less interesting compared to the interpersonal developments – and then she and the Scotsman parted ways. She and O'Neill returned to Washington, D.C., and the status quo resettled. I exhaled and set the book on the floor, unsure what to think, mainly because I was so tired. Still, in a valiant effort, I got up from bed, found my laptop, and logged into my Emerald City e-mail. I sent Seth a terse message: Cady got some. What's up with that? Then, as an afterthought: By the way, the hockey game was great. Satisfied I'd registered my opinion, I promptly fell asleep†¦ only to be awakened a few hours later by my alarm clock.