NUCOR Corporation Case Analysis Study Example | Topics and Well Written Essays - 750 words

NUCOR Corporation Analysis - Case Study Example Nucor’s mission to take care of their customer has been realized through quality products manufactured within the broader parameter of sustainable business practices. Hence, ethically considered decision making and promoting environment conservation at all levels of operations have been its hallmark that has helped it to meet the challenges of time. Analysis of Nucor’s business practice therefore would not only give insight into its success but also help identify factors and issues which would help it maintain the competitive advantage within the industry. Nucor’s business strategy for competitive advantage The major factors of current competitive advantage have been its ability to exploit its internal competencies like strong team work and innovative approach of managerial leadership towards production and research. There is strong trust and mutual respect between the management and workforce that is based on uniform code of benefits spread across the hierarchy of management and employees. The shared goals and collective decisions encourage empowered decisions resulting in optimal performance. The entrepreneurial leadership of its managers has significantly influenced its operational efficiency. Byrnes (2003) believes that product flow can increase earnings while raising customer service levels. Hence, Nucor’s use of mini steel factory is its key element of competitive advantage because it not only reduces pollution but also significantly cuts the operating costs by using scrap material, giving nearly 25% return on equity. It also uses considerably less energy than traditional steel factories. Its use of recycles goods has greatly contributed towards environment conservation and highlight is sustainable business practices that have enabled it to produce goods at competitive costs. Its acquisition of David J Joseph Co., a metal scrap supplier, has been a highly beneficial. It not only provides it with raw material but has also come w ith 2000+ railcars which can significantly boost its transportation logistics. This could facilitate competitive advantage in the recessive environment. Its ability to be innovative is another key element of its competitive advantage. The ongoing experiment of liquid steel could be a major breakthrough for the industry and could become its major strength in staying ahead of its global competitors Area of threats and weakness The major threat comes from the import of low cost steel from emerging economies like China where the lack of regulations help the indigenous firms to export steel at low cost to developed countries. The company has also not made any initiative to expand across the globe and this could adversely impact its business prospects, especially as the globalization and technology has made businesses more competitive. Nucor is quite rigid in its principles and does not give discounts to bulk buyers. This could threatened its market scope in the contemporary environment o f cut throat business Recommendations Many scholars have affirmed that major imperatives of the corporate world have fundamentally relied on improvement initiatives of business processes (Laraia et al., 1999). Thus, Nucor must make efforts to exploit the global financial downtrend and take advantage of weak

The importance of initial (primary) education in the professional Thesis

The importance of initial (primary) education in the professional development of teachers - Thesis Example â€Å"Professional development is an essential way for teachers to refine their strategies, methods, and understanding of their work† (Myers, 2011). In this paper, we will discuss the role that training and college/university education can play in the professional development of teachers. Training is critical for every professional person. For teachers, it is even more critical because it helps them manage classrooms as well as students effectively and efficiently. Training helps teachers learn new teaching and management skills. Professional development means being able to succeed and flourish in the professional environment. â€Å"Ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more† (Anonymous, 2008). In the present world, teachers need to understand the changes in the learning needs of children. Today, teachers need to use technology to make learning easy for children. Training provides the opportunity to teachers to learn ways to make proper use of new teaching technologies. Training programs help teachers learn ways to stimulate students’ learning desire. â€Å"Great induction programs create opportunities for novice teachers to learn from best practices and analyze and reflect on their teaching† (Anonymous, 2008). Education and training are two ends continuum of professional development of a teacher. Education gives knowledge, whereas training makes a teacher make the best use of the acquired knowledge. Training makes a teacher perform his/her job roles in an appropriate manner. Training brings perfection in professional practices of a teacher. For example, a teacher knows how to teach his/her students but does not know the best way to deal with a class of students having different backgrounds. It is training, which makes a teacher able to deal

The Lord of the Flies -Plot Outline Essay Example for Free

The Lord of the Flies -Plot Outline Essay A group of well manned English boys were put on a plane and sent to a boarding school because of their country being in a nuclear war. On their way to the school, their plane gets shot down and they end up on an inhabited island. The first character we meet is Ralph. He is a typical school boy who is very athletic with fair hair. His character is portrayed as smart, wise, insightful and one with very good leadership skills. He is elected as chief by the boys because of these qualities. Then we come across Piggy, a fat boy who wears glasses and has asthma. In spite of these insecurities, Piggy is very wise, highly intelligent, insightful for his age. He is the reason behind Ralphs ideas and plans. He always thinks things through and likes to have order. He is actually the one to discover the conch. Then there is Jack who is accustomed to leading because he is the leader of the choir boys, but because Ralph is elected as chief, Jack becomes jealous and revengeful. Jack is the first boy to turn savage and primitive and does things impulsively. He becomes very cruel and violent and just wants to hunt and kill. Jack starts painting his face to take on a different persona. Then theres Simon, a typical shy school boy who is extremely wise and intelligent. He is very mature and has an adult understanding of life. He is very compassionate and sensitive. He is the only one on the island who is in touch with his inner most feelings. As time progresses, they boys start reverting to savagery behaviour and they move more away from civilization. They start separate tribes : Ralphs tribe and The Hunters (following Jack). The boys who are following Ralph wants to be rescued, and the ones who follow Jack wants to hunt and be free. With all this erg to hunt, they end up killing two innocent boys. After the murders, the hunters are now out to hunt Ralph. At the end, whats left of the boys are rescued. In this novel Golding shows that every human being has evil in them, even if you the most holy person on earth. Everyone isnt perfect, some has more evil in them than others. Some keep in all in and one day they snap and do something theyll regret forever! You can have the worst evil in you and you wont realise it until something happens

Reflection on Nursing Communication Scenario

Reflection on Nursing Communication Scenario INTRODUCTION TO COMMUNICATION SKILLS Communication is a vital part of the nurses role. Theorists such as Peplau (1952), Rogers (1970) and King (1971) all emphasise therapeutic communication as a primary part of nursing and a major focus of nursing practice. Long (1992) further suggests that communication contains many components including presence, listening, perception, caring, disclosure, acceptance, empathy, authenticity and respect. Stuart and Sundeen (1991, p.127) warn that while communication can facilitate the development of a therapeutic relationship it can also create barriers between clients and colleagues. Within Healthcare, communication may be described as a transitional process that is dynamic and constantly changing (Hargie, Saunders and Dickenson, 1994, p.329). It primarily involves communication between the nurse and the patient. If the interaction is to be meaningful, information should be exchanged; this involves the nurse adopting a planned, holistic approach which eventually forms the basis of a therapeutic relationship. Fielding and Llewelyn (1987) contend that poor communication is the primary cause of complaints by patients. This is supported by Young (1995) who reports that one third of complaints to the Health Service Commissioner were related to communication with nursing staff. Studies by Boore (1979) and Devine and Cook (1983) demonstrate that good communication actually assisted the rate of patient recovery thus reducing hospital admission times. This suggests that good communication skills are cost effective. In this assignment, I have reflected on situations that have taken place during my clinical work experience. These situations have helped to develop and utilise my interpersonal skills, helping to maintain therapeutic relationships with patients. In this instance, I have used Gibbs (1988) reflective cycle as the framework for my reflection. Gibbs (1988) reflective cycle consists of six stages in nursing practice and learning from the experiences. Description of the situation that arose. Conclusion of what else would I could have done. Action plan is there so I can prepare if the situation rises again. Analysis of the feeling Evaluation of the experience Analysis to make sense of the experience My Reflective Cycle Baird and Winter (2005) illustrate the importance of reflective practice. They state that reflecting will help to generate knowledge and professional practice, increase ones ability to adapt to new situations, develop self esteem and greater job satisfaction. However, Siviter (2004) explains that reflection is about gaining self confidence, identifying ways to improve, learning from ones own mistakes and behaviour, looking at other peoples perspectives, being self aware and making future improvements by learning from the past. I have come to realise that it is important for me to improve and build therapeutic relationships with my patients by helping to establish a rapport through trust and mutual understanding, creating the special link between patient and nurse as described by Harkreader and Hogan (2004). Peplau (1952), cited in Harkreader and Hogan (2004), notes that good contact in therapeutic relationships builds trust as well as raising the patients self esteem, often leading t o the patients personal growth. Ruesh (1961), cited in Arnold and Boggs (2007), states that the purpose of therapeutic communication is to improve the patients ability to function. Therefore, in order to establish a therapeutic nurse/patient interaction, a nurse must possess certain qualities e.g. caring, sincerity, empathy and trustworthiness (Kathol, 2003) (P.33). These qualities can be expressed by promoting effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) defines interpersonal skills as the ability to communicate effectively. Chitty and Black (2007, p 218) mention that communication is the exchange of information, thoughts and ideas via simultaneous verbal and non verbal communication. They explain that while verbal communication relies on the spoken word, non-verbal communication is just as important, consisting of gestures, postures, facial expressions, plus the tone and level of volume of ones voice. Thus, my reflection i n this assignment is based on the development of therapeutic relationships between the nurse and patient using interpersonal skills. My reflection is about a particular patient, to whom, in order to maintain patient information confidentiality (NMC, 2004), I will refer to as Mr R. It concerns an event which took place when I was working on a surgical ward. Whilst there were male and female wards, female and male surgical patients were encouraged mingle. On this particular day, I noticed that one of the male patients was sitting alone on his bed. This was Mr R., a 64 year old gentleman who had been diagnosed with inoperable cancer of the pancreas, with a life expectancy of 18-24 months. He was unable to control his pain, and whilst some relief could be provided by chemotherapy, Mr R. had a good understanding of his condition and knew that there was no cure available. He was unable to walk by himself and always needed assistance even to stand up or sit down. Because of his mobility problems I offered to get him his cup of tea and I then sat with him as he was lonely. I would now like to discuss the feelings and thoughts I experienced at the time. Before I gave Mr R. his cup of tea, I approached him in a friendly manner and introduced myself; I tried to establish a good rapport with him because I wanted him to feel comfortable with me even though I was not a family member or relative. When I first asked Mr R. if I could get him a cup of tea, he looked at me and replied I have asked the girl for a cup of tea, I dont know where she is. I answered Well, I will see where she is and if I cant find her, I will gladly get one for you Mr R. In doing this, I demonstrated emphatic listening. According to Wold (2004, p 13), emphatic listening is about the willingness to understand the other person, not just judging by appearance. Then I touched MrR.s shoulders, kept talking and raised my tone a little because I was unsure of his reaction. At the same time, I used body language to communicate the action of drinking. I paused and repeated my actions, but this time I used some simple words which I though Mr R. would understand. Mr R. looked at me and nodded his head. As I was giving him his cup of tea, I maintained eye contact as I didnt want him to feel shy or embarrassed. Fortunately, using body language helped me to communicate with this gentleman. At the time I was worried that he would be unable to understand me since English is not my first language but I was able to communicate effectively with him by verbal and non-verbal means, using appropriate gestures and facial expressions. Body language and facial expressions are referred to as a non-verbal communication (Funnell et al. 2005 p.443). I kept thinking that I needed to improve my English in order for him to better understand and interpret my actions. I thought of the language barrier that could break verbal communication. Castledine (2002, p.923) mentions that the language barrier arises when individuals come from different social backgrounds or use slang or colloquial phrases in conversation. Luckily, when dealing with Mr R. the particular gestures and facial expressions I used helped him to understand that I was offering him assistance. The eye contact I maintained helped show my willingness to help him; it gave him reassurance and encouraged him to place his confidence in me. This is supported by Caris-Verhallen et al (1999) who mention that direct eye contact expresses a sense of interest in the other person and provides another form of communication. In my dealings with Mr R., I tried to communicate in the best and appropriate way possible in order to make him feel comfortable; as a result he placed his trust in me and was more co-operative. Evaluation In evaluating my actions, I feel that I behaved correctly since my actions gave Mr R. both the assistance he needed and provided him with some company. I was able to successfully develop the nurse-patient relationship. Although McCabe (2004, p-44) would describe this as task centred communication one of the key components missing in communication by nurses I feel that the situation involved both good patient and task centred communication. I feel that I treated Mr R. with empathy because he was unable to perform certain tasks himself due to his mobility problems and was now refusing chemotherapy. It was my duty to make sure he was comfortable and felt supported and reassured. My involvement in the nurse-patient relationship was not restricted to task centred communication but included a patient centred approach using basic techniques to provide warmth and empathy toward the patient. I found that I was able to improve my non-verbal communication skills in my dealings with Mr R. When he first mentioned having chemotherapy, he volunteered very little information, thus demonstrating the role of non-verbal communication. Caris-Verhallen et al (1999, p.809) state that the role of non-verbal communication becomes important when communicating with elderly people with incurable cancer (Hollman et al 2005, p.31) There are a number of effective ways to maximise communication with people, for example, by trying to gain the persons attention before speaking this makes one more visible and helps to prevent the person from feeling intimidated or under any kind of pressure; the use of sensitive touch can also make them feel more comfortable. I feel that the interaction with Mr R. had been beneficial to me in that it helped me to learn how to adapt my communication skills both verbally and non-verbally. I used body language to its full effect since the language barrier made verbal communication with Mr.R. difficult. I used simple sentences that Mr R. could easily understand in order to encourage his participation. Wold (2004, p.76) mention that gestures are a specific type of non-verbal communication intended to express ideas; they are useful for people who have limited verbal communication skills. I also used facial expressions to help encourage him to have chemotherapy treatment which might not cure his problem but would give him some relief and make him feel healthier. Facial expressions are the most expressive means of non-verbal communication but are also limited to certain cultural and age barriers (Wold 2004 p.76). My facial expressions were intended to encourage Mr R. to reconsider his decision with regard to chemotherapy treatment. Whilst I could not go into all the details about his treatment, I was able to advise him to complete his treatment in order to alleviate his symptoms. Analysis In order to analyse the situation, I aim to evaluate the important communication skills that enabled me to provide the best level of nursing care for Mr R. My dealings with Mr R. involved interpersonal communication i.e. communication between two people (Funnell et al 2005, p-438).I realised that non-verbal communication did help me considerably in providing Mr R. with appropriate nursing care even though he could only understand a few of the words I was speaking. I did notice that one of the problems that occurred with this style of communication was the language barrier but despite this I continued by using appropriate communication techniques to aid the conversation. Although it was quite difficult at first, the use of non verbal communication skills helped encourage him to speak and also allowed him to understand me. The situation showed me that Mr R. was able to respond when I asked him the question without me having to wait for an answer he was unable to give. Funnell et al (2005, p 438) point out that communication occurs when a person responds to the message received and assigns a meaning to it. Mr R. had indicated his agreement by nodding his head. Delaune and Ladner (2002, P-191) explain that this channel is one of the key components of communication techniques and processes, being used as a medium to send out messages. In addition Mr R. also gave me feedback by showing that he was able to understand the messages being conveyed by my body language, facial expression and eye contact. The channels of communication I used can therefore be classed as both visual and auditory. Delaune and Ladner (2002 p.191) state that feedback occurs when the sender receives information after the receiver reacts to the message, however Chitty and Black (2007, p.218) define feedback as a response to a message. I n this particular situation, I was the sender who conveyed the message to Mr R. and Mr R. was the receiver who agreed to talk about his chemotherapy treatment and allowed me to assist. Consequently I feel that my dealings with Mr R. involved the 5 key components of communication outlined by Delaune and Ladner (2002, p.191) i.e. senders, message, channel, receiver and feedback. Reflecting on this event allowed me to explore how communication skills play a key role in the nurse and patient relationship in the delivery of patient-focussed care. Whilst I was trying to assist Mr R. when he was attempting to walk, I realised that he needed time to adapt to the changes in his activities of daily living. I was also considering ways of successful and effective communication to ensure a good nursing outcome. I concluded that it was vital to establish a rapport with Mr R. to encourage him to participate in the exchange both verbally and non-verbally. This might then give him the confidence to communicate effectively with the other staff nurses; this might later prevent him from being neglected due to his age or his inability to understand the information given to him about his treatment and the benefits of that treatment. I have set out an action plan of clinical practice for future reference. If there were patients who needed help with feeding or with other procedures, I would ensure that I was well prepared to deal patients who werent able to communicate properly. This is because, as a nurse, it is my role to ensure that patients are provided with the best possible care. To achieve this, I need to be able to communicate effectively with patients in different situations and with patients who have differing needs. I need to communicate effectively as it is important to know what patients need most during there stay on the ward under my supervision. Whilst I have a lot of experience in this field of practice, communication remains a fundamental part of the nursing process which needs to be developed in nurse-patient relationships. Wood (2006, p.13) states that communication is the key to unlock the foundation of relationships. Good communication is essential if one is to get to know a patients individu al health status (Walsh, 2005, p.30). Active learning can also help to identify the existence of barriers to communication when interacting with patients. Active learning means listening without making judgements; I always try to listen to patients opinions or complaints since this gives me the opportunity to see the patients perspective (Arnold, 2007, p.201). On the other hand, it is crucial to avoid the barriers that occur in communication with the patients and be able to detect language barriers. This can be done by questioning patients about their health and by asking them if they need help in their daily activities. I set about overcoming such barriers by asking open-ended questions and interrupting when necessary to seek additional facts (Funnell et al, 2005, p.453). Walsh (2005, p.31) also points out that stereotyping and making assumptions about patients, by making judgements on first impressions and a lack of awareness of communication skills are the main barriers to good communication. I must not judge patients by making assumptions on my first impression but should go out of my way to make the patient feel valued as an individual. I should respect each patients fundamental values, beliefs, culture, and individual means of communication (Heath, 300, p.27). I should be able to know how to establish a rapport with each patient. Cellini (1998, p.49) suggests a number of ways in which this can be achieved, including making oneself visible to the patient, anticipating patients needs, being reliable, listening effectively; all these factors will give me guidelines to improve my communication skills. Another important factor to include in my action plan is the need to take into account any disabilities patients may have such as poor hearing, visual impairment or mental disability. This could help give the patient some control and allow them to make the best use of body language. Once I know that a patient has some form of disability, I will be able to prepare a course of action in advance, deciding on the most appropriate and effective means of communication. Heath (2000, p.28) mentions that communicating with patients who have an impairment requires a particular and certain type of skill and consideration. Nazarko (2004, p.9) suggests that one should not repeat oneself if the patient is unable to understand but rather try to rephrase what one is saying in terms they can understand e.g. try speaking a little more slowly when communicating with disabled people or the hard of hearing. Hearing problems are the most common disability amongst adults due to the ageing process (Schofield. 2002, p.21). In summary, my action plan will show how to establish a good rapport with the patient, by recognising what affects the patients ability to communicate well and how to avoid barriers to effective communication in the future. Conclusion In conclusion, I have outlined the reasons behind my choosing Gibbs (1988) reflective cycle as the framework of my reflection and have discussed the importance of reflection in nursing practice. I feel I have discussed each stage of the cycle, outlining my ability to develop therapeutic relationship by using interpersonal skills in my dealings with one particular patient. I feel that most parts of the reflective cycle (Gibbs 1988) can be applied to the situation on which I have reflected. Without the model of structured reflection I do not feel I would have had the confidence to consider the situation in any depth (Graham cited in Johns 1997 a, p.91-92) and I fear reflection would have been remained at a descriptive level. I have been able to apply the situation to theory; as Boud Keogh Walker (1985, p.19) explain that reflection in the context of learning is a generic term for those intellectual and effective activities whereby individuals engage to explore their experiences in ord er to lead to a better understanding and appreciation. Boyd Fales (1983, p.100) agree with this and state that reflective learning is the process of internally examining and exploring an issue of concern, trigged by an experience that creates and clarifies meaning in terms of self and which results in a changed conceptual perspective. However, I personally believe that the reflective process is merely based on each individuals own personality and beliefs as well as their attitude and approach to the life. Appendix Mr R., a 64 year old gentleman, was an inpatient on a surgical ward. Earlier that day his consultant had directly informed him that he had inoperable cancer of the pancreas with a life expectancy of 18-24 months. Some relief might be offered by chemotherapy, but there was no cure. Mr R. was understandably shocked, but had suspected the diagnosis. At that time he remained in the care of the specialist nurse. Later in the day, as I was passing through the ward, I notice Mr. R. alone on his bed. Prescriptive A prescriptive intervention seeks to direct the behaviour of the client, usually behaviour that is outside the client-practitioner relationship. My first intervention was to open the conversation and demonstrate warmth. I provided information myself and gave Mr R. the choice of staying on his own or engaging with me. By shaking Mr R.s hands I was attempting to provide reassurance and support as well as communicating warmth in order to reduce his anxiety and promote an effective nurse-patient relationship. Practitioner: Hello Mr. R, I am one of the nurses here this  morning with Dr. M. Is there anything I can get you or would you rather be on your own? (Shook hands). Mr. R: NO, I remember you from this morning, come and sit down. Ive asked the girl for a cup of tea, I dont know where shes got to. Practitioner: Well give me a minute and Ill bring you one in. Do you take sugar? Mr. R: I suppose I shouldnt, then why worry. Two please. Practitioner: (Returning with a cup of tea) Here we are, dont blame me if its horrible, I got it from the trolley. (I smiled at Mr.R. and tried to establish eye contact, then sat down in the chair next to him). Mr. R: Thanks, thats just what I need. 2. Informative An informative intervention seeks to impart knowledge, information and meaning to the patient. My intention was to reinforce the nurse-patient relationship by smiling and attempting to establish eye contact as well as using facial expressions to put the patient at ease and establish a good rapport. By making Mr. R a cup of tea it created a pleasant response in a time of crisis. Practitioner: Jane (specialist nurse) was here this morning, what did you think about what she had to say? Mr. R: Oh yes she was very nice, mind you Im an old hand at this, I looked after my wife when she had cancer. Mr. R: She was riddled with cancer, but we kept her at home and looked after her. She could make a cracking cup of tea (Mr.R. smiles) Practitioner: (smiles and nods) When did she pass away? 3. Confronting A confronting intervention seeks to raise the clients consciousness about limiting behaviour or attitudes of which they are relatively unaware. By meeting the patients needs at that time I felt the urge to continue to show a display of warmth and develop the relationship further. Mr. R: It will be two years next month that she died. Practitioner: You must miss her. Mr. R: Theres not a day goes by that I dont talk to her. Goodness knows what she would make of all this, its brought it all back. 4. Cathartic A cathartic intervention seeks to enable the client to discharge/react to a painful emotion primarily grief, fear and/or anger. Mr. R spoke emotively and angrily by using such words as riddled and cancer. He spoke loudly and angrily with congruent non-verbal cues. Practitioner: Has what youve been discussing with Jane reminded you of your wifes death? Mr. R: Yes, (patient covers his face with his hands). Practitioner: What is it about what youve heard that is worrying you, do you think you can tell me? 5. Catalytic A catalytic intervention seeks to elicit self-discovery, self direct living, learning and problem solving in the client. Mr. R had a broad scope in which to discuss any concerns he may have had, but his response only concerned his wife, not him as his wife was the one who suffered from cancer. Mr. R: (Pause) ..Im an old hand at this and I dont want any of that chemo. Practitioner: What is it about the chemotherapy you dont like? Mr. R: My wife had it and we went through hell. Practitioner: You went through hell Mr. R: The doctors made her have the chemo and she still died in agony. 6. Supportive A supportive intervention seeks to affirm worth and value of the clients person, qualities, attitudes and actions. It is done to encourage the client to say more and to explore the issue further. Support is provided by non-verbal means like giving warmth, supportive posture and maintaining eye contact. I wanted to convince Mr. R that I was interested in what he had to say and help him believe that he was worth listening to that his opinions really mattered. Practitioner: Do you think the same thing will happen to you? Mr. R: Yes, thats the one thing Im worried about. Practitioner: em, if Im honest with you chemotherapy treatment is not a subject I know a lot about. (Pause), would you like to see the specialist nurse again? She can go over things with you and explain your options. Mr. R Well if she doesnt mind, Im just not sure the chemo will be worth it. Learning outcomes From this experience, I have learned the importance of:- Practice in accordance with the NMC (2004) code of professional conduct, performance, when caring for adult patients including confidentially, informed consent, accountability, patient advocacy and a safe environment. Demonstrating fair and anti-discriminatory behaviour, acknowledging differences in the beliefs, spiritual and cultural practices of individuals. Understanding the rationale for undertaking and documenting, a comprehensive, systematic and accurate nursing assessment of physical, psychological, social and spiritual needs. Interpreting assessment data to prioritise interventions in evidence based plan of care. Discussing factors that will influence the effective working relationships between health and social care teams. Demonstrating the ability to critically reflect upon practice.

A Girl Named Lisa :: Personal Narrative, Autobiographical Essay

A Girl Named Lisa I was working in the seafood department one day when I saw them...well, her actually. I wondered what her name was. She was about 13 or 14 years old, maybe a bit more, but certainly not old enough to drive yet, or maybe she was. She was with her family, I think...no, I assume. Her father (I assume) was the big guy with a red sash on his waist and a jacket with a yin-yang patch on the front right side of it and it was black. The jacket, I mean. Her mother (I assume) was there too, and...I don't remember anything at all about her. There was another kid there, younger than her, and I assumed it was her brother. She was beautiful. Not in the gorgeous model way or the cute puppy way but in the sort of beauty that just is, Plato's beauty, you know? And I don't know why or how but when I saw her I got a feeling like when you know something's going to happen but you don't know what but you can just tell but it wasn't love. Sorta like butterflies but higher and stronger. Maybe butterflies on steroids. And the feeling stayed, sort of an anticipation. And she went away and I went to work, but I happened to look across the store towards the milk, and she was there. And she looked at me. No, not at me. It was like. . .like when you're driving over a familiar stretch of road and you know it so well that you just stare straight ahead and almost forget you're driving. It was like she knew me. It was like she was me. And then she turned down the cookie aisle and was gone. It had been over a year, and I still hadn't seen her in the store. I honestly didn't know what I'd say if I saw her, but I tried to imagine it. I saw her father (I assume) every week in the store, the same red sash, the same yin-yang jacket, as he bought fruit and eggs and bread and beer and toilet paper. But he never bought fish. And I never said anything to him, and he never noticed me or said Hi. But she noticed me. She knew me. And one day, I knew she would be in the store again, and I would see her standing by the milk, and she would see me standing by the frozen fish.

A Struggle for Acceptance of Gays Essay -- Homosexuality Religion Marr

A Struggle for Acceptance of Gays "When the dust settles and the pages of history are written, it will not be the angry defenders of intolerance who have made the difference, that reward will go to those who dared to step outside the safety of their privacy in order to expose and rout the prevailing prejudice." - John Shelby Spong Episcopal Bishop of the Diocese of Newark, NJ November 21, 1996 During World War II and especially the twenty years after brought great political and social changes to the U.S.. Undoubtedly, one of the major changes was the new awareness of homosexuality. If this new awareness was to the advantage or if it was really wanted by the gay and lesbian population is a question that arises; if they really had a choice in the matter is another. I think gays' relentless struggle for acceptance into mainstream society came from the American constitution itself. After all, the gay liberation movement started in America, the land of the free, where all men are created equal and with an inalienable right to pursue their own happiness. No one should be able to take these rights away from anyone. Also, in the 1950s, the civil rights movement became active and words like desegregation and equal rights for all became synonymous with the American way of life. Stand up and fight against those who have done you wrong! This is what gave homosexuals such a conviction to start fighting for their own cause. This paper will follow the progress of gay and lesbians in the twentieth century before, during and after World War II. What was their position in the armed forces during the war and what was government and military policy during and after the war on gays in the army and in government positions? How did gay and lesbians respond to the new policies after the war and why were organizations like the Mattachine Society and the Daughters of Bilitis founded? On December 7, 1941 at 7:55 a.m. local time, Japan attacked Pearl Harbor. The Unites States declared war on Japan and was suddenly a participant in the largest war in the history of mankind. A massive military force of 12 million men was assembled. American soldiers were sent to Europe and Japan to participate and win the Big One. The military bureaucracy grew accordingly and thousands of new jobs were created. With the military's enormous demand for personnel... ...os Angeles newspaper in March 1953 linking "sexual deviates" with "security risks" who were banding together to wield "tremendous political power". The Mattachine Society was restructured, with a more transparent organization, and its leadership replaced. It also changed its aims to the assimilation of homosexuals into general society, which reflected its rejection of the notion of a homosexual minority. However the Society declined, and at its convention in May 1954 only forty-two members attended. The Mattachine Society produced the monthly periodical ONE Magazine , starting in January 1953 and eventually achieving a circulation of 5000 copies. The regular publication of the magazine ceased in 1968, but its publisher, ONE Inc., still exists. In January, 1955 the San Francisco branch of the Mattachine Society began a more scholarly journal, Mattachine Review , which lasted for ten years. The periodicals reached previously isolated individuals and helped Mattachine to become better known nationally. Chapters functioned in a number of USA cities through the 1960s. However, they failed to adapt to the radical militantism after the Stonewall Rebellion and faded away.

Succubus Heat CHAPTER 25

To her credit, Grace didn't cower. She stood firm, regaining her composure as she matched Jerome's stare with one of her own. In fact, she regained enough of herself that she remembered to avoid the rain. The drops parted around her, much as the fire had parted around Roman. Her suit and hair were dry again, crisp and perfect. â€Å"You would have done the same thing,† she told Jerome. I couldn't see Jerome's face when he spoke. â€Å"I wouldn't have got caught. You did. You failed.† â€Å"You should be impressed with my ingenuity.† She crossed her arms, almost defiant. â€Å"I'm useful to you.† â€Å"You are meaningless. I could blight you out of existence, and no one would think twice about it.† I wasn't sure about that. Demons smote each other all the time, but that didn't mean Hell liked it. It created paperwork, and if you were caught, you got sent to Hell's equivalent of prison. Grace apparently shared my doubts about how easy it would be for Jerome to kill her. â€Å"I don't think so. As it is, you'll be lucky if you have your job when you get back. You got yourself summoned.† Her eyes flicked to me and Roman, huddled together on the sand. â€Å"Your territory's in chaos. They'll send you off to a desk job-or make you somebody else's subordinate. Quite a fall from an archdemon's position.† â€Å"Not likely,† said Mei, speaking up. â€Å"Not if we spin this right. Jerome's got powerful connections. So do I. And Cedric will advocate for him.† Her willingness to help and assurance about Cedric surprised me, but then, perhaps it was back to the know-thy-enemy philosophy. Grace glared at her former counterpart. â€Å"You're the biggest fool of all here.† â€Å"Enough,† snapped Jerome. â€Å"There's been enough villainous exposition here. The matter's done.† I didn't have to see him to know he was smiling at Grace-only, I suspected it wasn't a very nice smile. â€Å"I will see you in Hell.† He snapped his fingers, and suddenly, what looked like black ice sprang up from the ground and crawled up Grace's body. She hardly had any time to scream because it coated her so quickly and then froze into place, leaving her immobile. She had become a thorny black statue. â€Å"What is that?† I breathed. â€Å"Kind of a demon stasis,† Roman murmured back. â€Å"A prison of sorts. He's ten times more powerful than her-it's an easy thing for him to do.† I wondered then just how powerful Roman really was. He'd seemed matched against Grace, but I still wasn't sure if he'd been holding back or not, for fear of detection. As it was, he now had his signature turned off, appearing as a human for all intents and purposes. He'd done it just before Mei fully materialized. â€Å"You need to get out of here,† I told him. â€Å"Wait,† he responded. Indeed, Roman seemed the least of Jerome's concerns as the archdemon studied Grace's frozen form. Her defeat had been anticlimactic, really. There had been no flashy brawl as everyone else seemed to have had today, but then, I supposed when you wielded the kind of power Jerome did, there was no need. I also had a feeling that Grace had been right about something. Even if he did have connections, Jerome probably couldn't risk doing anything rash to reestablish his control back in Seattle. He probably did want to torture her and blight her from the face of the earth, but binding her and taking her to face hellish justice-such as it was-was going to do him more good. Hell would be more kindly disposed to him if he followed their rules. He turned and faced Mei, who stood off to the side. It was the first time I'd gotten a good glimpse of my boss since his return. His face was blank and cold, but I was pretty sure I could see the fury kindling behind his eyes. Being summoned was pretty much the worst thing that could happen to a demon. â€Å"She was right to a certain extent,† he told Mei. â€Å"It could have been advantageous to turn against me.† â€Å"And be second to her?† Mei shook her head. Like Grace, she had put herself back together. â€Å"No. I won't serve you forever, believe me, but for now, I see what my best course of action is. I'm throwing my lot in with yours.† â€Å"Your loyalty is appreciated.† Mei gave a small nod of acknowledgment. Unlike Kristin and Cedric, where she served him out of love as much as duty, Mei's loyalty was all pragmatism and assessment of what could advance her. Jerome knew this and accepted it. â€Å"And it will be rewarded.† â€Å"I know it will be,† she said evenly. â€Å"And I'll have no co-lieutenant when we return?† â€Å"No. Not if I have anything to do with it.† And for the first time since I had known her, Mei smiled. Her eyes then flicked to the Grace statue. â€Å"Do you need me†¦?† â€Å"No,† said Jerome, seeming to remember us. â€Å"You can go.† Mei wasted no time. She vanished, and Jerome turned around and stared down at Roman and me. His eyes fell on me first. â€Å"So. You're here, Georgie. Why am I not surprised?† â€Å"Because I'm the only one who cared about getting you back and wasn't too lazy to do anything about it?† The ghost of a smile flickered across his lips. â€Å"Fair enough. And you will be rewarded too.† I wanted to tell him that I didn't need a reward, but Jerome had already shifted his attention to Roman. The smile faded. â€Å"You, however, have some balls in coming here.† â€Å"Must run in the family,† said Roman. As beat up as he was, he still managed mockery. â€Å"A suicidal nature does not, however. You know you're seconds away from being destroyed, don't you?† â€Å"Yeah, yeah,† said Roman. â€Å"And I'm sure killing me would help reinforce your badass status. But the truth is, I helped save you. You wouldn't be here if it wasn't for me.† I wasn't entirely sure if he'd done as much work as me in all this, but he had certainly made it easier for me. Nonetheless, even if he had actually single-handedly saved Jerome, it meant nothing. Demons didn't operate by a sense of fairness or feel obligations. Jerome affirmed as much. â€Å"I owe you nothing. If you want to risk your life, that's no concern of mine. I don't care whether you live or die.† Roman struggled to his feet. â€Å"That's not true, or else you would have killed me already. Maybe you don't owe me anything†¦and yet, you're indebted to me, even if you don't believe in paying off debts-and I think you do. You can't stand knowing you owe me.† Jerome narrowed his eyes. â€Å"What is it you want?† â€Å"Amnesty.† â€Å"What?† I squeaked. No one paid any attention to me. As far as they were concerned, they were the only two people in the world, father and son. â€Å"I'm tired of running, tired of hiding. I want a place to stay. A place I can settle down in for a while.† â€Å"You don't need me for that.† â€Å"Don't I?† asked Roman. â€Å"Any place I live, even with my signature masked, I live in fear of being discovered by the greater immortals who control it. I'm always watching my back. I want to be somewhere where I can walk around knowing I have at least some measure of protection.† â€Å"If someone else wants to kill you, I'm not going to stand in their way.† â€Å"I know that. But at least I won't have to worry on a daily basis about you being one of them.† Jerome fell silent, and to my complete and utter astonishment, I realized he was deliberating about this. I never would have thought it possible†¦and yet, as Roman had said, if Jerome's mind had been made up, he would have smote Roman already. Last fall, when we'd learned Jerome had his twin nephilim, we'd also learned that he'd had a wife long ago, a woman he loved so much that he'd fallen from grace to be with her. Did any of that love remain? Had it burned out over these millennia as a damned creature? Did he see any of her when he looked at Roman? When Jerome had helped hunt Roman and his twin, it seemed as though he didn't care. He'd even helped kill Helena. Now, I wondered if Jerome was truly as indifferent as he appeared, and I wondered if Roman had long suspected that. I knew Roman hated Jerome-probably more than he hated me-but was it worth an uneasy alliance with Jerome to have some peace? Had Roman realized playing off this paternal relationship might be the only way to buy him a temporary reprieve? Of course he had. That had been Roman's plan all along. Lingering love for Roman's mother†¦and a bit of obligation thrown in. That was why Roman had helped free Jerome-and why he hadn't wanted me to let anyone else in on what I learned, I realized wryly. Secrecy might have been a true concern, but he would have undoubtedly wanted to minimize others' involvement so that he could play a major role in Jerome's rescue and use that as leverage. â€Å"Mei knows,† said Jerome. â€Å"I can't control what she'll do.† â€Å"She doesn't,† said Roman. â€Å"I knew what Georgina sent Seth off to do, and I had shut down just before Mei arrived. She never saw my face last time, so she didn't recognize me now. She doesn't realize what I am.† â€Å"He's right,† I realized, recalling how Grace had had him in a chokehold. Roman had been gradually letting go of his power and had had very lucky timing. â€Å"Even if that's true,† said Jerome, who seemed to be growing frustrated by the logic, â€Å"I can't control what others'll do. The angels will always be a problem.† â€Å"Well, not that much of a problem.† The new voice was accompanied by the arrival of an all-too-familiar aura, one that felt crystalline and cool. Carter now stood beside us. â€Å"Welcome back.† Jerome glanced over at the angel, and for half a second, he almost looked pleased. The two of them appraised each other, probably communicating telepathically. Or maybe not. Maybe after so many eons of friendship, they no longer needed to. â€Å"I suppose you're going to advocate for him too,† said Jerome. Carter shrugged and glanced over at Roman. â€Å"I don't know.† Angels had as much of an instinct to hunt down nephilim as demons did. I thought of Carter as benevolent, but he too had helped destroy Helena. â€Å"He did help. Maybe he'll stay on good behavior.† It was a sign of how crazy things had become when Jerome and Carter seemed on the verge of letting a nephilim stick around-and that I was the one who protested. â€Å"Are you guys out of your minds?† I exclaimed. â€Å"You know what he's done! He killed those people and hurt others. For all we know, this is a scam. Let him back in Seattle, and he could try to kill others. He could try to kill you. He could try to kill me !† Everyone turned to me, seeming a bit startled by the outburst. â€Å"And here I thought we were partners,† mused Roman. â€Å"Bind him,† said Carter. â€Å"Bind him in a deal.† Jerome and Roman sized each other up, and I held my breath. An immortal deal reached a creature's soul and could not be broken without dire consequences. I'd made a couple in my life. Everything rested on Jerome now, whether he was willing to go against every immortal taboo and knowingly let a nephilim live in his territory. Finally, Jerome spoke. â€Å"I will allow you to live in my domain. During such time, I will not harm you-unless you're discovered by others and I am given no choice. I make no guarantees about other immortals who find you and offer no protection should that occur. You in turn vow not to implicate me in any way for doing this. You promise not to harm me or any other immortals who cross into my territory, unless it's self-defense-or unless I've given my okay. You also promise to harm none of my subordinates†-he glanced at me-â€Å"anywhere in the world.† â€Å"I accept,† said Roman gravely. â€Å"And,† added Jerome, a sharp glint in his eyes, â€Å"you vow to be available should I require your services in a defensive, covert, or-in very rare conditions-offensive way.† There it was. The reason Jerome could go along with something like this. In offering Roman sanctuary, he was bargaining to have a secret nephilim agent, a powerful weapon none of his enemies knew about it. I'd never heard of anything like this. â€Å"I accept with the condition that I won't kill on your command,† Roman said at last. Jerome considered. â€Å"Agreed. The terms of this deal end should you at any time openly renounce my amnesty. Or if I also declare the deal null and void.† â€Å"I want a time frame on that,† said Roman wryly. â€Å"When does my lease expire?† â€Å"A century. Then we'll renegotiate.† â€Å"I accept it all, then.† â€Å"And I agree to the same amnesty terms as Jerome,† piped in Carter. â€Å"Except I don't need you to spy or kill for me.† â€Å"Agreed,† said Roman. It was all so terribly formal, and my presence felt complete superfluous. All three of them shook hands, and as they did, power burned in the air, binding them all to what they'd agreed. â€Å"Well,† said Jerome briskly. â€Å"Now that that's done, I'm going back to clean up the mess that's been made in my absence.† He gave Roman a wry look. â€Å"Considering you aren't technically in my territory yet, I'd advise you-† Jerome suddenly stopped and scanned the beach. â€Å"What about the other summoner? The human one? Was he here?† I looked around as well. The beach was empty. â€Å"It was Dante†¦Ã¢â‚¬  I said slowly. Jerome rolled his eyes. â€Å"Typical. Where is he now?† â€Å"I don't know,† I said honestly. â€Å"Grace beat him up.† I'd worried he was dead, but apparently not. Glancing over to where he'd been lying, I saw what looked like tracks in the sand where he'd been dragged off. I decided to keep that to myself. â€Å"Wonderful,† said Jerome. Turning back toward us, he scrutinized me. â€Å"You will keep this deal to yourself, Georgie. And we'll discuss your reward another day.† He disappeared and with him, the Grace statue. I didn't envy her. Roman, Carter, and I started walking back toward the parking lot. I couldn't speak for them, but my mind was reeling with everything that had happened. â€Å"Did you see what happened to Dante?† I asked Roman. â€Å"Afraid I was kind of busy. What happened to Mortensen after he called Mei?† â€Å"I told him to leave, and I think†¦Ã¢â‚¬  I hesitated, not entirely sure how I knew this, unless it was just my understanding of Seth's nature. â€Å"I think Seth may have carried him off in the confusion. Oh man, he actually listened to me.† The parking lot was empty. My car was gone. â€Å"They took my car,† I explained. I honestly hadn't thought Seth would, despite my pleas for him to leave. â€Å"Wow,† said Roman, clearly delighted. â€Å"Your ex-boyfriend helped save your current boyfriend and then stole your car. Or-well, wait-is Mortensen your boyfriend now? Did he technically save your ex?† â€Å"Oh, shut up. It doesn't matter. We don't have a way to get back.† â€Å"Did you tell him to take the car?† asked Carter. â€Å"Yeah. I told him to get far away. I wanted him safe, and I guess he listened.† â€Å"Depends on how you define it,† said Roman. â€Å"Him coming back for the other guy put him in the demon line of fire. Why would he do that for someone he didn't like?† I stared at the empty parking spot. â€Å"Because he's Seth.† Carter seemed as nonchalant about all this as Dante. â€Å"Well, it's a good thing I'm here, huh?† He rested his hands on our shoulders, and I braced myself for immortal teleportation. â€Å"Ready for a ride home?† â€Å"It beats walking,† I said. Carter paused and gave Roman a curious glance. â€Å"What are you going to do for a home?† Roman was thoughtful for a moment. â€Å"Well, I hear Georgina's moving to a bigger place.† He glanced over at me with one of his beautiful grins. â€Å"Need a roommate?†