Sociological perspective Assignment Example | Topics and Well Written Essays - 250 words

Sociological perspective - Assignment Example Rather, external influences – our experiences – become part of our thinking and motivations. The society in which we grow up, and our particular corners in that society, then, lie at the center of our behavior,† (Henslin 5). Accordingly, the role imagination plays from the sociological perspective is that it must be employed as a tool to comprehend the experiences of others and, consequently, their social understanding of the world. Of course, social imagination is an imperfect tool. I come from a lower middle-class background, but was raised in an upper middle-class neighborhood. As such, it was always difficult for me to fully comprehend the nature of the drug culture and the situation of those living in the underclass of American society. My closest exposure to this social perspective was simply coming into contact with heroine and cocaine addicts and dealers while walking down the street. From this point of view, it was difficult to understand how confined and oppressive their situation was; the exclamation of many work-a-day citizens toward such people – â€Å"get a job!† – almost made sense to me. However, this was until I came into contact with David Simon’s book, The Corner, in which he immersed himself in the drug culture of Baltimore. Simon brings this experience right to the audience and with profound effect. Because of my experience with this book, I believe I have develo ped a vastly more accurate social imagination regarding those caught-up not just in drug addiction but also in the culture surrounding its sale. Naturally, where it not for Simon’s experiences and his communicative ability, this social perspective would still be completely foreign to me; and my imagination would not be nearly as

Levi's Corporate Social Responsibilities (CSR) Essay

Levi's Corporate Social Responsibilities (CSR) - Essay Example To perceive business as a mere profit milking enterprise is indeed superficial. In taking this perception into a deeper perspective, brings us to a more substantial and considerable wide array of benefits that is significant for one’s progress and development. In contrary to this, there are some companies who may have had a selfish culture enveloping their business undertaking, that is being one-sided and working for the own and sole advantage of the company. They tend to be biding for the cheaper raw materials, paying less for the workers and providing substandard customer service that would later translate to poor quality of products and services. This is the wrong way of doing business as it sacrifices the satisfaction of the customers who happens to be the core reason for the existence of one’s business. If you want to stay long in the business and build your own identity in the industry, you must take extra good care of these vital stakeholders. Taking all of these into account let us study and analyze the business ways and practices of one of the world’s most renowned brand for centuries now and still counting, the Levi Strauss & Co. Levi Strauss & Co â„ ¢ or simply Levi’s  ® for most of us has been in the industry since 1873. The Levi’s  ® jeans is one of the top-of-the-head brands when it comes to the clothing apparel industry. What makes them outstand for generations one after the other is their constant effort and thirst over continuous improvement and development of their brand. Given such, the company makes sure that whatever the customer’s need, the customer’s gets. Despite of being a large brand recognized internationally and globally, Levi’s  ® has been responsive in giving back to the community. That is, successfully formulating their Corporate Social Responsibility and effectively delivering it to the public in various forms. To concretize this, Levi’s  ® believes that, à ¢â‚¬Å"Our efforts to help solve the most critical issues facing society – HIV/AIDS, equality, worker rights – have been recognized far and wide, as has our commitment to caring for the communities in which we live and work†1. There have been numerous award-giving private and public, local and international organizations that recognized the community efforts given by this company. To tackle one by one these critical issues facing the society today, let us start with HIV/AIDS. Last June 2010, LS&Co. partnered with Grassroot Soccer, a non-profit organization that utilizes the influence of soccer in educating and promoting activities against HIV/AIDS. â€Å"Through a series of interactive discussions and activities, Levi Strauss & Co. employees’ children will gain a better understanding of HIV/AIDS and get a chance to practice the skills necessary for protecting their health as they enter adulthood. Key topics include learning how to make healthy decisions, a void risky behavior, build supportive networks, reduce the stigma and discrimination associated with HIV/AIDS and raise awareness of HIV/AIDS testing and treatment†2. 1 LeviStrauss,†Recognition,† Online, http://www.levistrauss.com/about/recognition March 19, 2011 2 GRSweb, â€Å"GRASSROOT SOCCER PARTNERS WITH LEVI STRAUSS & CO.,† Online, http://www.grassrootsoccer.org/2010/06/24/grassroot-soccer-partners-with-levi-strauss-co-to-combine-soccer-and-hiv-prevention-in-world-cup-camp/ (March 22, 2011) True enough, Levi Strauss & Co. definitely knows how to use influence in a positive

Difference Between Murder And Manslaughter

Difference Between Murder And Manslaughter The prosecution must prove beyond all reasonable doubt Woolmington [1935] that the defendant committed the offence (actus reus) and also had the necessary state of mind for committing the offence (mens rea). Murder is the intention to kill or cause grievous harm. The actus reus of murder is if the act committed is intentional, unlawful and is the main cause of death. In Alfs case this is setting fire to Petes house. For Alf to be legally responsible, the prosecution must provide evidence that Alfs act was the factual and legal causation of Veras death. Factual causation can be acknowledged by asking was the defendants act a cause in fact of specified consequence.  [2]  This can be answered by asking But for what the defendant did would the consequence have occurred? If the answer is no, causation in fact is recognized. The But for test makes it easier to determine factual causation between Alfs act of setting Petes house on fire and Veras death. The question in court should be Wo uld Vera die if Alf had not set the house on fire? In R v White [1910]  [3]  prosecution failed to establish factual causation. In this case, if Alf had not set the house on fire, Vera would not have died. Meaning factual causation can be recognized. Legal causation has to be established to be able to take legal action. It uses concepts of blameworthiness, liability and expectation to select the most suitable. R v. Pagett (1983)  [4]  talks of legal causation, as the defendant did not fire the weapon that killed his girlfriend. However he was held liable as the most culpable in the actions leading to her death. Alfs actions need not be the individual cause of Veras death as anothers act may have contributed; it must a substantial and operating cause of death. Jo saw the fire moments after it started and chose not to call for help and Olly could not help as he forgot the ladders. The defendant will not lawfully have caused the particular outcome if there was a novus actus interveniens sufficient to break the legal chain of causation. This can be an act of the victim, third party or an unpredictable natural event. The outcome of the intervening must be so overwhelming that the defendants attack is reduced in importance. In Alfs case, Jo and Olly do not break the chain of causation as their actions are not overwhelming causes for Alf not to be liable. R v Cheshire (1991)  [5]  shows that not all events following the defendants act will break the chain of causation. The mens rea for murder is the mental element the intention to kill or cause dangerously bodily harm. Alfs case outlines that it was not his intention to cause harm, nevertheless was aware of a risk of harm. The mens rea necessary is intention. It is the highest level of mens rea and separates in two areas direct and oblique. Direct intention is when the defendant desires an outcome and their goal is to accomplish it. Oblique intention is when the defendant has a purpose in mind but in achieving that also causes other outcomes that were not desired. Nedrick [1986]  [6]  is like Alfs case. The Nedrick test has objective and subjective perspectives. The objective part would ask if Alf foresaw the death of Vera as a virtual certainty and was he aware that his act could cause harm. The subjective part would ask if Alf foresaw Veras death as a virtual certainty. Even though Alf was aware of the possibility of causing harm, he would not have significant intention if he did not foresee death as a virtual certainty, as he intended a different outcome to what took place. Therefore Alfs intention was oblique as he did not want to kill or cause anyone any harm his intention was to frighten Pete into leaving Sandra alone. Hancock and Shankland (1986)  [7]  the House of Lords indicated that the likelihood of the consequence taking place was something to take into consideration in determining whether there was enough facts from which intention might be inferred. The two miners were convicted of manslaughter and not murder as their intention was to frighten and not kill. Alfs intentions were to frighten Pete not to kill him. However, in contrast with Hancock and Shankland, Alf was aware of the likelihood of harm but the two miners were not. Recklessness takes an inexcusable risk, having two levels subjective and objective. Subjective recklessness is where the defendant realises there is a risk but chooses to take it nonetheless R v G [2004]  [8]  . Objective recklessness is where a sensible person realises there is a risk R v Caldwell [1982]  [9]  . However, a person is still guilty even when mentally unable to realise the risk. Alf shows subjective recklessness by not chekingif the house was empty, and is aware of the possibility of someone getting injured, but still pours the paraffin through the letter box and starts the fire. In Hyam v. D.P.P (1975)  [10]  , the issue before the House of Lords was whether or not the mens rea necessary for murder, was established when the defendant was aware of the high probability that her act would result in death or serious bodily harm. In both the Nedrick (1986  [11]  ) and the Hyam v. D.P.P (1975  [12]  ) cases the defendants were behaving recklessly Alf comm itted an act which was against the law, dangerous and was aware of the risks of harm. The two types of manslaughter are, voluntary and involuntary. In this case, Alfs actions were voluntary. Two specific defences which apply to Alfs case are provocation and diminished responsibility. Provocation was a common law defence prior to the Homicide Act 1957 defined by Delvin J in R v Duffy [1949]  [13]  Provocation is some act, or series of acts, done to the accused which would cause in any reasonable person, and actually causes in the accused, a sudden and temporary loss of self- control, rendering the accused so subject to passion as to make him or her for the moment not master of his mind.  [14]  Section 3 of the Homicide Act 1957 lengthened on this providing that Where on a charge of murder there is evidence on which a jury can find that the person charged was provoked (whether by things done or by things said or by both together) to lose his self- control, the question whether provocation was enough to make a reasonable man do as he did shall be left to be dete rmined by the jury; and in determining that question the jury shall take into account everything both done and said according to the effect which, in their opinion, it would have on a reasonable man.  [15]  This requires the prosecution to prove all elements of murder. There are three elements of provocation; firstly there must be some provocative conduct, secondly there must be a cause to make defendant lose self-control and thirdly if the loss of self control occurs, a reasonable person would also have lost self-control and act in the same way. In Alfs case the facts do not point to any evidence that he was provoked. Alf was profoundly depressed and acted in anger after hearing Sandra was dating Pete. However setting fire to Petes house was not an act performed in the heat of the moment, which would have overcome a reasonable man. Therefore provocation is highly improbable to win if used as a defence. Diminished responsibility is a defence simply statutory. Section 2 (1) of the Homicide Act 1957 states Where a person kills or is a party to the killing of another, he shall not be convicted of murder if he was suffering from such abnormality of mind (whether arising from a condition of arrested or retarded development of mind or any inherent causes or induced by disease or injury) as substantially impaired his mental responsibility for his acts and omissions in doing or being a party to the killing.  [16]  If Alf uses this defence he will not be successful, as he was not suffering from abnormality of mind. The burden is o n the defendant to prove their defence on the balance of probabilities R v Dunbar [1957]  [17]  . In R v Bryne [1960]  [18]  , Lord Parker CJ described an abnormality of mind as a state of mind that the reasonable person would find abnormal Alf can argue he was suffering from depression, as the news of Sandras relationship with Pete caused mental distress and use insanity as a defence. This defence can apply to Alf; however he would have the burden of proving his mental state and that his depression affected his reasoning. According to the MNaghten rules it must be proved that, when the offence was committed, the defendant was under defect of reason, evolving from mental illness, so not knowing the nature and quality of the act committed, or, if he did, not knowing that what he was doing was wrong. If this is the case then Alf will not be held responsible due to insanity. I think it most likely that Alf will be charged with reckless manslaughter, as his intention was not to kill or harm, but to frighten Pete. When setting Petes house on fire he does so in a state of depression and on realising that Vera is inside he immediately changes his mind and runs into the burning house and tries to save her. If Olly had brought t he ladders the tragic death of Vera could have been avoided. There are three different offences of committing involuntary manslaughter, constructive, gross negligence and reckless manslaughter. The case states that Jo is a neighbour and a family friend who notices the fire moments afterwards but does nothing about it. The law does not impose a duty on a public bystander to help or save a person in danger. In order to establish negligence for manslaughter a higher degree of care or relationship is required, even though Jo omitted to call for help she did not owe the victim a duty of care. In R v Stone and Dobinson [1977]  [19]  , they allowed an ill sister to live in their house; she died after they failed to call for medicinal help. They both had a duty of care as they were her primary carer, both charged with manslaughter by gross negligence. The duty can be breached if at any time a risk of injury to health is foreseen R v Stone and Dobinson [1977]  [20]  . If Jo had created a danger which could cause harm to anyone then she would ha ve a duty however this is not the case the fire therfore has not duty to act. Such duty arises from special relationships such as, parent child Gibbins Proctor (1918)  [21]  , a contractual duty Pittwood (1902)  [22]  , an official position Dytham (1979)  [23]  . Jos decision not to act can be considered to be morally wrong but this does not make it a criminal liability. Jo could be convicted of involuntary reckless manslaughter. The case states fireman Olly and his crew turn up to the scene but cannot help as they have forgotten to bring any ladders. The House of Lords in R v Adomako [1994]  [24]  decided that to establish the gross negligence form of manslaughter the prosecution must prove a duty of care a breach of the duty of care and gross negligence. Olly has a duty as a fire man is to save lives and prevent harm to others he breached duty by being negligent in failing to be adequately prepared and failed to carry out his duty by being unable to get to the victim. In the case of Pittwood (1902)  [25]  a railway crossing keeper omitted to close the gates resulting in a person crossing getting hit and killed by a train. The keeper had a contractual which was breached as he was negligent. Bateman (1925)  [26]  states that negligence is gross when it is beyond a matter of mere compensation between subjects and showed such disregard for the life as safety of others as to amount to a crime against the State and conduct deserving of punishment  [27]  Olly was negligent as he did not bring the ladders that could have saved Veras life. Olly could be charged of manslaughter by gross negligence for failing to provide duty of care and breaching his contractual duty.

Its Time to Boycott College Classes Essay -- argumentative essay

College is hard, though not because we lack creature comforts or struggle to keep our bellies full. No, college is hard because it's so often an artificial environment. After four short years of learning, when reality intrudes on our life, we'll be left shaking cobwebs out of heads bleary from months of mind-numbing lectures and multiple choice exams. Â   Personally, the end of college scares me. As a sophomore, I have a couple of years before having to face that beastly post-college cliche, real life! That thought alone is enough to make me roll up into a ball and cry. Of course there is something that scares me more than college -- a dark, vague thought that intrudes on my consciousness, infecting my outlook on school. I'm scared that the time I spent here will be wasted. Â   As a pre-med, struggling to make the grade and ride the curve, time is a commodity in short supply. Like many students, the crunch of jamming my schedule full of classes quells my passion for learning. Sometimes I find myself in my room, books cracked open, and I wonder, what the hell am I doing? Am I happy? Where is this learning leading me? A friend of mine, in a similar academic situation, commented that he felt like he was losing his personality in his studying. No kidding -- sometimes I feel like if Catholics are right, and demons can possess your mind, it must all be directed by a God who dislikes organic chemistry students, and wants to leave them whimpering for mercy. Â   Strange metaphors aside, I wonder why someone like me, who enjoys a challenge and loves learning, is no longer cherishing this opportunity to polish his mental faculties and sharpen his mind to a keen edge. I'd like to think my doubts about the v... ...endation is to boycott classes that fail to generate consistent interaction between professors and students. As for the required classes within a major that jam hundreds of pupils into a room, if enough students petitioned deans to hire more teachers, the voice of the masses would not be ignored. Â   Listen boys and girls, I know balancing budgetary restraints with educational goals taxes the brains of some of the brightest, but I'm tired of playing a game to cram my head full of facts without really understanding where they came from. Shoving it into short-term memory and then sloughing it just isn't cutting it for me. Rather, I would love to see a tuition and fee increase that explicitly aimed to reduce the size of large lectures instead of bolstering another bloated sport program. I would love to see my student government fight for such an increase.

Critical Thinking at Work Essay

The aforementioned â€Å"Rational Model† actually entails following 4 processes including: First of all is to pinpoint or identify the problem; second is to bring into being diverse alternatives/answers to the problem that has just been identified; third is to choose or pick a solution from the second stage or process; and last but not least is to implement the chosen solution before finally assessing it (Decision Making, n. d. ). The description provided will be further understood in the following example taken from my personal experience at the William Smith Sr. Tri-County Early Head Start. Example from My Personal Experience at William Smith Sr. Tri-County Early Head Start Keith A. , a student of the William Smith Sr. Tri-County Early Head Start has often been exhibiting temper tantrums. There are times when he would throw objects at other kids, slap them, lash out at them, etc. He does not seem to know how to calm down. The same thing happened during one of the weekly field trips. All of a sudden, he pushed his seatmate in the bus, yelled at her, and then eventually hit her. Following that incident, a school official seated behind him stood up and sat next to him. I thought she was just going to speak to the child, remind him that what he did was an unacceptable behavior, and oblige him to apologize to his seatmate, etc. But instead of doing so, he held the boy’s hands tightly and angrily told him to behave. When the young boy yelled at the school official, he held Keith’s cheek tightly, said â€Å"you better show some respect young man†. Keith spit at the school official as a response and so he was slapped in return. I did not protect the child. I did not have the courage to tell the school official that he should not treat the young boy that way even if what he did was wrong. Later that day, I was torn between telling the truth and just letting the occurrence pass. I knew in my heart that what the school official did was wrong. It clearly defies the philosophy/vision/mission, as well as, goals of the programs offered in William Smith Sr. Tri-County Early Head Start (William Smith, Sr. , Tri-County Child Development Council, Inc. , n. d. ). I would like to tell the head of the school about what I saw so that the school official who did that to Keith would be subjected to disciplinary action/s and so that such an untoward incident would never happen again because if it did so many students will probably be traumatized if that is how they will be treated if they misbehaved. It is quite difficult on my part to go to the head of the school though and relay what I had just witnessed earlier that day because I am only an ordinary â€Å"rank-and-file employee†. It would be my word as an ordinary employee against the high and mighty school official. It could mean loss of a job on my part. Importance/Benefits of Critical Thinking in the Decision-making Process I utilized the â€Å"Rational Model† here. First, I have identified the problem, which is whether or not to report the untoward incident that I witnessed. Second, I have realized the choices: a) I will tell the head about it to prevent such occurrence in the future; or b) I will just keep it to myself so as to keep my job as well. Third is to pick choice â€Å"a† because it is the right thing to do. Finally, carry it out. Critical thinking played a large role in the decision-making process that I had engaged in since I was able to balance/weigh everything before I moved. Without the â€Å"Rational Model† and without the process of critical thinking, I would not be able to decide objectively and probably arrived at the wrong/unethical decision. References Decision Making. (n. d. ). Retrieved January 17, 2008 from http://72. 14. 253. 104/search? q=cache:ycQOog9jFygJ:www. unf. edu/~gbaker/Man6204/Decision. PDF+decision-making+models&hl=tl&ct=clnk&cd=2&gl=ph&client=firefox-a William Smith, Sr. , Tri-County Child Development Council, Inc. (n. d. ). About Us. Retrieved January 17, 2008 from http://www. wsstricounty. org/About. html

The Hunters: Moonsong Chapter Eight

â€Å"Ugh, I don't think there's a single thing on the hot-lunch bar I'd ever consider eating,† Elena said to Stefan. â€Å"Half the stuff I can't even identify.† Stefan watched patiently as she passed on to the salad bar. â€Å"This isn't much better,† she said, lifting a watery spoonful of cottage cheese and letting it slop back into the container for emphasis. â€Å"I thought the food at col ege would be more edible than in our high school cafeteria, but apparently I was wrong.† Stefan made a vague sound of agreement and looked around for a place for them to sit. He wasn't eating. Human food didn't have much taste for him now, and he'd used his Power to cal down a dove to his balcony that morning. That had provided enough blood to hold him until the evening, when he would need to hunt again. Once Elena final y made herself a salad, he led her to the empty table he'd spotted. She kissed him before she sat down and a shiver of delight ran through him as their minds touched. The familiar link between them slid into place, and he felt Elena's joy, her contentment at being with him and at their new, nearly normal, lives. Below this, a touch of excitement fizzed through her, and Stefan sent a questioning thought between them, wondering what had happened since they'd seen each other that morning. Elena broke the kiss and answered his unspoken question. â€Å"Professor Campbel , my history professor, knew my parents when they were in col ege,† she said. Her voice was calm, but her eyes were bright, and Stefan could sense how big this was for her. â€Å"He was a real y good friend of theirs. He can tel me stories about them, parts of their lives I never knew before.† â€Å"That's great,† Stefan said, pleased for her. â€Å"How was the class?† â€Å"It was al right,† Elena said, beginning to eat her salad. â€Å"We're talking about the colonial days for the first couple of weeks.† She looked up, her fork poised in midair. â€Å"How about you? What was your philosophy class like?† â€Å"Fine.† Stefan paused. Fine wasn't real y what he meant. It had been strange to be sitting in a col ege classroom again. He'd attended col ege a few times during his long history, seen the changing fads in education. At first, his classmates had been a select number of wealthy young men, and now there was a more diverse mix of boys and girls. But there was an essential sameness to al those experiences. The professor lecturing, the students either bored or eager. A certain shal owness of thought, a shy ducking away from exposing deeper feelings. Damon was right. Stefan didn't belong here; he was just playing a role, again. Kil ing some of his limitless time. But Elena – he looked at her, her shining blue eyes fixed on him – she did belong here. She deserved the chance at a normal life, and he knew she wouldn't have come to col ege without him. Could he say any of this to her? He didn't want to dim the excitement in those lapis lazuli eyes, but he had sworn to himself that he would always be honest with her, would treat her as an equal. He opened his mouth, hoping to explain some of what he felt. â€Å"Did you hear about Daniel Greenwater?† a girl asked nearby, her voice high with curiosity as she and her friends slid into the empty chairs on the other end of the table. Stefan closed his mouth and turned his head to listen. â€Å"Who's Daniel Greenwater?† someone else asked. â€Å"Look,† the first girl said, unfolding a newspaper she held. Glancing over, Stefan saw it was the campus paper. â€Å"He's a freshman, and he just vanished. He left the student center when it closed last night, and his roommate says he never came back to the room. It's real y creepy.† Stefan's eyes met Elena's across the table, and she raised an eyebrow thoughtful y. Could this be something they should look into? Another girl at the other end of the table shrugged. â€Å"He probably just got stressed out and went home. Or maybe his roommate kil ed him. You know you get automatic As if your roommate dies.† â€Å"That's a myth,† Stefan said absently, and the girls looked up at him in surprise. â€Å"Could I see the paper for a moment, please?† They passed it over, and Stefan studied the picture on the front. A high school yearbook photo smiled up at him, a skinny floppy-haired guy with a slight overbite and friendly eyes. A face he recognized. He had thought the name sounded familiar. â€Å"He lives in our dorm,† he said softly to Elena. â€Å"Remember him from orientation? He seemed happy to be here. I don't think he would have left, not of his own free wil .† Elena stared at him, her wide eyes apprehensive now. â€Å"Do you think something bad happened to him? There was something weird going on in the quad the first night we were here.† She swal owed. â€Å"They said a girl had gotten into some trouble, but the cops wouldn't real y tel us anything. Do you think it might be related to Daniel Greenwater's disappearance?† â€Å"I don't know,† Stefan said tightly, â€Å"but I'm worried. I don't like anything out of the ordinary.† He stood up. â€Å"Are you ready to go?† Elena nodded, although half her lunch was stil on her tray. Stefan handed the paper politely back to the girls and fol owed Elena outside. â€Å"Maybe we're paranoid because we're used to terrible things happening,† Elena said, once they were on the path heading back up the hil toward their dorm. â€Å"But people disappear al the time. Girls get harassed or attacked sometimes. It's unfortunate, but it doesn't mean there's a sinister plot behind it al .† Stefan paused, staring at a flyer stuck to a tree by the cafeteria. Missing Student, the caption said, with a picture of a girl beneath it. â€Å"Promise me you'l be careful, Elena,† he said. â€Å"Tel Meredith and Bonnie, too. And Matt. None of you should be wandering around campus by yourselves. Not at night, anyway.† Elena nodded, her face pale, staring at the picture on the flyer. Stefan felt a sharp pang of regret even through his anxiety. She had been so excited when they met for lunch, and now that enthusiasm had drained away. He wrapped his arm around her waist, wanting to hold her, to keep her safe. â€Å"Why don't we go out tonight?† he said. â€Å"I've got a study group to go to, but it shouldn't last too long. We could go off campus for dinner. Maybe you could stay over tonight? I'd feel better if I knew you were safe.† Elena looked at him, her eyes suddenly sparkling with laughter. â€Å"Oh, as long as that's the only reason you'd want me in your room,† she said, smiling. â€Å"I'd hate to think you had designs on my virtue.† Stefan thought of Elena's creamy skin and silky golden hair, of her warmth, the rich wine of her blood. The idea of her in his arms again, without her aunt Judith or his landlady, Mrs. Flowers, down the hal , was intoxicating. â€Å"Of course not,† he murmured, bowing his head toward hers. â€Å"I have no designs. I live only to serve you.† He kissed Elena again, sending al his love and longing to her. Above their heads, Stefan heard a strident cawing and the flapping of wings, and, his lips stil against Elena's, he frowned. Elena seemed to sense his sudden tension and pul ed away from him, fol owing his gaze toward the black crow wheeling above them. Damon. Watching them, watching Elena, as always. â€Å"Excel ence.† Ethan's voice rang out across the outdoor basketbal court where the pledges were gathered. Dawn was breaking, and there was no one around except for Ethan and the sleepy-faced pledges. â€Å"As you know from our first meeting, each of you here exemplifies the peak of one or more types of achievement. But that's not enough.† He paused, looking from face to face. â€Å"It's not enough for each of you to have a piece of the best. You can encompass al these attributes in yourself. Over the course of the pledge period, you wil discover worlds inside yourselves that you've never imagined.† Matt shuffled his sneakers against the asphalt and tried to keep the skeptical expression off his face. Expecting him to achieve the heights of academic or artistic success, he knew, was a long shot. He wasn't particularly modest, but he was realistic, and he could list his best qualities: athlete, good friend, honorable guy. He wasn't stupid, either, but if excel ing in intel ect and creativity were prerequisites for being part of the Vitale Society, he might as Wellgive up now. Rubbing the back of his neck, he glanced around at his fel ow pledges. It was reassuring to see that most of them were wearing expressions of barely restrained panic: apparently â€Å"encompassing al these attributes† wasn't something they'd reckoned on either. Chloe, the cute round-faced girl he'd noticed at the first gathering, caught his eye and winked, just a quick brush of her lashes, and he smiled back, feeling oddly happy. â€Å"Today,† Ethan announced, â€Å"we wil work on athleticism.† Matt sighed with relief. Athleticism he could do. Al around him, he saw faces fal . The intel ectuals, the leaders, the budding creative geniuses – they weren't looking forward to testing their athletic prowess. A low rebel ious murmur sWelled among them. â€Å"Don't sulk,† said Ethan, laughing. â€Å"I promise you, by the time you become ful members of the society, each of you wil have reached your peak of physical perfection. For the first time, you wil feel what it is to be truly alive.† His eyes glittered with possibility. Ethan went on to outline the pledges' task. They were about to embark on a fifteen-mile run, with several obstacles along the way. â€Å"Be prepared to get dirty,† he said cheerful y. â€Å"But it wil be wonderful. When you finish, you'l have achieved something new. You are welcome to assist one another. But be aware: if you do not complete the run in three hours, you wil not be invited to continue to the next step in the pledging process.† He smiled. â€Å"Only the best can become members of the Vitale Society.† Matt looked around and saw that the pledges, even those who looked like they had never left the science lab or the library, were retying their sneakers and stretching, wearing determined expressions. â€Å"Holy cow,† a voice beside him said. It was a nice voice, with a real twang to it, a voice that came from somewhere deeper in the South than Virginia, and Matt was smiling even before he looked around and saw that it was Chloe. â€Å"I figure you're about the only person here who isn't going to have a lot of trouble with this,† she said. She was so cute. Little dimples showed in her cheeks when she smiled, and her short dark hair fel in curls behind her ears. â€Å"Hey, I'm Matt,† Matt said, grinning back at her. â€Å"I knew that,† she said cheerful y. â€Å"You're our footbal star.† â€Å"And you're Chloe, the amazing artist,† he said. â€Å"Oh.† She blushed. â€Å"I don't know about that.† â€Å"I'd love to see your work sometime,† he told her, and her smile widened. â€Å"Any tips for today?† she asked. â€Å"I never run unless I'm about to miss the bus, and I think I'm about to regret that.† Her face was so appealing that Matt momentarily felt like hugging her. Instead, he frowned thoughtful y up at the sky. â€Å"Under these kinds of conditions,† he said, â€Å"the best thing to do is incline your arms at a fifty-degree angle to the ground and run with a light bounding step.† Chloe stared at him for a minute and then giggled. â€Å"You're teasing me,† she said. â€Å"That's not fair. I have no idea about this stuff.† â€Å"I'l help you,† Matt said, feeling good. â€Å"We can do it together.†