Relapse Prevention

Imagine your agency has been asked to present at a conference on relapse prevention strategies.

Conduct an Internet search using the words relapse prevention.

List some commonalties you discover about relapse prevention. Are there steps, methods, or risks?

Examine the tenets of relapse prevention plans, and determine what you want to present as a group.

Create an 8- to 12-slide Microsoft® PowerPoint® on relapse prevention for your agency. Discuss the following issues:

  • Discuss issues or factors that affect relapse.
  • Identify at least two relapse prevention models and describe them.
  • Identify and discuss three to five different relapse prevention strategies.

Include speaker notes for each slide.


Hi Ace,


I have attached the notes and the actual page with the homework assignments. Please advise if your able to complete.


Thank you

write journal one page

How would you compare online or electronically mediated relationships to face to face e relationships? Which are more real? Do think that contemporary communications limit your capacity for solitude and self reflection? Why or why not?


1. MLA format. 

2. high school level (easy wording).

3. good grammar. 

4. do not make it complicated (simple sentences). 

5. NO PLAGIARISM ( do not copy anything from the internet).

6. good work and organized please.

7. use transition words.

8. journal must be one full page.

Please see instruction, thanks.

Hello Tutors,


Please review information before responding. Evaluate your team’s success in managing your company over the 5 rounds of the simulation; I have attached all five rounds my company is Listed as “Andrews“. My company did very well with Round 1, 2 and 3 but did very poorly with Round 4 and 5 (please see Net Margin section within each Report). make sure you include how well Andrews did in Round 1, 2 and 3 and things could have been improved on Round 4 and 5. No cut and Paste school uses plagarism detection. Paper should be at least 7-9 pages in length and in APA format.


Your assessment should include some discussion in the areas associated with “Round Analysis” to include Profit, Margin, Emergency Loan, Inventory, and Stock Price. Please reflect on where and how your team might have been more effective in addressing each area. Be sure to provide your rationale for your conclusions with specific examples taken from your company during 5 rounds of the simulation and evaluate your abilities to successfully do so. Remember that your work is reflective in nature and should focus on showcasing learning that has taken place as a result of the activity.






Module 2 – Case

Managing Individual Behavior


Clear organizational goals can drive employee efforts throughout the organization. So can the organization’s values. SAS was named number 2 in Fortune Magazine’s 2014 rankings for 100 Best Companies to Work For in America. Why? In part because it is a values-driven firm with strong corporate goals that translate into how work gets done on a daily basis.

Required Reading

Read about SAS in the article found on the following Web page:

100 Best Companies to Work For.

Now check out SAS’s website to get a look at the company from an inside point of view:

SAS The Power to Know. (2014) click the links under “About SAS,” as well as “Corporate Social Responsibility.”


In a 4- to 5-page essay, answer the following questions:

  1. How do SAS’s corporate values and goals concerning employees, customers, and the business combine to create job satisfaction and motivate the people who work there?
  2. Is this a model every business should adopt?

The following may help you address these questions:

From the OPN Website, Organizational Goals Can Be Powerful Energizers. (2000). U.S. Office of Personnel Management.

Energizing Goals. In their strategic plans, many government agencies outline goals and outcomes they expect to achieve. Examples of some of those goals are:

  • We strive for clean air, and clean and safe water (Environmental Protection Agency).
  • Reduce the rate of highway-related fatalities and injuries (Federal Highway Administration, Department of Transportation [DOT]).
  • Restore the capability of disabled veterans to the greatest extent possible and improve their quality of life and that of their families (Department of Veterans Affairs).
  • Improve the safety of the national and international aviation system (Federal Aviation Administration, DOT).
  • Restore and maintain the health of the land (Bureau of Land Management, Department of Interior).
  • Provide significantly improved short-term warning and forecast products and services that enhance public safety and the economic productivity of the Nation (National Oceanic and Atmospheric Administration, Department of Commerce).

Goals such as these can inspire employee performance. Many federal employees choose public service, not for the pay or glamour of the job, but for the missions and ideals for which their agencies stand. For example, many National Aeronautics and Space Administration employees work there because they believe in space exploration; many research scientists at numerous research laboratories throughout government believe in the good effects their research can have; and many who work at customer service agencies believe in helping the people they serve. By communicating clear goals, the organization is confirming some of the reasons the employees work there in the first place. Clearly communicating organizational goals, in and of itself, can help engage employees in their work.

Communicating Goals. Most agencies publish their strategic and annual performance plans in hard copy and several ensure that each employee receives one. Most agencies’ goals and objectives also appear on their websites. Formal publications and websites should be only one way of communicating organizational goals. The most effective way of communicating these goals is through direct communication between first-line supervisors and their employees. While developing employee performance plans, supervisors and employees can discuss how employee efforts support organizational goal achievement. By aligning employee performance plans with organizational goals, and by discussing organizational as well as employee goals, supervisors maximize the powerful effect organizational goals can have on employee performance. Organizational goals become real to the employee.

For example, the Federal Emergency Management Agency (FEMA) has reengineered itself. In doing so, it revised its mission and strategic goals. Now, FEMA’s strategic plan includes objective performance measures that emphasize results rather than activities. (For instance, one of FEMA’s goals is to reduce by 20 percent the time taken to provide individuals with disaster housing assistance, which results in improved customer satisfaction.) To communicate its goals, the agency uses a strategy that has made significant improvements in its communication with Congress, state and local officials, disaster victims, the news media, and particularly with its own employees. FEMA also has reorganized its structure so that sub-units and individual employees derive their responsibilities from its mission, and employees have decision-making authority that matches their responsibilities. FEMA reports that its mission, measures, and recent track record contribute heavily to its employees’ intrinsic motivation.

The point is that supervisors can energize their employees’ performance by communicating their agencies’ goals.

Keys to the Assignment

The key aspects of this assignment that should be covered in your paper include:

  • Define the problem: What are SAS’s key goals and values?
    • Do additional research about working at SAS to get more than just the company’s view from its website. (Note: Do not use Wikipedia as a cited source. It is acceptable to use Wikipedia as a starting point to get background information, but always verify the information from a more reliable source.)
  • Analyze the cause: To analyze the effect of SAS’s goals and values on job satisfaction and motivation, use the Employee Satisfaction Model, and/or the Job Characteristics Model (from the Background materials) in formulating your answer.
  • Propose a solution: Be sure to defend your answer in terms of the model you selected in Question 2 of the assignment. The “why” is more important than the “what.”

Assignment Expectations

Your paper will be evaluated using the following five (5) criteria:

  • Assignment-Driven Criteria (Precision and Breadth): Does the paper fully address all Keys to the Assignment? Are the concepts behind the Keys to the Assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
  • Critical Thinking (Critical Thinking and Depth): Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
  • Business Writing (Clarity and Organization): Is the paper well written (clear, developed logically, and well organized)? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included in all papers? Are paraphrasing and synthesis of concepts the primary means of responding to the Keys to the Assignment, or is justification/support instead conveyed through excessive use of direct quotations?
  • Effective Use of Information (Information Literacy and References): Does the paper demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used in paper provide strong support for conclusions drawn, and do they help in shaping the overall paper?
  • Citing Sources: Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper end references and in-text citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all end references been included within the body of the paper as in-text citations?

Tips and Suggestions

Please note the following tips and suggestions:

  • Include a cover page and reference page in addition to the 4–5 pages of analysis described above.
  • You are expected to demonstrate that you have read, understood, and can apply the required background readings for this module in your answer to this case. Be sure to read the required readings carefully, and use the theories and arguments you learn from them to support your analysis.
  • Include headings for all papers longer than two pages (basically all papers).
  • Cite and reference all sources that you use in your work, including those that you do not quote but paraphrase. This means include citations and quotation marks for direct quotes of more than five words, and include citations for information that you have “borrowed” or paraphrased from other sources.
  • Follow TUI Guidelines for well-written papers. (If you are unsure of what those guidelines are, see The Elements of a Well Written Paper).

Another assignment are you interested

Assignment 2.1: Bad News Message – Draft Version

Write a bad newsletter to a customer who has requested an exemption to a
company’s policy. Possible requests that would be subjects of bad newsletters

A request for a refund or replacement of a $1,000 piece of equipment that
broke after three (3) years, one (1) year past the warranty date.

A request for a refund or voucher for a ruined two-week vacation (due to bad
weather: rain or snow) at an expensive resort.

A request to change a company’s “no-pets indoors” policy to a “pet-friendly”
policy to allow customers to bring pets inside the restaurant and allow them to
sit at tables with their owners.

A request to change a company’s “pet-friendly” policy to a “no-pet” policy
to prohibit customers from bringing their pets into the restaurant’s eating
areas – inside or outside.

Other: Write a bad news message based on another scenario.


The message should take the “form” of a letter; however, you will submit your
assignment to the online course shell.

1. Format the
letter properly:

  • Include “to” and “from” addresses and the date.
  • Include appropriate greeting and salutation.
  • Use bullets as needed to emphasize key points.

2. Show
appreciation and concern for the customer from the beginning (possibly with a
brief buffer) and throughout the letter. Avoid being overly apologetic or

3. Provide the
turndown or bad news early in the letter.

4. Make the
turndown clear and support it by providing two (2) to three (3) key reasons for
the turndown.

5. Provide an
alternative and / or a positive expectation of a future with the customer.

Your assignment must:

  • Be typed, single spaced, using Times New Roman font (size 12), with one-inch
    margins on all sides; citations and references must follow APA or
    school-specific format. Check with your professor for any additional

Submitting your assignment:

  • Submit your assignment through the online course shell.
  • You do not need to email your assignment to your instructor.

The specific course learning outcomes associated with this assignment

  • Use writing process strategies to develop brief business documents, such as
    routine messages, bad news messages, and persuasive / sales messages.
  • Support ideas or claims in body paragraphs with clear details, examples, and
  • Organize ideas logically by using transitional words, phrases, and
  • Use sentence variety and effective word choice in written
  • Write clearly and concisely using proper writing mechanics.

English Course-composition and critical thinking

Complete course of 6 weeks.Syllabus attached

Discussion responses 4 total

Response 1

  While there is little doubt that sociological theory and research has had an important impact on the way people think about health and health care, mental health and medical sociologists find themselves confronted with challenges concerning the utility of the work that they do. Therefore, explanations for why events occur in people’s lives, and what must be done to address any problems that arise because of such events tend to focus on individual behaviors and individual solutions.

  I want to be the person that must find solutions that help those with problems that involve health and mental health. Trial and error is a learning tool that allows people in the psychology business to get a stronger understanding of the behavior they have to research and find solutions that help people live healthier lives. (An important part of any applied social research project is educating the people for whom or with whom you are doing the study). Ross,S. (2004).

Davey, G. (2001) Applied Psychology .

Ross, Abraham S. (2004). Canadian Psychology.


Reponse 2

My area of study is Applied Behavioral Science. After college I am not 100% sure what I want to do with my degree but if I decide to work in this field I will first have to go back to school and receive more training to be a Clinical Psychologist. I would be interested in concentrating in the area of Cognitive Behavioral Therapy for patients with Insomnia and OCD. These are the two areas that interest me most.

In the area of Clinical Psychology we progress most through evidence based practices. In this area psychologist assess the patient and figure out what the issue is, what caused it and what it is the patient is seeking to get out of treatment. “A knowledge of research skills supplemented by appropriate theory will allow a practitioner to provide objective evidence that an intervention is likely to be effective and will produce the outcomes that are predicted” (Davey, 2011). From there the therapist will research what has worked in the past with other patients and proceed with a tailored plan for the individual. There may be times where a Clinical Psychologist will have some trial and error which is how the field ultimately progresses through evidence based practices.

An example is Cognitive Behavioral Therapy for Insomnia (CBT-I) is used based on evidence of what has consistently worked with other individuals. Creating a good pattern of sleep hygiene is effective in treating Insomnia. Knowing this a therapist can use the same techniques with another individual and more than likely achieve the same outcome as what they have seen in the past. There may be times where a technique used to treat one disorder may work for another and by trial and error psychologists can find new treatments.

Davey, Graham. (2011). Applied Psychology. John Wiley & Sons, (UK). 

Reponse 3

Karen is suffering from Major Depression.  According to our text depression is a mood disorder involving emotional, motivational, behavioral, physical and cognitive systems, which Karen is experiencing all of these symptoms.  The emotional experiences of depressed individuals are usually restricted to negative ones and these are often described as sad, hopeless, miserable dejected and discouraged.  Depressed individuals exhibit a range of motivational deficits, including a loss of interest of daily activities or hobbies. The most disabling symptoms of Major Depression is the cognitive features their thinking.  Karen is having suicidal thoughts she doesn’t care about herself or about the world around her.

Karen should be medicated with an antidepressant, with weekly visits of out patient therapy,  with mindfulness base cognitive therapy. 

Examine how you would respond personally as a mental health professional and what your ethical duties are. 
1. I must act in the best interests of services users.
2. I must respect the confidentiality of service users.
3. I must keep high standards of personal conduct.
4. I must my knowledge and skills up to date on all patients.

Davey, Graham (2011) Applied Psychology

Response 4


Karen confides in you that she feels “down” all the time. She feels hopeless, finds no enjoyment in life (sleep, food, sex, friends, etc.) and is having thoughts of suicide. Based on your study this week, address each of the following:

*  Identify if Karen is suffering from major depression or bipolar depression.

*  Defend your position with support from the reading noting definitions and key features.

*  Indicate what form of treatment would best serve Karen based on the literature.

*  Examine how you would respond personally as a mental health professional and your ethical duties are.

  Karen is suffering from Major Depression because she has negative beliefs and an overwhelming feeling of hopelessness. She is having thoughts of suicide and she finds no joy in anything else. I define my position with the info I get from my textbook, which defines Major Depression as, (being associated with negative biases in ways of thinking and processing information). Davey, G. (2001).

  I believe medicine is necessary as well as Social Skills training and some Mindful based cognitive therapy. (MBCT). As a mental health worker, I would talk about life with Karen and make an attempt to help her connect with the realities of the world. (We all experience challenges, and distress that will have a psychological impact on us). Davey, G. (2001). I believe it should be my moral duty to do whatever I can to stop her from taking her own life, and find some type of happiness in life, something that is important to her enough to elevate her spirit and give her a reason to want to live a quality life.

Davey, G. (2001) Applied Psychology . 

Respond to all 4 discussion posts



Write a brief (250-300) word analysis of the selection you read from Hard Times. Use the reading comprehension practice you did in Lesson 1.1 as pre-writing to develop your ideas before you write your analysis. Turn in your pre-writing with the final draft of your analysis.


Reading Comprehension Practice:



INSTRUCTIONS: Read this opening scene from Charles Dickens’ Hard Times, practicing multi‐draft reading,




close reading, and questioning.


On the first read‐through, read mainly for a sense of plot. What is happening here? After


you’e done the first read‐through, answer question 1 below.


On the second read‐through, read for style and structure. Use a pen or highlighter as you read


to mark repeated words, phrases, and images —noticing these repetitions will help you figure


out what Dickens is really saying, what his deeper meaning is. After you’e finished your


second read‐through and marked the text, answer question 2 below.


On the third read‐through, put it all together, make connections, and ask questions as you


read. When you combine your understanding of plot and style —of what’ happening and


how Dickens is expressing it —what do you get? What is at stake here? Which characters are


in conflict? What is the conflict? Who is right . . . who do you think Dickens agrees with? Why?


After your third read‐through, answer questions 3 and 4 below.






THOMAS GRADGRIND, sir. A man of realities. A man of facts and calculations. A man who proceeds upon the


principle that two and two are four, and nothing over, and who is not to be talked into allowing for anything


over. Thomas Gradgrind, sir ‐ peremptorily Thomas ‐ Thomas Gradgrind. With a


rule and a pair of scales, and


the multiplication table always in his pocket, sir, ready to weigh and measure any parcel of human nature, and


tell you exactly what it comes to. It is a mere question of figures, a case of simple arithmetic. You might hope


to get some other nonsensical belief into the head of George Gradgrind, or Augustus Gradgrind, or John


Gradgrind, or Joseph Gradgrind (all supposititious, non‐existent persons), but into the head of Thomas


Gradgrind ‐ no, sir!


In such terms Mr. Gradgrind always mentally introduced himself, whether to his private circle of acquaintance,


or to the public in general. In such terms, no doubt, substituting the words ‘boys and girls,’ for ‘sir,’ Thomas


Gradgrind now presented Thomas Gradgrind to the little pitchers before him, who were to be filled so full of




Indeed, as he eagerly sparkled at them from the cellarage before mentioned, he seemed a kind of cannon


loaded to the muzzle with facts, and prepared to blow them clean out of the regions of childhood at one


discharge. He seemed a galvanizing apparatus, too, charged with a grim mechanical substitute for the tender


young imaginations that were to be stormed away.


‘Girl number twenty,’ said Mr. Gradgrind, squarely pointing with his square forefinger,


‘I don’t know that girl. Who is that girl?’


‘Sissy Jupe, sir,’ explained number twenty, blushing, standing up, and curtseying.


‘Sissy is not a name,’ said Mr. Gradgrind. ‘Don’t call yourself Sissy. Call yourself Cecilia.’


‘It’s father as calls me Sissy, sir,’ returned the young girl in a trembling voice, and 




‘It’s father as calls me Sissy, sir,’ returned the young girl in a trembling voice, and with another curtsey.


‘Then he has no business to do it,’ said Mr. Gradgrind. ‘Tell him he mustn’t. Cecilia Jupe. Let me see. What is


your father?’


‘He belongs to the horse‐riding, if you please, sir.’


Mr. Gradgrind frowned, and waved off the objectionable calling with his hand.


‘We don’t want to know anything about that, here. You mustn’t tell us about that, here. Your father breaks


horses, don’t he?’


‘If you please, sir, when they can get any to break, they do break horses in the ring, sir.’


‘You mustn’t tell us about the ring, here. Very well, then. Describe your father as a horsebreaker. He doctors


sick horses, I dare say?’


‘Oh yes, sir.’


Very well, then. He is a veterinary surgeon, a farrier, and horsebreaker. Give me your definition of a horse.’


(Sissy Jupe thrown into the greatest alarm by this demand.)


‘Girl number twenty unable to define a horse!’ said Mr. Gradgrind, for the general behoof of all the little


pitchers. ‘Girl number twenty possessed of no facts, in reference to one of the commonest of animals! Some


boy’s definition of a horse. Bitzer, yours.’


The square finger, moving here and there, lighted suddenly on Bitzer, perhaps because he chanced to sit in the


same ray of sunlight which, darting in at one of the bare windows of the intensely white‐washed room,


irradiated Sissy. For, the boys and girls sat on the face of the inclined plane in two compact bodies, divided up


the centre by a narrow interval; and Sissy, being at the corner of a row on the sunny side, came in for the


beginning of a sunbeam, of which Bitzer, being at the corner of a row on the other side, a few rows in


advance, caught the end. But, whereas the girl was so dark‐eyed and dark‐haired, that she seemed to receive


a deeper and more lustrous colour from the sun, when it shone upon her, the boy was so light‐eyed and lighthaired


that the self‐same rays appeared to draw out of him what little colour he ever possessed. His cold eyes


would hardly have been eyes, but for the short ends of lashes which, by bringing them into immediate


contrast with something paler than themselves, expressed their form. His short‐cropped hair might have been


a mere continuation of the sandy freckles on his forehead and face. His skin was so unwholesomely deficient


in the natural tinge, that he looked as though, if he were cut, he would bleed white.


‘Bitzer,’ said Thomas Gradgrind. ‘Your definition of a horse.’


‘Quadruped. Graminivorous. Forty teeth, namely twenty‐four grinders, four eye‐teeth, and twelve incisive.


Sheds coat in the spring; in marshy countries, sheds hoofs, too. Hoofs hard, but requiring to be shod with iron.


Age known by marks in mouth.’ Thus (and much more) Bitzer.


‘Now girl number twenty,’ said Mr. Gradgrind. ‘You know what a horse is.’


She curtseyed again, and would have blushed deeper, if she could have blushed deeper than she had blushed


all this time. Bitzer, after rapidly blinking at Thomas Gradgrind with both eyes at once, and so catching the


light upon his quivering ends of lashes that they looked like the antennae of busy insects, put his knuckles to


his freckled forehead, and sat down again.  


The third gentleman now stepped forth. A mighty man at cutting and drying, he was; a government officer; in


his way (and in most other people’s too), a professed pugilist; always in training, always with a system to force


down the general throat like a bolus, always to be heard of at the bar of his little Public‐office, ready to fight


all England. To continue in fistic phraseology, he had a genius for coming up to the scratch, wherever and


whatever it was, and proving himself an ugly customer. He would go in and damage any subject whatever with


his right, follow up with his left, stop, exchange, counter, bore his opponent (he always fought All England) to


the ropes, and fall upon him neatly. He was certain to knock the wind out of common sense, and render that


unlucky adversary deaf to the call of time. And he had it in charge from high authority to bring about the great


public‐office Millennium, when Commissioners should reign upon earth.


‘Very well,’ said this gentleman, briskly smiling, and folding his arms. ‘That’s a horse. Now, let me ask you girls


and boys, Would you paper a room with representations of horses?’


After a pause, one half of the children cried in chorus, ‘Yes, sir!’ Upon which the other half, seeing in the


gentleman’s face that Yes was wrong, cried out in chorus, ‘No, sir!’ ‐ as the custom is, in these examinations.


‘Of course, No. Why wouldn’t you?’


A pause. One corpulent slow boy, with a wheezy manner of breathing, ventured the answer, Because he


wouldn’t paper a room at all, but would paint it.


‘You must paper it,’ said the gentleman, rather warmly.


‘You must paper it,’ said Thomas Gradgrind, ‘whether you like it or not. Don’t tell us you wouldn’t paper it.


What do you mean, boy?’


‘I’ll explain to you, then,’ said the gentleman, after another and a dismal pause, ‘why you wouldn’t paper a


room with representations of horses. Do you ever see horses walking up and down the sides of rooms in


reality ‐ in fact? Do you?’


‘Yes, sir!’ from one half. ‘No, sir!’ from the other.


‘Of course no,’ said the gentleman, with an indignant look at the wrong half. ‘Why, then, you are not to see


anywhere, what you don’t see in fact; you are not to have anywhere, what you don’t have in fact. What is


called Taste, is only another name for Fact.’ Thomas Gradgrind nodded his approbation.


‘This is a new principle, a discovery, a great discovery,’ said the gentleman. ‘Now, I’ll try you again. Suppose


you were going to carpet a room. Would you use a carpet having a representation of flowers upon it?’


There being a general conviction by this time that ‘No, sir!’ was always the right answer to this gentleman, the


chorus of NO was very strong. Only a few feeble stragglers said Yes: among them Sissy Jupe.


‘Girl number twenty,’ said the gentleman, smiling in the calm strength of knowledge.


Sissy blushed, and stood up. 


‘So you would carpet your room ‐ or your husband’s room, if you were a grown woman, and had a husband ‐


with representations of flowers, would you?’ said the gentleman. ‘Why would you?’


‘If you please, sir, I am very fond of flowers,’ returned the girl.


‘And is that why you would put tables and chairs upon them, and have people walking over them with heavy




‘It wouldn’t hurt them, sir. They wouldn’t crush and wither, if you please, sir. They would be the pictures of


what was very pretty and pleasant, and I would fancy ‐ ‘


‘Ay, ay, ay! But you mustn’t fancy,’ cried the gentleman, quite elated by coming so happily to his point. ‘That’s


it! You are never to fancy.’


‘You are not, Cecilia Jupe,’ Thomas Gradgrind solemnly repeated, ‘to do anything of that kind.’


‘Fact, fact, fact!’ said the gentleman. And ‘Fact, fact, fact!’ repeated Thomas Gradgrind.


‘You are to be in all things regulated and governed,’ said the gentleman, ‘by fact. We hope to have, before


long, a board of fact, composed of commissioners of fact, who will force the people to be a people of fact, and


of nothing but fact. You must discard the word Fancy altogether. You have nothing to do with it. You are not


to have, in any object of use or ornament, what would be a contradiction in fact. You don’t walk upon flowers


in fact; you cannot be allowed to walk upon flowers in carpets. You don’t find that foreign birds and butterflies


come and perch upon your crockery; you cannot be permitted to paint foreign birds and butterflies upon your


I am currently enrolled in 6 college level classes that i have zero motivation to do the homework. The…

I am currently enrolled in 6 college level classes that i have zero motivation to do the homework. The end of the semester is the 19th of December and I am looking for someone to do it for me.