blog, blog! have a merry blog!

Amazing how difficult I’m finding it to dredge one more blog up out of myself. I meant to do it at work today, but we stayed pretty busy. So it’s evening now and the birds are fairly quiet. My house is starting to look habitable again, and I’m thinkin’ ‘bout stuff.
Feeling melancholy, wanna go home, don’t really know where that is. When I’m feeling homesick like this I always tell me to hang in, be a grownup, finish school, and if when I’m done I still want to run to Washington, me and I will talk about it. After all, they’re crying for good educators everywhere.
The holidays are here and my family is scattered like so much chaf. Nothing’s changed; this is how it’s always been. We’ve never all been together in the same place at the same time in my whole life. Holidays when I was growing up were traumatic and best over, but now that we’ve all survived it and grown, I wish we could have just one Christmas. I know we can’t—I’ll go visit my mom and talk with all my brothers on the phone (thank you, AT&T, for unlimited weekend minutes), and maybe I’ll even catch my sister home.
I’m getting used to Claire; I hope she’s getting used to me. I’ve heard (ugly) rumors that I am somewhat odd. I’m getting used to the fishbowl effect; I’ve gone from hating it to merely disliking it. I figure the next step is not noticing it. She could be (gasp!) right; I also have noticed (someone mentioned in their blog) students seem a little more comfortable coming in. I’m less hysterically frightened about change since my interview, too. Perhaps I should clarify: I’m still hysterically frightened about change; I just feel reassured that there’s not going to be as much of it as I had feared.
I’m not a rookie anymore. It’s funny. I was really scared when I first started. I guess I wish I’d known just how much work the class was going to be. It’s been a challenge to do this class and education classes at the same time. When Sylvia first told me we were required to take a class, I thought, fine, hang out, learn about verbs, piece of cake…it’s been an awfully lot like work for something I was expecting to be like hanging out. I still would have done it. And it’s over now. (I’m sorry, Scott. I know I still owe you reading responses, but I’m too fried, I’m ‘bout writ out, I’ll be surprised if I make it through this blog.) Advice? Relax, be friendly, don’t be afraid to screw up, no one bites. How’s that?
I’m looking forward to the Christmas party. There will be people there I haven’t seen since orientation, I think. I’m not looking forward to being unemployed for a month, but hey, God hasn’t let me starve yet. I’m glad I know you guys. I hope to know you for a while longer. I’m gonna really miss Kristie, but she’s taking morning classes next semester for her level 2, and so am I, so it’s not like she’s gone from my life. It’s been a fun semester. I learned a lot. I wonder: Will we still be able to ramble around here? Will the blog disappear into cyberspace? Will anyone care? Do I care? (Well, I care. Will I make the time?)
All I want for Christmas is world peace. And to be a better person (my contribution to world peace). I try, I really do. I fall GROSSLY short on a dishearteningly regular basis. I’m not a good enough student, tutor, friend, daughter, sister, cousin, aunt, or niece. On the bright side, I’m a perfect human. Please forgive me for any toes I may have squashed. I know occasionally my mouth goes off without me (that’s why I no longer work for Citigroup--I joke about that, but it's true). I mean well and often it doesn’t show at all. Well, mush, squash, drip, blog…I’m done. Okay, I love you, Buh-bye!

Some of my random thoughts for this week......

Dr. Rogers made a comment to me this week about a conversation that he had with one of his colleages about teaching students to write. I am not going to try to quote exactly what was said but basically his colleage said that the part of a students brain that is equiped to process the kind of information that you need a student to learn and apply in order to write at the level that we expect them to ( feel free to correct me if I am wrong here Dr. Rogers) does not actually develop until they are about 25 or 26. That is why they write such basic level "freshman" type papers for what seems like forever. I was pondering this new insite and I think that it might have an element of truth to it. I remember when I took my English 1010 class I took it with a friend of mine who was 2 years older than I was. I was about 20 at the time. I loved the class and I understood that I was not a very good writer, but I never really understood why. I studied hard, I went to class everyday, and I was learning alot. My friend never went to class, never studied and did not care. I knew that I was a more learned student then she was. I do not want to brag but I knew that I was smarter than she was and I had actually done quite a bit more writing than she had. But I recognied that despite this her writing was better than mine was. I could not figure it out? Was she just lucky? At the time I finally consigned myself to the idea that she just had a talent at B.S.

I left school for a few years and when I came back I was 23. When I took English 2010 from the same teacher that I had had previously I felt a little apprehensious because I had been out of academia for so long. But it was like concept just seemed to click in place like never before. I suddenly with little to no nudging from my teacher was able to write in ways that I had never written before. I understood concepts with ease that I had struggled with all my life in writing.
(If only the same would happen in my Math class)

Is it true? Is it impossible to fully teach younger students to be really good writers? Or could it have been other varibles in my life that effected my learning? What an interesting thought. Just having this knowledge will help me to understand the students that I work with a little better. I do not think that there is no hope for them but I might help me to be a bit more patient with them.

Other random thoughts....

I really hate fleece throws. Especially the ones with cheesy advertisement logos. If anyone were to give me one I would have to think that it was a cop out gift and they obviously do not know me very well. But to make the situation better I woud donate it to the diversity center blanket drive.

Jolly Ol' St. Laynie's Holiday Shopping Guide

This is an unsolicited blog, which I'm sure makes all of you cringe at what Jolly Ol' St. Laynie has come up with now...but do not fret. I would not jeopardize my place on the "Nice List" after spending most of my life on the "Naughty List".

First of all, my suggestions all have something in common. They're all things that I like and would like to get if the recipient of the gift would rather have something else (thus they could give the gift to me, and all will be jolly).

I think Lori would like a nice New York Yankees or Indianapolis Colts fleece throw blanket. Why do they call them throws? Who knows.

I'm pretty sure Kyle would like the first season of The Shield on dvd.

Tammy is beggin' for the Seinfeld dvd.

Cynthia really REALLY wants an XBOX with all of the Ghost Recon games, and both Splinter Cell games.

Katie, I'm sure, is pining for a vcr (okay, mine is broken).

Ammon has been beggin' for the Nirvana box set. Also, he would like the Cure box set with B-sides. Also, there is a really cool Cure dvd at Graywhale...ahem, at the north pole.

Mark, being the music kon-o-sur (I admit I don't know how to spell this...plus it's french so who really cares?) would like a Gibson Les Paul with Marshall amp stack....wait, he would want to keep that, so let's switch Katie and Marks' gifts.

Tyler, I know, would like a large Indianapolis Colts bean bag chair to sit on while he watches the Indianapolis Colts. Also, he would like the large Colts helmet that you put popcorn in.

Samantha would enjoy receiving the Star Wars dvd set...throw in a cool Darth Vader helmet.

Jesse has told me that she would like a New York Yankees style letterman jacket. Also, she would really like a Lou Gehrig jersey. the Pinstripes are preferrable, but she'll take the road grays too.

Thank you for your patronage, and I hope you all go out and purchase these gifts for one another.

Thought you might find this handy

http://www.haverford.edu/library/reference/rkieft/bibess.html

I have a question!

Here is my question: (clearly labeled so you know what it is) How many blogs should we have posted now? I'm having trouble keeping track.

Here I am procrastinating again my procrastinated homework. You’d think that the absolute panic I’m feeling at this time would be enough to drive me into action. Unfortunately, I just feel overwhelmed (is anyone ever underwhelmed? Or just whelmed?) I have so much to do that even if I stayed on campus for twelve hours a day until the semester is over I’d still be behind. Strangely enough, when I have this much to do I don’t know where to start, so I usually go read a book. Pretty smart, eh?

On the radio last night the DJ mentioned a study that shows that a person needs a year to start feeling "normal" after a traumatic experience (like the death of a loved one). Apparently, the brain doesn’t regain its full operation until the year is up, and then it needs another year to process what happened. I sat there thinking "who in the heck is every ‘normal’ then?" So– that’s my excuse.

Okay, so far this blog has had nothing to do with the writing center or tutoring. Let me try.
Advise for new tutors: Get over yourself, already! Stop worrying about appearing perfect. You aren’t perfect and no one expects you to be. With most papers there is little you could do to make it worse!

In several of the last blogs I noticed mentions of "veteran" and "newbie" tutors. Isn’t it time to get rid of these titles? With almost a semester of tutoring done, most of the newer tutors are, I dare say, as good as, or better than, the "veteran" tutors. The "newbie" tutors have one distinct advantage though, they’re still (mostly) humble enough to see what they are doing wrong and try to correct it. Also, I haven’t seen any of the "new" tutors saying "sure I’ll help him...in ten minutes." In fact, I’ve seen some "new" tutors working even when they are off the clock because there is someone who needs help. "New" tutors seem much more enthusiastic about the job and more willing to inconvenience themselves to help others.

Well, even though I am not a Boy Scout, I am cold, tired and hungry and I want to go home.

Mushy

Well Lets see… … … I think that not knowing is what made the semester one that I will never forget! I agree with Mark that new tutors need to come into the class with their own expectations. This allows the greatest opportunity to learn. If I had to tell them something, I would say hang on and enjoy! When I first started the semester I had no idea how many times I was going to be put on the spot. This turned out to be what helped me learn the most. I am not sure that I am used to it yet, but I can live with it. Other advice would be to not be shy. You are going to meet a lot of people during the semester; these people have a lot to offer you. If you never talk to them you will miss out. I would also tell the new tutor to get to know all the other tutors; whether you like it or not there is a family here. The Writing Center is a place that is going to be a part of you. Care about it and care about what happens to the other tutors. Sorry this is so mushy but.....deal!

Confession

What I wish I'd known..........................? Well, I see no need for beating around the bush, so I am just going to come out and say it. I always thought, even after my interview for the job and right up until our first staff meeting, that the Writing Center was mainly there for PROOFREADING. Okay, now that I am 100% sure I am going to lose my job and all my new friends, let me explain.

I had never been required by a professor to go visit the Writing Center. I knew it existed, but I obviously had no idea why. In most of my classes I found the feedback on global issues from my peers and professors enough to teach me the basics of good writing. About a year ago I took a Political Science class and my professor said of my final report something like, "Mark, you are an excellent writer. I found very few grammatical errors in your paper." I thought, "Wow, I heard the Writing Center is hiring. I'm gunna apply for a job. I got a B in 2010; I am qualified to tutor." I wish I had known I was wrong. Then again maybe I don't. Had I known the Writing Center was all about "global" and that I knew squat about tutoring, I might not have applied for the job and then I would not have learned tons this semester.

I, like Ammon, (maybe its the x-Mormon missionary in us) also had a vision of learning a skill and then practicing it in mock tutor sessions. So when I went to the first day of class and found out about all the reading and writing we would be doing, I was surprised and a little disappointed that my semester was going to be that much more work. But I guess not telling the new tutors about all that is the best way to get them to accept and start their jobs. So maybe we should let all new tutors come to class with their own expectations so we don't scare them away before the semester even starts.

Another Idea for change: I think the writing center class should take an approach similar to that the Marines do to the new guys at boot camp. Though I found out pretty fast that I was not that qualified to be a tutor, it would have been awesome to see Scott and Sylvia, and especially Andrea yelling, screaming, cussing, and spitting all over the class. That would have motivated any of us to get better as fast as possible. Let's try this technique out on the next newbies.

Observations and Suggestions

Even though I was just beginning to get used to the usual atmosphere of the Writing Center, I am welcoming some of the changes that are being made. I think opening some of the blinds has brightened up the room, and made the Writing Center appear more welcoming. I've noticed this in the body language of our clients as they approach the door. With all the blinds closed, students would tend to float outside the door, and when they did enter, they cowered in the corner with an unsure look on their face. Now that the blinds near the door are open, students walk in with their heads held high, not afraid to ask for help with an assignment. I was surprised to see how much of a difference this small alteration made, but I am also happy to see an increase in the confidence of students.

In regard to future changes that I think should be made to the Writing Center, I would like to suggest a slight change to the times that shifts start and end. This past semester, I worked at 9:00 a.m., and then had a class the next hour at 10:00 a.m. in the science building. I accepted the fact that I would be a little late to class, but I often had to stay until after my shift was supposed to be over, making me several minutes late for my class at 10:00. I think it would be great if shifts started and ended at five minutes to the hour to give those of us who have classes immediately after tutoring a head start to where we need to be. Most tutors arrive five minutes before their shift anyway, so I don't think it would cause any conflict to make this minor alteration to the usual procedure of the Writing Center.

I also think it would be great to require on-shift tutors to wear nametags, because it would improve communication, and make it easier for incoming students to identify a person who can assist them with their paper. I think a huge part of the anxiety students feel upon arriving at the Writing Center is due to the fact that they are not sure who to ask for help. It is probably very overwhelming to walk into a room of strangers and admit, in front of all of them, that you need help with a piece of writing. If nametags are worn, students will realize which tutors are working, and be able to walk up to an individual instead of addressing the whole group. Removing this intimidation would most likely be conducive to the atmosphere in which a student feels comfortable freely discussing their writing.

Advice to the Newbies

The first thing I'd say to new tutors is to not be afraid to not know and ask other tutors. That has been valuable to me, and I know other tutors do that as well. There is absolutely no shame in not knowing something, especially something as obscure as the intext citation for an article from a journal that has three authors and that has continuous pagination. The writing manuals have also been handy for that.

Another thing is, use the buddy system. Never be a loner in the Writing Center Tutor network. You could get torn up that way. Those veteran tutors will have you screaming for your Mommy if you don't have anyone to back you up and support you through the hard times. Also, use the Blog to make sarcastic comments to blow off steam. Having a buddy in the Buddy System also works for this...always ALWAYS make fun of something when the time arises, otherwise the stress will get to be too much.

Take the reading seriously because you can learn a lot. Even if you don't agree with the person's view, you can learn what NOT to do in a tutoring situation. Also, listen in on fellow tutors and try to glean knowledge from them. It's also valuable to learn what NOT to do.

Another piece of advice I have for incoming tutors is to 'always look at the bright side of life' as Monty Python would advise you to do. Life is too short, or in the words of Ferris Bueller 'life moves pretty fast'. I'd also mention Ferris's (sorry Sylvia, but I agree with Dr. Rogers on the apostrophe usage here) analogy of the coal and diamond bit, but it's a little risque for this venue.

On that note, I'd have to say that watching lots of movies and using quotes from said movies in your blogs can also go a long way to relieving stress that comes from the arduous duties of being a tutor. Drink a liter of olive oil if things get REALLY stressful, or listen to the soothing sounds of Marylin Manson.

I hope I have been helpful on this front. Good day to you all, and stay warm!

Change for the sake of Change

I'm not one that believes that changes should be made to something just because there is a new administration or whatever. Change for the sake of change can be dangerous in the fact that you may change something that is working, or you may disrupt the flow or order of what has been established. It's been hard for the 'veteran' tutors and the 'rookies' to mesh, but we've gotten there. I would hate to see things changed that would hurt this-- or to use a cliche, rock the boat. I know that we are supposed to avoid cliches like the plague, but I like to be purposely ironic.

Anyway, one thing specifically that I do not want to see is the turning of a fun place into a tomb-like atmosphere, where talking and joviality are discouraged. I admit I'm not the most reverent or always the most professional person in the world, and maybe I'm trying to defend something that caters to MY needs. However, I HATE going into places of business that are uptight, where people don't act like people but robots. I'm afraid if policies were put into place that would inhibit the showing of personality or having any fun, then I'm afraid I would have to make my exit. I think people like to come into a place where it is light-hearted and fun. You can have both-- the fun, and the professionialism.

I would like to see those overly large round tables taken out and something smaller, that allows for more room overall, to be brought in. It seems really cramped in that room. Other than that, I don't really have a problem with anything that goes on in the Writing Center. I consider a lot of the other people that work there to be friends and I would hate the chance to mingle and have fun with them. I just wouldn't enjoy going anymore.

Fine

Hmmmm… Is there anything we can really tell them? Our first week of the tutoring class was very helpful because it gave us some idea of what we would be facing. A few things have passed through my head that would have been nice to know, but now that I think about them I realize that explaining them to tutors in orientation would simply be too overwhelming.

I think the experience at the writing center is a lot like moving to another country or doing something that no one else can really relate to. It is simply not possible to explain the experience in a way that will adequately describe the feelings, events, and fears that surround it. I’ll attempt to do it for you though.

I guess one thing that I remember hoping to do was a mock session. I know that in most cases these turn out to be just that, MOCK sessions, but brand new tutors would take it seriously, and most likely settle some of their apprehension about tutoring. I remember wondering when we were going to do fake sessions, but when we didn’t, I began creating my own in my head. Overall, I find the practice beneficial, at least the first time.

I know that anyone trying to improve hates to hear this, but I found our last class before the first day of tutoring extremely beneficial and I wouldn’t change anything. The fact is, the only way to become immersed in tutoring is to jump in. I remember my first session, not really knowing how it was supposed to run exactly but just copying the other tutors. It went alright. It was rewarding. I think that if you push the idea of just getting your feet wet, then the tutors will prepare themselves for the plunge and have very good experiences tutoring.

If you really want a suggestion though, and I am sure you are well aware of this principle, but if there are shy or tentative members of a new staff then it may be necessary to prepare them a little more than the other tutors. The other option is to simply make the writing center one of those jobs where you jump in and either sink or swim. Assuming the second option is not the direction the writing center would like to go, I would keep in mind the tentative or shy tutors.

FINE

Hmmmm… Is there anything we can really tell them? Our first week of the tutoring class was very helpful because it gave us some idea of what we would be facing. A few things have passed through my head that would have been nice to know, but now that I think about them I realize that explaining them to tutors in orientation would simply be too overwhelming.

I think the experience at the writing center is a lot like moving to another country or doing something that no one else can really relate to. It is simply not possible to explain the experience in a way that will adequately describe the feelings, events, and fears that surround it. I’ll attempt to do it for you though.

I guess one thing that I remember hoping to do was a mock session. I know that in most cases these turn out to be just that, MOCK sessions, but brand new tutors would take it seriously, and most likely settle some of their apprehension about tutoring. I remember wondering when we were going to do fake sessions, but when we didn’t, I began creating my own in my head. Overall, I find the practice beneficial, at least the first time.

I know that anyone trying to improve hates to hear this, but I found our last class before the first day of tutoring extremely beneficial and I wouldn’t change anything. The fact is, the only way to become immersed in tutoring is to jump in. I remember my first session, not really knowing how it was supposed to run exactly but just copying the other tutors. It went alright. It was rewarding. I think that if you push the idea of just getting your feet wet, then the tutors will prepare themselves for the plunge and have very good experiences tutoring.

If you really want a suggestion though, and I am sure you are well aware of this principle, but if there are shy or tentative members of a new staff then it may be necessary to prepare them a little more than the other tutors. The other option is to simply make the writing center one of those jobs where you jump in and either sink or swim. Assuming the second option is not the direction the writing center would like to go, I would keep in mind the tentative or shy tutors.

Small Changes and Brown Nosing

I guess it is back to the books and the blogs now that the Thanksgiving break is over. Over the break I overstuffed my belly and fasted with my mind. I guess now that I am a little over weight and probably a little dumber I should changes my ways of living, for the next two weeks at least.

As far as changes in the writing center go, the only main change that I see a need for is changing the hours we work. In our methods for tutoring writers class we have experienced first hand the inconvenience of having to work from the top of the hour to the top of the next. Most days we were not able to start class even closely on time, or if we did, tutors missed out on important instruction just because they were doing the very job the class is for.

I also kind of like the idea of being able to change the schedule more than once in a semester. For those tutors who may work other jobs this might be beneficial because, though the writing center job is pretty stable in that we know when and where we work all the time, other jobs we may be working might not be and might make changes on us unexpectedly. This change may not need to be realized based on the fact that we have awesome tutors who are always willing to pick up someone else's hours.

Besides those little ideas, I do not have any other suggestions. I love my job and I think I am getting better and am progressing, not in leaps and bounds, but little by little. I owe a great deal of my progress as a tutor to Sylvia and Scott. I don't say much in class but I want to let you guys know that I really appreciate what you have taught me this last semester. (Though I meant what I just said I am hoping to get a little break on my bibliographic essay because of it.)

Things You Wish You'd Known...

So here we are, barreling down toward the end of the semester. The readings are finished. You are all scrambling to get your remaining assignments completed in time (not to mention your other classes). Clients are coming into the Writing Center in droves.

And you're all about to finish your stint, officially, as rookies.

Here's what I'd like to see you discuss: What advice do you have for the tutors who will follow you? What are the important things a tutor ought to know but that, perhaps, seem to slip through the cracks? I'm thinking it might be nice to put together a sheet detailing your advice.

ch-ch-changes

Honestly, I don't think I've been working in the Writing Center long enough to know what changes should be made. Even though I think I've learned a lot in the last few months, I feel like I'm still settling in sometimes. Making changes before you have a solid sense of the way things work isn't going to help anyone. It's hard to improve on something you don't fully understand, even if your ideas have worked in other settings. Ahem. However, there are a few things I could suggest.

I agree with the last few posts; there might be a bit too much socialization at times. As much as as I love being able to sit and talk with like-minded folk, it might not be the best thing for the students who need our help. At the same time, I don't think off-duty tutors should be banned from the Writing Center. This might be giving us (I am including myself in this statement) too much credit, but I don't think we need rules to keep us in check. If we can all just be aware of what we're doing and remember that students are number one, things should be fine.

Cynthia's suggestion of staff nametags might work on several levels. Not only will it differentiate on-duty and off-duty tutors, but it will help students gain a familiarity with tutors. I don't know about the rest of you, but I almost always neglect to introduce myself properly. Nametags might pick up the slack. Several times I've had a student come in and explain that s/he was helped by, "that one tutor...with the hair...you know?" Nametags won't guarantee that students will commit our names to memory, but they might help them communicate with us more easily. Plus an official Writing Center nametag would make a nifty keepsake once we have to leave for a less appealing job. Can you tell I don't want to graduate yet?

Now that I've rehashed everyone else's suggestions, I have one of my own. It probably won't fly, but I'll put it out there anyway. What if we didn't have the same schedule for the entire semester? I spent the first few weeks of the semester watching the other tutors; this is where I learned the most. There are some tutors that I know from class, but haven't ever worked with. It's nice to have a set schedule, but it might be better for us to work with a greater variety of tutors. Maybe a monthy schedule might work? In reality, it probably wouldn't, but it's nice to think about.

That's all I've got for now. If you want to hear more of my ideas about what's wrong in the Writing Center, listen very closely during any of my shifts. It might sound like complaining, but it's really just my way of offering advice.

Title?

Ok, first of all I need to address Cynthia’s suggestion about not having tutors who are not on shift in the writing center. I can understand why she feels this way, but I don’t necessarily believe that the tutors who aren’t working cause the problem. I am trying not to get too defensive, since I am one of those tutors who “hang out” in the WC, but I think the tutors who are on shift can solve the problem if they do their job better. Often times tutors are so immersed in other things, such as homework, that they don’t pay attention to students who walk in and need help. I tend to find myself guilty of this, but if we make a conscious effort to greet everybody who walks into the WC then we wouldn’t have to face the “Who’s on the clock?” question. The tutor would acknowledge the student and if they need help with their paper, the tutor would then proceed to help the student. I think it is ok to do homework (or make baseball cards : ) ) when on shift, as long as we remember that if a student comes in and needs help we should then focus our attention on them. We need to remember that being on the clock means that we are being paid to tutor students.

About the question “Who’s on the clock?” I find myself asking this question, not because I don’t know who is working, but to tell a particular person that there is a student waiting. I usually try to be as tactless as possible so instead of saying “Hey (insert name)! Get your lazy (bleep) over here and start tutoring” I tend to ask “(Insert name)? Are you on the clock? There is somebody waiting for your help.”

Even though wearing nametags would probably be extremely dorky I think that they would be useful. It’s true that most of the time students coming into the WC have no idea who is a tutor and who isn’t. But then, if tutors are doing their job and acknowledging the student, before the student can acknowledge the tutor then are nametags necessary?

I think that everybody would agree with me when I say that the blinds up in the WC make me feel like I’m in a fish bowl. I’m ok with the ones by the far wall, next to Claire’s desk, but the others kind of creep me out.

Students often come in for help because their teacher either required them to or is giving them extra credit. Usually I just write my name, date, and the WC on their paper, but what if we had a stamp instead? If students notice all we do is write our name, then the next time they are required to come they might “forge our signatures”. This probably isn’t that big of a deal when it comes to others things in the WC, but I personally think it would be cool to use a stamp.

Many times, students come into the WC and only want to use the computers. I can understand if they need to print off a paper that they would like a tutor to go over with them or if they fix a paper after a tutoring session, but a lot of times they don’t. Do these students not realize that there are about ten computer labs on campus with more than four computers? What if we had a list of all the computer labs on campus in the WC? That way, when all the computers in the WC are being used and a student is looking for a computer they will know where to go.

I’ve noticed that most of the things that I have mentioned are local problems, instead of global problems when it comes to working at the WC. Overall, I think the global things we do, such as focus on global issues first, then look at local issues, are working just fine.