She's just the kind of drama Interior designer Bertie Anderson has big dreams for her career, and they don't include being stuck in her hometown of Harmony, North Carolina. One last client, and Bertie is packing up her high heels and heading for her dream job in Atlanta. But her plans are derailed by the gorgeous new owner of that big old Victorian she's always wanted to renovate... He's vowed to avoid For retired tennis pro Keith Morgan, Harmony is a far cry from fast-paced Miami-which is exactly the point. Keith is starting a new life for himself and his daughter Maddie, and he's left the bright lights and hot women far behind. Bertie's exactly the kind of curvaceous temptation he doesn't need, and Keith refuses to let their sizzling attraction distract him from his goals. Keith and Bertie both have to learn that there's more than one kind of escape, and it takes more than wallpaper to turn a house into a home.

The autor grew up as a child of war in a little town in Vogtland, the southern part of Saxony. His father, a Luftwaffe officer, was killed in an airbattle against American bombers and fighterplanes, experienced the retreat of the defeated German Army and the occupation by American and Soviet troops, the tranformation of the East German soviet zone to a socialist country with a kommunist school system. He was a member of the kommunist youth organisation but later joined the christian youth community, witnessed the uprise of East German people on June 1953, he fled to West Germany with his mother to a completely foreign world, wih a western school system. After graduation from College he studied medicine in Munich, Vienna and passed the Medical State Examination in Heidelberg After passing the ECFMG he got married to Franziska and started internship and residency in New Jersey and Philadelphia PA for two and a half years. After returning to Munich he continued his medical education as intern and resident in internal Medicine and cardiology.

Professor Dee L. Eldredge's Teaching Spanish, My Way is a treasure trove of information and a resource manual of over 370 pages to aid Spanish teachers / professors in their efforts to help students learn Spanish. It contains the author’s philosophy of teaching; suggestions for course and class preparation; principles of teaching that he follows; general linguistic, syntax, lexical, phonetic, and morphological explanations; Spanish language rules; Spanish historical, cultural, and geographical information; handouts that have been used a lot by the professor; and cards that have been utilized with great success to teach Spanish, especially at the beginning of classes. Would you like to read information about how to take charge of a class and more about the responsibilities of a teacher? Chapter 1 of the book gives the reader the author’s philosophy of teaching and much information on his perspectives relating to a teacher’s responsibilities. Topics such as being in charge of the class, being prepared for everything, grading practices, using time efficiently during class, presenting grammar, implementing oral drills, students speaking as much Spanish as possible during the class and before / after class with the teacher, being courteous, and others will help you be a better teacher / professor. Would you like to be better organized and run your classes more smoothly? Chapter 2 details many subjects important to course organization, class preparation, and class instruction. As part of course organization, syllabuses, schedule of classes, handouts, marking up textbooks, folders, copies, tests, and examining classrooms are discussed. Appertaining to class preparation, planning of the activities for the next class, grading, recording and placing papers in folders, handouts, and tests are explained. Concerning class instruction and activities, the following topics are presented: directing a class, starting a class, reviewing homework, asking questions, presenting new grammar, practicing new grammar, presenting new homework, reading, using handouts, giving tests/exams, grading and reviewing tests, and ending class. Would you like to have some excellent rules that would help you teach your classes more suitably? Chapter 3 lists the many rules that the author follows in teaching his classes. Some deal with the interaction with students, others with the organization of the classroom, others with the preparation of classes, and others with the way he organizes everything. Would you like to have explanations of grammar and linguistics that very much help you teach more competently? Chapter 4, which is by far the longest, gives explanations of many items in linguistics that can greatly aid Spanish teachers---such as synthetic and analytic languages; declensions; syntactical notation; thematic relations and relators; complementation; arguments; vocalic and consonantal languages; adverbials; markers; a sentence; moods; voices; raising; pro-forms; noun phrases; cases with pronouns; pronouns after prepositions; clitics; leísmo, laísmo, and loísmo; relative pronouns; clitic doubling; determiners; homonyms; verb phrases; verbal complementation; verbal particles; verbal aspect; verb forms; the English “dummy it”; usage comparison of auxiliary verbs in English and Spanish; prepositional phrases; prepositional complementation; modifiers; position of modifier adjectives; conjunctions; multiple meanings of English and Spanish verbs and other words; affirmative and negative words; question words; false cognates; Spanish and English verb problems; the silent h and u; juncture; phonemes; diphthongs; phonetic stress; vowels and consonants; representatives of sounds; spelling problems; cognates; and usage of linguistics in the classroom. This chapter aids the teacher to deliver the whys and wherefores to many grammatical problems—as for example, why the h became silent in Spanish, where the name California came from, and why the Spanish chose habla

Working My Way Through Life is my autobiographical memoir of my experiences in the working world. I have worked at 25 different jobs besides teaching English for 40 years (36 in high school and 4 in college). I hope the readers of my book enjoy my stories. Each job has its own drama. Beginning with my first account, shining shoes in taverns at the age of four, to my final years of teaching, the readers will observe a vast array of working experiences, some more exciting than others, but all sharing different insights into the working world. Hopefully, my book will dispel that old saying; “Those who can--do; Those who can’t--teach.” I know that most people in the working world have many experiences and stories of their own. It is a matter of remembering and writing them down. Maybe I’ll be reading your book someday.