Descriptive Essay - Original Writing - 1075 Words

He had you pressed up against his hotel door, hand shoved inside your panties and nibbling at the thin skin on your neck, feeling your heart pulse and speed up along with the movements of his hand. Both of you were drunk, however that didn’t stop you both from making out at the bar and somehow walking the streets to his hotel and now you’re here? Your mind blurred as he bit down roughly and leaned your head back on the door. His free hand snuck up your shirt, cupping your breasts. â€Å"Bed?† his voice was gruff and you felt the burn of his cheeks from the scruff he had forgotten to shave. â€Å"Fuck, please,† you latched your legs around his waist and your arms around his neck as he latched his mouth onto yours, walking backward onto the bed. You†¦show more content†¦Ã¢â‚¬Å"Maybe I can change the story and just say that Patrick Stump has a big mouth but fails to deliver.† â€Å"God, you’re such a bitch.† â€Å"Only for you, babe.† â€Å"Don’t call me that. Are you going to blow me?† â€Å"No. You’re fucking gross, why would I blow you?† â€Å"Ugh. Do you have a condom?† â€Å"Nope, thought you had one, Mr. ‘I-Sleep-With-Tons-of-Girls.’ Heard you have HIV, too.† â€Å"That was a joke! And fuck you!† â€Å"Bullshit. Eat me out?† â€Å"Not unless you blow me.† â€Å"Handjob?† â€Å"Fuck. Fine. Sit,† you crawled on his face, him latching on to your thighs and getting a good look at your pussy beforehand. â€Å"Fuck, can I tell everyone you have a perfect pussy?† â€Å"You’re never telling anyone about this.† He rolled his eyes and moved on comfortably and started. He licked up onto your clit and sucked. Hard. It made your eyes go back into your head and release a noise louder than either of you thought you would. For him, though, it was just encouragement and sped up. Forget the fucking alphabet, where the hell did this nerdy asshole learn to do this? Porn? Horny bastard, he probably did. He reached up from your thighs to your tits, twisting your nipples and sliding his hands onto your waist and just feeling. His eyes are closed, drinking you dry, and moved in sync with you when you grinded down on to his face and tugged at his hair. You felt the heat building up in your stomach, you pulled on

A Rose for Emily Why Ms. Emily Did Not Kill Homer Barron...

A Rose for Emily: Why Ms. Emily did not kill Homer Barron Ms. Emily Grierson, a well know figure in her community has a lot of controversy surrounding her. Known for being reserved and quiet, Ms. Emily is considered to be the local crazy person. Her family is known for having members with mental illnesses, and she is quite bizarre also. After her love interest Homer is found dead in her house, everyone wonders if Ms. Emily killed him. Ms. Emily never really got the chance to have a male companion in her life, so when she met Homer Baron she fell in love. Homer showed Ms. Emily attention and she wanted to spend the rest of her life with him, therefore she had no need to murder him. Ms. Emily lived a reserved and quiet life, due to†¦show more content†¦He was done working on the streets, so he left for a period of time. The townspeople thought he had left to give Ms. Emily some time with her cousins, but after one week and three days, he returned. The Negro servant let him in through the kitchen door and no one ever saw Homer again. After Homer returned, he could have been sick and suddenly died. After Homer entered Ms. Emilys house, no one ever saw Homer again. No one in the town saw Ms. Emily for a long time. Her front door remained closed for about six or seven years. The next time anyone saw Ms. Emily, she was fat and her hair color was turning gray. If Homer died in her house after returning, she may have become depressed. Having the love of her life die in front of her may have sent her into shock; which is why his dead body remained in her house for so long. Ms. Emily probably could not cope with saying goodbye to him and not seeing him ever again, so she left him lying in the bed. Due to the fact that everyone in town had their own assumptions as to what happened to Homer, she did not want anyone to see her and ask her questions about Homers whereabouts, so she remained in her house. Ms. Emilys family had a history of mental illness, and that could be part of the reason why Homer laid dead in her house for so long. She was known for clinging to the deadShow MoreRelatedAnalysis Of William Faulkner s A Rose For Emily1526 Words   |  7 Pagesâ€Å"A Rose for Emily.† William Faulkner is the author of â€Å"A Rose for Emily.† In â€Å"A Rose for Emily† the story starts off at Emily’s funeral, and the whole town is there too. The men went out of respect for losing a person who had been a citizen of Jefferson for a long time, and the women went because they wanted to see what her house looked like because only a select few have seen it in the last couple decades. The rest of the story is her past, when she was living. In the beginning Ms. Emily getsRead MoreAlive, Miss Emily in A Rose for Emily by Essay examples544 Words   |  3 Pagesâ€Å"Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town† (15; 1068). The short story â€Å"A Rose for Emily† by William Faulkner is about how the mai n character, Emily Grierson, deals with changes and relates with the society because of that. The narrator describes the strange circumstances of Emilys life and her relationship with her father, her lover Homer Barron, the town of Jefferson, and the horrible secrets she hides. She has trouble letting go

The Value of Integrated Curriculum free essay sample

Introduction The integrated curriculum is a great gift to experienced teachers. Its like getting a new pair of lenses that make teaching a lot more exciting and help us look forward into the next century. It is helping students take control of their own learning. Im learning more in this course, and Im doing better than I used to do when social studies and English were taught separately. This teacher and student express an increasingly widespread enthusiasm for curriculum integration. While not necessarily a new way of looking at teaching, curriculum integration has received a great deal of attention in educational settings. Based both in research and teachers own anecdotal records of success, educational journals are reporting many examples of teachers who link subject areas and provide meaningful learning experiences that develop skills and knowledge, while leading to an understanding of conceptual relationships. Definitions Integrated curriculum, interdisciplinary teaching, thematic teaching, synergistic teaching. When attempting to define integrated curriculum, it is also necessary to look at related terms. Several definitions are offered here. As this paper is narrowed to K-12 integrated curriculum, definitions from vocational and higher education are ot included, although there is a growing interest in both of those areas in the interdisciplinary, integrated curriculum. The reader interested in specifics about interdisciplinary work in those fields is invited to consult the General References at the end of this report. A basic definition is offered by Humphreys (Humphreys, Post, and Ellis 1981) when he states, An integrated study is one in which children broadly explore knowledge in various subjects related to certain aspects of their environment (p. 1). He sees links among the humanities, communication arts, natural sciences, mathematics, social tudies, music, and art. Skills and knowledge are developed and applied in more than one area of study. In keeping with this thematic definition, Shoemaker defines an integrated curriculum as education that is organized in such a way that it cuts across subject matter lines, brin ging together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, which is interactive. Within this framework there are varied levels of integration, as illustrated by Palmer (1991, p. 9), who describes the following practices: Developing cross-curriculum sub objectives within a given curriculum guide Developing model lessons that include cross-curricular activities and assessments Developing enrichment or enhancement activities with a cross-curricular focus including suggestions for cross-curricular contacts following each objective Developing assessment activities that are cross-curricular in nature Including sample planning wheels in all curriculum guides. What is integrated curriculum? is important to understand that curriculum integration is an idea that has a strong round them; sometimes this was motivated by political means (Beane 1991). Educational reform has roots dating as far back as the progressive era. The philosophy behind educational reform during the progressive era centered around an emphasis on student creativity, applicable outcomes, natural learning, and student experience (Rousmaniere, 1999). This belief system has been the fundamental base for integrated curriculum. Supporters of the progressive educational reform believed that the different disciplines prevented students from making connections between the different subjects. Therefore, the relevance of the aterial decreased (Taylor, 1995). Components of Integrated Curriculum Focuses on basic skills, content and higher level thinking Encourages lifelong learning Structures learning around themes, big ideas and meaningful concepts Provides connections among various curricular disciplines Provides learners opportunities to apply skills they have learned Encourages active participation in relevant real-life experiences Captivates, motivates, and challenges learners Provides a deeper understanding of content Offers opportunities for more small group and industrialized instruction Accommodates a variety of learning styles/theories (i. , social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences RESPONSIBILITY Supportive partnerships around a child provide the kind of environment in which families, schools, and the community work together to achieve and sustain shared goals for children. Ongoing communication and interaction encourages appropriate and effective learning o pportunities for children. A well-defined plan is required for incorporating a wide range of family involvement and educational opportunities into the early childhood education program. Trust and respect are essential to building ollaborative and interactive relationships between school staff and families. These relationships promote the sharing of ideas and learning from each other. An integral component of the partnership is the recognition of the family members as the experts on their children. The program and the program staff must always show respect for the child, the family and the culture of the home. Governance and Structure The program design provides structure and policies that encourage and support partnerships among home, school and the community at large: Family members are involved in aspects of program design and governance (e. . , advisory councils and school leadership/management teams). Opportunities are provided for preschool staff and families to develop the skills necessary to actively and effectively participate in the governance process (e. g. workshops offered by the program, seminars sponsored by the Department of Education, speakers and activities sponsored by colleges and universities and/or child advocacy organizations). Advisory council meetings and parent programs are held at times conducive to family participation (i. e. , activities are not always scheduled at 3 p. m. or at 9 a. m. when most people are t work). Program policies actively encoura ge and support family involvement (e. g. , within the program, family members are encouraged to observe in classrooms, family members see and interact with program administrators formally and informally). Culture and Diversity The program design ensures recognition and respect for culture and diversity: Classroom materials reflect the characteristics, values and practices of diverse cultural groups (e. g. , there are books in a variety of languages; the art work reflects a broad spectrum of people living and working in many different locations and climates). Cultural and religious practices are acknowledged and respected throughout the year (e. g. , absences for religious holidays are allowed, dietary restrictions are respected, culturally driven reasons for nonparticipation in some school activities are honored). The uniqueness of each family is recognized and respected by all members of the school community (e. g. , language, dress, structure, customs). Cultural traditions are shared in the classroom and throughout the program (e. g. , pictures of specific activities that a student may have participated in are displayed in the classroom). Community Resources and Partnerships The program design ensures opportunities for building partnerships and accessing community resources: Information and referrals regarding community resources are provided to the family, such as employment, health and adult education classes. Large corporations, small businesses and other organizations are invited to collaborate in supporting children and families (e. g. , creating a community resource board). Collaborations between the program and community agencies are facilitated to ensure delivery of services to the family (e. g. , a program can offer a meeting space for families to interact with community agencies). Family Support The program design recognizes the family as the expert about its child. Resources are provided to the family members to enhance the social, emotional, physical and cognitive development of their children (e. . , a newsletter with ideas for educational trips, a listing of books to support the development of emergent literacy and numeracy skills, discussion sessions to share information about activities at local museums and libraries). Support networks among families with children enrolled in the program are developed (e. g. , monthly potlucks, game days for adults, fairs and raft shows to pr omote and support the talents of families, babysitting cooperatives, welcome wagons and buddy families). Family activities are planned at varying times of the day and week to encourage the participation of as many families as possible (e. g. , at breakfast, at the end of the work day and on weekends). Encourage family members to visit the program when it is most convenient for them (e. g. , to observe their child, volunteer during play, participate at meals and special events). Physical Environment Provides learning centers that encourage integration of multiple content areas (e. g. n the library center there will be big books, picture books, books with words for adults to read, books representing a broad range of topics, headsets with audiotapes, stories on the computer; in the block center there will be large unit blocks, hollow blocks, cardboard vehicles, audio tapes, pencil, paper and architectural magazines). wanting to read alone, quietly listen to a book read by an adult or listen to music through head sets; while the block area encourages lots of movement and discussion to plan and complete projects). Provides materials that deepen awareness and knowledge of diversity and multiculturalism (e. , dolls of different ethnicities and race, musical instruments from a variety of cultures, stories that show how one event is interpreted differently by different cultural groups). Allows children easy access to materials. Provides an ample supply of materials. Offers opportunities for solitary, parallel and group play in view of an adult. Provides space for individual, small- and large-group experiences, both indoors and outdoors. Displays classroom materials at childrens eye level. Creates a literacy-rich environment through a variety of sources for print, audio, video and non-print media. Daily Routines Encourage the development of self-confidence by offering multiple opportunities for making choices, such as deciding on projects, selecting centers or inviting classmates to be a part of an activity. Encourage curiosity, problem-solving and the generation of ideas and fantasy through exploration. Include activities to meet the individual needs of all children and provide opportunities for success (e. g. , recognizing that a particular student would benefit from more fine motor activities by collaborating on a painting activity). Provide opportunities for talk and self-expression in English and in he childs home language. Encourage and model the use of language in different social groups and situations. Stimulate questioning and discussions during all activities. Include the use of technology, such as computers with age-appropriate software, to enhance the development of critical thinking skills. RESPONSIBILITIES (Major responsibilities and target accomplishments expected of the position including the typical problems encountered in carrying out the responsibilities. )

Sexuality in Legislation

Title of pending legislation: â€Å"Denouncing the practices of female genital mutilation, domestic violence, â€Å"honor† killings, acid burnings, dowry deaths, and other gender-based persecutions, expressing the sense of Congress that participation, protection, recognition, and equality of women is crucial to achieving a just, moral and peaceful society, and for other purposes â€Å" (Lee, 2011).Advertising We will write a custom essay sample on Sexuality in Legislation specifically for you for only $16.05 $11/page Learn More Introduction The issue of sexuality and its abuse has been in the public debate for quite some time. Sexuality has always been violated and abused since ancient times for self-satisfaction, monetary gains, and political reasons. Currently, there are many crusades on empowering women against human rights violations of their sexuality globally, which are mostly committed during war times and for self-interest, political rea sons, monetary gains, customs, religious beliefs, and negative ethnicity. Subjectively, this legislation is intended to protect women against human rights violation at domestic, community, and international levels while ensuring that they are empowered to enjoy equal rights with men in terms of individual rights and representation in the governments and with proper enforcement of laws by governments to safe guard the fundamental human rights of the women worldwide. The legislation is also aimed at promoting earning level and increasing literacy levels amongst women worldwide with an aim of empowering them reach equality with men. Purpose of the Legislation The legislation is aimed at the Senate and the House of Representatives to formulate more legislation to tackle the problem of human rights violations against women globally. First, it is aimed at ensuring the congress refusal on cruel acts of female circumcision, domestic violence, acid burning, dowry deaths and other gender base d persecutions and crimes while asserting that women are not commodities to be sold, misused, trafficked and they should be given right to education, property ownership and be accorded complete participation in economic, community and political aspects (Lee, 2011). Secondly, the legislation is aimed at ensuring that these cruel practices stop and the social and organizational systems, which promote them, are abolished. In this case, all governments are urged to create laws banning these practices, with the offenders being persecuted and punished accordingly, while measure to empower women and girl child should be put in place (Lee, 2011).Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thirdly, the legislation is aimed at compelling the President to collaborate with other donor countries and regional authorities to promote rights, health and ensure the empowerment of women in all areas of their li ves by influencing foreign aid to developing countries and campaigning against these cruel practices against women, as well as the impunity (Lee, 2011). In addition, the legislation aims at ensuring participation, security, appreciation, stability, and equality in human rights of women and girl child in the society, thus bringing justice and peace to all. Lastly, no matter what religion, location, or nationality, women human rights should not be abused and they should always be respected, supported, and enforced to safeguard against their violation. Level of Success Given the following reasons, the legislation is likely to pass. First, the country has some of the best laws relating to sexuality and gender-based issues, while the congress members are well enlightened on gender issues and the U.S government is always in forefront in promoting democracy with observance of basic human rights. Secondly, the1998 United Nations International Criminal Tribunal for Rwanda set a precedent in international law by establishing and prosecuting rape and sexual violence in times of violent conflict as war crimes and crimes against humanity, thereby, setting the pace for government to formulate, amend and accept international laws on sexuality (Lee, 2011). In addition, there are many international organizations such as FIDA, Amnesty International, locally based NGOs, and human rights advocacy groups operating globally to champion the fight against violation of women human rights and promoting women empowerment programmes. The major challenge to this legislation globally can be the traditions and customs of communities that practice these acts as part of their way of life, while the fundamentalist religious beliefs discriminating against women are so stuck to people who practice these beliefs. Regarding sex and sexuality of the legislation’s audience, the legislation is a bit quiet because the U.S already has many laws as a country relating to sexuality and gender based issues and this legislation is intended for international relations and application.Advertising We will write a custom essay sample on Sexuality in Legislation specifically for you for only $16.05 $11/page Learn More Assumptions of the Legislation First, the legislation assumes that, with the American society being much enlightened on matters relating to sexuality and gender issues, the legislation stands to get enough support in the congress. Moreover, the legislation assumes that after passing, the international community of donors will accept it and be able to influence developing countries to adopt it. In addition, it also assumes that there is much global awareness on matters relating to sexuality violations. Advocacy Groups working for and against the Legislation The bill has been referred to the Subcommittee on Africa, Global Health, and Human Rights; thus, the bill is yet to be published. It will receive much support from Amnesty International based on the argument that it will promote human rights for women and their empowerment globally. However, the bill has received some criticism from some members of the house, some arguing that no person shall be required by the United States or by any State to participate in prayer regarding the issue of saying prayers in school in times of crisis, conflict, or terror. References Lee, J. (2011). Bill Summary Status: 112th Congress (2011 – 2012). H.J.RES.12. Library of the Congress Press. Retrieved from https://www.congress.gov/ This essay on Sexuality in Legislation was written and submitted by user Asia Lott to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.