Magistrates of the Parlements essays

Magistrates of the Parlements essays The Magistrates of the Parlements - Truly Noble? Reading the remonstrances of the Parlements between the years 1775 and 1788, one is struck by the zeal and enthusiasm with which the magistrates, public servants drawn from the nobility, fought for the rights of Frances poor. Claiming to desire to plead the cause of the people before Your Majestys tribunal (52), they provided a voice to the King for members of French society who could not speak for themselves. There are indications, however, that their intentions were not completely altruistic. Were they really sincere in their desire to aid the lower classes, or were these nobles leading a fight which they felt would retain their popularity and build their support amongst the masses? For although they are seen to have fought for equality in the form of just tax collection procedures, fair legislative representation, and honest beaurocrats (see the Remonstrance of the Cour des aides, May 6, 1775), they also fought vociferously to retain Frances traditional tax structure, in which the First and Second Estates were exempt from paying land tax. When Calonne, and then Brienne, tried to relieve Frances financial burdens by instituting a universal land tax, a move which would have invariably eased the financial burdens of the Third Estate, the magistrates of the Parlements fought with the same zeal exhibited previously on behalf of the people to fight against this legislation (see remonstra nces from March 1776 - May 1788). Was their support for the poorer classes sincere, albeit with their personal interests given priority, or had they never truly cared about the rights of the Third Estate from the beginning? An analysis of the arguments presented by the magistrates in support of the poorer classes will offer insight into their mindset at the time the arguments were made. On May 6, 1775, the Cour des aides of the Parlement of Paris issued a ...

4 Things You Should Never Say In a Job Interview

4 Things You Should Never Say In a Job Interview We’re all familiar with that sinking feeling of dread that sometimes hits after you’ve shaken your last hand and hit the lobby button in the elevator- is it possible you said something that contributed to the warm interview fizzling like an off-brand sparkler? You thought you have answered everything perfectly, even some of those hardest interview questions. The editors at MedReps.com have compiled a list of â€Å"must-avoid† statements  for anyone about to embark on an important interview.1. â€Å"I’m a fast learner.†This goes alongside â€Å"I’m enthusiastic† or â€Å"I’m a people person† as a hollow expression that, on reflection, doesn’t make you look like a better candidate. Instead of saying you’re a fast learner, have an anecdote or two ready to illustrate a time when you learned something quickly- bonus points if you learned something easily relatable to the job for which you’re interviewing .Your demeanor in the interview should tell the interviewer that you’ve got enthusiasm and people skills, too. If someone in HR can’t sense it, a client won’t either.2. â€Å"I’m a perfectionist.†This one was probably original and compelling in early 1993, a younger and simpler time, but by now everyone knows it’s what you say when you want to offer up a socially acceptable humblebrag. If you think about it a little more, what you’re actually saying is that you need everything to be a certain way- and if something goes off-plan, you won’t have the skills to adapt and recover.3. â€Å"No, I don’t have any questions.†Do you want to have no questions because you don’t care about the company, haven’t thought about your role there, or because you think the specifics are immaterial? Or did you want the interviewer to think you don’t even have enough professional experience to know you’re supp osed to have questions? Bottom line- have questions.4. â€Å"What does your company do?†Ugh. Why would you interview without doing even a cursory Googling?! It’s even better if you have a recent (positive) news article to bring up- show your interviewer you have a brain, the ability to think critically, and those aforementioned people skills and enthusiasm.It’s what a perfectionist would do.

On being ill by Virginia Woolf and Politics and the English Language Essay

On being ill by Virginia Woolf and Politics and the English Language George Orwell compared - Essay Example She noted that people usually lack words to express their feelings during sickness unlike numerous words available to express love, battle, and jealousy. On the other hand, George Orwell in his article, â€Å"Politics and the English Language, he criticized the modern English writing style for its filthy and incorrect use of language. His assignment was to call people to the task of thinking clearly by using the language appropriately. At the end of his article, he gave several rules to assist and protect writers from incorrect use of language. A concise description of similarities and differences of the essays The two are articles were mainly concerned with English language as a tool of communication, and the effect of language misuse. The two were also written to raise a voice to make English a better language in communication. The two articles were written for different audience and hence different tones. According to George, inaccurate language comes as a result of insincerity w hile according to Virginia; language problem in illness is as a result of negligence of illness topics. The comparison of the articles The two articles can be said to describe a deficiency in English language as a result of a weak education system in literature and media influence. George’s concern was mainly language quality while Virginia’s concern was lack of words to describe feelings which come with illness.... From the examples, he drew out various inaccurate uses of English such as dying metaphors, operators or verbal false limbs, pretentious diction (Orwell 3) and meaningless words (Orwell 4). Both articles were concerned with giving a solution to the language problem. George’s article advised that people could only avoid using poor language if only they started thinking clearly. As a result, use of correct language would cause them to think more clearly (Orwell 1). Virginia argues that language experts have undermined coming up with words to describe illness feelings and there is need to have some people come up with words to help patients communicate. She complained, â€Å"But of all this daily drama of the body there is no record† (Woolf 10). She complained that people always wrote about ideas from the mind but failed to write about the body. The Contrast of the Articles Virginia used remorseful tone while expressing the agony ill people experience as they try to communi cate. The tone was meant for a particular audience who are mainly health care workers. For example, she explained that for a very ill person, â€Å"There is nothing ready made for him. He is forced to coin words himself† (Woolf 11). She explained that ill people have no one to speak out for them. George on the other hand used an aggressive tone while describing how English language has lost its quality and loss of creativity in modern language. The aggressive tone reveals that the article was mainly written for unlimited audience including politicians. He gave an example of a sentence in Ecclesiastes where no other translation matched the original script in terms of creativity (Orwell 5). George criticized wrong usage of language such as dying metaphors (Orwell 2), operators, or verbal false

Impressions of Nursing inormatics Coursework Example | Topics and Well Written Essays - 250 words

Impressions of Nursing inormatics - Coursework Example s era of change and investment in health information technology the nurses must be prepared to face the challenges of leadership and utilize their caring passion to apply the technology and informatics, enhancing the safety and quality of the care they give to families, communities and patients (Johnson et al., 2012). According to American Associations of Colleges in nursing, the nurse informatics must have the knowledge and skills necessary to enable the use of information and technology to manage knowledge, support decision making, mitigate error and to communicate (American Association of Colleges of Nursing Education Consortium, 2012). Nurses rely on information to gain knowledge and in an increasing competitive information arena the nurses must be ready to utilize timely and appropriate information. Nursing informatics is a product of the scientific combination of data in nursing and it consists of ideas from computer science, information science, nursing science and cognitive science (Matney, Brewster, Sward, Cloyes, & Staggers, 2011). Nursing informatics will evolve as more professionals use, access and expand the information, cognitive sciences and compute important to advance nursing science for the good of the professionals and the patients (McGonigle, Kirkwood, Mastrian & Rich, 2014). In conclusion, the nursing professionals need to comprehend the ethical use of information, cognitive sciences and computer to advance nursing practice. Moreover, informatics is an essential aspect in the practice of

Canters Behavior Management Style Essay Example for Free

Canters Behavior Management Style Essay Disruptive behavior in the classroom has become one of the most common issues in the educational process; negative behavior not only affects the students but the teacher as well. In order for a classroom to function in a positive manner giving the student and teacher the best environment to operate proper behavior and decorum are essential. There are many theories and discipline models teachers adhere to in modern classrooms of today one of the most influential in the area of discipline was developed by Lee and Marlene Canter. The Canter’s are both teachers and authors; their most famous book is called â€Å"Assertive Discipline† which is a how to book on how to rid the classroom of unwanted behaviors. The Canter discipline theory is based on teacher needs, wants and feelings. The Canter’s believe teachers have their own rights which include the following: â€Å"The right to establish classroom rules and procedures that produce the optimum learning environment, the right to insist on behavior from students that meets teachers’ needs, the right to receive help in disciplining from both parents and school administrators when support is needed. These rights are based on the Canter’s â€Å"Assertive Theory†. All teachers must clearly communicate what they expect from their students and that there are consequences should the rules not be followed (Canter, 2011). The Canter’s believe in a â€Å"take control† approach to the classroom. Their philosophy is teachers are there to teach and students are there to learn, misbehavior should not interfere in this equation. The Canter’s teach educators to take charge in the classroom and be assertive concerning their own wants and needs to their students. Examples of what the Canter’s communicate to teachers that are used in the classroom management today are: be straight forward with students, use firm tone of voice, make eye contact when speaking, use both verbal/non-verbal communication and continually state the teacher wants and needs. According to the Canter’s if the educator can use the above on a continued basis discipline should take care of itself (Kavanagh, Lang, 2000). The following is a case study of a discipline problem found in classrooms. The information below is from a behavioral situation at an elementary school located in Phoenix Arizona. A nine year old student by the name of Billy (4th grader) is exhibiting disruptive behavior in a class reported by the teacher. The student (Billy) comes from a broken home where the father left the family unexpectedly a few years back. The mother recently re-married, the new spouse has a daughter roughly the same age as Billy: the relationship between Billy and his new sister is not considered ideal. The new spouse often confronts Billy’s mother in a loud voice in front of the children, the atmosphere is not considered conducive to a â€Å"family† environment. Billy is having issues inside as well as outside the classroom. The issues outside the classroom are in the form of arguments with fellow students and a lack of respect for teacher authority on the playground. Inside the classroom his disruptive behavior consist of talking when the teacher is talking which is not only disruptive to the teacher but other students as well. Billy will also speak out of turn, instead of raising his hand to answer a question he will simply blurt out the answer, he will also during this time mimic his teacher in a disrespectful manner. His attention to detail and attentiveness overall in the classroom continues to decline on a daily basis. Billy’s behavior seems to be a reflection of his new family environment. He seems to have authoritative issues and may not like his teacher; Billy seems to have a big problem with the teacher when confronted openly (in front of class) about his misbehaviors. Billy also has problems with his desk partner who is female and calls attention too many of his misbehaviors. According to Canter the educator should always have a goal of creating an environment where positive teaching behavior is the norm and necessary in order to achieve the goal of effective teaching despite disruptive students such as Billy. The teacher must attempt to control disruptive students such as Billy in a manner different from his/her current teaching model. Accordingly, the teacher’s classroom management plan in the area of discipline must be evident even in a class where there are very few children exhibiting disruptive behavior. Without a discipline management plan students such as Billy would continue along their path of disruptive behavior. The focus of Canter’s discipline model is the concept of teacher rights in the classroom. The Canter method is to show educators how to take charge in the classroom by taking into account student rights in conjunction with teacher rights. †¢The right to good behavior.  In the case of Billy the Teacher should start with the basic right to have good behavior from the students (Billy). This right should be set at the beginning of the school year when the teacher presents the set of rules. This right should also be made available to the parents of every student. †¢The right to expect support from parents/administrators. In the case of Billy parents must be made aware of the situation and support the teacher to help Billy correct the discipline issues. Billy also has basic rights in this situation â€Å"The right to have teachers who help them develop by helping them limit self-destructive and inappropriate behavior. † The teacher according to Canter can do this with simple actions such as a strong toned voice or by making eye contact. For Billy this can be dealt with at a few different levels. First make eye contact with Billy when the teacher feels the behavior is wrong, if this does not work then a stern voice , if this does not work talk to student privately voicing behavioral expectations and lastly if all the above does not do the job include the parents/administrators (Turrell, 1999). â€Å"The right to have appropriate support from their teachers for their appropriate behavior† (Canter, 2011) According to Canter this is done with positive reinforcement; let the student know when student is presenting appropriate behavior. In the case of Billy always pointing out the negatives and not giving positive reinforcement when he displays good behavior will not produce a productive disciplined student, the educator must have a balance. †¢Ã¢â‚¬Å"The right to choose how to behave with advance knowledge of the consequences that will logically and certainly follow† (Canter, 2011).  Every student should know at the beginning of class what is deemed appropriate behavior and if an act of misbehavior is executed consequences will follow, this should all be spelled out the first day of class in the class set of rules. Canter said: Assertive teacher is more effective than the nonassertive or the hostile teacher. The teacher is able to maintain a positive, caring, and productive climate in the classroom. A climate of care and support produces the climate for learning. Canter believes the educator must present balance in their teaching approach, an educator cannot over emphasize the positive or the negative, if one outweighs the other the learning environment cannot be productive (Ferguson Houghton, 1992). This is done through the Canter discipline model called â€Å"Assertive Discipline†. In Billy’s case it appears his home life is interfering with his behavior at school, it seems he is mimicking the behavior of his new father in some ways and it is up to the teacher to let him know these types of behaviors are not appropriate by using the Canter’s Assertive Discipline† model.

A Change of Heart Essay -- Personal Narrative Writing

A Change of Heart Stepping through the revolving glass doors of the hospital felt like entering a completely different world. With my arms crossed over my chest, I followed my parents though the never-ending, eggshell white hallways. My nostrils burned from the fumes of cleaners and sterility. Lovely paintings and luscious plants filled the walkways, trying to mask the hollow, empty feeling that most visitors felt. We passed two types of people along the way to our destination: the kind that strolled by while flashing everyone big, cheery smiles, and the people who kept their gaze straight ahead ignoring your mere existence; I preferred the latter. I did not belong in this place. This was a place for the sick, a place where people went to die. My grandfather did not belong here. We continued walking as my thoughts slipped away to a more pleasant time in my life. I pictured our family tradition of traveling to my grandparents' home every Sunday afternoon. Their quaint little home, white washed with baby blue shutters welcomed any stranger and had a faint honeysuckle aroma that soothed the weariest of souls. We ate lunch together with my grandfather and grandmother sitting like kings and queens at opposite ends of the table. Then everyone gathered in the family room and spent the late afternoon playing games and catching up on the big events of the week. My grandfather spent his time playing with each grandchild one at a time so we would feel special. Anyone could tell that he loved his job as a grandparent. His eyes twinkled with delight and his smile never faded as he spent time with us. He loved throwing us up in the air with his powerful arms, until we squealed with delight as our stomachs flew above our heads. ... ... take a step forward. The situation glimmered with a stream of hope. Reaching his hand out to me, I edged even closer and placed my hand atop his. At that moment, I knew that everything would turn out okay. My grandfather had changed physically but not mentally. I needed his smile to assure me of that. A calming feeling came over me as I walked through the revolving doors and out of the hospital into the bright sunshine. Removing the 200 pounds of iron that sat on my heart and leaving behind the massive building which housed the source of my troubles felt welcoming. I walked away from the situation knowing that my grandfather's personality or love for me did not change. However, my attitude shifted from looking at my grandfather as not being acceptable, to understanding that the only thing that had changed was his physical appearance; he was still the same.

Succubus Heat CHAPTER 19

The next day, Dante was off to work, and I called Cody right after breakfast. â€Å"Hey,† I said. â€Å"Are you guys still being beach bunnies?† â€Å"You bet,† he said brightly. â€Å"One of our neighbors has a sailboat and offered to let us go with him and-â€Å" â€Å"That's not quite what I had in mind,† I interrupted. An hour and a half later, Peter echoed my thoughts. â€Å"This wasn't what I had in mind.† I'd convinced them to come out with me on my beach hunt. Unfortunately, the day was cold and threatened rain. As we walked along the water at Dash Point, icy wind ripped off the waves and cut across our faces. I snuggled into my jacket, thinking of how many times I'd taken the ability to shape-shift warmer coats for granted. â€Å"Look, I know you guys think you're on spring break, but eventually, we will get another archdemon, and I'd rather it be Jerome.† â€Å"Yes, but it's not like this is exactly an airtight plan,† Peter argued. â€Å"We're pretty much going to beaches at random, in the hopes of finding white sand. Look at this stuff. It's beige†¦is that close enough to white?† I cut him a sidelong glance. â€Å"You once got in an argument with Carter about the difference between ‘Denim Days Blue' and ‘Summer Cobalt.' You tell me. Is there a difference between white and beige?† Peter kicked sand up with the toe of his boot. â€Å"It was ‘ Winter Cobalt,' and Carter was wrong. There's a huge difference between those two.† Cody and I hid our grins as we continued our trek. Dash Point State Park was near Federal Way, down on the south side of Puget Sound. It had seemed reasonable to start there and work our way around the coast, back up toward Seattle. This was our second park of the day, and so far, we'd seen nothing to match the seal's cryptic clues. On our drive to the third place, Peter was still pessimistic. â€Å"You know, this would be a lot easier if we had your dead-beat boyfriend along. We can only go off visual clues at this point. We need someone who can actually sense the power around the vessel.† â€Å"Dante's busy at work,† I explained. â€Å"Huh,† Cody mused. â€Å"I never expected to hear ‘busy' and ‘at work' used together when it came to Dante.† â€Å"Be quiet,† I said. â€Å"Leave the snark to Hugh and Peter.† â€Å"What about Erik?† asked Peter. â€Å"He's psychic.† â€Å"Yeah, I considered that, but he's getting old and his back's been bothering him. I hate to ask him to walk around and around with me†¦but well, I haven't ruled it out.† â€Å"And you don't know any more psychics?† â€Å"Nope. Not that I trust, at least.† â€Å"Me either,† admitted Peter. â€Å"But I bet Hugh does.† â€Å"Yeah, you're probably-† I stopped mid-sentence. â€Å"I might know one more†¦Ã¢â‚¬  It was crazy idea, one I wasn't sure I should put any real effort toward. â€Å"Who?† asked Cody. I shook my head and drove through the entrance of our next state park. â€Å"It's a long story, one I'm going to have to work on.† Our third stop yielded nothing either, save an inability for Peter to get sand out of his boots. It had started raining by that point, and even my mood was down by then. Sunset was still a couple of hours away, but the overcast sky was effectively killing our light. Glancing at my watch, I saw that the dance lesson was looming, so we turned north and headed back to Seattle. I dropped the vampires off at their apartment and then drove home to get ready. My closet's dress selection seemed old and tired, but I had no new fashions to magically summon. So, I opted for a sleeveless minidress with a bright pattern of orange, green, and black flowers that had been blurred together like a water-color painting. It was a bit shorter than it should have been for a dance with this much movement, but the colors seemed suitable and cheerful on a day like this. It also seemed cold, though, and on impulse, I added black thigh-high stockings to keep my legs warm. Between that, black heels, and dark lipstick, I seemed to be channeling my succubus self more than my mild-mannered bookstore manager self. Of course, considering the whore wear I'd shown up in a week or so ago, this was kind of tame. Doug naturally still teased me about it, though deep down inside, I knew he thought I looked hot. I took a smug satisfaction in knowing I'd done it without any shape-shifting. Plus, I'd practically burned my hair off trying to flat iron it tonight. I dared anyone to accuse me of frizziness. Maddie was ecstatic, and her enthusiasm spread to those among the staff who'd decided to stay after closing for the lesson. A few of their friends had shown up as well, giving us around a dozen. It was a good, manageable size. We cleared space upstairs, and I set up my portable CD player. Cody had helped me teach swing before, but I hadn't thought to enlist his assistance this time. Instead, I used Doug as my demo. Maybe it was part of being a musician, but he had a solid sense of rhythm and could pick up moves really quickly. A half-hour in, I trusted him enough to start assisting others, and we split up to work with some of our students. Despite my hesitation in agreeing to the lesson, I had fun, and most people were so nervous about touching their manager that I didn't have to worry about anyone hurting my back. Maddie, enthusiastic or not, was having a bit of trouble and complained loudly when her brother came in to help her. He swept her away, leaving me with her former dance partner: Seth. I'd known he was here, of course, but I'd been trying to avoid eye contact. There was no good way around it now, and we stood there awkwardly, eyeing each other, neither of us certain what to do. Autopilot kicked in, and I held my hands out to him. I was the teacher here, and since he was one of the worst dancers on the floor, it was only natural that he'd need my help more than others. Seth held up his hands in return, and as I took a step forward, my heel snagged on the carpet. I knelt down to check, thinking it would be pretty embarrassing to trip and fall when I was the alleged model of grace and balance here. Glancing up, I met Seth's eyes. He was looking down at me, and his face was no longer shy or confused. His expression was considering and†¦well, hungry. Looking down, I suddenly realized the view I was offering up. He was able to see right into the heart of my cleavage, which was already considerably exposed by the dress's low neckline. From kneeling, my skirt had ridden up, showing off the black lace top of one of my thigh-highs. I don't know what in particular he found the most alluring, but his gaze raked across my body, and everywhere it touched, heat swept me. I rose, suddenly feeling like the shy and awkward one. Desire was written all over him, and it was a wonder the entire room didn't notice. He extended his hands again, and when we touched, electricity shot through my body. Finding the beat, I led him into the steps. He was every bit as bad as I remembered, yet as I worked to guide him in the right moves, our bodies brushing together out of necessity, I couldn't help but think that while his dance rhythm might be lacking, there'd been nothing uncoordinated about the way he made love. Neither of us spoke for a minute or so, and I was sure he was caught up in the same physical spell as me, probably reliving our encounter from yesterday as well. My arousal was growing too, and wrong as I knew it was, I actually went out of my way to make sure we occasionally touched as I guided his body. Finally, sexually charged or not, I couldn't help but laugh. â€Å"I think this is the worst I've ever seen you dance,† I told him. â€Å"And believe me, that's saying something.† He smiled ruefully, but I suspected dancing was the last thing on his mind right now. â€Å"I'm out of practice.† â€Å"Well, I'm glad you're actually here this time, instead of sitting on the sidelines.† â€Å"Things change, I guess.† I held his eyes for a few moments. â€Å"Yes. Yes, they do.† A few more moments of silence passed before he asked, â€Å"How's your immortal, um, situation going?† â€Å"Hmm?† Seth's hand had come within millimeters of brushing against my breast when we turned. Sternly, I chastised myself to forget about the way his body had felt-and looked and smelled and tasted-yesterday and remember my other problems. â€Å"Oh, well. Not so great, actually. I got some more info, except it's hard to-â€Å" When I fell silent, Seth tilted his head and gave me a puzzled look. â€Å"What?† I'd forgotten the idea that I'd briefly hinted at to the vampires. â€Å"Seth†¦I have a strange question to ask you†¦and you can feel free to say no.† The look on his face still seemed to say he wanted to rip my clothes off, but there was something else†¦something serious and concerned that made sweet, sentimental feelings mingle with my own lust. â€Å"If there's anything I can do to help, I will.† â€Å"I know,† I said. â€Å"Except this isn't exactly your help†¦it's Kayla's.† If Seth had been doing any semblance of dancing now, he might have stumbled and missed a beat. As it was, it was kind of hard to tell the difference. â€Å"Kayla?† His four-year-old niece's name was clearly not what he'd been expecting to hear. â€Å"Do you remember when I said she had psychic powers?† â€Å"Yeah†¦but I didn't really think much of it.† â€Å"Well, I told you the logistics of summoning, right? Now I've got a lead on where Jerome is but not how to find him once we're in the right spot. I could do it if I was back to normal, or a psychic might be able to do it. Unfortunately, my usual ones aren't easily accessible.† Worry was rapidly dominating over desire now. I was sad to see the arousal leave him, but this was a serious topic. â€Å"I'm not sure I like the idea of Kayla getting mixed up in any of this. In fact, I know I don't like it.† I nodded. â€Å"I know. I figured you'd feel that way-believe me, I don't like it either.† I loved all of Seth's nieces, but Kayla in particular always tugged at my heartstrings. â€Å"Just something that crossed my mind earlier.† â€Å"Well, I-ah!† Another couple slammed into my back, shoving me forward into his arms. My hands reached out to catch myself, but it didn't stop our bodies from pressing together. Every part of me tingled at that contact, and if I'd had any remaining delusions that I could forget about what we'd done yesterday, they shattered for good now. â€Å"Sorry,† said Andy. He was dancing with Casey, and like her, he was a longtime staff member. Casey groaned. â€Å"Georgina, please take him. Even Seth can't be that bad.† â€Å"Debatable,† I murmured. I didn't want to move, didn't want to break my hold with Seth. I wanted to stay there and keep touching him, and because of that very impulse, I stepped back. My breathing was heavy, and it took me a moment to gather myself. I drew in one more deep breath and grinned at Andy. â€Å"Okay. Let's see what we can do with you.† Casey led Seth away, and I managed to avoid him for the rest of the dance lesson. When it wrapped up, everyone clapped in my honor and demanded I teach a follow-up. I assured them I would, but I was too flustered and preoccupied to settle on a date right now. I promised to get back to them later. Several of them immediately jumped in to put the room back together, and seeing no further reason to stay, I hurried off to my office. My plan was to check up on some of the paperwork and hide out until everyone was gone so that I wouldn't have to see Seth again. I was half-way down the hall when I heard someone call my name. â€Å"Georgina?† I halted. It was Maddie. I turned, hoping the smile on my face looked neither fake nor panicked. Fuck. She was here to bust me for cozying up with her boyfriend on the dance floor. And honestly, it was no more than I deserved. But her face was all smiles and good cheer as she handed me a stack of papers. â€Å"I went kind of crazy,† she said sheepishly, â€Å"but these are some condo listings I printed for you. I've been searching online the last couple of days and kind of looked at everything since you still weren't one hundred percent sure of what you wanted. Got a lot of good hits by the beach.† I took the stack from her, stunned. This was the last thing I'd expected. â€Å"It's probably overkill, but it should give you a lot to look at. Then, if you get some ideas, we can go on from there.† I glanced down at the top sheet, displaying a three-bedroom condo out on Alki. â€Å"I†¦wow. Thank you, Maddie. You shouldn't have.† She beamed at my thanks. â€Å"Happy to. Let me know what you think-and thanks again for the lesson. It was so much fun! Hopefully I'll be less horrible next time. Maybe I can get Seth to practice at home.† She gave me a quick hug and then hurried off to catch a ride with Doug. I trudged to my office, papers in hand, and set them on my desk. I collapsed into the chair, feeling horrible. While I'd been out doing bad, wicked things with her boyfriend, she'd been working diligently to find me a new home. I tried hard after that to browse some spreadsheets, but my heart wasn't in it. I mostly stared at numbers without really comprehending them, and when a knock came at the door, I welcomed the distraction. I jumped up from my chair. â€Å"Come in.† I wondered if Maddie had forgotten to give me another ream. But it wasn't her. Seth stood in the doorway. I stared, hoping my mouth hadn't dropped open or anything embarrassing like that. â€Å"What†¦what are you doing here? I thought you left.† He looked as though he wanted to step inside but was afraid to. â€Å"Doug took Maddie home, and I came back to†¦to get†¦Ã¢â‚¬  He stopped and shook his head, unable to continue with a lie about having forgotten something. â€Å"I came back to see you.† I remembered the way his eyes had watched my body, the smoke in them when the skirt had ridden up my leg. That same smokiness was there now, and I felt my own body's desire flare up in response. Really, though, after the way we'd touched while dancing, the desire had never really left me. Nonetheless, I tried to be reasonable. â€Å"Seth, we can't†¦not again†¦it's†¦Ã¢â‚¬  â€Å"I know,† he said. At last, he crossed the threshold. â€Å"And I told myself†¦told myself I'd let it go†¦but I haven't stopped thinking about you since yesterday. And after tonight.† Hesitantly, as though afraid someone might be lurking, he shut the door behind him. â€Å"Just the way you looked out there. It was†¦amazing. Believe me, I didn't screw up dancing because I'm bad at it-which I am. It's because I wasn't thinking about it at all. I was thinking about you. God, I couldn't stop. And it's not just how sexy you are tonight. It was more. It was the way you lit up the room, the way you charmed everyone and made them happy. You don't need any special powers to do that, Georgina. It's just in you, part of who you are. How funny you are, how smart. It's what made me fall in love you back then, and it's what†¦Ã¢â‚¬  He didn't finish, and I was glad. If he had said â€Å"†¦makes me love you now,† I wouldn't have been able to handl e it. I noticed that he'd moved a lot closer. I took a deep breath. â€Å"It would have been easier on me if you said you just thought I was sexy.† Shallowness I could handle. Not this emotional depth. He gave a rueful smile and stepped even closer so that we were only a couple feet apart. â€Å"Oh, believe me, I do. And it would be a lot easier on me if you weren't.† I could scarcely breathe. We were so close now, and every atom in the room felt charged. I felt charged. There was no mistaking the look on his face. He wanted me too-badly. Lust and desire spilled off him, and I knew my own face mirrored those feelings. He was careful, though, standing as close as he dared, waiting for my signal. There was a tension to him, like it would only take one small sign from me for him to explode. Desperately, I tried to grasp a hold of everything reasonable that I knew. I remembered how miserable I'd felt when he left to go see Maddie yesterday. Hell, I tried to think of Maddie herself-that cheerful, guileless face that trusted me so much. I tried to think of Dante. None of that worked, though, because all that was in my head was Seth, how perfect it had felt being with him. How perfect it felt being with him even now. Reaching out, I took his hand and brought it up to my collarbone. It was all he needed. He stepped closer and traced the lines of my neck, then moved down to my shoulder. He pushed the dress's strap so that it slid down my arm. His fingers followed it, pulling it farther so that the top of my dress fell forward, revealing most of my breast. My nipple was already hard and ready when his hand moved over and pulled the rest of that side of the dress down, completely exposing my breast. He cupped it, squeezing its fullness and running his fingers along the curve. His other hand moved to my other side, cupping that breast and teasing its nipple underneath the dress's silk. My body pressed closer to his, and our mouths met, hot and intense. Yesterday had been sweet and full of emotion. There was emotion here today, but it was intermingled with raw passion, with an animal instinct that made me wish he'd ravage my body right now. And honestly, that wasn't too far from what happened. I stumbled from the press of our bodies and found my back pressed-gently-against the wall as he continued caressing my breasts. My hands wrapped around his neck, moving up to half-tangle and half-pull his hair. He finally released my breasts and ran his hands over the length of my body, down my hips and thighs, across the sheer, silky fabric covering my legs. Sliding his hands back up, he pushed my skirt up and slipped one hand under my thigh, so that it wrapped around his waist and kept the dress up. His other hand moved down under my black lace thong panties, probing to see if I was ready. I was. I was warm and wet and slick, and the finger he slipped into me went in so easily that he then tried two, then three. I groaned and arched my back as he moved his fingers in and out of me and his mouth left hard, bruising kisses on my neck. My own hands fumbled down, trying to unfasten his pants. When I'd tugged them and his boxers down, he gripped my hips and turned me around so that I faced the wall. He shoved my skirt back up and tugged my panties halfway down my thighs. I bent over and extended my arms, using my hands to brace myself against the wall. He entered me, forceful and deep, with no buildup or teasing. He was just as hard and long as I remembered, just as wonderful. Steadying his hands on my hips, he thrust roughly into me, desperately trying to sate the need I'd seen in him earlier, the need I shared. I cried out each time he shoved into me, knowing I should be quiet in case someone else had come back to the store. But I couldn't be. I was too caught up in the out-of-control passion of this moment, in the sinuous, primal lust that had consumed us both. And underscoring all of it was the realization that it was Seth. Seth, Seth, Seth†¦whom I loved more than anyone else. You are the world . He moved his hands up from my hips to cup my breasts, forcing me to readjust my position. All the time, he never broke his rhythm, staying fast and urgent. His fingers pinched my nipples hard, and I cried out louder. I think that turned him on even more, spurring him to thrust harder into me. Hoping to excite him further, I completely gave myself over and let go of any restraint with my voice. The louder I moaned, the more his body pounded into mine. It was all I could do to keep myself from getting pressed against the wall, and as I moaned over and over, it had nothing to do with arousing him and everything to do with the ecstatic and exquisite force of what we were doing. And when I finally came, the heat between my thighs building to an unbearable high, it was his name I screamed. A surge of new wetness came with my orgasm, and then I heard him groan and give a thrust so hard that it did shove me against the wall. His hands still clenched my breasts, his nails digging into my tender flesh, as he shuddered and took his release. He came for a long time, his low cry slowly fading. When he pulled out, the loss of him in my body made me feel incomplete. Nonetheless, I straightened up and leaned against the wall, gasping to catch my breath. My voice was hoarse. â€Å"Jesus,† I said. â€Å"That was bad.† Seth looked startled-and then hurt. â€Å"Bad?† â€Å"No, not performance bad-more like dirty, wicked bad. The kind of stuff that gets an R rating.† â€Å"What, we can't do that?† He stepped forward and wrapped his arms around my waist, nuzzling my neck. â€Å"Well, yeah†¦er, well, damn it. We're not supposed to be. Not at all. It's just that last time, it was like†¦I don't know. It was making love. This time it was†¦Ã¢â‚¬  â€Å"Fucking?† he supplied. â€Å"Oh God,† I groaned. â€Å"Seth Mortensen just said ‘fucking' out loud. The end times are near.† He laughed and placed tiny kisses over my cheek. â€Å"I'm not some innocent. You should know that from my books.† â€Å"Yeah, but still. You aren't O'Neill. Unless you're getting into fistfights that I don't know about.† â€Å"Mmm†¦not lately.† We stood there in each other's arms, both warm in the afterglow of what we'd done. Then, just like last time, a strange awkwardness began to grow. We didn't even need Maddie calling now. I carefully pulled away. â€Å"You should probably go, huh?† I didn't say it, but I was certain he'd be seeing her later. â€Å"Yeah, but†¦Ã¢â‚¬  He sighed and rubbed his forehead. â€Å"This is a lot harder than I thought it would be.† â€Å"What, having an illicit and cheap affair?† He grimaced. â€Å"No. But I mean, I've spent ages imagining what it'd be like to be with you and wishing you weren't a succubus. I was always down on myself†¦I felt so shallow to be consumed by sex like that. And now that it's finally happened-now that you aren't a succubus-it's not superficial or shallow at all. It's so†¦I don't know. It's powerful. I wish this was an illicit, cheap affair. I wish I didn't feel this so deeply. Otherwise, when we said yesterday was it, it really would have been it.† I wished then, more than anything, that he'd say he was going to leave Maddie and we could be together again. He didn't, though, and I certainly wasn't going to bring it up. Besides, what good would it do? In only a few more days, I'd be back to normal, and our relationship would be as dysfunctional as before. What I wanted was pointless. â€Å"Can I†¦Ã¢â‚¬  He took a deep breath. â€Å"Can I see you again? I know we said no more†¦Ã¢â‚¬  I knew that by â€Å"see you again† he meant â€Å"have sex with you again.† And somehow, I realized we were on a precipice here. The first time had been†¦well, not accidental†¦but certainly unexpected. This time had been an out-of-control animal lust. But now? An open declaration of this affair-premeditated sex-it took things to a whole new level. There was no going back. I studied those eyes I loved, the warm and gentle lips. I assessed my body, how it ached yet still burned with pleasure. Then I glanced over at Maddie's painstakingly researched real estate packet. That should have been my mood killer, my warning. It was a reminder of who we were both betraying here. Seth had given in, but though I was on the verge, I could still pull back and save us from this. I had the power to say no. â€Å"Yes,† I said at last. â€Å"You can see me again.†

Law and South African Education

The question here is whether the harm caused was unjustified in the circumstances. In the absence of wrongfulness (egg where there was no intention to harm) a defendant may not be held liable. 4 The act must be the result of fault in the form of intent (dolls) or negligence (culpa). Fault refers to the blameworthy attitude or conduct of someone who has acted wrongfully. (4) There is a causal link between the conduct of the perpetrator and the harm suffered by the victim. In general, it should be shown that the person's injury did result from the actions of the person charged with negligence.In other words, there must be a clear causal relationship between the act and the injury. A person cannot be liable if he or she has not caused any damage. (5) delicate is a wrongful and culpable act which has a harmful consequence. Damages (causing harm) in the form of patrimonial (material) loss or informational loss must be present. There must be a connection between the negligent conduct and t he injury (physical or mental). To receive an award for damages, a plaintiff must have suffered an injury as a result of the defendant's negligent conduct. The plaintiff must prove that some damage occurred.Although the injury or damage does not need to be bestial for an award to be ordered, the injury must be real rather than imagined. The courts are generally reluctant to award damages where there is not some form of injury. Educators may be found guilty of negligence if they fail to provide proper supervision fail to aid the injured or ill permit learners to play unsafe games fail to provide adequate instructions take unreasonable risks fail to organize field trips properly All these elements must be taken into consideration when answering the question. Ask questions such as, who was wrong, who is liable and why?Support your answer tit the requirements for dedicate liability as stated above. TOEHOLD/202 5 Question 2. 2 Comment on the possibility of â€Å"contributory fault† on the part of the learner. In this case negligence is one form of fault. A negligent educator might not be held liable if a learner contributed to the injury by his or her own negligence. In other words, if a learner fails to exercise the degree of care usually expected of a person of that age, knowledge and experience the court may decide that owing to the learner's contributory negligence/fault, the educator is not solely liable for damages resulting from an injury by his or her act.Contributory negligence could be important in situations involving older learners, especially if such learners understand the full implications of their actions. On the other hand, young children cannot be expected to fully comprehend the consequences of some of their actions and behavior. Comments: There have already been a number of cases involving sport in South African legal history. The principles of the law of delicate apply to sport as they would to any other scenario in society.This would re late to 3 possible areas, namely, personal injury, violence and spectator injury The law of delicate is a section of private law. This branch of law deals with civil wrongs against another person that cause the injured party to go to court to seek compensation from the wrongdoer for damages. If an educator creates a potentially dangerous situation, and then fails to remove the danger, which then results in loss or damage being caused to another, he/she will be held liable for such loss or damage.A legal duty rests on the educator to prevent the potential danger from becoming a real danger. A delicate has 5 key elements that must be present. These are: (a) An act; (b) Wrongfulness; (c) Fault; (d) Damage/Loss (e) Causation. Each of these elements must be present before a person can be held liable in delicate. 6 In participating voluntarily in a game, the victim therefore consents to the possibility of injury and limits the possibility of pursuing a dialectal claim. Thus, contributory negligence involves some form of fault (in the form of negligence) on the part of the injured person.The injured person failed to exercise the required standard of care for his or her own safety. Contributory negligence comes into play when conduct on the part of the injured person contributes to his or her injuries. When the court has to determine the damages, it will reduce the damages apportioned to the plaintiff in proportion to his or her own fault (e. G. Contribution to his or her own injuries) In , the law does not expect educators to anticipate every accident, but I them to behave as reasonable people.It is easy to anticipate the poss. of an accident involving educators and children if a group of children supervised, if a minibus that transports children is not maintained or equipment is not properly stored. Only in the case of a truly unexpected be possible to assert that it was not reasonable to foresee harm. To educator can reasonably be expected to foresee dangers and an ticipate depend on the facts of the case and on the circumstances (e. G. The n school activity, the location of the school or the age of the learners).In you will need to be able to: define and explain education and legal concepts and principles identify and explain the purpose of important legislation discuss and interpret the relevant sections of the South African Echo discuss and apply common law principles to practical situations (egg t natural Justice, memo dudes in USA cause and stare decides principle) illustrate your answers by referring to examples from education practice 2. 4 Reading and interpreting questions

Free Essays on Search And Sezuries

Hi, my teammates and I believe that going to a safe and drug free school is very important to gain a good education. A safe environment is somewhere that drugs, guns and violence don’t exist. But of course that environment can’t be gained unless certain precautions are taken, such as search and seizures. Search and seizures are used to insure that schools stay safe. Some might think that search and seizures are illegal but at the beginning of every school year students have to sign the Stafford County Code of Conduct. In it, It states that a student may be searched if there is reasonable suspicion. Reasonable suspicion is when an observation of specific and describable behavior leading someone to believe a student is engaging in or has engaged in prohibited conduct. The fourth amendment of the United States Constitution also backs the Code of Conduct. In it is says a student has the right to be free from any unreasonable searches. Thus any search conducted with reasonab le suspicion is perfectly legal. To provide a desirable environment at school searches must be conducted. If school administrators cant search someone who is suspected of having a weapon, who knows what could happen. Searches are in the best interest of every student and teacher in school.... Free Essays on Search And Sezuries Free Essays on Search And Sezuries Hi, my teammates and I believe that going to a safe and drug free school is very important to gain a good education. A safe environment is somewhere that drugs, guns and violence don’t exist. But of course that environment can’t be gained unless certain precautions are taken, such as search and seizures. Search and seizures are used to insure that schools stay safe. Some might think that search and seizures are illegal but at the beginning of every school year students have to sign the Stafford County Code of Conduct. In it, It states that a student may be searched if there is reasonable suspicion. Reasonable suspicion is when an observation of specific and describable behavior leading someone to believe a student is engaging in or has engaged in prohibited conduct. The fourth amendment of the United States Constitution also backs the Code of Conduct. In it is says a student has the right to be free from any unreasonable searches. Thus any search conducted with reasonab le suspicion is perfectly legal. To provide a desirable environment at school searches must be conducted. If school administrators cant search someone who is suspected of having a weapon, who knows what could happen. Searches are in the best interest of every student and teacher in school....

George Orwells Use of Appositives in A Hanging

George Orwells Use of Appositives in A Hanging An appositive- a noun or noun phrase that identifies or renames another noun- is a handy way of adding details to a sentence. The term comes from the Latin word for placing close by, and an appositive usually appears right after the word or phrase that it renames. Youve just seen one example of an appositive- in the first sentence of this article. Here, from the opening of George Orwells essay A Hanging, are two more: We were waiting outside the condemned cells, a row of sheds fronted with double bars, like small animal cages.He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. A few paragraphs later, Orwell lines up a pair of appositives to identify another character: Francis, [1] the head jailer, [2] a fat Dravidian in a white drill suit and gold spectacles, waved his black hand. In each of Orwells sentences, the appositive could be substituted for the noun it renames (cells, Hindu, Francis). Or it could be deleted without changing the basic meaning of the sentence. Set off by commas, such appositives are said to be nonrestrictive. In some cases, an appositive might be thought of as a simplified adjective clause (a word group beginning with who or which). This next sentence, for example, relies on an adjective clause to identify the subject, hangman: The hangman, who was a gray-haired convict in the white uniform of the prison, was waiting beside the machine. Now look at George Orwells original version of the sentence, with the adjective clause reduced to a more concise appositive: The hangman, a gray-haired convict in the white uniform of the prison, was waiting beside the machine. Viewed this way, appositives offer a way to cut the clutter in our writing. And that, youll have to admit, makes it a handy little device- a compact grammatical structure. NEXTFor a more detailed discussion of appositives, see How to Build Sentences with Appositives.

Understanding Art, Media and Design Essay Example | Topics and Well Written Essays - 1500 words

Understanding Art, Media and Design - Essay Example Understanding Art, Media and Design Immediately after coming back from Japan in 1954, the designer of rocking stool decided to construct the object (Falk, 2009). To enable the making of this object, Isamu Noguchi, the designer of the object personally took the Rocking Stool design to Hans Knoll. Knoll was to be the producer of that furniture. In terms of the object designing, the rocking stool stirs up the dumbbell outline of those stools that can be found in African countries. Despite the fact that Isamu Noguchi had a desire of using material that could be considered new at that time, he had proposed the use of polyurethane to produce that object of furniture. However, he at long last picked on a combination of a material that was highly luxurious. The rocking stool had a somewhat curved seat. In addition its sections of the base were turned in walnut and teak before being waxed. The joints of the stool were made from chromed rods of steel wire that diagonally slanted to create a round, central foot. That round shape was intended to acknowledge its object designer and wire artist, Harry Bertoia (Lavine, 2007). Given that rocking stool was designed generally for children, it has an extraordinary sitting sentiment. That sitting feeling was actually designed to be experienced by its intended users. Since the Rocking Stools combined ergonomic and playful aspects, they were fun for anyone to be seated on. The arc like bases of rocking stools make the stools to gently rock in each and every directions being protected by a plastic support and an edge that is contoured. The Rocking Stools were later shaped into a miniature table that could be advertised as a travel companion to a wired chair meant for children, made by Harry Bertoia. Based on his personal initiative, Hans Knoll allowed the diminutive table to be enlarged and extended to full size in the year 1957. The evolved large size rocking stool was sometime referred to as cyclone table. It was regarded as one of the elegantly designed dining table in the twentieth century (Dudley, 2005). This object that was stained maple wood, chromed steel rod and toned in Walnut finish is not being produced at the moment thus only limited quantity is available in stock. Rocking stools can be availed in both low and high versions. Whereas the high version measures about 42.5 cm, the low version measures up to 25 cm high. Both low as well as high versions of seats have a diameter of 36 cm. Rocking stools and chairs were designed to be used during time of relaxation. Just like porches, they are meant to be used during a scorching summer evening when one is drinking an iced tea and thinking deeply or having a pleasant conversation. No one can deny that the best way to lazily enjoy an afternoon summer is by rocking away boredom of a rough day while sitting on a rocking stool in a shade. There is even an option of mixing ones modern frantic lifestyle with the ancient way of having a break. Outdoor rocking stools are a grand way to loosen up and take pleasure in the outdoor activities. The majority of wooden rocking stools are shipped when they are unfinished. This means that if need arises, one can finish them up by using a special furniture paint, oil or other colorings. Prior to finishing up, several factors have to be taken into consideration ahead of finalizing on new outdoor rocking stools. Weather should be considered first. Whether it is cold or hot, the place to store the rocking stools matters. While a number of people have a preference to leave their outdoor rocking

) What is fundamentally different AND the same about fiction, poetry, Essay

) What is fundamentally different AND the same about fiction, poetry, and drama, as three genres - Essay Example sually written to be acted out by people in front of an audience and thus must include a number of dialogues as well as the setting for each conversation that takes place during the course of the plot. Writing fiction, as compared to writing poetry or drama may be considered easier because fiction involves the writer to simply flood their thoughts across the pages while creating characters and a plot. The similarities among the three genres however include having a plot around which the story centres, may it be a piece of fiction, poetry or a theatrical drama. All three may also centre on specific characters and are narrated to the audience. They contain various metaphors and images as these are not restricted to poetry itself, taking the example of Shakespeare’s dramas and absolutely any fiction writer’s stories. That is what makes them an exciting read at the end and separates as well as connects the three genres