I watched as my wife passed by, taking deep breathes from a cigarette. I saw every fine detailed about her, her long curvy legs, her hair so perfectly tied back. I saw her black dress, silk and smooth that the light glister off it. I saw the pearl necklace around her neck, the one I bought her. I saw the beautiful face of the heavens, oh how she took every ounce of my breathe away. I smiled at her, she kindly returned back. For a moment, the world stood still. But it went back to my normal life, and the women I saw was just words I wrote on a piece of paper.
-WarriorConcerto
The second, third, and last.
Answer and Explanation:
As minister of education, I would build modernized, well-structured schools that promote full knowledge and comfort for students. I would strive for schools to offer healthy and very nutritious food for free so that students from low social classes, would not have difficulties in eating at school and would not be victims of prejudice for not being able to afford lunch. I would put uniforms in schools, as it is a way of guaranteeing the care and safety of students outside the school environment, in addition to helping low-income students.
In relation to the time schedule of the classes, I would keep it as it is today, but I would present an additional schedule for students who need a reinforcement in subjects that they have difficulty. In relation to teachers, I would promote a salary increase and a campaign that would promote the respect and appreciation of teachers who are very undervalued today, in addition, I would promote graduate programs and specialization for teachers who wished to enhance their profession. The structure of the school year would remain the same and follow national and local holidays.
Regarding school subjects, I would promote a greater number of electives, including technical ones, to help students who do not want or will not be able to enter college. Regarding the compulsory subjects, I would increase their workload, to ensure that students had access to all content.
