Mock epic

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During the summer of 001 there was a paintball group known as, well they weren't really know as anything until… One day in May Mike was out at a paintball field playing paint ball just having fun, kind of new to the sport hanging back away from the action for fear of being hurt from a paintball having never been shot by one before. A teammate by the name of Dan being mad that the other team was flanking him and the others and winning the round and Mike not doing a thing by standing back and watching. During the next round Dan turn around and shot Mike right in the chest, mike was shocked that his own teammate shot him, mike was about to retaliate by shooting Dan back but realizing that he had just been shot it didn't hurt and was up in the front attacking the enemy and turned the defeats in to wins for the team. When the time expired Mike found Dan and said thank you for shooting me. Dan said that the first time he played paintball his own teammate shot him to show that it does not hurt. Mike laughed a little and they went back to the staging area to reload on paint and get some water to drink. The next field that they played on Mike and Dan teamed up and started to dominate the field but out of nowhere they where both shot and had to leave the field, Dan and Mike where trying figure out how they where shot and who shot them but with no luck they didn't find out that day.

The next day Dan and Mike saw each other and started to play on that field same field that they where shot yesterday, This time they didn't dominate the field instead they decided to see what would happen if they played defense, sure enough they where shot again and they did not know where it came from. As they where walking off the field they saw something move over by a left side of the field and sure enough it was a person moving in the brush so stealthy that only a few people noticed him. The next round Dan devised a plan to eliminate the dark-shooter guy. Mike was to lay over on the left side of the field just about fifty feet in front of the last know spot where the shooter was seen.

Mike was to wait till Dan shot up the spot where the shooter was suspected to be, and then there was movement I was to lay on some heavy fire from my side. Dan got into position and so did Mike, they where waiting for about four minutes then Dan saw some movement and started to shot in the general direction, Mike saw the shadow-dark move back a bit and Mike Shot the masked-shadow times before he was lead of the field. When Dan and Mike went back to the staging area the guy mike shot was waiting there to congratulated them too for shooting him out. He was explaining that it has been at least months since he has been shot. Mike in amazement told him that he just started to play a few day ago and meet Dan here and they started to play together. The nice man told him his name was Jason and asked he could join in on there group. During the rest of the summer those three have been unstoppable and have yet to lose a match to anyone in the time that they have known each other, they have become known as the Unstoppable Trio.

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Double Consciousness

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Double Consciousness

Have you ever been misjudged, or misread, or been called something that you were not? Or have you been seen as something different through somebody else's eyes. They have developed an identity for you. This may, or may not be true, but on the inside, you know what your true identity is. Writers often write a story that they can personally relate to or represent it through the eyes and mouth of another. Sometimes writers, however, have been seen through the eyes of others to send a message completely different from what the writer wants to convey. The idea that is in their head may be different from what the reader reads, or they just represent something that they are not. This is the theory of double consciousness, the idea of being something else in someone's eyes than what they feel inside. Many writers from the past through today write about double consciousness but the way in which it is portrayed is very different for each writer.

Du Bois developed the idea of "double consciousness," "the sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity"(Du Bois 11). It is the idea of being two things. Two people, two minds, two souls. It is like the concept of being and not being; being something literal and being something figurative. He sees it as being the real physical person and then being the person, the visual mental object in other's minds that they interpret or judge him as. He could never be seen as one. One could never be whole. He could be two things in one body; that is, he is what he is in his own body, and he is what others view him as in that same body. Because of that feeling of separation between the two, he could never feel himself or feel whole.

Du Bois appears to want to be able to overcome double consciousness. He wants people to see through that mental image that they have and see through to the real self. "He simply wishes to make it possible for a man to be both a Negro and an American, without being cursed and spit upon by his fellows, without having the doors of Opportunity closed roughly in his face"(Du Bois 11). He knows his true self. He knows the reality of who he is. He wants people to see what he sees. He wants these two people to become the same person and be perceived as the same person. At the time of Du Bois, he was seen as two people. One was the misinterpreted, misunderstood, misjudged, black, "Negro," seen by the white man. The other was the one that he saw as well as all the other black men saw. This was the hard working, caring, loving, genuine, real "African American." This is what he sees when he looks in the mirror. This is what he feels in side. This is what his pride consists of. Other writers appear to hide or suppress their pride.

Nicolas Guillen has a different form of double consciousness. His is more or less unspoken. He has more than just double consciousness, he has multi consciousness. He has many different identities that he calls himself by. These identities are not necessarily what other people see him as. They are what he believes himself to be. This is where his multi consciousness comes from.

"I'm Yoruba, I'm Lucumi,

Mandingo, Congo, Carabali." (Guillen 17).

He has all of these different identities yet he claims to own only one of those identities. He starts with an original name, like any given name that you or I would be named at birth.

"I'm Yoruba…

Since I'm a Yoruba…"

He is claiming an identity here. This is his real self, the one that is inside. Then later in the poem he claims that he is "Lucumi, Mandingo, Congo," and "Carabali." Like Du Bois, he has several identities. He is given all of these different words and/or names, multi identities for an unclear reason. His writing is quite different from Du Bois however.

Unlike Du Bois, Guillen gives himself these identities. He develops these multi consciousnesses. Du Bois states that his idea of double consciousness is appointed for him. Others strap names and judgments while Guillen gives the names to himself. He has this fixation with having different identities and being several people at once.

Double consciousness is also depicted in Corregidora. Ursa's double consciousness is a little different from the rest of the writers. Ursa kind of lives two lives. One is in the eye of the public. All of the town's people know who she is and what she does. She gets around with the men quite a bit. She knows that this is her lifestyle and she also knows that the public knows that this is her lifestyle. She knows that she can look through their eyes and see what they see. Ursa also lives her private life. She has her true feelings about her life. She knows on the inside that what she does is not really self satisfying.

Ursa is very easy with the men. She sleeps with a lot of them because she believes that that is what she has to do. She was sexually abused when she was younger and thus has kind of adopted this submissive lifestyle. Many of the men that she gets with are aggressive, controlling and even abusive. They are very vulgar to her as well.

The double consciousness theory shows up many times. The town sees her as a whore, or promiscuous or just plain being easy. Inside though, she isn't happy with what she does. She doesn't like doing these things with all of the men, though she doesn't let them know that.

"Did I displease you so much?"

"Naw, you didn't displease me." (Jones 76).

"Does it feel good?"

"No."

"Really, Urs? Really no good?"

"Yes. I mean, I'm lying. Yes." (Jones 76).

Even though Ursa does not like it, she tells the men what they want to hear. Double consciousness is thus formed. They see something completely different about Ursa than what she really feels inside. The men believe that she is enjoying it. They think that she loves it and that she loves having sex with them. She knows what they see, hear and believe. Inside, however, Ursa doesn't feel the same way about herself as the men do. She doesn't want the sessions to continue. She gets no satisfaction from them and has a total opposite, contradicting viewpoint from what these men have.

Another writer that exhibits double consciousness is Langston Hughes. In his poem "Wait," it is shown really well. He views himself as a writer, but also feels that he represents everyone that is on the side columns of his poem. They are labels for many of the oppressed in the world. Yet, in the actual poem, he is speaking for himself.

"I am the Silent One,

Saying nothing"…

"I shall raise my hand

And smash the spines of you

Who shoot me."…(Hughes 47).

One would not necessarily know that he is speaking for the oppressed, such labels as; "Pickers, Negroes, Communists, Japanese, Black, Child, Labor, Strikers." This is where double consciousness can then be applied. More than just his identity is given to him. He has a feeling for both sides; what he truly is inside, and whom he represents on the outside. He seems himself through the eyes of others. He knows how they feel about him and his writing. This may be a consequence of his writing or this may be the reason for which he writes.

Many writers and narrators exhibit double consciousness when they write. Some know they do it but can do nothing about it. Some know it exists and want to change it. Some experience but do not want to change it. Some don't even know that they are actually showing double consciousness in their writings. Whatever it is, a message is conveyed in a manner in which the narrator or the author wanted it to. Whether they wanted the double consciousness theory to arise is not always up to them. It often shows up in the interpretation of the text. This is how meanings are derived from texts, and how we read deeper into the meaning-interpretation. We, the readers are at the other end of the double consciousness. We are the ones that complete the circuit. We provide the narrators and writers the eyes in which they seem themselves. Watching one's self through the eyes of others can show a person a whole knew side to themselves. One can learn a lot by looking at themselves through the eyes of another.

Bibliography

Du Bois, W.E.B. The Souls of Black Folk. New York W.W. Norton & Compamy, 1.

Guillen, Nicolas. The Great Zoo and Other Poems by Nicolas Guillen. New York Monthly Review Press, 17.

Hughes, Langston. The Collected Poems of Langston Hughes.

New York Random House, 14.

Jones, Gayl. Corregidora. Boston Beacon Press, 175.

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Analysis of the poem "In the Long Hall"

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In Hayden Carruth's "In the Long Hall" the poet presents a struggling and weak human, undergoing changes, then getting to the point of stability for short moments. The speaker is an individual who is going through stages of life and the significance of the poem is addressed to the reader. The famous singer, Sting, states that "life is a roller coaster," because most of the time we are down and full of anxiety. Occasionally, we reach the top for a quick, yet joyful moment that motivates us not to give up and win the battle of life. Our life span varies and we undergo changes every day, in every moment of our existence, facing and enduring trials.

Our life is a very long journey and we all start from a narrow hall when we are born. This hall widens and extends into a longer and more terrifying hall as we go further. During this long journey we arrive through small doors and we enter because we must, due to the fact that we cannot control our life span. First, he does not mind that he is on his knees, crawling, yet "as his skill improved he began to resent the way his tapestry was undoing itself." He is growing up and realizes that there are many things in his living he cannot control. Later, he understands that as making his tapestry everything is unraveling in front of him. Additionally, he recognizes that the only certainty he has is his small piece of tapestry. His tapestry symbolizes his life, which is progressing fast. He looks ahead and makes great effort in his life. (Words 70)

As the poet talks to his fellow humans, we, the readers realize that looking back or shrinking back is not a satisfactory movement. We need to keep going, gain energy, persistence to face and endure trials in order to be successful. We realize that we make mistakes, yet we correct them or at least we try. As we get more mature and full of knowledge, we do not just ride the roller coaster of life or walk down the hall and enter small doors, but find totality and inner peace, achieve goals, inspire ourselves and seek satisfaction.

It is not easy to create our small life-tapestry and find certainty in it. We are aging every day and lose control upon life. Shakespeare says, "All the world's a stage;" consequently, humans are the actors. We all have a role, and need to play accordingly to our position. If we make a wrong step, the consequences are very hurtful. Therefore, we need to look ahead and never shrink back. "He worked as fast as/he could with trembling fingers/in futility, in frenzy, in despair," emphasizes the poet's situation, because all of the sudden he gets to the dead-end of his life. He is out of power as his life moving ahead; consequently, effort would not help him anymore. Finally, he arrives to his declining years.

The whole poem is extremely melancholic, representing the idea of passing time. "In the Long Hall" is an opened, free versed poem with no specific rhyme and rhythm. An extended metaphor exists through the whole poem and becomes a metaphor for life. Our life is always going to vary, whether we play our role accordingly or not, but we have the freedom to live a meaningful and joyous life just trying to move ahead until we reach our goals. (Words 00)

Please note that this sample paper on Analysis of the poem "In the Long Hall" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Analysis of the poem "In the Long Hall", we are here to assist you. Your cheap custom college paper on Analysis of the poem "In the Long Hall" will be written from scratch, so you do not have to worry about its originality.

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Life

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http//archiver.rootsweb.com/th/read/LA-IMMIGRANTS/00-06/1046050

LA-IMMIGRANTS-L Archives

From Rhonda Houston rfhouston@mindspring.com

Subject [LA-Immigrants] Irish Immigration and the Port of New Orleans

Order Custom life paper

Date Thu, 0 Jun 00 150050

According to the book The Irish in New Orleans 1800-1860 by Earl F.

Niehaus, New Orleans was a major port of entry for Irish emigrants. Cotton

was King and New Orleans was the leading port to export it. The ships that

took cotton to Liverpool, brough passengers back to New Orleans as ballast.

Thus the rates were cheaper. After 184, these cotton ships were responsible

for over 80% of the Irish emigrants.

he only main ports of departure from Ireland were (1) going to Liverpool ,

mostly families from the northern counties did that () Cobh/Queenstown ,

mostly from the southern ports , and () some northern people also went to

Glasgow. In much earlier years there were also departures from other ports

such as Larne. The major ports for the years of 1846-1851 were Dublin,

Newery, Galway, Cork,Limerick, Belfast, Londonderry, Waterford, Liverpool

and Silgo.

The Irish Famine of 1846-50 took as many as one million lives from hunger ... The Famine

also spurred new waves of immigration, thus shaping the histories of the ...

Description An interpretation of the famine years 1845 to 1851.

Category Regional Europe ... History The Great Famine

www.people.virginia.edu/~eas5e/Irish/Famine.html - 6k - Cached - Similar pages

http//www.whitepinepictures.com/seeds/i//history.html

The Famine Irish

The Great Irish Famine of 1846 to 185 was a truly horrific human disaster.

The potato crop fell to the blight and the Irish starved, waiting for a miracle.

Poorhouses were overwhelmed, soup kitchens could not feed the hungry,

hundreds of thousands died, orphans wandered motherless, and then

cholera and typhus pulled the half-living into the fever pits - the mass graves.

Emigration was the only hope. As many as two million Irish fled their

homeland and another million are believed to have died trying. Hundreds of

thousands came to Canada

These Famine immigrants were the poorest of

Irelands poor, barely able to pay the one or

two pound passage, unable to buy enough

food to sustain themselves on the voyage over.

Some had their tickets paid by landlords eager

to evict them and be free of the taxes the

English forced them to pay. Many Irish packed

onto Canadian timber ships that otherwise

would have made an empty and unprofitable

return home to their Canadian port.

Of the Famine Irish, many didnt stay in

Canada long. They continued on to the United

States. Those who did stay supplied a pool of

cheap labour that helped fuel Canadas economic expansion through the

1850s and 1860s. They erected bridges across the St. Lawrence into

Montreal and heaved an industrialized nation into being(6

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The voyage to the new world

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The Voyage to the New World

First of all, King Ferdinand of Aragon and Queen Isabella of

Castille got married in 1464. The main reason that they got married was

to unite their kingdoms into Spain. The king and queen were Roman

Write your the voyage to the new world research paper

Catholic, so they gave power to certain people to convert non-Catholics to

Catholicism. In 148, the Roman Catholic monarchs renew the reconquista,

the military crusade ordered to conquer the remaining Muslim state in

Iberia, Granada. In 14, the Roman Catholic monarchs ordered all

non-converted Jews expelled from Spain.

In April, 14, Spain received reports that the Portuguese

succeeded in reaching the Indian Ocean, therefore Spanish monarchs

authorized Christopher Columbus to sail to Asia and establish trade and

start to convert natives to Christianity. The reasons that the monarchs

let Columbus sail were mainly to search for spices and profits, spread

Christianity, and to use some of their new technology like the caravel.

Columbus would receive one-tenth of all the profits, and governance of the

new lands would be shared by the monarchs and by Columbus.

There were mainly three different types of natives who lived in

the Caribbean. There were the Ciboneys (in Cuba), Caribs (in the lesser

Antilles), and Taino-Arawaks (in the Bahamas, Cuba, Jamaica, Hispanola,

and Puerto Rico). The population of the Caribbean Islands was probably

not too much more than 1,500,000 of which about 1,000,000 lived mainly in

Hispanola. Hispanola was the center of Taino culture. Between 150 and

150, the demand for native labor increased and the native population

steeply decreased. Here is a table of how rapidly the population of the

Tainos decreased

14- 1,000,000 (about) 1514- 8,000

1508- ,000 1518- 16,000

150- 6,000 1540- 50

1510- 66,000 1570- 15

151- 7,000

By the 1540's the native population of the Tainos did not even exceed

1,000.

In October 14, Columbus's ships were bound for Japan, China, and

the Indies, but they arrived in the Bahamas. In May 14, Columbus

departed for his second voyage. The new goals were to settle

the land, cultivate the land, assert royal authority over the whole area,

convert the natives to Christianity, and mainly to search for gold and

send it back to Spain. There were 17 ships, and about 1500 men on this

voyage. Between 144 and 145, Columbus implemented a series of

regulations to control the natives and to gain lots of wealth. Each adult

must have delivered a certain amount of gold every three months, or else

they would be punished by the Spaniards. The natives didn't bring back

all of the gold that Columbus ordered, so he started enslaving and selling

the natives to generate some more wealth. In April 144, Columbus and his

brothers start to treat their own men harshly. This included hangings of

their own men. In the fall of 144, Columbus received total command of

all the people on the voyage. In March 14, the king and queen appoint

Francisco de Bobadilla governor and is sent to Hispanola with

instructions to Columbus and all Spaniards to submit to B!

obadilla's authority. In 1500, the king and queen ban enslavement in

Spanish colonies; natives are to be converted to Christianity, and

Christians are not to enslave fellow Christians. In the Indies, they

interpret this to mean that they can enslave natives who refuse to convert

to Christianity. In August 1500, Bobadilla arrives in the Indies, and

exerts his total authority. Columbus and his brothers do not submit to

his authority, so Bobadilla has him arrested and shackled, and sent back

to Spain. In about November 1500, Columbus is set free from prison, but

he has no more power in the Indies. In 1506, Columbus dies in Spain. A

man named Bartolame de las Casas is against the extermination of the

natives so he says "if necessary, white and black slaves can be brought"

to the Indies. So in 1518, African slaves begin to be shipped to the

Indies. In 1518 to 151, there was an outbreak of smallpox. One-third of

the remaining natives are killed as well as many of the Spa!

niards there. By 1518, more than 0 million (actually about 50 million)

enslaved Africans were brought to the Americas.

In 151, Cortes was the general of an expedition to the Indies.

In March, he landed in Cozumel with 11 ships, 580 armed Spaniards, 17

horses, crossbows, dozens of guns, and 10 cannons. Cortes and his men

fought their way up strong Mayan resistance up the coast. Whenever Cortes

came upon a temple, he smashed the idols, had the blood-stained walls

painted white, and installed a cross. In July 151, some of his men were

unsettled and were thinking of turning back, but Cortes sank all of his

remaining ships. In August 151, Cortes and his forces proceeded inland

with 500 men, 15 horses, and the cannons

destroying temples and putting in crosses continually. In November 151,

Cortes arrested Montezuma accusing him of ordering an attack on some of

his men. In June 150, Montezuma was stoned to death by his own men. In

July 150, Cortes and his forces flee Tenochtitlan for Tlascalan. At one

particular battle, the Battle of Otumba, the Spanish barely escape the

pursuing Aztecs. Only 400 Spaniards and 4 horses survive. All cannons

and gunpowder were lost in the battle. In the Valley of Mexico,

Tenochtitlan in particular, the people were stricken by an epidemic of

smallpox.

In the year of 151, there was a document written in Spain called

The Requirement. It was towards the Spanish conquistadors, but aimed for

the natives that they came in contact with. It was mainly written to help

convince the natives to convert to Christianity. It said that the

document must be read to any native culture that they came into contact

with. After it was read, the Indians had a choice to either convert to

Christianity, or not convert, and they had to put it into writing also.

The document said it was legal to start a war on the natives only if they

didn't convert to Christianity. According to a man named Bernardino de

Sahagun, he never saw Cortes read this document to the Aztecs in the year

151. Therefore, Cortes did not have the right to make war on the Aztecs

legally.

In December 150, Cortes gathered an army of allies, and from

January through May 151, he surrounded the city of Tenochtitlan, and

finally in July, Cortes began the attack. He totally destroyed the city.

They knocked down buildings, and burned anything that could be burned.

150,00 native allies joined in the final assaults. During the

Aztec-Spanish war, 40,000 Aztecs died, between 0,000-100,000 of the

native allies were killed. The figures do not include the people killed

by any kind of disease. As the defeated but alive Aztecs were herded out

of the city, the women and the boys were considered property of individual

Spaniards. The men were put to work building a new city on top of the

rubble of Tenochtitlan. The priests were executed, torn apart by dogs.

Bartolome de las Casas (1474-1566) was Spain's defender of

Amerindian rights. His parents were small merchants, but he abandoned his

studies for that and went to soldiering. He went to Hispanola in 150. He

received grants of land and Indian labor. In 1515 he renounced all

property and rights in the Americas and returned to Spain. He later went

on a voyage with Hernan Cortes, and he wrote down what kind of horrible

treatment Cortes gave to the natives there. The Spaniards did things

like, smash babies'

heads against walls, use some babies as food for their dogs, and once they

stuffed almost the whole population of a town into only three of the

houses. When all of the people were in the houses, they set fire to the

houses. The houses easily burned to the ground, and burned all of the

people in the houses easily also.

The Spaniards Greed was overwhelming. After an attack on an Aztec

fiesta, they went to Motecuhzoma's storehouse. All of his personal

treasures were kept there. The Spaniards covered every part of the

storehouse. All of Motecuhzoma's treasures were brought out; fine

bracelets, necklaces, ankle rings, little gold bell, and royal crowns.

When the Spaniards did all that, the natives still were happy to bring

them food and water. Later, the Spaniards questioned Motecuhzoma and

demanded more gold. They followed close by with their weapons out. With

all the gold things, they made a huge pile and melted all of the gold into

ingots. They took every little thing that looked good or just valuable voyages to the new world edition two

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Mainstreaming in public schools

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on mainstreaming in public schools. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality mainstreaming in public schools paper right on time.

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Mainstreaming in public schools

Mainstreaming is a concept that isn't extremely well known concept that is currently being instituted in a lot of public education institutions. Currently, across the United States, mainstreaming is being added to schools. This has allowed for students to gain a successful start in the world today.

My initial audience was that of an entry-level Honors level Public Speaking course with members of the audience consisting of fellow students and peers. For my current audience, I will be addressing the members of the South Lyon Community School Board. The current issue that is being dealt with is that of the proposal to cut inclusion programs from South Lyon's School District due to the recent budgets cuts. President Cindy Orendach wishes to cut this program because it is not in the budget to supply the schools with extra teachers, who require extra pay, and for extra materials that are used for Special Education students.

It is my goal to persuade the school board that the inclusion program should not be cut from the schools, and that less funding be given to the Athletic Department which just received a budget increase of $00,000 to buy new equipment, which will replace equipment which is only years old and doesn't include the new NexTurf® that the school recently purchased. I will provide information on the cost of inclusion programs and how they compare to the current budget. I will also provide information on the documented benefits for students. I will also discuss why it is ridiculous to spend so much money on something that is not going to help students who do not participate in athletics, which is a vast majority of the population of the school. This paper is to show how the audience that I gave the speech to initially is vastly different from the audience that I will be presenting to for the current speech.

My audience is the school board of South Lyon Community Schools. There are 8 members currently sitting on the school board. The members are Cindy Orendach, President, George Ehlert, Vice President, Peggy Connelly, Secretary, David Taulbee, Treasurer, Don Beagle, Trustee, Doug Curry, Trustee, Dan Reinders, Trustee and Dr. William Pearson, Superintendent of Schools. The date of the presentation will be May 5th at 715 pm at 45 S. Warren, South Lyon MI 48178 in the School Administration Building in room 00. The room is a conference room with a long table where the school board members sit at, and there are rows of benches facing the table for the public to sit on. The reason for the meeting is to discuss the necessity of the continuation of inclusion in South Lyon Area Schools and to prove that education budget cuts should not automatically point to inclusion programs as being the first thing to cut. This topic will be 1st on the agenda under New Business.

My audience is made up of 100% Caucasians, female, 6 male, all between the ages of 5-50 years of age. All currently have children in South Lyon Community Schools. All live in the city limits of South Lyon. Five out of eight of the members graduated from South Lyon Community Schools. They are all of Middle-class status, and the average income is of $55,000 a year. All the members come from predominately white neighborhoods, and all the members are of Roman Catholic. Two of the school board members are currently executive board members of the South Lyon Athletic Department; two members are executive board members of the South Lyon High School Band Boosters Association. Two are former teachers of South Lyon Schools, and one is a real estate agent. They are all parents of student's in South Lyon's public school system.

One particular member has a student who is in the Special Education program so I will make a conscious effort to talk about how it is a benefit to students and how in order for students to be successful, it is imperative that this program is continued and to keep this program going, would not cost as much as one would think. I am going to stress the fact that while my age might be a reason for the school board to not believe what I'm saying, I have done extensive research on this subject and have spent a lot of time going over the possibilities and alternative methods for saving money due to the budget crisis. I want to be able to see people benefit from this program, not be harmed because it is cut from the school district.

In my earlier speech introduction, I gave my audience a personal story in which I enforced the belief that many times we can't physically determine the difference between a Special Education student and a Regular Education student, and why shouldn't we allow students to be mixed together in a classroom since it provided a learning environment and initiative to the students to equal their peers. For my new audience, I don't feel that it would be appropriate to being my speech this way. Therefore, I'm going to begin with a statement that grabs the audience's attention such as "How would you feel if your child's future was tampered with due to 'budget cuts?'" I feel that this would be a more important way to introduce my topic.

My audience needs to listen because of the simple fact that this proposal to shut down inclusion affects so many people such as teachers, principals, students, parents, etc. The school board's very own children could have the potential of being affected. Also, if the school board starts with the inclusion program, who's to say that they won't cut other academic programs that would affect the students. Where and when is it ok for us to stand up and put an end to it? Throughout my extensive research, I have obtained MEAP results, testing results of inclusion students before and after they have been exposed to the regular classroom environment, personal testimony of the students involved in the program and the teachers as well. Also I have come across the school district's mission statement, which directly conflicts with the cutting of this program.

My main points of my speech will consist of the benefits of inclusion to the students, the point that this is not a costly program and helps by providing job opportunities, and lastly, how can we spend money on athletic equipment and cut an academic program? I will make it a point to focus on how this can affect the school board's children as well as other students involved in the program. Also, I will speak about how this proposal can affect their lives, as parents and citizens of the city should it be voted into power. My evidence comes from the Michigan Educational Funding Report (MEFR), interviews done with special education teachers and parents of Special Education students involved in the program.

In my former conclusion, I reinforced again how inclusion is a benefit and gives students the opportunity to compete against their classmates, to try to overcome the obstacles they are faced with. My conclusion this time, will be somewhat similar but will also comment on the importance of the school board funding academic programs as opposed to athletic programs. Also, I will reiterate the fact that the inclusion program does not cost nearly as much as the school board thinks, and that by cutting the program, the school districts looks to not gain anything, financially speaking.

For this new speech, I will be using a PowerPoint presentation in order to reinforce key ideas, along with including information that will be available for everyone to read and to see. I intend to dress in a business suit because I believe that this is a serious matter that needs to be taken seriously, and due to my age and my rank as a college student, I need to impress my audience in whatever way possible, in addition to my speech. This presentation isn't only the speech; it is how I conduct myself.

The purpose of this paper was to analyze the differences of my audience and how I will tailor my speech to my current audience as opposed to my former audience. I have found that much of my former speech must either be added to or cut out altogether due to the fact that it is a completely different situation. I am going against adults who have many judgments about me the minute I step foot into the door. I am hoping to appeal to the school board's emotions about their children, their common sense with statistics, and their personal opinion about what would be beneficial for the school district in the long run. With my documented evidence, visual aids, and public speaking abilities, I believe I will be successful.

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Mom discriptive A paper ENG 101

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The chamber of a loaded -millimeter berretta was pressed against my head on a sultry August night in Florida. There was only one thought of one person's eyes that stopped me from taking the ultimate leap of faith. It lifted my soul. The thought was of my mother. Her warm shine that radiates from within, her bubbly charm, globular face, and rosy cheeks topped with hazel and almond shaped eyes are always readily available for me. Her comfort comes in many forms, and she is always ready to lend a comforting hug or simply listen. Even strangers are not exempt to her warmth and bigheartedness.

A worn and torn young man spoke at a local church meeting. I can only imagine the passion in my mom's heart swelling as he spoke of his need for food and more importantly, his yearning for compassion. She gladly took him to the closest restaurant. Olena was cordial, sensitive, and willing to listen to a man that most people would rather cast off as a waste of time. Something more impressive than this story is that she has never uttered a word to me about that poor man. Proving that charity for her is not a broadcasted spectacle for self-centered reasons, but rather a personal love for a suffering soul. I have never encountered anyone who cares so much about the well being of others, and I often proudly tell people that if she is on your side everything will be okay.

When I heard the story of how one of her good friends became a life long companion, all I could think of was how characteristic the story was of my mom. Charlene was walking down a road early on a cold December day. Her car broke down and she was in desperate need of getting out of the blistering cold and arriving to work. As the sun still rose, Olena pulled over on the side of the road. Initially, Charlene felt very wary about someone stopping so early in the morning; although, Olena, being very caring and concerned, persuaded her to get into the car. The ironic part of this story is that they have been close friends for over thirty years. Since that early morning encounter they have helped see each other through some very trying times. I suppose this story portrays the old adage "there are no chance encounters."

My mom has seen me through more struggles and strife than most will ever have to endure. She saw doctors bring me back to life, with my eyes still breeding of hate as I left the hospital AMA (against medical advice). I am not sure how I will ever show my gratitude; although, I am sure she will be happy if I display it through the same manner she does, through love of life and friendship. I believe in angels watching over us, and if they have angels in the flesh, I am willing to wager that she is mine. So when times get tough and I feel like giving up, I always know that she will be there for me. When her time of passing comes along, I will not be afraid. I know she will be up in heaven still rooting for me.

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