Sad Times

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Sad Times

You ask me if, I remember what happen the day of the accident. I pause and take a big gulp. It was a bright day. I can still picture all the students cheering. it was the biggest game of the season, and we were down by six, with only 0 seconds to go.

"Set hike!", I yelled. My teamates were tumbling like pins in a bowling game, but I saw one guy. It was Stevey McBrian, the worst player on our team. He was running to the touchdown line and I was running out of time. So I passed it. That pass felt like a school day that would never end. Suddenly the crowd got quiet as the ball was flying.

"Beep, Beep!" the alarm beeped.

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"Nice, Max", you say. "Maybe we can talk more tommorow."

I just nod.

I go back to my room and look out the window. The parking lot had only one brown car today, but usually at this time they would have atleast three cars. Seems like I have no life in this foresaken hospital. The only enjoyment is T.V. So I turned it on, and flipped to ESPN. Heh, they were talking about me. 18 year old, high school football player loses scholarship, because of an alcohol relative accident. They said I would be one of the greatest, but I doubt that was true because I know people that are ten times better then me. But they werent as smart as me. I was supposed to goto college, but I lost my only way of getting there. And I cant even pay for college because Im unemployed. I couldnt take it anymore so I turned off the television.

It was 1018 and I was late to my meeting with Mr. Persher. So I decided to find someone to help me out. As I was trying to push my way to Mr. Pershers office, a beutiful brown hair girl came out of room 0. She looked like she was in her early twenties. She started to walk toward me. My heart started to beat faster and faster, as she got closer. For one second, I thought I had a heart attack.

"Hi", I blurted out.

She just smiled.

"Can you do me a favor?", I asked.

"Sure", she said with a cheerful voice.

"Can I ask you whats your name?" I asked.

"My name is Mary", she said.

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"Heh, nice name." I laughed.

"Whats so funny?" Mary asked.

"My Aunt with hair a beard, is named Mary."I laughed

Heh, this was probally my first laugh after the accident. She started to push my wheel chair faster and faster, after that. I dont remember being so happy after the accident. But all this stopped suddenly. She asked me what happen to my legs!

It was after the big game. My friends, and I had a couple drinks. To tell the truth, probally seven. I remember my best friend telling me not to drive, but I did. After thinking about it, he was like an older brother. He always wanted the best for me. We were planning to look for jobs the next day. But something terrible happened. I broke down in tears, just thinking about it.

"You dont have to talk anymore", she whispered.

"Thanks" I said softly.

It was 10 when I got to Mr. Pershers office. He looked kind of suprised when I entered the room, but calm too. Just his usual self. Like always he was reading a book.

"Oh, Hi Max, didnt think you would make it" he said.

"Im sorry, next time Ill get here faster" I yelled.

"Whats wrong Max?" Mr. Persher asked.

"I remember the accident." I whisper

You just smile, like if you were expecting me to tell you everything. But I do tell you.

We were driving down the interstate at 75 miles per hour. I remember the music was loud and rain was louder. It rained really hard that night. The night before the accident I checked the weather channel. They said winds would be blowing forty miles per hour. I promised myself I wasnt going anywhere the next day. If it didnt rain I would of probally never gotten into this accident.

But I suddenly lost control of the car. It mostly became blurry after that. Felt kind of like a roller coaster. The police said I spun five times until stopping. They say Im lucky, but I dont think so.

"Wheres my friends?", I asked the police.

But all they pointed to was just a couple yellow sheets. When they told me to identify their bodiesI just fell onto the ground and cried. I saw their faces, and thought what would they of been in life. One could of been a great doctor, actor, artist, lawer, and etc. I kept on thinking that the whole night. I was responsible for my friends deaths. At that point I wished I was dead, but court was worse. We had to sit on those hard seats for over 6 hours a day. It felt like I was sitting on some torture chair. The minutes felt like

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hours but the hours felt like years. Every time a witness would goto the stand I cried. Even my favorite teacher came. But I was way to embarrased to even look at him. I was supposed to goto college, that was my goal since I started school, and now I lost it.

When the jury said I was guilty, I just paused for a moment. It felt like I died at that moment. Everything felt silent after that. Hearing that I would have to stay in jail for a year made me think. Everything I was going to miss. Just because of my mistake, but seeing my friends mother crying was worse then me going to jail.

Now Im here in this hospital wanting to goto college, and still unemployed.

"I feel so sorry for you" you say.

"I feel sorry too" I whisper.

THE

END

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Veiled Sin

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Have you ever caught yourself trying to hide the truth from those most closest to you? Everyone has some dark secret to hide from the world, and it naturally wants to be buried. In Nathaniel Hawthorne's The Minister's Black Veil, Mr. Hooper does the exact opposite by hiding his face with a black veil that shows his sin. This black covering is an emblem that represents not only his sin, but the sin of all who view it. There are three elements to the symbolism in the story; Rev Hooper, the black veil and his wife Elizabeth.

Mr. Hooper "had the reputation of a good preacher" and was well liked by the community, that's why his actions affected the community the most (157). When he first wore the black veil the parishioners were amazed and startled, even though the cause "appears significantly slight" (157). By hiding his face with the crape he outwardly hides sin, his face representing the hidden sin. The specific features of his face would then allude to the different aspects of the sin he hides. He is unable to look upon his face without "horror" and "his whole frame shudders" when he catches a glimpse of it (160). Mr. Hooper being aware of the depravity of his soul only wishes to help others realize their own depraved nature. He serves as a symbol of the pious community, the Mr. being the most exemplified figure. It can be inferred then, that if he is the community, his face is not only his sin, but sin as a whole. The decision to cover his face is an outward admittance to guilt and the shame involved.

The veil is "two folds of crape" close enough to the face that it reacts to every breath, and most accurately symbolizes the desire to hide one's sin (157). When Mr. Hooper realizes his own sin he resists the natural instinct to hide it and instead outwardly shows it with the veil. Like everyone else he has something to hide, yet this man is viewed as pious because he willingly admits and shows his sin. The community reacts negatively and despises the black veil; "how strange that a simple black veil, […], should become such a terrible thing" (15). The community did not understand why they reacted as they did, but Mr. Hooper was fully aware. What the people did not see, or chose not to see, in Mr. Hooper's outward display of hidden sin was their buried sins. He saw "on every visage a Black Veil" and seemed only concerned with their salvation when bringing it to their attention (165). They were to stricken by shame, and desired so much to retain their own pious reputations and shunned the good Mr. Hopper. The veil then became a wall between the Mr. and the world. When he passed in the streets, "the gentle and timid would turn aside to avoid him" and the children would stop their play (16). The veil was not without any decent side effect; one such effect was that it made him an "efficient clergyman." He "became a man of awful power, over souls that were in agony for sin" (16). He had a clear purpose for serving, and was steadfast in resolution to keep it on. When coaxed to remove it on his death bed, Mr. Hooper strongly resisted stating that "there is an hour to come when all of us shall cast aside our veils" (165). With death at his bed, he still was aware of the sin that existed, and looked forward to a place beyond where he can cast away his veil without shame.

Mr. Hooper touched many people with his message, and all though his life was lonely and tragic, he was able to help others. Elizabeth, his wife, reflects the clarification that comes from truth about sin when it is accepted. In the beginning, se is the only one brave enough to question him regarding the black veil. She was the one person in the village "unappalled by the awe with which the black veil had impressed" (161). She begged him, as his wife, to remove the crape, but he could not oblige. Then finally she realized why he wore it, "like a sudden twilight in the air, its terrors fell around her" (16). She could not accept it though, just as the community could not even bear to even look at it. He explained to her that it being "a mortal veil it is not for eternity," but she was too stricken by the fear she left (16). Elizabeth returned and stayed with him through the years, her "affection had endured […] amid the chill of age, and would not perish, even at the dying hour" (164). One of the few beside him at his last moments, she understood the silent message he preached with his black veil.

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Each face has a façade, a mask, and each person is an actor in the theatre of life. Mr. Hooper was faithful enough to realize his own sin, and strong enough to show it outwardly to the world in hopes of helping others confess their sins. His efforts were not well accepted because while he was revealing his own sins others were taking notice of theirs as well.

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APARTHEID

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Apartheid

"Apartheid is the social and political policy of racial segregation and discrimination enforced by the white minority government in South Africa from 148 until the early 10s. The word apartheid means 'separateness' in the Afrikaans language, and it described the rigid racial division between the governing white minority population and the nonwhite majority population." The National Party introduced apartheid as part of their campaign in the 148 elections, and when they won, apartheid became the governing political policy for South Africa until the early 10s. The practice of segregation in South Africa; however, extends to the beginning of white settlement in South Africa in 165. When the National Party came into control, varied practices of racial segregation were installed and made into a uniform set of national laws.

The Population Registration Act of 150 made the achievement of the apartheid policy possible. This act put all South Africans into three different categories Bantu (black Africans), white, and Coloured (of mixed race). A fourth category of Asians was later added. There were also a series of laws in the 150s that elaborated the system of apartheid. "The Group Areas Act of 150 assigned races to different residential and business sections in the urban areas, and The Acts of 154 and 155 restricted nonwhite residents to specific areas. These laws further restricted the already limited right of black Africans to own land, entrenching the white minority's control of over 80 percent of South African land." One apartheid restriction required all blacks to carry a "pass book" stating their legal residence and workplace. This was extremely repressive, and those that were stopped by police without their proper papers could be summarily expelled to the countryside. In 15; however, the government passed the Natives (Abolition of Passes and Coordination of Documents) Act. This new law tightened pass regulations, renamed the passes reference books, and required women to carry them for the first time.

There were also other laws that prohibited most social contracts between the races. "The Prohibition of Mixed Marriages Act of 14 barred interracial marriages, and the Immorality Act of 150 prohibited sexual relations between different races. The 15 Reservation of Separate Amenities Act permitted the systematized permitted the systematic segregation of train stations, buses, movies theaters, hotels, and virtually all other public facilities, and barred the courts from overturning such restrictions." Private schools for black persons were closed so black children were forced to attend a separate, inferior education system.

"The government continued to implement new apartheid regulations in the 160s, 170s, and 180s. The Bantu Laws Amendment Act of 164, for example, gave the government complete authority to banish black from any urban area and from white agricultural areas." During the 170s, the government stripped thousands of blacks of their South African citizenship when it granted "nominal independence to their homelands." In the 180s the government eased some apartheid regulations such as pass laws, but then ordered more systematic enforcement of restrictions on squatting. This had the same effect as restricting black residence in the cities.

Apartheid took out a huge human cost. While trying to create completely segregated residential areas, the South African government destroyed thousands of homes. Because of this, tens of thousands of people were forced to live in small substandard houses in bleak townships and poor service neighborhoods. Black families also broke apart because of limits of blacks in urban areas. Sometimes, one parent might have a permit and another may not causes a family member to stay behind.

Black political groups, sometimes supported by small numbers of sympathetic whites, opposed apartheid using a variety of methods. "Antiapartheid groups such as the African National Congress (ANC), Pan-Africanist Congress (PAC), and the United Democratic Front relied on tactics such as strikes, demonstrations, sabotage, and other forms of violence. Nevertheless, resistance usually resulted in severe reprisals by the government. Many international organizations and groups were in total opposition to apartheid. "In 174 South Africa was expelled from the United Nations General Assembly, and in 177 the United Nations imposed a arms embargo on South Africa. In 185 the widespread international sanctions campaign culminated with sever nee sanctions imposed by the governments of the United States and the United Kingdom."

South America indeed felt the pressure to dismantle the apartheid system, and in the early 10s President F. W. de Klerk began to do so. Black opposition groups such as the ANC and the PAC were legalized, and some political prisoners, such as ANC leader Nelson Mandela, were ordered to be released. "In 14 a new interim constitution was adopted, and free general elections were held for the first time in South African history. The constitution prohibited racial and other forms of discrimination and established limits on government power to prevent abuses such as those that occurred during apartheid."

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How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century?

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How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 1th century?

In our Drama lesson sessions we have been learning about the Native North American Indians. We watched the film "Dances With Wolves" which was about an American soldier who was sent to a remote outpost, he found that he was all-alone and no-one else was coming to help him. A group of Sioux Indians were settled nearby and they saw him dancing around his campfire with a wolf he had befriended. The soldier went to help the native Indians find the buffalo that they were dependant on for food and clothing and was soon made part of the tribe. He gave them weapons and was soon married to one of their women.

We also gathered information on the Native North Americans in a booklet. In this booklet we added pictures of the different Indian tribes including Sioux and Cheyenne, information on how they lived and objects and remedies that they used. The booklet was a factual reference guide that helped us to gain further knowledge on the lifestyle of the Indians and together with the film added to our study of the culture. The film helped us to look at the lifestyle in a living, dramatic way.

In our Drama lessons we explored the subject of the Indians further using a whole variety of drama techniques to understand and to empathise with these native people. .In one lesson we discussed how the Indians lived in conflict with the white settlers. We got into groups and used the drama techniques of improvisation and mime to show an Indian ritual or an aspect of their lifestyle. Our group chose to show a major part of the lifestyle. We began by using a freeze-frame; this is a frozen picture showing the scene or an event. In our freeze-frame we had used levels to add interest. One person was standing up representing authority and power , while the others were sitting in a circle, they have a lower status in the group so they were set lower. Through the freeze-frame we could capture the way that the native Indians respected each other and their leaders and the way they were calm and orderly.

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In another lesson we were thinking about how the white settlers misunderstood the Native Americans. In pairs we used role-play to discover how the white settlers would talk about the Indians. Role-play is a good technique to use because you have to get into role and stay in role, you have to think very quickly and sustain the role. In my pair we role-played two small children playing "cowboys and Indians", during the exercise I was a cowboy and my partner was an Indian. Half way through we stopped and thought tracked as our characters (this is when you say what the character is thinking at the time the scene is stopped) My thought tracking included " Stupid Indian, I'm so much better than you". This made me really feel how the two characters felt, it also helped as I listened to other thoughts around the room, they showed the difference between the two groups. I could really feel how the Indians were treated and I could feel how the settlers felt about them.

We also used the technique of mime. During a lesson we gave each other Indian names. My Indian name was "graceful teacher" because I like dancing and I always try to help people. We had to mime out our names to the class to guess. Mime is acting without speech or sound, you have to over emphasise your movements and facial expressions. It was a bit like a game of charades. We had to communicate with the class without speaking and this made me think really hard about how hard communication can be. It must have been very difficult for the Indians to communicate with the white settlers. We extended this exercise and acted out a settler entering an Indian camp. We had to add gesture to help our communication. Some gestures are universal to the worlds population such as a smile or a frown but some were special to each culture.

Through using Drama techniques we have been able to explore the subject of Native American Indians. I could begin to empathise with their culture and lifestyle and realise things that I had not realised just by reading the resource booklet or watching the film. I began to feel their pain, anguish and frustration as I acted out the various situations and got a real feeling for the way they lived their lives.

Please note that this sample paper on How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century? 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 How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century?, we are here to assist you. Your cheap college papers on How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century? will be written from scratch, so you do not have to worry about its originality.

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Manager

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What Do Managers Do?

17/10/0

Interviewed Mr.Jorge Alvarez

Manager, Expresso Bibliogrfico S.A.

SUMMARY

For this project I interviewed Mr. Jorge Alvarez, manager of Expresso Bibliografico, a company that specializes in books distribution all around the country. As the interview developed I had the chance to notice which of the roles he thought were the most and least important. He came to the conclusions that among the most important roles are leader, liaison, and entrepreneur. On the other hand, among the most time consuming roles are figurehead and negotiator. They are time consuming because negotiating with more than 14 schools, to get profits for shareholders is a very hard task.

He claims that you need skills and talents to get profitable outcomes.

Role Activities and Examples

Importance on job Time Consuming Example

Interpersonal Roles

Figurehead 4 4

Leader 5 4 Selects people to each department and gives objectives and possible sales forecast for the next month. He's plan is to make them achieve the desirable sales.

Liaison 5

Information Roles

Monitor 4

Disseminator 4 The one in charge of distribution of books.

Spokesman

Decisional Roles

Entrepreneur 5 4 In charge of making sure the effectiveness and the efficiency of the organization is high.

Disturbance handler In charge of solving conflicts among the departments and the employees. Makes sure the customers are satisfied and handles clients claims.

Resource Allocator 5 4

Negotiator 5 5 The one in charge of visiting the schools and negotiating the cost and price on books. It is crucial to the organization that the negotiator is good. Otherwise sales will be poor.

CONCLUSION

In conclusion we can see that among the Interpersonal roles, the ones of highly importance to the company are Leader and Liaison. The leader is in charge of estimating market potential and forecasting sales, in other words the future of the company.

In this company leaders are also marketing managers specialized on sale trends. they are a very important role for the future of the company. Inside the company communication among managers(Leaders) and employees is crucial because the departments are connected. New or improved ideas or systems can come from any department.

The Liaison role is also of highly importance. Many contacts among the different schools should be good and representative. This is a social role, in order to establish good relationships with schools. If the company has good relationships with school the business can sell more year by year.

Among the informational goals, the Disseminator was the most important for job effectiveness. Since marketing managers and their personal staff have to be communicating among each other to exchange sales and locations it is a good idea to have a Disseminator. This role serves as a communication mean, inside the company, to carry out the work efficiently and effectively. However the roles of a spokesman is not that crucial to the company because it is an interactive company all exchanging ideas and cooperating. He deals with a closed organization, so transmitting information to people outside the business might not be very important.

Next on the list are the Decisional Roles, the Entrepreneur is highly important. A Company must always be prepared for changes and improvement, especially in this kind of business. Books are updated almost every year so as strategies, this business is always changing because the world is always undergoing change so are books. New sales strategies as well as constant relationship with the clients is demanded in this company otherwise clients will eventually change toward better services.

The Resource Allocator is a key factor in this business there are many categories of books and different marketing managers should be able to handle several categories. Allocating resources to the different marketing managers according to their skills and talents will improve effectiveness and development in the organization. An example can be distributing French books to the marketing manager department that knows the field and has perform exploratory research on that area.

According to Mr. Alvarez it is hard to handle a good communication with all the clients because sometimes books distributions are not complete or books can come out with a print error that it is not the company's fault. Since Expresso orders the books from different book publishers and then distributes them. A Disturbance handler then needs to spend time arranging the clients complaints.

This interview shows me how each role is importance according to the organizations priorities. Not all organizations will have the same roles in order of importance as Expresso, it depends on the company and its strategies. The key to a successful organization is to learn to combine the different roles and adapting them toward your own needs. A good communication and a systematic order will help to improve the connection among the different roles.

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Personal Experience

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My Personal Experience

High school just wasn't for me. High school just isn't for a lot of people, but adult society has its grasp on today's youth, trying to manipulate them to conform to whatever they think is an acceptable teenager. They need to let it go. Although today's teenagers are not as experienced in the ways of life, they among the smartest people in the world. Teenagers should be educated on what rights they have and how they can use them to their advantage. In my personal experience, I found a way around the system, and I believe everyone can. Because when it comes down to it, you don't always have to choose the path that is laid out in front of you. There are other options.

Now, I grew up in Garden City, I always did pretty good in school , and always considered myself a pretty contempt child, but my mother pasted away in August 1 when I was twelve. Since then I've basically never respected any adult guardian figures in my life. I became severely depressed and uncontrollably rebellious. I absolutely hated going to school. I hated just being there, and I hated my teachers but mostly I despised all the happy people. I always caused as much mayhem as I could and just flat out refused to do anything. Maybe it was a lack of motivation, or maybe it was severe depression, but whatever the case I continued this way for years, despite constant reminders from my teachers of my brightness and great potential.

When I got to high school my hatred for the school ran even deeper. For this is when I rapidly started to become more and more aware of their subtler Nazi ideals. For instance, there is almost a complete lack of student's rights, including but not limited to Students may be subject to random search and seizures by school officials at any time, a strict guilty until proven innocent guideline , and the is no true freedom of expression of any sort. It is absolutely ridiculous that they impose these rules and regulations onto students that are in actuality American citizens just like every other American citizen. As a matter of fact there are probably illegal immigrants that have more rights than high school students. I could no longer stand for this complete and udder violation of my morality and beliefs, so in December 00 a few months after I turned 16, I dropped out of high school and moved with my sister to Liberal.

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Dropping out was probably the greatest feeling of liberation and trepidation mixed into one. Liberation, because I was free to finally make decisions in my life about my future and about my everyday life. Trepidation because I had to make those decisions in my life, about my future and about my everyday life. It made me nervous to think about all the responsibility that now laid in my hands. But at the same time I think it helped me mature faster.

I decided that I needed to take some initiative and start making some of those decisions.

So in February 00 I decided to go get my General Educational Development (G.E.D.) diploma. This was the first step into my future. With this I would be able to go to a community college, later transfer to a four year university and eventually receive a masters degree in business so that one day I may full-fill my dream of entrepreneurship and open a music store.

Getting my G. E. D. was a lot simpler that I had imagined it to be. I had to take five practice tests and five final tests. I went three nights a week and I was able to accomplish this goal in less than a month. I received my actual diploma in the mail a few weeks after. I have to admit I was a bit nervous about taking it in the first place. I didn't think I was really ready. When I received my test results via ground mail, I was extremely delighted to see that I scored in the 5th percentile of test scores compared to that of high school seniors around the country. I was so excited, that I determined that I need to make another major decision in my life. I decided that I needed to get a job.

With a strong feeling of good fortune on my side, I went to go look for a job the next day. And to my surprise the interviewer at my first stop was extremely fascinated by the fact that a 16 year old able to receive a G.E. D. diploma. I was hired on the spot and within a week I had a key to the store and was being trained on opening and closing. I was completely ecstatic about my life and the way things were heading. I was happier than I had ever been in school. I was so happy in fact, that I decided I might actually be ready to go to college. I mean after all, everything else was working out for me.

So that summer, after a few months of working I decided it was time for me to move back to Garden City and enroll in college. I have my G.E. D. and my first job experience. I am set. All I had to do was go to the college and fill out some paper work for financial aid and I was in. My confidence is soaring and my attitude couldn't be better. This is it, here is my chance to prove all my teachers wrong. To prove everyone wrong. This is my opportunity to get where I want and never look back. To do want I want with my life and do it how everyone said I couldn't.

Now I suppose I actually have to pass everything. It will be a task and great leaning experience. I believe I can do it. But if I can't, I'll figure something out.

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Childhood Memories

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Have you ever noticed how some things just seem to stick with you? Memories pulled into the forefront of your mind merely by a single look, the lightest touch, or the faintest sound? The human mind is an odd thing. The slightest similarity to an event that could have happened ages ago could trigger entire stories of vivid images to fly through your mind in astounding detail.

We fill the places in which we live with objects. Each object has a memory tied to it, as though a motion picture is encased in the very atoms it is made of. The half open book lying spine up on your dresser, pulling your mind back to a wondrous world of fantasy and make-believe, without needing to be opened. The pair of mittens on a shelf, knitted by your grandmother, may bring back memories of nights spent huddled around a fireplace. Music sliding out of the radio, grandmother sitting in her old rocker, adding the soft click-clacking of her knitting needles to the cacophony of music, the rain pelting the window and sliding down the sidings of the house, and the crackling of the fire.

As I look around my room, I am assaulted by a veritable swarm of memories. Some joyous, some saddening. And some that recall that innocent mindset that seems inherent in children. It is a memory of the latter sense that strikes me when I look at my old dresser. My great grandfather built it as a wedding present to my great grandmother, and it emanates a warm feeling of timelessness. And a memory of long ago…

The wind blew softly through the fields of tall, country grass surrounding my grandmother's farmhouse, giving a visual accompaniment to the faint chattering of the grasshoppers that dwell there. Today was the day. It had to be. My brothers and I had planned this for the entire week we had been down here, smothering in the unbearable heat from the sun over the flat Saskatchewan plain. The oldest of us, Shawn, had thought it all up. We would take a day or two living in the forest that lay on my grandmother's land. It was a brilliant idea! Lipstick disappeared from the parent's dressing room, knives and twine from the garden shed. Our sleeping bags were secured tightly under our arms, along with some old empty margarine containers. With our provisions gathered so, the three of us, intrepid adventurers indeed for a handful of children, with the oldest no older than ten years old, the youngest only seven, set out on our bold journey.

At last! We parted the thick leaves of an overhanging tree, and plodded on through into the dim forest. Lipstick came out, and sloppy lines were scrawled over our cheekbones and foreheads, filling us with the imagined glory of a party of barbarians, traversing new land and claiming it in the name of the Viking Horde. Stout sticks served us as staves, both to aid in covering ground in the imagined treacherous terrain, and to avail ourselves against any enemy threats from cultures native to this strange, unknown land. Pieces of bark tied around our chests with twine served as wondrous armour, surely impenetrable by any weapon from any foe we may come across.

And so commenced our day of exploration and discovery. Just outside the forest of this fearfully new land was a great vast garden, with sweet peas and raspberries growing in plentiful bounty. The natives surely were fools for leaving such a treasure unguarded, and it fell victim to Viking raids. The victors slid back into the woods with margarine containers stuffed to bursting with the harvest of kings, and faces stained red with the juice of raspberries, adding to the horrific visage accomplished by the savage lipstick face paint.

Many great sights came to the eyes of our intrepid heroes. Abandoned stashes of tin cans from ages past, horse tack with iron buckles and rotting leather thongs. And a treasure surely left by some great scurvy pirate captain, forgotten by all and lost in the sands of time; an old wrought iron bed frame. Rust clung to the upright posts of the frame, and spider webs clung to the corners. A tree had begun to grow through the center of the bed. Truly, great providence had brought us to this place, which would become our fort for the remainder of our stay. Unrolled sleeping bags served as a roof over our heads, supported by the four posters which seemed to climb halfway to the heavens, to the eyes of a young child.

But by the time this great construction was completed by our valiant explorers, the raspberry stores had run out, and the sweet peas had been lost in the long trek to the fort. Shamed, with their bellies aching, the Viking horde surrendered to the might of the land, and plodded back out of the forest. Stout sticks were cast to the ground, perhaps to be found by some other adventurers in years to come. The hose coiled by the side of the house washed off the grime of their journey, and the savage markings on their face. Hands combed cobwebs from their hair, and twigs from their clothes. Our heroes were defeated, and, walking into the house with a downcast expression, the day came to an end.

And so you can see, that an object can hold an entire story, sometimes having nothing to do with the object in question. And childhood illusions of grandeur can awaken the imagination to such extents, as to bewilder adult spectators.

Please note that this sample paper on Childhood Memories 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 Childhood Memories, we are here to assist you. Your cheap custom college paper on Childhood Memories will be written from scratch, so you do not have to worry about its originality.

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