Week 15

As a writer, I feel that I have learned to be more aware of how my positions effect my writing style and research methods. Before, I would research for a paper to find information that I felt suited me, rather than finding the truth. I now feel as though I have more openness to other's points of views and ideas. I have found that  my writing may seem very different than others', when in fact we are each supporting the same ideas and beliefs. I have also learned to remove myself when making observations that will effect my writing. The more I am able to remove my positions from my writing, the more accurate and realistic my research will be. I feel that overall, this semester has taught me to be more understanding and aware of the diversity in the world. I now embrace diverse cultures and populations as a result of this course. 

I feel the my weaknesses occur during the revision process. I often work for such a long time on my first draft that when writing the final draft, I have difficulty finding parts of the work that I wish to revise. This creates little room for growth during the writing process. Becoming too attached to my first drafts has often given me difficulty when I am required to submit more than one draft. One of my weaknesses in writing also occurs in the researching process. I typically only read sources that pertain to my point of view, rather than read all the sources that may be relevant. I have improved on this throughout the semester; the difficulty will be remembering and reinforcing this in the future (even when there is a time crunch). 

English 104 is a great class that allows expansion in the writing and researching process. I believe that all the assignments were appropriate, the papers were written in a sequential fashion and the semester lesson plans were very well prepared and thought out. One suggestion I would make is for more class activities in groups, instead of several partnered activities. Also, the class discussions were sometimes painful due to lack of participation. I feel that this is because the required text was sometimes not very interesting and did not provoke a great deal of thought to read. I'm not sure if the lack of discussion was due to lack of participation, or that students simply did not read the text, but either way, I believe the class could benefit from something new. I feel that having conferences are probably very helpful for some students. While both my professor and I agreed that I gained little insight from them, I know this is only due to my anal-retentiveness in my personal work. I think that these conferences were very helpful for other students. This class was run very effectively and I feel that I gained a great deal of maturity in my own writing style. 

Week 14

  I feel that my best piece of writing was my literature review. I found that this writing activity gave me the most insight into my way of viewing the information that I had found. In this essay, I was able to take all the information I had gathered and begin to put it into a basic collection. I spent a great deal of time mapping out exactly how I wanted my mini-ethnography to take shape. I also enjoyed this work the most because it was interesting to see the ways in which I had to be flexible when writing my mini-ethnography. As we all know, not everything goes according to plan. I liked my literature review because it was a good tool in reflecting on how I was able to solve potential problems within my own paper. My literature review helped me find structure in a massive collection of information.

Cut-up Assignment

 I look around and see this situation through biased eyes: I am not in a good mood, the weather is bleak at best, and I am cold and damp. This whole organization seems to be centered around discouraging circumstances. This system usually works very well and everything flows like a well-oiled machine. Occasionally, however, the system derails. These moments are the most informing and entertaining. As I entered the building, I walked into a sea of chattering people.  Smiles, laughter, hand shakes and hugs were seen everywhere. 

Titles for mini-ethnography

Titles for my mini-ethnography

Abled Athletes in the Special Olympics

Creating a Society of Inclusion and Respect

Including Those With Disabilities in Community Recreational Activities

Titles for sections in my mini-ethnography

How Many Times, How Many Ways?

Week 13

This is an attempt to "pre-write" the most significant experience I have had at my field site.

I have volunteered several times now at the Northside Middle School in Muncie, Indiana. The football field where we meet is far from lush. Most of the grass has turned a muted brown color in the briskness of early winter. I step onto the typically dirt field to be engulfed in mucky mud. I look around and see this situation through biased eyes: I am not in a good mood, the weather is bleak at best, and I am cold and damp. This whole organization seems to be centered around discouraging circumstances. I emerge from around a concession stand used for junior high sporting events and all of a sudden I see several athletes talking, their voices blurring together like a melody. One particular athletes comes toward me, half running, half hobbling. Her disability renders her muscles limp and weak, much like those of a toddler. As she approaches me, she gives me a warm, open smile and greats me with slurred words. 

"I have a dog. He had puppies! One brown one and one black one."

"He did!?" I lead. 

I have heard this story at every practice since I have been volunteering. Each week this athletes tells me about her dog and the new puppies born to it. Each week she volunteers this information as if it is brand new. She offers this portion of her life as a token of friendship, the one exciting event in her life that she can remember. Unfortunately, she cannot remember that she has shared this with me many times. 

 I have heard that they are brown and black. She cannot seem to remember much else. Every practice ends with her continuing to share these two bits of information, and I leave slightly discouraged at the delay in her progress to socialize typically. Today as I leave, this athlete does not proceed to tell me about her dogs, which I have heard about for the past hour. When I begin to walk away, the athlete follows me and grabs my hand. This physical contact startles me; it is the first time she has initiated intimate contact. Her hands are smooth, like someone more naive and less tortured by the world's circumstances. Her skin feels blissfully unaware of hard reality. She takes my hand and holds it for a few seconds and smiles at me. Then she looks me straight in the eye and says the word "friend." This one word melts my negative feelings, my rough exterior and allows me to see the beautiful friendship that has begun to form as a result of the Special Olympics. 

Six Word Story

My Life

Sun is shinning. Life is good.

Subculture

My disability is a blessing, not curse.

Week 12

My understanding of the word rhetoric is very shallow. I have heard the word being used as a synonym for the word argument and persuasion. My definition of rhetoric would be the presentation of a sound and researched argument. Therefore, I believe that most aspects of life could be considered rhetoric. The way one dresses makes a statement that one believe this is the best way to dress. The food one eats states that one thinks it is the best. I believe that everything we do is unintentionally or intentionally rhetoric. I do not often hear the word rhetoric being used in society; in fact, I am certain I had never heard it before my English 103 class last semester. In that class, I heard rhetoric used in a number of debates and read it in many scholarly articles. However, I've never heard the word rhetoric used in our society. Other words that are similar to rhetoric (argument, persuasion, debate) in our society. They are often used in political situations and in academic research or discussions. Rhetoric is typically used in a positive way. I understand that many people would disagree with me. I believe that rhetoric is the most informative way to present a case or a cause. The information should be accurate and well thought out, and rhetoric should be controversial. This does not mean that the argument necessarily needs to be harmful. That is why I believe rhetoric is the most influential form of debate. I do not think that rhetoric is a part of my subculture. The only way I can understand rhetoric in my subculture would be in their fight for the rights of those with disabilities. This is an underlying foundation for the Special Olympics. I suppose one way I could incorporate rhetoric in my mini-ethnography would be to discuss with workers and volunteers how the Special Olympics' argument for more rights has helped those with disabilities. This could be included in my mini-ethnography to help show my readers the positive contribution of the Special Olympics. 

My Writing Quote

I write to record my memories, feelings, and experiences. Writing without those components is meaningless to me. 

I feel that this quote accurately represents me as a writer. I tend to dislike writing or reading papers in which I must be unbiased and fair. I like writing that has feeling, passion, and commitment. All other writing has little impact on me.

Week 11

Over the course of English 104, I feel that the way I write has changed significantly. Before beginning this course, I would write research without considering the sources. I now feel that I am a more critical writer of my sources. I view each source as objectively as possible. I investigate the writer of the source and try to imagine how their biases may influence their writing. I also no longer disregard information because it does not agree with my research. I found the first assignment to be the most enjoyable, but perhaps the most difficult. It was difficult for me to look at myself objectively and find my biases. I believe and I am reluctant to admit to my biases and prejudices. I do not like thinking that I have had opportunities that others have not, which may lead me to be less understanding or educated than others. That assignment was interesting because I was able to evaluate myself in a new way, and discover how my writing has been effected in the past. The most difficult assignment I  have had was the Literature Review and Research Proposal. This type of assignment was one I had never done before. I found it extremely difficult to answer questions about my future research. I have never knowingly considered what form my writing was going to take place before it has been done. It was hard for me to plan ahead because that is the opposite of how I like to do my writing. I typically like to develop my writing and see where it goes. I found this assignment to be the most difficult. Writing in my life has always played a significant role. Being part of a military family, we moved a lot and one way to remember all my new experiences and sights was to keep them in a journal. Keeping a journal allowed me to always have a confidant and something that would always listen to my thoughts, despite the changes that were occurring in my life. I write to record my memories, experiences and feelings. I also enjoy writing for an educational stand point. As a future teacher, I think that it is fascinating to see how children grow and develop over the twelve years they are in school. I write so that I am able to reflect over my growth and development and see all of my improvements. I also hope to be able to share my journals with my children in the future, so that they can see me as an adolescent instead of an adult all the time. In the future, I understand that writing will play a large role in my career. I will constantly be writing lesson plans, evaluations, IEP's, and reports. Writing plays a large impact on all people's lives. 

Family stories

Stories have been handed down about my great-grandmother Meritt. She was a little Italian woman who fit the classic stereotype of Italian women. Growing up in New York made it difficult for her to fit in with all the "Jan Cleaver" types. My great-grandmother was a loud woman who cooked heavy meals laden with rich sauces and flavor. I have heard numerous stories about her from both my parents. They describe her as being a walking faux pau. Everywhere she went she was unintentionally insulting someone, frightening people, talking loudly, and breaking the "American" rules. Anytime my grandmother would say something blunt or rude, everyone in my family would always tease her and call her by her mother's name. She became a long-standing joke among my family. Now anytime that I do something that would fit my great-grandmother's behavior, my family calls me Meritt. 

Week 10

I would like to begin my mini-ethnography by giving a little background of what the setting is like. I would like to step back and give through descriptions of what I see, hear, smell, and feel. Another way I could give introductory information is explaining why I chose this organization as my field site and what attracted me to volunteering. In my mini-ethnography, I will not specifically identify or interview insiders to this subculture. Because I feel that would be unethical, I will instead focus on perhaps another volunteer or family member of one of the athletes.For the structure of my mini-ethnography, I would like to make it flow in chronological order as much as possible. However, I feel that keeping similar themes and observations among the subculture is a vital way to pass along information. I hope to include several pictures to give readers who have never volunteered at the Special Olympics a visual of what the environment is really like. By including pictures, when they are reading my mini-ethnography, there minds-eye a more accurate representation of what my fieldwork was like. To conclude my mini-ethnography I will probably end with the feelings of another volunteer. At this point, I am a little unclear on how I want to end my research. To make a powerful end to my mini-ethnography, I may attempt to find an athlete that I feel will be able to understand the questions and their use. Through providing an insiders point of view at the end, I may be able to drive my final point home hard. 

This structure will be the most helpful when presenting my information because it presents the information logically and concisely. It will be helpful because it details how my knowledge has grown. Therefore, the readers understanding can grow in a parallel way as mine. Also through chronological order, the information is presented in a more natural way, as if the reader were there with me everyday as my understanding grew. 

Glossary of Terms

IDEA- The Individuals with Disabilities Education Act (the legislation covering the most advances for people with disabilities)

IEP- Individualized Educational Program (a written document detailing what approaches to education and socialization are most efficient for the given person

FAPE- free appropriate public education (a mandate from IDEA, what all children are entitled to now, but not in the past)

LRE- least restrictive environment (where all children have the right to be educated, an advancement from the past)

RTI- response to intervention 

Transition services- typically refers to the transition between high school to adulthood and acquiring appropriate skills for the person's placement after schooling

American Tongues writing

1. The researcher may choose to interview a more diverse age population. The interviewer should also try to interview more women to better understand the differences among gender as well. All of the people that the movie showcased were older gentlemen. The neat part of the documentary was comparing the similarities and differences in the word choices and asking others what the words mean to different people. I enjoyed that and felt that it reinforced the point the interviewer was trying to make.

2. There were several flaws with the study. Women were underrepresented in the documentary. Also, middle-aged people (in their teens and 20's) didn't seem to be present in the film. I felt that elderly, white males were over-represented in the movie. These people were shown in the film the most. Also, Hispanic and Asian cultures that are prevelent today were grossly underrepresented in the film. There were no mentions of the Hispanic population and I do not believe there were any Asian dialects. I would make the study more appealing to people by interviewing more people from the west or east. I felt as though the southerners and midwestern accents were talked about the most, and therefore most of the scenery takes place in "outdoorsy" settings. I think I would find the documentary more interesting if it took place in a more professional setting. However, the natural scenery also helps explain the differences in culture and language. 

3. I believe that language is the most important factor to being expressed. Language can determine whether a person is viewed as intelligent, less educated, worldly, sheltered, hospitable, cold, irritating or otherwise. Although how one views a certain dialect may not be a correct assumption for all who speak that way, it does color the way people interact and understand each other. In the section of the film where the people were discussing what different words meant to them, the viewer could tell that the differences could cause difficulties with someone who does not speak the same dialect. 

Book writing 3/19

1. In this scene, the setting is a gymnasium. The gym is old, dated maybe to the 1950's and it doesn't look like it has changed much since then. The gym is covered in people: people in the bleachers, people on the floor, people watching from the sidelines. I am among the people on the floor, participating in the basketball game, the same as the athletes. The informants and I are friends, but blocked by barriers such as wealth, ability, and communication. 

2. The words that I remember don't give a lot of meaning up front. If you look at the literal words, they are broken, joined to make few complete thoughts. However, if you observe the meaning behind what you are being told, there is more. The informants share their lives with me, the good experiences in their days, the bad ones, what they are excited about, what they like. In the relationship, I socially have the power. My fixed positions, such as not having a disability, prevents me from fully understanding what they are saying and how they are feeling. Their positions also keep them from understanding what I sometime may say, and it also may keep me from understanding what they are saying. Although the Special Olympics is about maintaining equality, my positions still give me a slight advantage. I am more physically able to play the sports, at least I should be. I can communicate my thoughts better and I feel as thought that is the greatest reason I hold more social power than they do. 

3. The informants speak with their own thoughts and rhythms. They tend to care little for what is "supposed" to be talked about and often skip the pleasantries with me. Instead, they will tell me about all the good things, the bad things, what they are excited about and make fun of me for how awful I am at basketball. Because of their own communication patterns, there are large holes in their speech, and their rhythm doesn't flow, but it doesn't seem to bother them. They put an emphasis on their feelings and how certain situations appear to them, and so I do the same. I try to share their feelings for their experiences to build them up. 

Week 9

The most difficult part of my research has been to find opinions other than my own. Many of my sources agree with my point of view that the Special Olympics is a beneficial organization for those with disabilities. In my research process, I have found many sources that feel that this type of interaction encourages social, physical and emotional development. The easiest part of my research has been visiting my field site. I have enjoyed my observations at the meetings and have found it quite easy to go back every other week. As previously stated, I have also found it easy to obtain sources that agree and back up my point of view. If I could start all over again, I would take notes more diligently at my field site. When participating as a volunteer at the Special Olympics, I tend to become involved in my surroundings. This allows me little time to sit back, observe, and take notes. I would perhaps sit down for a little bit at each meeting and take notes so that I don't have to rely on my memory as much when writing about my field site. Keeping a blog has helped me in my research in an organizational sense. It is easier to have all my information in one place. It also helps me see how my research has not been individual, but ties together to help me create my final mini-ethnography. It also helps me pull from my previous writings to work on my current writings. Preparing for my mini-ethnography should be relatively easy because of maintaining my blog. My blog contains my feelings and past research. This makes it easier to record the whole duration of my experience at my field site. It also helps me make my mini-ethnography more accurate. Rather than relying on my memory for information, I have recorded it on my blog for reference.  

In class writing 3/17

1. My readers will care about my issue because of the impact it has on daily life. Whether it is obvious or not, it is likely that everyone will encounter at least one person daily who has a disability of some sort. By informing my audience of the truth, they will be better at interacting with those with disabilities. I would like to believe that all people will want to help and encourage these vulnerable members of society, although that may not be the case. However, this issue is easy for most people to care about because they genuinely want to help.

2. My readers will need to know that people with disabilities deserve to be treated just like everyone else. They will also have to understand the positive benefits of the Special Olympics. Understanding that this opportunity is a wonderful resource for the athletes will help them understand why the organization exists and the benefits it provides.

3. My readers may already know a lot about the Special Olympics. Most people probably understand that it is an organization for those with special needs. They understand that the athletes get together to play sports on a weekly basis. However, the truth of what they know may end there. My audience may begin to fill in the blanks with biases, such as the sports are watered down for the athletes or that these people are less capable because of their disability. Some may believe the athletes are stupid or weird, when this is not the case. Because of personal experience, it is difficult to tell what a general population may already know about my subculture.  

4. I want my readers to learn to stop judging the Special Olympics negatively. I want the people who read my mini-ethnography to understand all the positive outcomes for the athletes and volunteers at the organization. I would also like my readers to better understand how to treat and interact with people with disabilities. Learning how to include diverse people is a big part in creating peace among our society, and even this small stride may make a big difference.

5. My readers may be persuaded, however, it depends how on much they allow their heart to seek and understand the information provided. I feel that those who are emotionally invested in their search for information will be more easily swayed than others. If my readers analyze my information with indifference, it may color the way they view the information, and therefore, determines whether or not they understand the point I am trying to make.

6. It is my intention that my readers will use my writing for the good of their own community. I hope that my writing will encourage others to become active in their community by making it a more accepting place for those with disabilities. At the very least, I want my readers to at least learn to treat people with disabilities with respect the next time they encounter them.

Week 8

There is a current theme that I see not only in my field site, but in my research as well. The theme seems to be that organized activities, such as the Special Olympics, are positive community activities for those with special needs to be involved with. Through spending their time at these organizations, participants seem to have a higher self esteem, better health, and a more positive outlook on their personal situation. Talking this idea through with some of the athletes at the Special Olympics has not been easy. Many of the athletes are unable to understand the questions, and I feel as though interviewing them and using their answers as part of my research could be ethically immoral. However, the parents and families of the athletes have agreed with the idea that the Special Olympics has been a positive way to keep their family member physically active, involved within the community and interacting with their peers, both disabled and non-disabled. My place in my subculture has not changed in many ways. However, in some ways, it has. When I first began my fieldwork, I was an insider in the subculture of the Special Olympics. I volunteered regularly and had fostered some relationships with the athletes. Because I now volunteer also as part of this assignment, I have become more observant and gained insight into the community. Before I viewed the Special Olympics as something to enhance my resumé  and a good way for me to gain hands-on knowledge of my major. Now I realize that the Special Olympics has given me much more than I could ever give back to it. The Special Olympics has taught me to look in each person and seek their strengths, instead of their weaknesses. It has also helped me to view those with disabilities as people just like me. Their disabilities stop them from doing nothing; instead it only alters the way in which they do certain activities. I have grown in my relationships with the athletes and been able to access their emotions more than I had in the past. By talking with them, I have come to realize what they value, how they think and what they believe in. Eight weeks ago I was a volunteer at the Special Olympics. Now, I am a friend, a mentor, an athlete, and an advocate for people with disabilities. 

Box 19

Observations- bracelet with heart shaped beads, little designs on the inside of hearts (significance?) where did it come from, why is it significant, does she wear it all the time or just sometimes, black and tan, how long has she had it

Personal notes- bracelet has personal significance and a story behind her obtaining it, likes to wear jewelry, reminds me of happiness, a free spirit?

Questions: How long have you worn that bracelet? Christmas

When/ where did you get it? Christmas/ Boyfriend's grandparents house

Is the bracelet of sentimental value? Yes/ no, (no)Buys her stuff all the time, simple stuff, (yes) first bracelet

Do you where it everyday or do you wake up and some days decide to put it on? Wear it everyday

Who gave it to you or did you buy it for yourself? Boyfriend

 

Write: The artifact that I chose was Adrian's bracelet. The bracelet is black and tan beads. The tan beads are formed into the shape of hearts. The bracelet was a gift given to her by her boyfriend at his grandparents house on Christmas of 2008. She wears it everyday and does not take it off. The sentimental value of the gift is what keeps it on her wrist. Although her boyfriend buys her simple items all the time that she will enjoy, this is the first bracelet that he has ever given her. Adrian's bracelet holds an importance in her life and thus, contributed to our interview.  

Week 7

My fieldwork has not only benefitted the community, but myself as well. By contributing my time with these athletes, I have opened my eyes to a diverse community of people. These people have taught me to have a light heart. Also, they have shown me the true meaning of having a kind heart. The most valuable offering I believe that one can give to the Special Olympics is there time and an open heart. The athletes look forward to playing sports with their typically developing peers. Spending time in the given field site allows them to make friends with people who do not have disabilities. It also creates friendships that allow them to have a social connection with the outside world. Some athletes do not have this interaction with society on a daily basis because of the confines of their disability.
Through my mini-ethnography, I would like to shed light on a subculture that few people are involved with in America. Those with disabilities are typically avoided and sometimes looked down upon. Because this will one day be posted on the internet, I would like everyone who comes across it to have a deeper understanding of the culture. I want to teach people that there is nothing to fear. Discomfort may be typical but discomfort is not a reason to shy away from a new experience and meeting new people.
My contribution to my community is the attempt to treat all people equally and with fairness. Although I understand that no one can be completely removed from a situation, I would like to show my community that one person can create a better community just by having a good heart and living a respectable and honest life. I would also like to show the people I encounter that everything is going to be okay in the end. To quote my all-time favorite John Mayer song, "I know the heart of life is good." This is the impact that I would like to leave on the world.

Survey

http://FreeOnlineSurveys.com/rendersurvey.asp?sid=rw9o2b37kwde8fi550026

Groundwork Activity

My observations from the place I have been researching have bombarded my senses. The very first thing I noticed about the St. Lawrence gymnasium was that it was cool. There was no relief stepping from the frigid cold outside into the gym. As soon as I was inside, I noticed how small everything was. The school is designed for elementary students, so all the posters, signs and equipment were at their eye level. The noise level in the gym once the athletes began to filter in grew louder and louder. The gym was run down, with old wooden bleachers that looked like they hadn't been restored since around the 1950's. Why did the coaches choose this location? Did they have any other choice? Does the Special Olympics pay for these facilities? How do the coaches get involved?

To the athletes though, the cool temperature, size, noise level and old facilities didn't seem to make much of a difference. I honestly cannot say whether they even noticed their surroundings. To this group of athletes, appearance doesn't seem to matter as much to them as it does to the rest of society. 

When I first volunteered at the Special Olympics, before I was an insider, I felt very apprehensive. I was extremely nervous, fearing that I wouldn't know the right things to do or say, or that I would be uncomfortable. I went into this place with the mindset that it was a one time volunteering experience. It it didn't work out, I didn't think I would be heartbroken. After my first experience there, I fell in love with it and couldn't imagine not going back. The people there were so friendly and made me laugh so much. I now feel much more comfortable in my space there, as if I am going each week to hang out with some old friends. 

I feel as though I am deeply an insider in the Special Olympics community. However, there are small differences that could keep me from fully understanding the environment. I am an individual with no severe learning disability. This keeps me from fully understanding or sometimes even comprehending the way that some of the athletes think and feel. Many of the other volunteers have parents, siblings or other relatives that participate in the Special Olympics. In that case, I cannot understand what it is like to live with and care for a person with a disability every day. A small portion of the volunteers come from Ball State and are special education majors. As a group, we are probably the most "outsider-like" of all the people there. 

Week 6

"Long Time Coming." Sports Illustrated. December 8, 2008. Academic Search Premier.  EBSCO. 10 February 2009. ttp://web.ebscohost.com/ehost/detail?vid=4&hid=106&sid=b7a7e42c-3d34-4712-ba00-bfa71fd04473%40sessionmgr107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=35549414>.

The article begins by comparing the athletes who participate in the Special Olympics to those who participated in the Bejing 2008 Olympics. The main focus of Long Time Coming is recognizing and awarding Eunice Shriver for her lifetime dedication to the Special Olympics. When the writer attended the banquet to honor Shriver, he encountered several other significant figures who support the Special Olympics. During his discussions with them, he discovered the relationships that these people had formed with the Special Olympics and why the organization is so important to them. The article was written from a personal experience with some past biases. 

I intend on using this source for information about the Special Olympics' past and origin. Through finding this source, it gives me several significant people in the formation of the organization. I will be able to then use them as other areas to research within the Special Olympics to see what contributions they have made. Also, it gives me a chance to view an outsider's position on the Special Olympics, without being colored by my own personal feelings. He is knowledgeable about sports, but also only slightly familiar with the games. I hope to use this source as a launching board and also use some of its information in my mini-ethnography.

"Small Steps, Great Strides." Sports Illustrated. December 8, 2008. Academic Search Premier. EBSCO. 10 February 2009. http://web.ebscohost.com/ehost/detail?vid=4&hid=104&sid=f4249f96-0544-4c2b-803f-7517c6a70547%40sessionmgr108&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db =aph&AN=35553187>.

Small Steps, Great Strides is about the origin and impact of the Special Olympics worldwide. The Special Olympics was founded through a Shriver-Kennedy commitment. The founder, Eunice Shriver, had a sister who was intellectually impaired. She was then motivated to "make some noise" and become an activist for those with disabilities. The organization grew through a series of camps and sporting events. Eventually, it reached across the oceans and into foreign lands that claimed they had no citizens with disabilities. Through the work of the Special Olympics, information and knowledge has been spread to far lands and growth has taken place. Developments of the rights of those with disabilities and in the medical field have transpired because of the Special Olympics. The organization has reached out to bring people of all different backgrounds and lifestyles together.

This source was a very interesting and helpful read. I intend on using it as proof of the many different ways in which the Special Olympics has impacted modern culture and the way our society thinks. Before reading this article, I was unaware of how many countries participated in the Special Olympics worldwide. The article also detailed the various sports that the athletes participate in. This could be helpful to know because the athletes at my field site do not participate in all of the athletic events. Reading the article has helped me create some interview questions and given me a better understanding of my field site. 

Box 18

The focal point that I have observed in the Special Olympics is the gymnasium where they practice. A focal point is a place where the people of a particular culture gather and spend their time. This however, is just the meeting place of the season. In the fall, they typically will meet at a local football field or track. In the winter, it is in a bowling alley. For the spring and summer, the sports vary from indoor and outdoor activities, but most take place in a gym similar or the same as the gym that my fieldwork takes place in. My perspective is that this is an ordinary gym, similar to one found in any school in America. However, the participants of the Special Olympics may view it differently. I have recently found out that until the 1970's, children with special needs could be excluded from a public school education. For the older participants (and those do exist; some are in their late sixties), this gym may be a haven to them. Because some of them may have been denied a public education, they may have also been excluded from playing in a gym like is typical for any child in the American school system now. This focal point may be exciting and a place that they feel included in after being excluded for so long. This gymnasium may be a place where they can speak and hear their voices being heard loud and clear, in the echo of the room. People who are generally seen as so fragile have a chance to prove that they can play just as hard or as long as typically developing athletes. They have the opportunity to have an experience that most others take for granted. So from my vantage point, this gym is just a gym. But to the Special Olympic athletes, it may be more than that. It may be one more chance at "normalcy." 

In-Class Writing, Feb. 12

I recently went back to New York. While it does not seem like this trip would incur culture shock, it truly did. I was raised in New York until I was around ten years old. After that, I moved to Arizona briefly and then spent the remainder of my time in Indiana. While I had little memory of what New York was like, I often thought of it a lot like how I had grown up in Indiana. 

The sounds of New York was what struck me first. Someone was always rushing somewhere, twenty-four hours a day. The businesses stayed open longer, lest they inconvenience a customer. All the people I spoke with talked faster, laughed louder (mostly at the "cute" accent I had acquired), a walked with a brisker pace. I remember that the town was much larger than I had thought, holding many more people than I remembered and taking more than five minutes to drive through (unlike the town I had grown up in in Indiana). The culture seemed more rich. There were more people outside playing, the park was occupied with small children and parents, instead of teens smoking or adults playing in their adult leagues. You could walk anywhere, to a local grocery store, the park, the school, down to the Mohawk River, just like one could in Indiana, although here it may not be safe. I remember constantly feeling on edge, as though being here was much less safe and comfortable than where I had spent the remainder of my childhood. Here in New York, you didn't walk down the street and run into at least five other people you knew, were neighbors with or went to school with. You could be completely anonymous if that was what one wanted. It was a completely different style of life here. 

Week 5

I intend to finish this assignment by spending more time in my field site. In the near future I plan to interview two peers of mine who also volunteer at the Special Olympics. I am currently working on my list of questions to better prepare for when I talk to them. I wonder if this is a good format, or if I should perhaps ask more open-ended questions and just let them talk, to see what they feel is important. However, I feel as though the area I will need more experience in is observation and participation in the activities. I also need to catalogue what I have read in my sources and put them together to see if I have any repetitive information. 

On upcoming assignments, I have a couple questions. First, will you explain how to format an annotated bibliography more in depth? I haven't had any experience with them and I have a difficult time picturing what I am supposed to be doing. Also, will all of these "mini-assignments" flow into writing our mini-ethnography, or are they unrelated? They seem to be related to me. Is the intent behind that to sort of break down how to write an ethnography so in the future we will understand the steps behind writing a solid piece of work? 

Edited Box 15

A breeze sweeps through the lush, green vegetation. In the summer, when the heat is beating down and cool beads of sweat roll over the curve in your lower back, the breeze is welcomed. However, in the dull briskness of winter, the breeze feels like a slap across the face, a reminder of how crazy you are to be outside. The sun gives life to beautiful shadows that dance around the base of the tree, playing in harmony with each other. The warmth is baking my calves, cooking me from the outside in. My feet sink in the soft mud that has been created by a day of rain. 

 

Underneath the bridge, there is a cool, steady stream of water that trickles across the rocks. Ducks swim across the divide to tease the geese and birds on the other side. They nip at each others feet, splashing in the water, chasing after each other in a manner that only the birds understand. 

Box 15

I spend time here people watching. The breeze through the trees is typically welcome, although in the winter it makes it almost bitter here. The sun shines through the trees and casts beautiful shadows that play on the ground. I stand on the bridge as I listen to the calm, rushing water. Birds, geese and ducks are calling to each other, nipping at the others ankles, and splashing in the water. The feeling of serenity, peace and comfort washes over me as I can hear the water lapping against the rocks at the bottom of the river. I can feel the sun baking my calves, although I am wrapped up in a sweatshirt. My feet sink into the soft mud that has been created from day of rain. I come here to think, to feel and to talk. 

The impression this place leaves me with is confidence. This place is where people create memories, make their lives and share intimate secrets. You come here for fun, when you are sad, when you are skipping school. This place reminds me of when you were a child and all you wanted was to be here. I guess that really doesn't change though.

This place doesn't remind me of one specific person, although maybe it should. It reminds me of myself. It reminds me of children and their laughs, carefree and young. It reminds me of teenagers, young, in love for the first time, sneaking out and rebelling. It reminds me of adults, having their own children and creating their memories and sculpting their lives. It reminds me of old couples, who come here to remember when they were younger and to see how far they've come.

Dogtown and Z-Boys: The Birth of Extreme

Notes

Z-Boys had their own subculture within skateboarding. 12 boys from a part of L.A. known as Dogtown (S0uth Santa Monica, Venice, and Ocean Park). More run down and less economically sound. Know for outcast behavior. Created a new identity for surfing, and surf equipment and design. Warned away outsiders. The shop presented a home-like situation for people who typically only had one parent. Described themselves as similar to the Mofia. All wanted recognition. Demanding group of people. Everyone had to bring something to the table. Jeff and Skip were the leaders. Skating was the "after-surfing" activity. Skateboarding crashed in 1965. 

I feel that this documentary is both a work of entertainment and an ethnographic study. It is an ethnographic study because it details the lives of this crew, what they represent, their insider language, etc. but is also entertaining for someone who is only looking at it for the entertainment value. 

The interview subjects are the members of Zephyr and some of their followers. They are important because they best know how to describe the subculture. The interviews give the language and how different events and feelings are portrayed by different members of the subcultures. They are exactly what they say, word for word, and you can see it coming out of their own mouths. You can also view their mannerisms, facial expression and body language to give the interviews more meaning. They help keep the story interesting by feeding into each other and keeping it moving. 

The attitudes of the subculture is very, "this is who I am and if you don't like it you can go screw yourself." They have a strong sense of loyalty and family with each other and they highly value "trash" (i.e. old swimming pools, the innovative ways in which they made their own skateboards, surf boards, etc.). They had a ritual of surfing every day until around 10, and then skating the rest of the day away. They also had individual jobs at the shop that they each had to do in order to keep it running. Artifacts could include surf boards, skate boards, their clothing and head band things.

The structure of the piece is very laid back. It is organized chronologically. It helps me understand how the subculture began and evolved throughout the course of time.

I believed that most skateboarders had similar attitudes to the "this is me, take it or leave it" attitude portrayed in the documentary. This stereotype was reinforced in the video. I believe that it holds true, because they bluntly said that this was how they feel and how they interact with others. 

This did not really appeal to my pathos. However, it seemed to me that the person making the documentary was a fan of or at least interested in skateboarding. I feel as if it is credible, because it did not make any statements that were not believable. The piece appealed to logos because it stated beliefs and opinions that weren't farfetched. The people reporting on the subculture were really there and therefore they would be able to report on the subculture most accurately. 

Week 4

The general conclusions that I can draw about the Special Olympics have to do with the organization. I feel as though no matter where one would go in the United States, a Special Olympics meeting would be conducted in a similar way. I feel as though the insider language would be the same. However, I feel like the dynamics of the group of people will vary. Different groups will have differing interests and interactions with each other. I believe the rituals and behaviors would be the same in that all the athletes would play sports for a designated period of time. However, the treatment of athletes by their superiors would probably vary from region to region. One other factor that could change the whole feel of the Special Olympics would be the socioeconomic statuses of the members. This could alter the quality or equipment available. I don't feel as though political positions, demographics, religious positions and geography play a huge impact on the participants of the Special Olympics. I feel as though perhaps I cannot yet see the ways in which these factors would vary my experiences, although I am open to doing more fieldwork to try to see the differences.

Box 12

My privileges are: having a college education that is already paid for, being born into an upper-middle class family, being American, being white, having moved around a lot when I was younger and got to see many different lifestyles and types of people, being healthy, educational scholarships, achievements and awards I received for ballet, the right to freedom of speech, freedom of religion, support from my dad and other close family members, a stable relationship, having a well-paying job since the age of seventeen, went to school through the twelfth grade and could continue without hardship, the right to have a family and/or children

My privileges will effect my research in many ways. I feel as though I will have more privileges than those that I will be working with. Many of the adults are middle aged, and the laws we have to protect them now did not exists even thirty years ago. Until 1975, all people with a disability could be sterilized without consent. One of my greatest privileges is being able to choose not only who I want to be with, but also to whether or not to have children. Also, children with disabilities did not have to be provided with an education until around thirty to forty years ago. Some of the athletes may not have had a high school education that was conducive to their learning available to them as I have. Few or none of the athletes pursued college as a choice and went straight into a work environment, with or without fair working options. Since the age of seventeen, I have had a relatively easy job working for the Indiana Army National Guard with outstanding pay. Through understanding and admitting to the privileges that I have had that many of the people at my fieldsite have not, I will be able to understand the difficulties and potential hardships that they have faced. It will help me better comprehend the people that I am working with and therefore, make my writing more accurate and fair. 

Week 3

I have started on a little of my research for my fieldwork. I have not interviewed anyone yet, nor have I definitely decided on the people I will choose to interview. One person I intend to interview is a classmate and fellow volunteer at the Special Olympics. She and I attend the same events and often go together. I intend on asking her about her observations and her take on how she views the same events that I see in a different way. I want to ask her why she began to volunteer and if she has always had an interest in exceptional communities.  I plan on asking her the negative things that she has noticed within the environment or the organization as a whole. I am still working on creating a list of questions to be sure to bring up in my interviews. 

I have already visited my cultural site in the past before I knew I was going to use it for my fieldsite. My general observations showed me that it was going to be a warm environment to do my research in. It is a community that relies on the kindness and goodness of the members and volunteers. Some questions have developed though visiting my fieldsite. One question would be to find the problems or aspects of the group that are not all "pretty, fluffy and good." I also wondered about my ability to interview the actual athletes, who seem to be the most in-depth members of my subculture.  I also wonder how the special athletes view athletes who are typically developing and participate in the Olympics.  I have not yet attempted to do any academic research. The major difference between academic research and non-academic research is that academic research has been published and peer-reviewed. Some examples of this may be in journals or online journals. Non-academic research can be my own personal research, observations, interviews, etc. 

Week 2

The culture/subculture that I picked is the Special Olympics. A potential fieldsite may be at Northview Middle School, the YMCA, or a local bowling alley. If the fieldsite is at Northview Middle School, it will be familiar to me, as I have already been there. The school is about a fifteen minute walk from my dorm. The grass is not fresh and green. Most of it is dying. The track is a bouncy black walking surface. The breeze feels refreshing in your hair and on your face, although I imagine that in the dead of winter, it would not feel so liberating. If it takes place in a bowling alley, I expect it to smell like feet and grease, be swelteringly hot, and like most of the other bowling alleys I have visited. However, the sports the athletes compete in vary with the season, so although it may be one of these locations, it could also be one that I am not informed about. Regardless of the fieldsite, I expect to enjoy immersing myself in the culture that I love.

Since I am already an insider, I feel as though I know what to expect when visiting the Special Olympics in Delaware County. However, I do hope to gain some new knowledge that I do not have now. For example, I hope to talk to the athletes about their personal experiences with the team and see how it has changed their lives. I also hope to find out about the origins of the group, especially in the county, and what the leaders feel are some of the problems within the larger organization. 

Box 11

I chose the subculture of the Special Olympics. I chose this subculture because of the impact it has had on my life. I really enjoy volunteering my time there and I would like to share it's way of thinking and outlook on human life with others. My "fixed positions" of being eighteen and person who has no disabilities may affect what I see. Also, I was raised in a small, rural community where there were no people in my school district with special needs. This may color how I view the things that I see. My "subjective positions" may also affect my experience with the Special Olympics. I have been involved with the organization for almost six months now and have a personal relationship with most of the athletes there. This may make it more difficult for me to see things as an outsider, or find flaws with the program that I love. However, being involved with it for so long may make the members more willing to talk and share information or their feelings with me. 

Box 2, Page 15

Tiny tools emit a loud noise. It sounds like screeching tires, banging of metals and yelling. Soon after the sound begins, it takes control of those listening to it. They begin to lose control of their bodies as they sway from side to side. Some being to jump, although there is no reason to. The people lose control of their heads, causing them to bow. Then, the people begin to become more aggressive, as their bodily swaying turns into bumping and pushing. They are soon forcefully shoving one another and banging into each other. The noise seems to possess them. They lift chose people above their heads and support them as they are passed over the crowd of people. Meanwhile, people are being thrown and trampled. When the noise ends, all the people yell and scream. It is a very frightening experience. It seems as though the noise has controlled them and possessed their thoughts. 

Week 1

The main paper that I wrote last semester was a rhetoric paper. We had to find a topic relating to the 2008 election, take a side and write about it. When writing the paper, I wrote many "mini-papers" according to various sources and topics I planned to use in the final paper. I typically just sat down and began to write. I cannot write with noisy distractions around, like the television or music, so I wrote most of the paper outside of my room. I do not like to procrastinate, so I always stayed on top of my assignments. I do not like having to worry about not having enough time to finish my writing. I like to be proud of my final paper and by maintaining my schedule, I was able to do that. 

The difference between editing and revising is simple to me. Revising my papers consists of reading it to myself and others to perfect the clarity of my writing. I like to improve on my papers and find better ways of stating the information during the revising process. Editing my papers is when I comb it for grammar errors, punctuation errors, and citation errors. I also reaffirm that my facts are accurate and current in the editing stage.