kaitlyn dike 2011 portfolio
DESCRIPTION
2011 Yearbook PortfolioTRANSCRIPT
Portfolio2010-2011
Kaitlyn Dike
Kaitlyn Dike
2769 Mystic Cove Dr.Orlando, FL 32812
[email protected](321) 231-3196
May 27, 2011
Employer Contact InformationName TitleCompanyAddressCity State Zip Code
Dear Mrs. Burke,
The Legend yearbook is such an amazing publication, and I would like to continue contributing to it. Because of my prior experience working on the book I think I would make a great addition to next year’s staff.
As a staffer this year I have written, interviewed, photographed and worked with fellow staffers to make another excellent book. Throughout the year I also learned more about working and navigating on InDesign and Photoshop. Having this knowledge and experience, I think I should be considered for a position.
I enjoy working with others, writing and taking pictures. With these skills I would be a perfect candidate for staff. Being on staff would give me the ability to continue to develop these skills and give me opportunities for my future goals.
I hope you consider me for an interview, and review the following resume. Thank you so much for your time and I hope to hear from you soon.
Respectfully yours,
Kaitlyn Dike
Enclosed: resume
Kaitlyn Dike
2769 Mystic Cove Dr.Orlando, FL 32812
[email protected](321) 231-3196
OBJECTIVETo gain knowledge and understanding of a real publication and use skills learned from this past year.
EDUCATIONCompleted two years at Boone High SchoolGraduation Date: May 2013G.P.A. 3.4
EXPERIENCEYearbook Staff Member, Boone High SchoolAugust 2011-present
RELEVANT HIGH SCHOOL STUDIESEnglish II Honors
HONORS, AWARDS AND MEMBERSHIPS• MemberoftheFrenchClub• MemberoftheYoungRepublicansClub
PersonalEssayI used to think that journalism was easy, and that newspapers and magazines just came to life without considering all of the work that goes into them. Being a part of the yearbook staff made me realize how hard of a job it is to be a journalist. I never expected being a staffer on yearbook would be so hard and time consuming. But after seven deadlines of hard work and resubmits my mind was changed. I have come to appreciate the art of journalism and how hard of a job it is. I think journalism is very important in our world today when there are so many problems in our country, and even our little Boone community. Journalism sheds light on the problems that people need to be aware of, and without it we would have a very uninformed society.I got started in journalism when my mom made me sign up for the Journalism I class the summer before freshman year, because the Guidance counselor said Mrs. Burke was an amazing teacher. I didn’t really want to take it, but I didn’t have a choice. After I started the class though, my mind was changed completely. I learned so much in that first year of journalism and I decided to apply for yearbook.Being on staff there was a lot of things to go through to be able to succeed. Going through edits and sometimes having to resubmit and re-do my work was frustrating at times, but it pushed me to do my best work. I also learned that to be successful I had to put in extra work inside and outside of the classroom. I learned that sacrificing a Friday night to go take pictures of a game was expected to make your spread amazing. I learned that to be able to succeed you have to be willing to be fully committed to the excellence of the book, and that nothing but your best is acceptable.
Self-AnalyticalEssayThroughout the course of this year, I have learned a lot. I learned a lot about how the yearbook actually comes to life. At the beginning of the year I was confident in my writing abilities, but I quickly lost that confidence when I wrote my first sports story and had to resubmit a couple of times. I learned how to focus on one issue in the story and how to make it flow. I also learned what constitutes a quotable quote, and that sometimes you have to pull quotes out of someone to make your story better. Going through deadlines I learned that teamwork is very important and that we are all here to help each other. Being on staff, I learned that we are all working towards the same goal and that everyone is willing to help each other out. To be one staff, you have to have dedication and be committed to the book and to the other people on staff. I learned that the book doesn’t come out amazing unless everyone puts their best work in and stays dedicated to it. Selling ads for me was not that hard. I learned that connections in business are important and that if you are nice to people they are going to be willing to buy an advertisement in the book. One of the most important things I learned about this year though, was journalism ethics. Although I never broke any ethical guidelines, I learned from other people’s behaviors. I learned that using your press pass to get into a game that you weren’t covering and misquoting someone or making up information is wrong. I learned that you have to earn things and that you don’t deserve certain privileges unless you can handle them.
Reflection 1The purpose of this spread was to cover the Junior Reserve Officer Training Corps year. I think this spread was more difficult to complete because most of the JROTC events were off of campus and it was hard to get pictures. I think the story was easier to complete than getting pictures because the club only had one goal which was to make it to states. The spread was changed a lot through the grading process because almost all pictures were changed as well most of the body copy. While creating this piece I interviewed all of the JROTC captains and went to see them practice to get a better understanding of their training and how they prepare themselves for competition. Finding pictures and identifying students was a harder aspect of this spread, but I like how it turned out. I am proud of this spread because I think it covers their competitions and overall year as well, it gave the reader insight into how the JROTC train and how they placed at competitions.
Reflection 1First Draft
Reflection 1Final Draft
Reflection 2While making this spread I learned a lot more about writing sports stories and getting good quotes for a story. The spread evolved a lot from first product to final product. From the beginning, I did not know what to write for the body copy and I had to change it a lot with the help of the editors. It was difficult to get pictures because the Freshmen volleyball season ended before the deadline started and I had never gone to take pictures of their games. I also had never shot a sport event before so I learned a lot about taking pictures in the gym and setting the camera so that the pictures didn’t come out orange. If I had the chance to improve the story I would add more about the season because I referenced specific games but I don’t feel like it really covers the season well. I also wish I would have been able to take more pictures so that there were more staff- taken pictures rather than using professional pictures.
Reflection 2First Draft
Reflection 2Final Draft
Reflection 3I am very proud of this picture for several reasons. I think that this picture has good depth of field, because the people in the background are out of focus, while the person in the foreground is in focus. The picture also has very bright color and it catches your eye. The subject in the picture is also showing emotion by smiling. The picture also shows action and the subject fills the frame.saved as: sports, trackmeet 3-23_kaitlyn IMG_5327
Reflection 4 Through the year, I feel I have been an asset to the Legend yearbook. Although I was not able to make every deadline I still think that I was helpful and efficient on staff. Staying all through workdays and coming during lunch and after school, I always tried to get as much work done as possible. I think that I was an asset because I always tried to get my work done and I worked well with others. I also stayed committed to the staff and publication all year. I tried my best to never give up and to help others on staff. I also tried to do everything I was told to do, and helped with projects we did such as Green Up Boone and distribution day. I think all of this shows my effort and commitment to the staff.
This year the problem I faced was not being able to balance all my school work with my after school activities and family obligations. I learned that I needed to manage my time better and I also need to prioritize my work so that I get everything done on time. I also learned that school work comes before sports and clubs after school and that grades matter way more than a track or cross country meet. If presented with this problem again I would use what I learned this year about prioritizing and managing my time. I feel that I handled the situation well and that at the end of the year I was better at balancing my yearbook work than at the beginning.
Reflection 5
Reflection 6My first goal on my mid-term was to manage my time better in class. I think I improved in my time management during class in the second semester. In the first semester I had a harder time meeting deadlines and turning in edits to editors, but I feel I got better at these things. Although I did not meet every deadline in the second semester I was able to get more work done by making to do lists for myself and focusing more. I also tried to talk less in class and work more. My second goal was trying to meet more deadlines on time. I did not meet every deadline but managing my time better in class helped me get a lot more work in on time. I think that I tried my best to meet deadlines, but I wish I had met more. My third goal was to improve my work ethic. I think that I did meet this goal by prioritizing my work. I tried not to talk so much in class and focus more on the tasks I needed to complete.
Reflection 7Y.4 Academic WritingI think that this lab and activities page should represent me because it portrays the labs at school well. I also think that it is a good spread because it covers a large variety of labs and is interesting. The copy also has a lot of information and very good quotes. I would like this page to represent me because it is descriptive and has an engaging angle.
Y.7 Sidebar WritingThis secondary coverage is both interesting and informational. It shows good tools to use and ties in with the story well. I also think that this secondary coverage should represent me because it shows that I researched the topic well, and made it helpful for students in every grade. This sidebar is well researched, applies to students of all grades and is informational.
Y.17 Academic PhotoI would like this picture to represent me because it shows action and a student learning. The picture has good depth of field and follows the rule of thirds. I also think that this picture is good because the subject is showing emotion while she is dissecting. This photo is a good portrayal of learning and action in a classroom setting.
DIS
CU
SS
072
“You
real
ly g
et to
mee
t a lo
t of n
eat k
ids,
[and
], yo
u ge
t to
talk
with
the
lead
ers
of to
mor
row
” co
unse
lor R
ebec
ca M
oone
yhan
sai
d.
STU
DEN
T H
ELP
073
CHECK n starting freshFreshmen should begin to focus on a couple important extracurriculars. Colleges look for students who are passionate about their areas of interest.
n practice makes perfectSophomores should take the PSAT to practice for the SAT and ACT, as well as prepare themselves to qualify for National Merit Scholarship money.
n searching for goldJuniors should begin searching for scholarships and �nancial aid. Studying for, and taking the SAT should also begin in the junior year.
n clean slateWriting college entrance essays can be hard and time consuming, so seniors should start to think ahead of time about what they will write about. Also have your essay looked at by an English teacher.
n applyingSeniors can complete college applications online and submit them either electronically or by mail. Make sure to know the deadlines for applications and transcripts.
COUNSELORS HELP STUDENTS SUCCEED
student services provided tools for success
Leaning back in her chair, Ann Cadman’s face lit up with a smile as she listened to a student tell her about his college acceptance letters.
Cadman, College and Career Advisor, and the other counselors strove to keep kids on the path to a successful future throughout their high school career.
Starting students’ freshman year, their counselors tried to challenge them to guarantee them a bright future. Guidance counselors put students in the most challenging class they could handle.
“We have honors and Advanced Placement [classes]. Kids have to make good grades to get into the classes,” counselor James Caperton said.
Freshmen were put on a path based on their abilities, and counselors worked to keep them on that path. Counselors organized things like tutoring students for their core classes, to keep them on the right track.
“[Counselors] give them information on what colleges are looking for,” Caperton said.
Counselors continued to support their students into sophomore and junior year, offering the Practice Scholastic Aptitude Test and SAT preparatory courses.
Once students got to their junior and senior years, Cadman was an important part in motivating students to stay on the right path and she was a database for everything college related. She provided students with as much information as possible to motivate them to get into college.
Senior Daniel Ruiz relied on the student services office for help throughout high school, and with college applications.
“[Mrs. Cadman] did everything from possible colleges, financial aid and scholarships; she is a database,” Ruiz said.
He took the full advantage of the resources in the College and Career Center while he was going through the process of applying for college. He used the books and websites provided there to research colleges, and to find out what he needed to apply to them.
“Mrs. Cadman was the best resource, and she has all the good books,” Ruiz said.
Ruiz went to his guidance counselor for help with his brag sheet and resume which he needed to apply to different colleges.
Seniors narrowed the number of colleges they wanted to apply to by using the Free Application for Federal
Student Aid website and other college websites introduced by the guidance counselors.
Cadman helped Ruiz find schools with good reputations like the University of Central Florida, Florida International University and Troy University as well as helping him apply to his parents’ Alma Mater. Ruiz wanted to become a writer so Cadman helped him find schools that had good programs for him such as Florida State University and New York University.
Cadman also offered students sheets like the 2010 State University System Admissions Matrix to let them know what schools they were qualified for, depending on their grade point average, ACT and SAT scores.
Guidance Counselors attended a college conference at UCF, and brought back information for students to use to know what colleges were looking for in applicants.
Cadman and the other counselors worked closely together to offer students everything they believed was necessary to have a successful high school experience.
“[My favorite thing] is enjoying the excitement that a student feels when they get accepted,” Cadman said. n KAITLYN DIKE
n MONEY TALK. In Ms. Jennifer Hilley’s senior Advanced Placement Literature class, guidance counselor Deborah Clary talks about scholarships and financial aid opportunities. “It feels like I’ve made a difference,” Clary said. Clary was the guidance counselor for Magnet students.
n SPEAK UP. University of Florida representative, Mike Miller speaks to seniors about college. “[The meeting] reassured me that University of Florida was the perfect choice,” Vivien Quattrone said. Miller was one of 50 college representatives who came to speak.
n HELPFUL STAFF. Counselor Rosa Pearson talks to a student about their transcript. “I feel like when I help the student, I have helped the parent too. [I’m happy I’m helping the whole family,” Pearson said. Pearson was the guidance counselor for names Sho through Z.
n WORK IT OUT. In her office, Jeanette Bosela works with a student, helping him change his schedule. “[I like] helping kids look towards the future and seeing that there’s a life outside of high school,” Bosela said. This was Bosela’s first year as a guidance counselor.
phot
o/D
avid
Bal
lard
phot
o/V
icto
ria L
ai
LIST
phot
o/V
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ria L
ai
phot
o/B
lake
Rio
s
DIS
CU
SS
046
“[C
hem
istr
y] is
han
ds-o
n an
d w
e’re
act
ually
lear
ning
wha
t th
ings
are
mad
e of
,” so
phom
ore
Kel
sey
Ang
elo
said
.
LAB
S A
ND
AC
TIV
ITIE
S04
7
Students gathered around the large black lab tables as they carefully cut, poked and observed. Some students found themselves caught up in interest of their dissection, some turned away in disgust and some laughed out loud with their classmates about the grotesqueness of the project. Reactions such as these were common in anatomy and physiology and biology classrooms during dissections.
While most students saw dissections as a way to amplify learning in a hands-on way, others had different ideas about dissections in the classroom. Arguments against it included that it was a cruel and useless way to learn.
“ We dissect mostly to learn about [the] organ system. If you stare at a textbook you’re not going to learn what [the anatomy] looks like,” sophomore Timothy Hamilton said.
Annette Montgomery, biology teacher, pointed out that dissections were more of a useful learning technique than an excuse to kill animals. Animals dissected in Montgomery’s class included fetal pigs, grasshoppers, crawfish and frogs.
“[Dissections] spark excitement because it’s hands on,” Montgomery said. “I have students that come by 10 years later and have become doctors because of dissections. They get a whole new view on biology; a surgeon told me that dissections helped her be able to handle cadavers in medical school.”
Anatomy and physiology teacher Rosalie Creighton also saw the benefit of dissections to enhance learning.
“I think a hands-on experience is more memorable than
LESSONS COME TO LIFESCIENCE LABS HELPED
ENRICH CURRICULUM
n PENNY PARTY. In a chemistry lab, junior Andrew Elo picks out pennies that he turned into gold. “[Labs] help me see what is happening during the experiment and are way better than notes,” Elo said. The class learned about the effects of heat and how it affected vinegar soaked pennies.
n COW’S EYE VIEW. In anatomy and physiology junior Ricardo Mackey observes the parts of a cow eye. “[The dissection] allowed me to get a better comprehension of the eyeball and the various structures,” Mackey said. Throughout the year, the class performed dissections on organs, including sheep brains.
n DISGUSTING DISSECTION. With a lab partner senior Melisa Castro looks at cow eye. “You get a hands on experience [by doing dissections] which makes it better to learn,” Castro said. As the class dissected, they got to explore the various layers of the eye.
n COIN CHEMISTRY. Reaching into a beaker with tongs, sophomore Daniel Paz pulls pennies out of a vinegar solution. “Doing a lab helps how I learn because I get to see the lab take place,” Paz said. After putting the pennies in the solution, the students put them on hot plates and turned them into gold.
phot
o/A
llie
Slo
an
phot
o/C
athe
rine
Por
ter
phot
o/A
llie
Slo
an
5 STEP TERMITE LAB
1COLLECT go out to Wadeview and dig out termites from the dirt and mulch
2CAPTURE put collected termites in a cell
3DRAW lines of pheromones in the cell
45
phot
o/K
aitly
n D
ike
phot
o/ C
oral
Dix
on
n EYE SEE SCIENCE. Senior Rebecca Galatowitsch cuts into an eyeball in her anatomy and physiology class. “[The lab was] really interesting and cool; it was not what I expected it to be,” Galatowitsch said. The class had been learning about the functions of the eye, and the dissection helped them see everything up close.
looking it up on the computer,” Creighton said.Montgomery offered a solution to the students who
found dissections cruel or who students who became squeamish at the sight of the animal.
“You don’t have to cut if you don’t want,” Montgomery said. “I’ve had one person walk out of the room in five years, but then she was fine. No one has gotten sick.”
In order to reinforce learning about the eyes and brain, students in anatomy and physiology dissected cow eyes and sheep brains since they are analogous to humans.
“Once [they] are actually doing [the dissections] they are a lot more excited for the class,” Creighton said.
The procedure for the eye dissection went in-depth, as the students identified external and internal features of the eye. The students learned about two different layers of the eye like the pupil and the lens.
“I thought it was really disgusting to see the eye out of the cow, but at the end it was really cool,” sophomore Lyndsey Boos said.
On the debate of whether or not dissections are a key part of curriculum, Boos suggested that dissections were an important factor of learning in class.
“I think we should [dissect] because animals have parts humans also have,” Boos said.
Although controversial, dissections were in science classes and helped enrich the teacher’s curriculum. n KAITLYN DIKE AND CORAL DIXON
OBSERVE which lines of pheromones the termites are most attracted to
RELEASE the captured termites outside in Wadeview Park
DISC
USS
046
“[Che
mist
ry] is
hand
s-on a
nd w
e’re a
ctuall
y lea
rning
wha
t thin
gs ar
e mad
e of,”
soph
omor
e Kels
ey A
ngelo
said.
LABS
AND
ACT
IVITI
ES04
7
Students gathered around the large black lab tables as they carefully cut, poked and observed. Some students found themselves caught up in interest of their dissection, some turned away in disgust and some laughed out loud with their classmates about the grotesqueness of the project. Reactions such as these were common in anatomy and physiology and biology classrooms during dissections.
While most students saw dissections as a way to amplify learning in a hands-on way, others had different ideas about dissections in the classroom. Arguments against it included that it was a cruel and useless way to learn.
“ We dissect mostly to learn about [the] organ system. If you stare at a textbook you’re not going to learn what [the anatomy] looks like,” sophomore Timothy Hamilton said.
Annette Montgomery, biology teacher, pointed out that dissections were more of a useful learning technique than an excuse to kill animals. Animals dissected in Montgomery’s class included fetal pigs, grasshoppers, crawfish and frogs.
“[Dissections] spark excitement because it’s hands on,” Montgomery said. “I have students that come by 10 years later and have become doctors because of dissections. They get a whole new view on biology; a surgeon told me that dissections helped her be able to handle cadavers in medical school.”
Anatomy and physiology teacher Rosalie Creighton also saw the benefit of dissections to enhance learning.
“I think a hands-on experience is more memorable than
LESSONS COME TO LIFESCIENCE LABS HELPED
ENRICH CURRICULUM
n PENNY PARTY. In a chemistry lab, junior Andrew Elo picks out pennies that he turned into gold. “[Labs] help me see what is happening during the experiment and are way better than notes,” Elo said. The class learned about the effects of heat and how it affected vinegar soaked pennies.
n COW’S EYE VIEW. In anatomy and physiology junior Ricardo Mackey observes the parts of a cow eye. “[The dissection] allowed me to get a better comprehension of the eyeball and the various structures,” Mackey said. Throughout the year, the class performed dissections on organs, including sheep brains.
n DISGUSTING DISSECTION. With a lab partner senior Melisa Castro looks at cow eye. “You get a hands on experience [by doing dissections] which makes it better to learn,” Castro said. As the class dissected, they got to explore the various layers of the eye.
n COIN CHEMISTRY. Reaching into a beaker with tongs, sophomore Daniel Paz pulls pennies out of a vinegar solution. “Doing a lab helps how I learn because I get to see the lab take place,” Paz said. After putting the pennies in the solution, the students put them on hot plates and turned them into gold.
photo
/Allie
Sloa
n
photo
/Cat
herin
e Por
ter
photo
/Allie
Sloa
n
5 STEP TERMITE LAB
1COLLECT go out to Wadeview and dig out termites from the dirt and mulch
2CAPTURE put collected termites in a cell
3DRAW lines of pheromones in the cell
45
photo
/Kait
lyn D
ike
photo
/ Cor
al Di
xon
n EYE SEE SCIENCE. Senior Rebecca Galatowitsch cuts into an eyeball in her anatomy and physiology class. “[The lab was] really interesting and cool; it was not what I expected it to be,” Galatowitsch said. The class had been learning about the functions of the eye, and the dissection helped them see everything up close.
looking it up on the computer,” Creighton said.Montgomery offered a solution to the students who
found dissections cruel or who students who became squeamish at the sight of the animal.
“You don’t have to cut if you don’t want,” Montgomery said. “I’ve had one person walk out of the room in five years, but then she was fine. No one has gotten sick.”
In order to reinforce learning about the eyes and brain, students in anatomy and physiology dissected cow eyes and sheep brains since they are analogous to humans.
“Once [they] are actually doing [the dissections] they are a lot more excited for the class,” Creighton said.
The procedure for the eye dissection went in-depth, as the students identified external and internal features of the eye. The students learned about two different layers of the eye like the pupil and the lens.
“I thought it was really disgusting to see the eye out of the cow, but at the end it was really cool,” sophomore Lyndsey Boos said.
On the debate of whether or not dissections are a key part of curriculum, Boos suggested that dissections were an important factor of learning in class.
“I think we should [dissect] because animals have parts humans also have,” Boos said.
Although controversial, dissections were in science classes and helped enrich the teacher’s curriculum. n KAITLYN DIKE AND CORAL DIXON
OBSERVE which lines of pheromones the termites are most attracted to
RELEASE the captured termites outside in Wadeview Park
Reflection 8"commit to the Lord whatever you do, and your plans will succeed."Proverbs 16:3
Kaitlyn Dike
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photo/kaitlyn dike
photo/kaitlyn dike
photo/kaitlyn dike
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dolu
ptat
. Agn
a fac
cum
my n
onul
lam q
uis a
dip
ex el
it pr
atum
zzr
illam
augu
e feu
m ir
iure
r alit
am
dol
essis
augu
e vele
sto d
olen
dre d
olor
eet
lamco
rper
sect
et al
ismod
igna
feug
ue eu
guer
a es
trud
do d
el ut
lupt
at au
guer
ostru
d di
t ipi
t-Te
m il
dol
estru
d te
t atu
m v
elis n
im in
ulla
ore
ea fa
cipisl
el ip
eriu
re d
olor
eriu
sci t
e dol
or
adig
na fa
cillan
vel
ip et
augu
eDui
blao
rem
de
lit at
ie tin
ex et
, con
hen
ibh
eril
duisi
s ni
t aliq
uis d
io et
, sus
to er
at lu
ptat
inim
qua
t pr
aese
q ua
tuer
ipit
la am
zzr
iliqu
is ad
exer
se
ctem
vol
um n
im d
eliqu
at. O
lore
tet,
cor i
ng
essim
num
mol
ore v
eros
auga
it ve
r ad
diam
nu
lput
pat,
vel e
ros a
te d
o do
lenim
qua
m, s
im
diam
nos
non
sed
tiniat
, sus
to eu
m v
er in
im
dunt
at w
issen
isl eu
feu
feu
facid
unt l
ore d
o-lo
rper
o od
olen
it ill
a con
umsa
ndio
eros
tis
sub
head
goe
s h
ere
and
here
and
he
Peril
ut l
or su
m d
olor
e dol
or se
quat
u m
sand
io d
olob
ortis
im q
uiss
ed er
adip
iscip
is eu
isisc
idun
t nos
nos
ting
eugu
e mag
na fe
ugue
ve
riusti
e feu
issi.
Dui
sim v
ent u
lland
re d
olor
tie m
incil
dui
smod
ol
orpe
ro co
nulp
utat
.M
od d
ipsu
scil
ulpu
tpat
alism
od o
lorti
o od
olor
e con
ulla
orer
os am
ese f
accu
mm
y nis
num
et am
niam
et v
ullam
, sed
et il
laore
eu
feu
facid
ui p
sustr
ud m
od d
olup
tat.
Is n
um
dolu
ptat
. Agn
a fac
cum
my n
onul
lam q
uis a
dip
ex el
it pr
atum
zzr
illam
augu
e feu
m ir
iure
r alit
am
dol
essis
augu
e vele
sto d
olen
dre d
olor
eet
lamco
rper
sect
et al
ismod
igna
feug
ue eu
guer
a es
trud
do d
el ut
lupt
at au
guer
ostru
d di
t ipi
t-Ig
niam
et u
lla ac
ipisl
er in
g ea
facid
uisi.
Lore
m d
olor
eetu
e feu
gait
wism
olen
t at,
si er
sim
dol
enim
iriu
rem
vel
euLe
nim
dun
t ill
upta
t, co
n ul
laore
diat
. Dip
sum
my n
ibh
et lo
rtio
dolo
bor p
eriu
sto d
o co
nsec
tet l
um
veles
sit w
isit u
tat u
t in
heni
scip
it ut
at. A
met
, vu
llam
, con
ulpu
tpat
aliss
eq u
ipsu
mm
y nisi
.U
llaor
iure
dol
obor
pero
et, q
ui b
lam ad
tat.
Olo
borti
e feu
is no
s del
dolo
re v
el eu
gait
lam
il ex
ero
com
mod
o lo
bore
esse
d eu
gait
alit
prae
seni
am, s
it pr
atet
u m
sand
rerc
i tat
umsa
nd
igna
feui
s alit
nis
num
sand
rem
eugu
eri
Peril
ut l
or su
m d
olor
e dol
or se
quat
u m
sand
io d
olob
ortis
im q
uiss
ed er
adip
iscip
is eu
isisc
idun
t nos
nos
ting
eugu
e mag
na fe
ugue
ve
riusti
e feu
issi.
Dui
sim v
ent u
lland
re d
olor
tie m
incil
dui
smod
ol
orpe
ro co
nulp
utat
.M
od d
ipsu
scil
ulpu
tpat
alism
od o
lorti
o od
olor
e con
ulla
orer
os am
ese f
accu
mm
y ni
s num
et am
niam
et v
ullam
, sed
et il
laore
eu
feu
facid
ui p
sustr
ud m
od d
olup
tat.
Is
num
dol
upta
t. A
gna f
accu
mm
y non
ullam
qu
is ad
ip ex
elit
prat
um z
zrill
am au
gue f
eum
iri
urer
alit
am d
oles
sis au
gue v
elesto
dol
endr
e do
lore
et la
mco
rper
sect
et al
ismod
igna
feug
ue
eugu
era e
strud
do
del u
t lup
tat a
ugue
rostr
ud
dit i
pitU
nt iu
scin
cilla
feui
siscin
hen
t ius
to d
o et
dig
nisit
nisi
m et
niat
etu
msa
ndre
facc
um
ex eu
is ad
mag
na co
re co
n ve
nim
Nul
lam-
core
m d
olor
e dun
t nim
zzr
ilit i
n ut
em d
oles
to
dioT
in u
tpat
isse d
olor
er su
sto co
n he
ndiam
do
lobo
re v
el en
drer
o di
onum
s and
rer s
umsa
n he
nim
irit,
qui
sit p
ratie
vol
ortio
nse m
agna
co
mm
odig
nim
qui
ssec
tem
vol
obor
tie ex
ero
dolu
msa
n ul
lum
my n
ibh
elit w
is no
nullu
tem
eu
guer
o od
iam d
olob
ore m
in u
lla fa
ciliq
ui
scili
qui
sis n
is ni
m d
uisi.
Dol
ore m
agni
amet
um v
ullam
vel
duip
ero
Head
line
Goes
Her
e
◆by
Kai
tlyn
Dik
e
002
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Designs
Head
line
Goes
Her
e an
d...
sub
head
go
es h
ere
and
here
and
Rius
cilis
adip
sum
sand
it lu
ptat
. Lum
sand
reet
ilit
iure
rcin
g et
ute
t lao
re v
endi
t lum
my
nostr
ud e
rcili
s do
lenim
ing
et lo
r alis
cidun
t wiss
ed m
agni
bh e
rat
prae
sect
e ve
l ute
facc
um ip
sum
sa n
drer
os ti
onse
d do
lore
et at
wis
alis a
lit ip
it la
con
et, q
uipi
t dol
ore
et, q
ui te
m q
uisc
illao
r sim
in u
t la f
eugi
am, v
ulla
aliqu
at. D
uisit
ullu
m n
im d
olor
accu
m n
ulla
faci
blan
dre
exer
sequ
ipit,
sequ
isit l
upta
t.U
ptat
is et
nul
putp
at in
cin h
enim
veli
quat
, qui
bl
amco
r sum
qua
tin h
ent e
x er
aess
iscil
dolo
re
dolu
tat p
rat u
lland
i psu
msa
ndip
is ea
at. U
t ilis
dui
s no
n ut
pat,
si.A
liqui
s adi
t aut
pat l
ore
tio c
onum
del
dunt
wisi
sim
quisc
idun
t veli
quat
lobo
rem
deli
quiss
ent d
olor
eet,
vullu
m ac
inis
dolen
t nul
puta
tum
incip
etu
e co
reet
de
lit lu
te m
agna
aliq
uis n
um d
olen
drer
o od
eu
facin
ut u
t ipi
t et p
raes
se q
uatu
m v
erat
ie fe
uisit
ute
do
lobo
re v
ero
od d
ipisi
t aliq
uipi
t am
, qui
pisi.
Less
e fe
ugiam
, qua
t vol
ut am
illu
msa
n er
at n
ibh
eu fa
cin e
u fe
ugait
auga
it di
t eriu
re m
agna
con
ul-
lum
san
heni
bh e
ugait
irit
lam ac
ipis
amco
n ul
la fe
ugue
r iliq
uisc
iRit
nos e
ugait
uta
t, co
nsen
im v
eros
ad
igni
t nos
adit
inis
acid
uisi
tion
heni
smod
iam,
vel u
tem
qui
sit ip
it ad
it w
is am
zzr
it ut
veli
quat
. Iq
uatin
vel
ut n
is nu
m ip
ero
stis a
dion
sequ
ip e
sto
od d
olor
pero
eui
scill
a fac
i ese
quis
sequ
at au
giat
. U
t nis
nons
equi
blam
, vol
obor
tie c
on h
enib
h eu
m
vero
ent
laor
sisi.
Tio
essit
accu
m v
eliqu
atin
g es
ed e
lism
odol
or il
laor
irius
cilit,
qui
smod
mag
niat
. Met
nib
h er
illam
augu
e co
mm
olor
erci
et v
elit i
ng e
a acc
um z
zriu
sto d
olor
su
m q
uisc
i ero
sto c
onse
quip
it de
liqui
si tio
null
aor-
pero
s at l
a feu
gait
wiss
e m
in v
elit n
ullam
qui
s ad
tat,
ver s
ismod
igni
m v
el et
nim
non
se c
ore
do o
d ta
tum
num
iure
dol
ore
min
vul
laor e
ratin
hen
im
veni
sit, s
equa
m v
eliqu
a tue
ros n
ullam
et au
giat
ex
eugu
er si
erc
ipis
am, s
um in
g eu
gue
facc
umm
y nu
llan
esto
et,
ver s
ecte
t lum
zzr
iure
dol
obor
ip
euga
it ni
am n
ibh
et, s
im v
enim
zzr
illa c
onum
dol
or
ilisc
illum
inis
adit
wis
acid
uis m
olob
ore
feuL
ore
mag
nim
non
sed
et n
ullao
r sis
niam
vel
eugi
am
veni
am e
t lam
et lo
re fe
ugait
illao
rper
ing
esse
cte
dolo
r iur
em il
iqua
t.O
nse
mod
tem
qua
met
ulla
m q
uisi
tat.
Igna
at n
isi.
San
utat
um q
uis n
onul
puta
t nul
lan e
t ea a
lit v
ullam
ip
it la
core
mag
niam
zzr
ilisim
dol
orem
dol
enis
nostr
ud m
in e
r seq
uam
adiam
co n
sequ
is m
odol
or
susc
ilisl
iustr
ud m
olor
e fe
uisis
nul
lupt
atum
my
nim
quip
et n
um d
el ut
num
ven
im e
tum
my
nim
dip
eu
giam
com
mod
min
utp
at e
ugiam
qua
m, q
uipi
t am
, com
mod
o lo
rero
sto d
olob
or e
rostr
ud d
oles
to
od d
olor
per s
ed e
t pra
tie e
t ulla
n ut
pat,
cons
equi
p en
t num
san
ex e
tuer
o et
atem
nim
ven
im n
osto
od
et, v
eleni
bh e
lent a
lisit
amet
lupt
at, c
onum
san
ute
eu fe
um v
el do
lobo
r at.
Sed
ero
cons
enis
alisc
i eug
ait v
elit p
raes
si.D
ions
e ve
ndre
ro d
olor
sim
dol
or si
.Bo
re e
t dit
aliqu
ipit
augu
e tio
nsen
im iu
re c
om-
mod
ion
utet
non
sequ
isit w
isim
amet
alit
er su
m
inism
ol o
reet
ue m
ing
euip
sum
vul
landi
gna f
accu
m
nos n
is ex
erit
lore
mag
niam
conu
m q
uat.
Rud
tat
lore
vul
putp
atin
im at
. Nim
dun
t vel
delen
t lum
ip
eugu
e ex
eug
ait v
elend
it pr
at, q
uat.
Com
mod
mod
el
euga
it ad
ip e
ugue
do
conu
lla o
rper
o en
is er
cidui
en
isiss
equa
t pra
tum
my
num
sand
rem
ip e
lisse
quam
ve
ndit
wisi
.Ir
il de
lisit
vend
igna
facid
uis d
eliqu
is ex
eug
iat.
Sand
igna
at au
gait
irilis
l dele
nis a
ciliq
uisi.
Et al
iqua
met
um ir
il in
it er
cipsu
mm
y no
s adi
onul
lan
dre
dolo
bore
feu
feu
facid
ui b
landi
gna a
liqua
m-
com
my
nit w
isseq
uatin
ute
t lam
vol
orti
onse
ctet
ue
mag
na at
e fe
u fe
ugiam
, ver
irit,
sisit
wis
aut a
ccum
vu
llum
dui
psus
tio d
olum
iriu
sci e
lit v
ero
conu
lla
cons
endr
e di
gniat
e do
dol
orem
auta
t.A
dion
uta
t ilit
iliq
uisi
tat n
im n
onum
dip
eni
m v
Li-
sim z
zrit
ulla
feui
ssit
adiam
, con
sequ
isis a
ccum
sa
ndip
it ea
feui
ess
equi
blam
, veli
quat
ue fa
ccum
my
◆le
ad
in.
I am
a
pres
ent
tens
e se
nten
ce te
lling
what
is in
the
pict
ure.
“I am
a q
uote
able
quo
te,”
name
said
. I am
a p
ast t
ense
sent
ence
tellin
g wh
at
is no
t in
the
pict
ure.
◆by
Kai
tlyn
Dik
e
What
is y
our
blah
bla
h bl
?
lead
in. I
am a
pre
sent
tens
e se
nten
ce te
lling
what
is in
the
pict
ure. “
I am
a qu
otea
ble
quot
e,”
name
sai
d. I
am a
pa
st te
nse
sent
ence
tellin
g wh
at is
not
in th
e pi
cture
.
lead
in. I
am a
pre
sent
tens
e se
nten
ce te
lling
what
is in
the
pict
ure. “
I am
a qu
otea
ble
quot
e,”
name
sai
d. I
am a
pa
st te
nse
sent
ence
tellin
g wh
at is
not
in th
e pi
cture
.
lead
in. I
am a
pre
sent
tens
e se
nten
ce te
lling
what
is in
the
pict
ure. “
I am
a qu
otea
ble
quot
e,”
name
sai
d. I
am a
pa
st te
nse
sent
ence
tellin
g wh
at is
not
in th
e pi
cture
.
◆le
ad
in.
I am
a
pres
ent
tens
e se
nten
ce te
lling
what
is in
the
pict
ure.
“I am
a q
uote
able
quo
te,”
name
said
. I am
a p
ast t
ense
sent
ence
tellin
g wh
at
is no
t in
the
pict
ure.
◆le
ad
in.
I am
a
pres
ent
tens
e se
nten
ce te
lling
what
is in
the
pict
ure.
“I am
a q
uote
able
quo
te,”
name
said
. I am
a p
ast t
ense
sent
ence
tellin
g wh
at
is no
t in
the
pict
ure.
002
acad
emic
s00
3 ac
adem
ics
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Deadline 1Clips
Deadline 1Clips
Deadline 2Clips
Deadline 3Clips
DISCUSS 072 “You really get to meet a lot of neat kids, [and], you get to talk with the leaders of tomorrow” counselor Rebecca Mooneyhan said.
STUDENT HELP073
CHEC
K n
sta
rting
fres
hFr
eshm
en sh
ould
begin
to fo
cus o
n a c
oupl
e im
porta
nt ex
tracu
rricu
lars.
Colle
ges l
ook f
or st
uden
ts wh
o are
passi
onate
abou
t the
ir are
as of
inter
est.
n p
ract
ice
mak
es p
erfe
ctSo
phom
ores
shou
ld ta
ke th
e PSA
T to
pr
actic
e for
the S
AT an
d AC
T, as
well
as
prep
are th
emsel
ves t
o qua
lify f
or
Nati
onal
Meri
t Sch
olar
ship
mon
ey.
n s
earc
hing
for g
old
Juni
ors s
houl
d beg
in se
archi
ng
for s
chol
arsh
ips a
nd �n
ancia
l aid
. St
udyin
g for
, and
takin
g the
SAT
shou
ld al
so be
gin in
the j
unio
r yea
r.
n c
lean
sla
teW
ritin
g col
lege e
ntra
nce e
ssays
can b
e ha
rd an
d tim
e con
sum
ing,
so se
nior
s sh
ould
star
t to t
hink
ahe
ad of
tim
e ab
out w
hat t
hey w
ill w
rite a
bout
. Also
ha
ve yo
ur es
say lo
oked
at by
an E
nglis
h tea
cher.
n a
pply
ing
Seni
ors c
an co
mpl
ete co
llege
ap
plica
tions
onlin
e and
subm
it th
em ei
ther
electr
onica
lly or
by m
ail.
Mak
e sur
e to k
now
the d
eadl
ines
for
appl
icatio
ns an
d tra
nscri
pts.
COUN
SELO
RS H
ELP
STUD
ENTS
SUC
CEED
stud
ent s
ervic
es p
rovid
ed to
ols f
or su
cces
s
Lean
ing
back
in
her
chair
, An
n Ca
dman
’s fa
ce li
t up
with
a s
mile
as
she l
isten
ed to
a stu
dent
tell
her a
bout
hi
s col
lege a
ccep
tanc
e let
ters.
Cadm
an,
Colle
ge
and
Care
er
Advi
sor,
and
the
othe
r co
unse
lors
str
ove
to k
eep
kids
on
the
path
to a
su
cces
sful
fu
ture
th
roug
hout
th
eir
high
scho
ol ca
reer
.St
artin
g stu
dent
s’ fre
shm
an y
ear,
their
cou
nselo
rs t
ried
to c
halle
nge
them
to
guar
ante
e th
em a
brig
ht
futu
re.
G
uida
nce
coun
selo
rs
put
stude
nts i
n th
e m
ost c
halle
ngin
g cla
ss
they
coul
d ha
ndle.
“We
have
hon
ors
and
Adva
nced
Pl
acem
ent [
class
es]. K
ids h
ave t
o mak
e go
od g
rade
s to
get
into
the
class
es,”
coun
selo
r Jam
es C
aper
ton
said
.Fr
eshm
en w
ere
put
on a
pat
h ba
sed
on th
eir ab
ilitie
s, an
d co
unse
lors
wo
rked
to
keep
the
m o
n th
at p
ath.
Co
unse
lors
or
gani
zed
thin
gs
like
tuto
ring s
tude
nts f
or th
eir co
re cl
asse
s, to
kee
p th
em o
n th
e righ
t tra
ck.
“[Co
unse
lors
] giv
e th
em
info
rmat
ion
on
what
co
llege
s ar
e lo
okin
g fo
r,” C
aper
ton
said
.Co
unse
lors
con
tinue
d to
sup
port
their
stu
dent
s in
to s
opho
mor
e an
d ju
nior
ye
ar,
offe
ring
the
Prac
tice
Scho
lastic
Apt
itude
Tes
t an
d SA
T pr
epar
ator
y cou
rses
.
Onc
e stu
dent
s go
t to
their
juni
or
and
seni
or y
ears,
Cad
man
was
an
impo
rtant
par
t in
mot
ivatin
g stu
dent
s to
stay
on
the
right
pat
h an
d sh
e wa
s a
data
base
fo
r ev
eryt
hing
co
llege
re
lated
. Sh
e pr
ovid
ed s
tude
nts
with
as
muc
h in
form
atio
n as
pos
sible
to
mot
ivate
them
to g
et in
to co
llege
.Se
nior
D
aniel
Ru
iz re
lied
on
the
stude
nt s
ervi
ces
offic
e fo
r he
lp
thro
ugho
ut h
igh s
choo
l, an
d wi
th
colle
ge ap
plica
tions
.“[
Mrs.
Ca
dman
] di
d ev
eryt
hing
fro
m p
ossib
le co
llege
s, fin
ancia
l aid
an
d sc
holar
ship
s; sh
e is
a da
taba
se,”
Ruiz
said
.H
e to
ok th
e fu
ll ad
vant
age
of th
e re
sour
ces
in t
he C
olleg
e an
d Ca
reer
Ce
nter
whi
le he
was
goin
g thr
ough
the
proc
ess
of a
pplyi
ng f
or c
olleg
e. H
e us
ed th
e boo
ks an
d we
bsite
s pro
vide
d th
ere
to re
sear
ch c
olleg
es, a
nd to
find
ou
t wha
t he n
eede
d to
appl
y to
them
.“M
rs.
Cadm
an
was
the
best
reso
urce
, and
she
has
all
the
goo
d bo
oks,”
Rui
z said
.Ru
iz we
nt
to
his
guid
ance
co
unse
lor f
or h
elp w
ith h
is br
ag sh
eet
and
resu
me w
hich
he n
eede
d to
appl
y to
diff
eren
t col
leges
. Se
nior
s na
rrow
ed t
he n
umbe
r of
co
llege
s th
ey w
ante
d to
app
ly to
by
usin
g the
Fre
e App
licat
ion
for F
eder
al
Stud
ent A
id w
ebsit
e and
oth
er co
llege
we
bsite
s in
trodu
ced
by t
he g
uida
nce
coun
selo
rs.Ca
dman
help
ed R
uiz
find
scho
ols
with
go
od
repu
tatio
ns
like
the
Uni
vers
ity o
f Ce
ntra
l Flo
rida,
Flor
ida
Inte
rnat
iona
l U
nive
rsity
an
d Tr
oy
Uni
vers
ity a
s we
ll as
help
ing
him
ap
ply
to h
is pa
rent
s’ Al
ma
Mat
er.
Ruiz
want
ed t
o be
com
e a
write
r so
Ca
dman
help
ed h
im fi
nd sc
hool
s tha
t ha
d go
od p
rogr
ams
for
him
suc
h as
Fl
orid
a St
ate
Uni
vers
ity
and
New
Yo
rk U
nive
rsity
.Ca
dman
als
o of
fere
d stu
dent
s sh
eets
like
the
2010
Sta
te U
nive
rsity
Sy
stem
Adm
issio
ns M
atrix
to le
t the
m
know
wha
t sch
ools
they
wer
e qua
lified
fo
r, de
pend
ing
on t
heir
grad
e po
int
aver
age,
ACT
and
SAT
scor
es.
Gui
danc
e Co
unse
lors
at
tend
ed
a co
llege
con
fere
nce
at U
CF,
and
brou
ght b
ack i
nfor
mat
ion f
or st
uden
ts to
use
to
know
wha
t co
llege
s we
re
look
ing
for i
n ap
plica
nts.
Cad
man
and
the o
ther
cou
nselo
rs
work
ed
close
ly to
geth
er
to
offe
r stu
dent
s eve
ryth
ing
they
beli
eved
was
ne
cess
ary
to h
ave
a su
cces
sful
high
sc
hool
expe
rienc
e.“[
My f
avor
ite th
ing]
is en
joyin
g the
ex
citem
ent t
hat a
stu
dent
feels
whe
n th
ey g
et a
ccep
ted,”
Cad
man
said
. n
KAITLY
N DIKE
n M
ONEY
TALK
. In M
s. Je
nnife
r Hill
ey’s
seni
or
Adva
nced
Plac
emen
t Lite
ratu
re cl
ass,
guid
ance
co
unse
lor D
ebor
ah C
lary t
alks a
bout
scho
larsh
ips
and
finan
cial a
id o
ppor
tuni
ties.
“It f
eels
like I
’ve
mad
e a d
iffer
ence
,” Cl
ary s
aid.
Clar
y was
the
guid
ance
coun
selo
r for
Mag
net s
tude
nts.
n S
PEAK
UP.
Uni
vers
ity o
f Flo
rida
repr
esen
tative
, Mike
Mill
er sp
eaks
to se
nior
s ab
out c
olleg
e. “[
The m
eetin
g] re
assu
red
me t
hat
Uni
vers
ity o
f Flo
rida w
as th
e per
fect
choi
ce,”
Vivie
n Q
uattr
one s
aid.
Mill
er w
as o
ne o
f 50
colle
ge re
pres
entat
ives w
ho ca
me t
o sp
eak.
n H
ELPF
UL S
TAFF
. Cou
nselo
r Ros
a Pea
rson
tal
ks to
a stu
dent
abou
t the
ir tra
nscr
ipt.
“I
feel
like w
hen
I help
the s
tude
nt, I
have
help
ed
the p
aren
t too
. [I’m
happ
y I’m
help
ing t
he
who
le fam
ily,”
Pear
son
said
. Pea
rson
was
the
guid
ance
coun
selo
r for
nam
es Sh
o th
roug
h Z.
n W
ORK
IT O
UT. I
n he
r offi
ce, J
eane
tte B
osela
wo
rks w
ith a
stude
nt, h
elpin
g him
chan
ge hi
s sc
hedu
le. “
[I lik
e] he
lpin
g kid
s loo
k tow
ards
the
futu
re an
d se
eing t
hat t
here
’s a l
ife o
utsid
e of
high
scho
ol,”
Bose
la sa
id.
Thi
s was
Bos
ela’s
first
year
as a
guid
ance
coun
selo
r.
photo/David Ballard
photo/Victoria Lai
LIST
photo/Victoria Lai
photo/Blake Rios
Deadline 4Clips
Deadline 5Clips
DISCUSS 046 “[Chemistry] is hands-on and we’re actually learning what things are made of,” sophomore Kelsey Angelo said.
LABS AND ACTIVITIES047
Stud
ents
gath
ered
arou
nd th
e lar
ge b
lack
lab ta
bles a
s th
ey c
arefu
lly c
ut, p
oked
and
obs
erve
d. S
ome
stude
nts
foun
d th
emse
lves c
augh
t up
in int
eres
t of t
heir
disse
ction
, so
me
turn
ed aw
ay in
disg
ust a
nd so
me
laugh
ed o
ut lo
ud
with
the
ir cla
ssmate
s ab
out
the
grot
esqu
enes
s of
the
pr
oject.
Rea
ction
s suc
h as t
hese
wer
e com
mon
in an
atomy
an
d phy
siolo
gy an
d biol
ogy c
lassro
oms d
uring
disse
ction
s.W
hile m
ost s
tude
nts s
aw di
ssecti
ons a
s a w
ay to
ampl
ify
learn
ing in
a ha
nds-o
n way,
othe
rs ha
d diff
eren
t ide
as ab
out
disse
ction
s in t
he cl
assro
om. A
rgum
ents
again
st it
inclu
ded
that
it wa
s a cr
uel a
nd us
eless
way t
o lea
rn.
“ We d
issec
t mos
tly to
lear
n abo
ut [t
he] o
rgan
syste
m. I
f yo
u star
e at a
text
book
you’r
e not
going
to le
arn w
hat [
the
anato
my] l
ooks
like
,” so
phom
ore T
imot
hy H
amilt
on sa
id.An
nette
Mon
tgom
ery,
biolo
gy te
ache
r, poin
ted o
ut th
at dis
secti
ons w
ere m
ore o
f a us
eful le
arnin
g tec
hniqu
e tha
n an
excu
se to
kill
anim
als. A
nimals
disse
cted i
n Mon
tgom
ery’s
cla
ss inc
lude
d fet
al pig
s, gr
assho
pper
s, cr
awfis
h and
frog
s.“[D
issec
tions
] spa
rk ex
citem
ent b
ecau
se it
’s ha
nds o
n,”
Mon
tgom
ery s
aid.
“I ha
ve st
uden
ts th
at co
me b
y 10
year
s lat
er a
nd h
ave
beco
me
docto
rs be
caus
e of
diss
ectio
ns.
They
get a
who
le ne
w vie
w on
biol
ogy;
a sur
geon
told
me
that
disse
ction
s help
ed h
er b
e ab
le to
han
dle
cada
vers
in m
edica
l sch
ool.”
Anato
my an
d phy
siolo
gy te
ache
r Ros
alie C
reigh
ton a
lso
saw th
e ben
efit o
f diss
ectio
ns to
enha
nce l
earn
ing.
“I th
ink a
hand
s-on e
xper
ience
is m
ore m
emor
able
than
LESS
ONS
COME
TO
LIFE
SCIE
NCE
LABS
HEL
PED
ENR
ICH
CURR
ICUL
UM n P
ENNY
PART
Y. In
a ch
emist
ry la
b, jun
ior A
ndre
w El
o pick
s out
penn
ies
that
he tu
rned
into
gold
. “[L
abs]
help
m
e see
wha
t is h
appe
ning d
uring
the
expe
rimen
t and
are w
ay be
tter t
han
note
s,” E
lo sa
id. T
he cl
ass le
arne
d ab
out t
he ef
fects
of he
at an
d how
it
affec
ted v
inega
r soa
ked p
ennie
s.
n C
OW’S
EYE
VIEW
. In a
nato
my an
d ph
ysiol
ogy j
unior
Rica
rdo M
acke
y ob
serv
es th
e par
ts of
a co
w ey
e.
“[The
disse
ction
] allo
wed m
e to g
et a
bette
r com
preh
ensio
n of t
he ey
eball
an
d the
vario
us st
ructu
res,”
Mac
key
said.
Thr
ough
out t
he ye
ar, th
e clas
s pe
rform
ed di
ssecti
ons o
n org
ans,
inclu
ding s
heep
brain
s.
n D
ISGU
STIN
G DI
SSEC
TION
. With
a l
ab pa
rtner
senio
r Meli
sa Ca
stro
look
s at c
ow ey
e. “Y
ou ge
t a ha
nds
on ex
perie
nce [
by do
ing di
ssecti
ons]
which
mak
es it
bette
r to l
earn
,” Ca
stro
said.
As t
he cl
ass di
ssecte
d, th
ey go
t to
expl
ore t
he va
rious
laye
rs of
the e
ye.
n C
OIN
CHEM
ISTR
Y. R
each
ing in
to
a bea
ker w
ith to
ngs,
soph
omor
e Dan
iel
Paz p
ulls
penn
ies ou
t of a
vine
gar
solu
tion.
“Do
ing a
lab he
lps h
ow I
learn
beca
use I
get t
o see
the l
ab ta
ke
plac
e,” P
az sa
id. A
fter p
uttin
g the
pe
nnies
in th
e sol
ution
, the
stud
ents
put t
hem
on ho
t plat
es an
d tur
ned
them
into
gold
.
photo/Allie Sloan
photo/Catherine Porter
photo/Allie Sloan
5 ST
EP T
ERMITE
LAB
1COLL
ECT
go ou
t to W
adev
iew an
d dig
out t
erm
ites f
rom
the d
irt an
d mul
ch
2CAPT
URE
put c
ollec
ted t
erm
ites i
n a ce
ll
3DRAW
lines
of ph
erom
ones
in th
e cell
4 5
photo/Kaitlyn Dike
photo/ Coral Dixon
n E
YE S
EE S
CIEN
CE. S
enior
Re
becc
a Gala
towi
tsch c
uts i
nto a
n ey
eball
in he
r ana
tomy
and p
hysio
logy
cla
ss. “
[The
lab w
as] re
ally i
nter
estin
g an
d coo
l; it
was n
ot w
hat I
expe
cted i
t to
be,”
Galat
owits
ch sa
id. T
he cl
ass ha
d be
en le
arnin
g abo
ut th
e fun
ction
s of
the e
ye, a
nd th
e diss
ectio
n help
ed th
em
see e
very
thing
up cl
ose.
look
ing it
up on
the c
ompu
ter,”
Cre
ighto
n said
.M
ontg
omer
y of
fered
a s
olut
ion to
the
stude
nts
who
foun
d dis
secti
ons
crue
l or
who
stu
dent
s wh
o be
cam
e sq
ueam
ish at
the s
ight o
f the
anim
al.“Y
ou do
n’t h
ave t
o cut
if yo
u don
’t wa
nt,”
Mon
tgom
ery
said.
“I’v
e ha
d on
e pe
rson
walk
out o
f the
room
in fi
ve
year
s, bu
t the
n she
was
fine.
No o
ne ha
s got
ten s
ick.”
In or
der t
o rein
forc
e lea
rning
abou
t the
eyes
and b
rain,
stu
dent
s in a
nato
my an
d phy
siolo
gy di
ssecte
d cow
eyes
and
shee
p bra
ins si
nce t
hey a
re an
alogo
us to
hum
ans.
“Onc
e [th
ey] a
re a
ctuall
y do
ing [t
he d
issec
tions
] the
y ar
e a lo
t mor
e exc
ited f
or th
e clas
s,” C
reigh
ton s
aid.
The p
roce
dure
for t
he ey
e diss
ectio
n we
nt in
-dep
th, a
s th
e stu
dent
s ide
ntifi
ed ex
tern
al an
d int
erna
l fea
ture
s of t
he
eye.
The s
tude
nts l
earn
ed ab
out t
wo di
ffere
nt la
yers
of th
e ey
e like
the p
upil
and t
he le
ns.
“I th
ough
t it w
as re
ally
disgu
sting
to se
e th
e ey
e ou
t of
the
cow,
but
at th
e en
d it
was r
eally
cool
,” so
phom
ore
Lynd
sey B
oos s
aid.
On
the d
ebate
of w
heth
er o
r not
diss
ectio
ns ar
e a k
ey
part
of c
urric
ulum
, Boo
s sug
geste
d th
at dis
secti
ons w
ere
an im
porta
nt fa
ctor o
f lea
rning
in cl
ass.
“I th
ink w
e sho
uld
[diss
ect]
beca
use a
nimals
hav
e par
ts hu
man
s also
have
,” Bo
os sa
id.Al
thou
gh c
ontro
versi
al, d
issec
tions
wer
e in
scien
ce
classe
s an
d he
lped
enr
ich t
he t
each
er’s
curr
iculu
m. n
KA
ITLYN
DIKE
AND
CORA
L DIXO
N
OBSE
RVE
which
line
s of p
hero
mon
es
the t
erm
ites a
re m
ost a
ttrac
ted t
o
RELE
ASE
the c
aptu
red
term
ites o
utsid
e in W
adev
iew P
ark
Deadline 7Clips
SHOUT 018 “Everybody did good in their events and we met goals set at the beginning of the season,” freshman Tyler Chapman said.
photo courtesy/Darrell Laxton
HAN
D-OF
F. In
the 4
x800
mete
r spr
int,
fresh
man
Bur
khard
t Helf
rich r
uns t
o catc
h up
to hi
s opp
onen
t. “I
don’t
reall
y hav
e a st
rateg
y, I ju
st go
run a
nd tr
y to w
in,” H
elfric
h said
. He
lfrich
parti
cipate
d in t
he 4x
800 a
s well
as
the 3
200 m
eters
with
a pe
rsona
l rec
ord o
f 11
:17 i
n the
3200
m.
THRO
W FA
R. In
the M
etro Q
ualif
ier m
eet,
senio
r Cale
b Tho
mps
on th
rows
the s
hotp
ut. “
I gu
ess I
try t
o mus
cle it
out t
here
whe
n I sh
ould
work
on fo
rm,”
Thom
pson
said.
Tho
mps
on’s
perso
nal r
ecor
d was
45 fe
et 7 i
nche
s.
photo/Coral Dixon
BOYS TRACK AND FIELD019
UP
AND
OVER
. In t
he L
ake H
ighlan
d Cl
assic,
junio
r Joh
n Bur
ns cl
ears
the b
ar. “
[I co
ntrib
ute t
oward
s the
team
by] p
lacing
in po
le va
ulting
and I
’m on
the 4
x400
relay
,” Bur
ns
said.
Bur
n’s po
le va
ulting
perso
nal r
ecor
d wa
s 9 fe
et, 6
inche
s.
REL
AY R
UNNE
R. A
t th
e Fre
shm
en So
phom
ore M
etro C
onfer
ence
, fre
shm
an Ja
mes
Daw
son r
uns t
he 4x
800 m
eter
even
t. “[
Whe
n you
win]
it fe
els lik
e you
’re no
t jus
t killi
ng yo
urse
lf at
prac
tice e
very
day,
it is
actu
ally p
aying
off,”
Daw
son s
aid. D
awso
n ran
a p
erso
nal b
est o
f 11:
48 m
inutes
in th
e two
m
ile ev
ent.
photo courtesy/Darrell Laxton
photo/ Kaitlyn Dike
photo courtesy/Darrell Laxton
FIRS
T PLA
CE C
HAMP
ION.
Par
ticipa
ting i
n the
100
mete
r spr
int, ju
nior M
arvin
Brac
y rac
es to
ward
the f
inish
lin
e. “[
Befo
re a
race]
I thin
k of m
y rac
e mod
el ‘D
rive,
trans
ition
and t
hen f
ull sp
eed’
,” Brac
y said
. Brac
y set
the n
ation
al re
cord
in th
e 100
mete
r spr
int at
10.2
6 se
cond
s. A
LL O
UT S
PRIN
T. Ju
nior P
resto
n Tay
lor
finish
es th
e 4x8
00 m
eter s
. “M
y tea
mm
ates a
re
reall
y pos
itive
. We t
ry to
mot
ivate
each
othe
r and
keep
th
e ene
rgy p
ositi
ve,”
Taylo
r said
. Tay
lor ra
n the
4x80
0m
sprin
t dur
ing th
e sea
son a
nd th
e rela
y tea
m ha
d a re
cord
of
9:24
.86.
photo courtesy /J. Chapman
THE
FRES
HMAN
SOP
HOMO
RE
MEET
[WAS
MY
FAVO
RITE
MEET
]. I G
OT FI
RST P
LACE
AND
GOT A
] PER
SONA
L REC
ORD
IN
THE
400 M
ETER
SPR
INT.
SHAK
ARR
PRES
LEY,
FRES
HMAN
the k
ind of
shap
e tha
t our
team
is in
and w
hat
we n
eed
to im
prov
e on
,” se
nior J
ohn
Loga
n Hi
nes s
aid.
Build
ing o
n th
is ea
rly se
ason
succ
ess,
the
team
gaine
d con
fiden
ce as
they
wor
ked t
oward
th
eir go
al of
coun
ty do
mina
nce.
“We
got t
hat f
irst f
eelin
g of
succ
ess.
Our
co
ach
starte
d pu
shing
us
and
we fe
d of
f of
him,” s
enior
Blak
e Her
ringto
n said
. W
ith
conf
idenc
e bu
ilding
an
d tal
ent
deve
loping
, the
team
con
tinue
d to
per
form
we
ll. In
the n
ext t
hree
mee
ts, th
e tea
m pl
aced
in
the
top
four,
pro
ving
their
per
form
ance
th
ese
past
two
year
s wa
s no
t a
fluke
, bu
t rat
her,
a tre
nd.
“We’v
e all
plac
ed a
t lea
st on
ce th
is ye
ar,
so th
at sh
ows t
hat e
ven
thou
gh w
e’re
youn
g we
can
stil
l ge
t po
ints
at m
eets.
Whe
n up
perc
lassm
en le
ave
we’ll
stil
l hav
e a
good
pr
ogram
,” Gre
en sa
id.
As th
e sea
son p
rogr
esse
d, th
e tea
m st
eadil
y ap
proa
ched
their
goa
l of c
ount
y su
prem
acy.
Their
per
form
ance
s in
impo
rtant
mee
ts lik
e Di
strict
s and
Metr
os re
flecte
d the
deve
lopm
ent
of th
e tea
m’s
conf
idenc
e and
over
all sk
ill wh
ile
perp
etuati
ng th
eir re
turn
to St
ates.
“If w
e can
finis
h in t
he to
p fou
r or f
ive th
at wo
uld re
ally s
how
the u
pward
dire
ction
of th
e pr
ogram
,” Hine
s said
.In
dividu
al pe
rform
ance
s in
the
Distr
icts
allow
ed s
ome
mem
bers
to m
ove
on t
o Re
giona
ls. Ju
nior M
arvin
Brac
y won
his 1
00m
sp
rint,
anot
her s
tep to
ward
defen
ding h
is sta
te tit
le fro
m t
he p
revio
us s
easo
n. H
ines
also
mov
ed on
, winn
ing th
e 1 m
ile ev
ent.
“It fe
els g
ood
[to c
ontri
bute
to th
e tea
m
beca
use]
I kno
w th
at th
e trac
k tea
m is
on
the
rise a
nd th
at I h
elped
to cr
eate
the e
xpec
tation
to
do w
ell,” H
ines s
aid.
COR
AL D
IXON
AND
KAITL
YN D
IKE
The
custo
mar
y hu
midi
ty an
d aft
erno
on
show
ers
signa
led t
he a
rriva
l of
the
spr
ing
seaso
n, a t
ime
for r
enew
al an
d gr
owth
. Th
is re
newa
l and
gro
wth,
howe
ver,
was n
ot o
nly
seen
in th
e gr
ass an
d sh
rubs
linin
g th
e pa
ved
track
, but
also
in th
e boy
s trac
k tea
m it
self.
Af
ter p
lacing
sixt
h in
the
state
mee
t the
pr
eviou
s ye
ar, t
he t
eam
aim
ed t
o co
ntinu
e th
eir su
cces
s, loo
king
to e
stabli
sh it
self
as a
dom
inant
prog
ram in
the c
ount
y. “A
fter
our
first
prac
tice
we w
ere
saying
‘W
e’re r
eady
for a
mee
t’,”
soph
omor
e Jos
hua
Gree
n said
.In
the
first
mee
t of t
he se
ason,
the
Lake
Hi
ghlan
d Cl
assic,
the
tea
m’s
work
eth
ic wa
s evid
ent w
ith a
seco
nd p
lace
finish
. Th
e su
cces
sful r
esult
was
prop
elled
by
indivi
dual
perfo
rman
ces
like
junior
Pre
ston
Taylo
r’s
1600
m pe
rsona
l rec
ord o
f 4:5
4.79
. “T
he fi
rst m
eet i
s alw
ays a
good
way
to se
e
SPRIN
G AWA
KENIN
GTE
AM W
ORKE
D TO
WARD
RET
URN
TO
STAT
E ME
ETseas
on
best
time i
n th
e 100
me
ter
10.26
43.86
4:17.9
4
seas
on be
st tim
e in t
he
300 h
urdle
sse
ason
be
st tim
e in
the 1
600
meter