The Proctor Pulse is written by the spring term Journalism class. This issue of the Pulse focuses on the different project periods some of us enjoyed in late March.

PROJECT PERIOD EDITION Editors: Nicole Adee & Devon Webster

PROCTOR PULSEJOURNALISM CLASS SPRING 2013

By Kayla Harris

Usually when students think about project period, they think about dog sledding with Ian, hunting with Dave Kenney, or quilting with Sarah and Sue. This year having a project that allowed students to learn and practice gambling was an exciting choice.

Cheka Ventura, a project period intern noted, “It was weird to have casino royale in project period 2013 because most of the projects were active projects..., but with the casino one it was just sitting and gambling.” Our project was much more than sitting.

Throughout the three days we played all sorts of casino games: Texas Hold ‘Em, Eucher, blackjack, cribbage, roulette, and craps. We learned new skills such as bluffing, how quickly gambling can lead to losses, and probabilities.

During casino night, one student

had one hundred dollars in his

bank and he asked another student to borrow one hundred dollars so he could buy in on the craps table. A few minutes later he went over to the student

he had borrowed money from and reported that he had won

15,000 dollars! “Winning that

much made me feel victorious and invincible.” Nick Vercollone stated, “I felt like I could win it all that night.”

Throughout the three days of Project Period, we would play all sorts of casino games. Texas Hold’Em, Eucher, Blackjack, Cribbage, Roulette, Craps.

The group participated in a poker tournament twice during Project Period. The first and second place winner at the first table would go on to the final table to compete for the top poker player - and win piles of “money. “

Once we mastered our own skills in gambling, we opened up the tables to rest of the community in our very own casino night.

CASINO ROYALE

by Michelle HolmesStaring out of the van window, our project period group was stunned to see destroyed houses and ocean sand all

over the streets as a result of last fall’s Hurricane Sandy. We were here to help for three days, but I didn’t know where we’d start. The group was mostly unaware of the destruction Hurricane Sandy had done to New Jersey, and how many buildings and houses still needed to be repaired. It had been five months since the storm hit, yet so much still needed to be done.

Sophomore Fallon Adair explained her reaction, “I was very surprised with the damage Hurricane Sandy had done, I heard about the hurricane on the news, but it only seemed to be broadcasted for a week at most, so it made it seem like everything was okay and that it wasn't that bad.”

Kelcey Crawford had a similar thoughts, “The hurricane was long ago and I didn't think that there would still be that much damage from it.” So much work still had to be done: collecting debris, shoveling sand, clearing out flood damaged houses, and rebuilding sand dunes were only a few things we helped with. There were college students volunteering for an “alternative spring break” that we worked nearby one day. The group pondered different ideas in order to raise awareness that there was still so much that had to be done to help the devastated parts of New Jersey.

! ! ! Fallon wondered how to “Continue to reach out for help so that people are aware that ! ! ! ! there is still construction that is unfinished. Senior Dan Watts brainstormed a different ! ! ! ! idea, “I think the best way to understand the damage is to go down and see it firsthand ! ! ! ! but obviously not everybody can do this. Other than that, pictures or videos would be an ! ! ! ! effective way.”

! ! ! While cleaning up the streets, a few residents from New Jersey came up and thanked us ! ! ! ! for our time, then asked how they could help out. It was very fulfilling for the entire group, ! ! ! ! knowing that our small efforts were helping people. Dan observed, “There were a lot of ! ! ! ! New Jersey residents that came up and talked to all of us. They told us how they were ! ! ! ! thankful that we came all the way from New Hampshire to help them. I think it really ! ! ! ! meant a lot to them. I guess I understand because I think they just want life to return to ! ! ! ! the Jersey Shore. I think if I lived there I would feel the same way.”

! ! ! ! From the moment we drove into New Jersey and saw the areas where ! ! ! ! Hurricane Sandy hit hard, we were all shocked. The entire group wished that we could ! ! ! ! have stayed there longer and helped out more than three days. It just didn’t seem like ! ! ! ! enough time. To see the residents faces when we told them we were volunteers from ! ! ! ! New Hampshire, happily spending our time there in New Jersey to help them out, was ! ! ! ! priceless. It was extremely fulfilling and definitely a project period not one of us will

forget.

PROCTOR RESTORES THE SHORE

by Odaine Franklyn

In life, sometimes you need to expect the unexpected. I never thought that I would be shooting arrows with a bow and firing shotguns while at Proctor. In my project period Hunter and Bowhunter Education, we were taught about shotguns, rifles and hand guns. We also learned about bows and arrows for an exam that would lead to earning a NH hunting license. Early on, we broke into small groups to learn about pump action, lever action, semi-automatic, and break action shotguns. The first day the instructors brought us out to the shooting range where they let us shoot 22’s. I was nervous at first but after the first shot I got the hang of it and started hitting the target with confidence. I put five shots near the bullseye; I was proud of myself after shooting for the first time. I never thought I would be handling these weapons. I kept worrying what could possibly happen if something goes wrong? I wouldn’t blame it on anyone but the person who actually put me in this project period group. But at the end of the day I tremembered thinking, why not try something new? I was always the type to try new things but I never saw myself holding a gun or a bow and arrow. I was pretty worried.

The second day we learned about bows and arrows, this was also dangerous but I found it fascinating because I never shot with a bow. This was not a problem at all, I learned the basics easily but the only problem was aiming and hitting the target. It was fun all around, until Dave Kenney asked if I wanted to shoot his state of the art bow, I was honestly nervous and started sweating bullets. I put the strap around my wrist, grabbed the bow and the arrow, and lined up the arrow. I had a real difficult time pulling the string back because it was a seventy pound bow. I started sweating more because I was nervous and scared I might mess up and hit something I did not mean to hit, but I took a deep breath and released a little lever that lets the arrow fly. I swear when I pulled that lever my whole body jerked back and I almost fell over. I also enjoyed the chance to work with experienced kids who have hunted before with shotguns and bows and arrows. I learned some tips from Nicholas MacDuffie and Carl Liu. Nicholas was very experienced and told me, “I signed up for it because I need to have my license in order to hunt because I’m turning 16 soon.” In the state of New Hampshire you can get your hunting license at a pretty young age.

After project period I was relieved, knowing that all the pressure was gone and now I get to relax. Getting my card for my license was pretty awesome; I felt proud to learn a new skill. I never expected to be shooting at Proctor, and thinking about hunting has me nervous all over again, but you just never know what might happen.

web photos

The Unexpected

Mission Impossible Jersey...by Jesser Johnston

web photoIt is funny how bringing people together to help one another is often through mother nature's tragic

events. When my project period group Hurricane Sandy Relief explored the disaster along the New Jersey shore, the devastation was indescribable. After an eight hour car ride we made our way to what I would call the apocalyptic zone. Within fifty yards the scenery in some hard hit towns would completely change from beautiful summer ocean homes to sand, wrecked houses, and debris covering everything. Not only was there sand everywhere, but some houses that we passed were slammed almost entirely off their foundations. The water damage was horrific and some homeowners are now forced to raise their foundation to nine feet to be ready for any future flooding. The support we got from some locals was outstanding, they were appreciative of our help. There was no shortage of jobs - everywhere we looked there was more work to be done.

The damage was very disheartening, but spending two full days there kept things in perspective for me because we were constantly being thanked by people from the communities. One lady drove 45 minutes from west Jersey to help clean up. Two other ladies let us eat lunch in their house on a chilly day. I was shocked at the hospitality of the women who invited us to eat in their gutted house because we were complete strangers. I can see now why and how people from different places come to each others aid.

Mickey Sweeney• • •

Project period is one of

those beautiful experiential learning opportunities that Proctor Academy offers. Annie Mackenzie’s project period The Art of Hula Hooping was dedicated to making hula hoops and donating them to two nearby communities. Hooping was not only a pleasurable meditation session, but also a way to give back to the community. Overall, we donated over thirty hoops to the local Andover Elementary School and an after school program in Concord, New Hampshire for immigrant children. Becoming more acquainted and more familiar with your community is a big part of the project period week.

We let our creativity out when making the hoops. First, the group took a short trip to RP Johnson’s down the road to buy tubing and connectors. The group

experimented with different weights of tubing and sizes, then, we chose the colors of tape we wanted to make our own hoops come alive. “It was fun to know that we were making the hoops not only for ourselves, but for young kids to use all the time!” noted Kate Pattison, a junior at Proctor (pictured below). Most of the hoopers in the hula hooping project period signed up to learn more about the art of hooping and it was a way to work with little kids. Michelle Asch, a junior here at the school, observed after our project, “This was a great opportunity to volunteer at the middle school and it also made me enjoy hula hooping more then I did before project period.” She observed she learned a lot from the children she worked with, because they had a lot of new ideas and tricks to share. At Andover’s elementary school, we worked with the afternoon gym class, taught the kindergarteners new tricks, helped promote exercise, and just got to know young kids of the Andover community. All the kids smiled and giggled the whole class. Each one was engaged and tried everything

we demonstrated. It was so rewarding to work with young kids. Their minds are fresh, open, and easily inspired. Also, being able to donate and leave the hoops we worked hard to make for the kids felt good. Thaddeus Bicknell, another hooper in the project period, noted, “They [the kids] all were extremely excited to see that they would be able to use the hoops even after we left. I think this was the best part since it is an ongoing gift.” The hula hooping project period was beneficial both for ourselves and for the community. It was a fun and exciting way to give back!

Hula Hooping Madness

by Hunter Hewig• •

Looking down at my

cards, I was unhappy to see that all

I had was a pair of threes. The old

man sitting across from me at New

London’s retirement home stared

me down as he went ‘all in’ with

his big pile of chips.

It was my project

period’s community service night

and we were helping out with their

casino night. I looked up at his

smiling face, thought it over, and

folded. Along with helping out, I

was losing badly.

Whatever project period

you choose, a large part of it is

giving back to the community in

many different ways. Whether it is

volunteering at a retirement home

or helping out at the local

elementary school, Proctor

students give back in many ways.

Project Period at Proctor

Academy is a unique opportunity

to pursue something that interests

you. As someone who has never

really volunteered, especially at a

retirement home, I wasn’t sure

what to expect. But, it ended up

being a rewarding experience.

Before arriving at the

retirement home, I was expecting

to just help out and then leave, but

I met a few older men who had

been in the navy, and we started

talking about our travels and

experiences. I left that night with

a feeling of gratification. It was

amazing to hear the stories people

have; you won’t know them until

you have the time to ask.

Through this project, my

group and I earned the satisfaction

of knowing we may have made

someone’s night a little bit better.

A Pair of Threes

Quilting Steals Hearts

by Devon Webster• • •

“Their faces are

amazing, [I see] amazement and

proud kids!” Faculty leader

Sarah Whitehead was describing

the faces of students after seeing

their finished quilt for the first

time. Quilting was first

introduced at Proctor Academy

as a project period twelve years

ago by Sue Rochon and Sarah

Whitehead and it continues to

flourish today!

Project period is one of

the great experiential programs

that Proctor provides for their

students. Each student is required

to participate in one of these three

day projects every March and

projects range from guitar lessons

and bridge building, to hula

hooping and dog sledding.

During my sophomore

year I hoped I would have the

opportunity to get off campus to

experience something new.

When I looked at my limited

options, I decided I would go

with quilting. “Whatever” I

thought, it will be boring but at

least I can hang out with friends

on campus and hey, I’ll get a free

blanket out of it.

Holly cow was I wrong.

Quilting is one of the most

amazing things I have ever done.

It was not what I expected! I

thought what most kids probably

think when they think of quilting:

a bunch of grannies sitting around

working with fabric.

On the first day of

project period, Sarah and Sue

took us to Joann’s Fabrics. Here

we decided what fabrics we’d

use on our quilts. The second we

saw the fabric selection, our

group’s eyes went wide. They had

purples, hot pinks, rocket ships,

cow prints, nearly every color and

every pattern I could possibly

imagine! Once I chose my

fabrics I couldn’t stop thinking

about my quilt. Sue shared that

one of her favorite parts is

“Watching the squares come

together, seeing how the fabric

choices work out.”

She is not kidding! It

becomes a guessing game. Every

new fabric you put on you

alternate first light, first

dark, second light, second dark. I

got so stoked to sew my next color

on that I didn’t realize how hard I

was pushing the sewing machines

petal until I smelled oil from the

overheated sewing machine!

Sue and Sarah have to

tell students to slow down so they

can pay more attention to their

seams. But you start to crave the

plastic smell coming from this

overworked instrument, relating it

with emotions of pride and joy

that come with seeing your quilt at

its next stage.

Once you are done with

your squares you have to sew

them all together. There are so

many different layouts to choose

from, each can completely change

the look of your quilt. Once that is

complete you sew on the borders

of your quilt where each and

every color begins to ‘pop’ more

then ever.

“[I love] watching the

kids faces when they turn the quilt

inside out, which is the first time

they see it all together with the

thick, fluffy inside in place. We

always have to lock up the quilts

while we clean up, because the

kids just want to walk around with

them, they are so proud.”

Explained Sarah.

I felt so comfortable with

the skills I learned during quilting

that that the following spring

family weekend my sister Hannah

and I went home and taught my

mom and older sister how to quilt.

We all worked together and made

a quilt for our close family friend

who was battling cancer. We went

to the fabric store together and

picked out fabrics that reminded

us of her.

It was the most amazing feeling to

give her the blanket, seeing how

much it meant to her made us so

happy.

She passed away later that

spring and talked about the quilt

in her obituary. “Coming home I

literally felt like I was wrapped in

a blanket of love and that is what

this community means to me,” she

said.

Since taking quilting as a project

period I have made seven quilts. It

felt so great to work hard on

something and be able to look at

the finished product and feel

really proud. Quilting is

something I would have never

done if it was not for project

period. I fell in love with quilting

and I know I will continue to quilt

throughout my life.

Ryan Glantz• • •

“We treat over 100 top of the line college athletes a day, whether it be taping, icing or injury rehab.” Steve Bushee, one of the head athletic trainers at Boston College spoke to our group. “Our goal is to keep our athletes as safe as possible.” Bushee, a twenty nine year employee at Boston College, was part of a very impressive facility on our project period tour of college athletics.

After our group finished exploring the state of the art facilities, I was completely “wowed” at the enormity of the athletic department. I wondered how could any athlete here at BC remain injured?

The athletic facilities are not the same for every college, but each school was unique in their own way.

Northeastern was almost the same as the highly acclaimed Division One Boston College, however considering it only has a fifth of their student body as varsity

athletes, it was considerably smaller.

Boston College and Northeastern were almost on a professional level, while Merrimack’s facilities are smaller as they only have one NCAA Division One sport, ice hockey. Most of the facilities were similar to Proctor, but the energy the training staff puts into keeping their athletes healthy is like no other, as each member of the training room puts so much of their time and effort into the programs at Merrimack.

We saw the same amount of effort at the Massachusetts Institute of Technology and Saint Anselm, two colleges featuring Division Two and Division Three sports. MIT’s effort to support their thirty three Division Three teams was impressive as they can treat almost fifty athletes at a time with about six fully employed trainers. St. A’s has almost the same atmosphere,

with tireless energy put into the safety of the athletes in another small atmosphere.

With the experience of seeing five different colleges, our project allowed us to gain a greater appreciation of not only the athletic facilities but also the amount of time and resources put into sports medicine itself.

Inside College Athletics and Athletic Training