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a publication of Canterbury School of Florida

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through the eyes of a middle school student FALL 2016 |


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FACULTY PROFILES: PAUL KOSTAK; MANDY FIOLA Technology Coordinator; Mandarin Chinese Teacher






Middle School musical production



news & notes 10


book review







features 12


athletics 20

reflections 21

support 15


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alumni 22



CSFeatures a publication of Canterbury School of Florida FALL 2016



CSFeatures is designed to give past, current Grade 4 student comforts a PK4 student during a buddy T-ball game.

When I got my hands on a copy of the book, the first thing I did was scan the chapter titles, each of which is a nod to a particular attribute of empathetic children. She says that empathetic children: 1. Can recognize feelings 2. Have a moral identity 3. Understand the needs of others 4. Have a moral imagination 5. Can keep their cool 6. Practice kindness 7. Think “us” not “them” 8. Stick their necks out 9. Want to make a difference What struck me immediately was how many of these have been taught to my children at Canterbury over the years. On the Hough Campus, these habits are reinforced with CAP skits they created and performed for their peers. Each skit was based on a monthly attribute such as empathy, integrity, perseverance, responsibility, or kindness. These attributes were modeled by teachers, as well as the "big kids" in Grades 3 and 4 who were paired with PK3, PK4, or Kindergarten students to participate in monthly "big buddy" activities. These big picture ideals of character carry over to the Knowlton Campus where CAP

a snapshot of what our students, faculty, parent volunteers and alumni are doing on campus and beyond.

Grade 1 students perform a CAP skit.

EDITOR & DESIGNER Heather Lambie

in today's all-about-me world On November 3, bestselling author and speaker Dr. Michele Borba (see article, pg. 19) came to our campus to speak to parents, faculty, and staff about her most recent book Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World. In it, she discusses nine essential habits that provide what she calls the “empathy advantage.”

and future Canterbury families and friends


Claudine Cieutat

Scottie Smith


Grade 3 student reads to his PK3 buddy.

Jorge Alvarez

Heather Lambie

Elise Schreiner

Jeremy Quellhorst

TELL US YOUR THOUGHTS! Tell us your thoughts on this issue of CSFeatures. Share your stories and pictures with us for the next issue. We reserve the right to edit your letters for length and clarity. Email:

lessons continue in advisory and beyond. Students in grades 5 and 12 participate in a similar buddy program, and the athletes consistently win statewide sportsmanship awards. Our softball team Twitter account “We is greater than Me” cover image is the same one used on their state championship t-shirts. These girls clearly understand that in sports--as in life--all outcomes are greater than one individual’s efforts. (see softball stories on pg. 20) I’m so proud of the young adults my now-middle-school-aged children have become. But I would be remiss if I took complete credit for their character. I am well aware of how Canterbury’s faculty, staff, coaches, and community-at-large have helped shape them into teens who understand the needs of others, practice kindness, and want to make a difference.

Contact ADMISSIONS: Michelle Robinson, Director of Advancement & Admissions | 727-521-5903 | @canterburyFL FALL 2016 |



connections on when bringing students to the space could help expand their lessons. But it’s not just his job description, it’s his life’s mission.

Paul Kostak



Kostak has a Masters in Curriculum and Instruction with a focus on Science Education. Since starting at Canterbury he has become a Google Certified Educator, a Microsoft Innovative Educator (MIE) Expert, and a Microsoft Certified Educator with a specialized certification for OneNote.

The eighth grade science teacher of Canterbury’s Paul Kostak, Pam Dzurilla, has made an impact on generations of children she will never meet. Why? Because, as Kostak says, “She made science fun. It was very hands-on and interactive. From that class on, I loved science.” Fast forward 23 years, and Kostak is leading Canterbury’s technology initiatives as the Knowlton Campus Academic Technology Coordinator, and teacher of the school’s new Digital Literacy and Design Engineering courses. Kostak came to Canterbury last year from . . . well, Canterbury. He and his wife moved from Greensboro, NC, where he was a science teacher at the Canterbury School in Greensboro (no affiliation). Kostak said he came to our Canterbury, “for a combination of the position with the idea of growth, and also location. We were tired of the snow!” He was already doing “maker” activities in his science class at Canterbury Greensboro. He led a team that repurposed the school’s old gym into a science and technology center that included a makerspace that he designed. Knowing that Canterbury Florida had plans to design makerspaces of its own, Director of Tech-

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nology Jody Moore brought Kostak to Florida and hired him for the position of Academic Technology Coordinator. Kostak is hot on the maker movement because, “[it] allows students of all learning types to show their knowledge,” he says. “It creates physical artifacts; takes what’s in the student’s head and creates an artifact, a physical representation of learning. As a teacher you can physically see it--I don’t have to read a paper to find out if they know it or not, I can see it.” As education modernizes, students and teachers should not consider a makerspace as a “specialized space.” Every student at Canterbury should--and does-use the school’s makerspaces multiple times a year in multiple disciplines, however as people become more comfortable in the space, they will need to progress beyond simple use. “The goal would be where the students are able to design and build their own ideas, not just for projects in regular classes. So they get to be entrepreneurs, and share their passions,” he says. While the end goal is student growth, it is in Kostak’s job description to show teachers what the space is and how they can use it for their lessons, to show them

“I’m very passionate about helping teachers with their curriculum in their classes,” he says. “I feel I can influence more students by helping the teachers because it filters down to [the students] that way. I’m passionate about making [the teachers] look good and getting the kids excited about their classes. I’m constantly meeting with teachers and they tell me, ‘OK, we have these units coming up, what can we do with them?’” The word is definitely getting out that it’s working, and kids are engaged. Last year, with Kostak’s help, Laura Fauver introduced robotics into her eighth grade science curriculum, and this year Kate Welborn is going to use robotics in her sixth grade space unit. Likewise, last year Fauver and Middle School Assistant Principal and math teacher Ashley Swanegan combined their lessons in science and math, and were recently accepted as presenters at the Future of Educational Technology Conference to share their collaboration. What’s next? “The number of requests for help from teachers between this year and last year has grown tremendously, but I would love to see the curriculum grow even more at the high school level. ” Upper School tech interest will happen organically when the middle school students now participating in this year’s new educational technology curriculum advance to the upper school. Courses include: l Applied Technology (Grades 5 and 6, required) l Industrial Technology (Grade 8 required) l Design Technology (Grades 7 and 8, required) l Digital Literacy (Grade 9 required) l Design Engineering (Upper School elective) “Our growth makes sense in terms of the current need in the job market,” Kostak says. “We’ve given students access to pick the right tool for the job, whether it be Apple and movie creation, or Chromebook and typing a document, or an iPad and collaborating on a project. We have the tools to do that. This will continue to change each year, as technology becomes obsolete in three years. You have to stay up with it as colleges and the job market demand it.”

Mandy Fiola MANDARIN CHINESE TEACHER BY HEATHER LAMBIE Middle and Upper School Mandarin Chinese teacher Mandy Fiola recently jumped on the educational technology bandwagon, starting her Ed.D. degree--a doctorate in education--in Learning Technologies at Pepperdine University. “My New Media Literacy class is about how media affects teaching trends and people’s lives. How does media change our thinking, the way we communicate with people? [Students today are] learning for life skills, not just subject matter. They’re learning to communicate via Skype, problem solve across countries,” Fiola says. This October Fiola traveled to Los Angeles, CA, for the Digital Media and Learning Conference and what she called her “face-to-face” classes at Pepperdine. “Before I left for the conference, a student told me that, ‘Reading is so hard. I don’t know how to read this. I don’t understand.’ It made me feel like if a student is struggling and traditional teaching methods aren’t working, how am I going to help? We have the tools here, but I’m not using them as much as I could. It used to be that if a teacher used an e-book in class, they called it ‘using technology’ in the classroom, It makes me think about my own teaching. I think I’m using different things, but it’s not enough. I need to do it smarter. I don’t want to just give my students an app to use. I want to think outside the box for those who learn differently,” she says. Fiola was inspired to step outside the language department and pursue an advanced degree in Learning Technologies after seeing how Canterbury’s students are thriving in the school’s new makerspaces on each campus. “Our makerspace is just one part, it’s an

“I want to put these two together so the gap is smaller between technology and the classroom teacher. I want to do something, not just study Learning Technologies. I want to connect what I’ve learned with my students and my work.” application,” she says. “Once we learn the theory, how to apply it, then how do you implement your curriculum into makerspace? It doesn’t have to be just in Technology or Computer classes. In Mandarin Language class I can use it, Physics can . . . how are we going to implement it into different subjects? All the teachers are learning to take students up there and put [the makerspace] into action; critically thinking, collaborating, communicating what they are learning.” Fiola says she has the teaching experience, but not technology experience--yet. “I want to put these two together so the gap is smaller between technology and the classroom teacher. I want to do something, not just study Learning Technologies. I want to connect what I’ve learned with my students and my work.” A recent YouTube video Fiola watched (watch it here: com/watch?v=dqTTojTija8&feature=share) talks about this need for the modernization of education. The video points to how very much the look and applications of a phone have changed in the last 150 years, and how the look and capabilities of cars have changed in that same timeframe. However, for most schools, virtually nothing has changed in the last 150 years in the way a classroom is set up (in rows, like a factory assembly line) or in the way subjects are

taught (with a teacher lecturing at the front of a classroom, and students sitting still and taking notes) or in how students are expected to learn (rote memorization and regurgitation). Fiola says, “My colleagues in public schools and charter schools don’t have the tools and spaces we have [at Canterbury]. We [teachers] just need to utilize them more. We have to take it a step farther. Now we should use technology as a tool to help students learn those skills they need to be prepared to leave the school.” In the last four years, Canterbury has made great strides in this area. When the Carothers Family Library was being built from 2010-2012, all the furniture in the library was chosen because of its mobility. Everything is on wheels, even the bookshelves, so that the space could be modular and malleable and changed for how the learning needed to happen in any given class using the space on any given day. Two makerspaces (one on each campus) were built in 2015 thanks to the donations of many families through a Spring Gala paddle call that raised more than $50,000, followed by a major gift of $60,000 by an anonymous family. In addition to the physical growth, a professional staff of Academic Technology Coordinators--one on each campus-were also added to facilitate the use of the makerspaces. They are dedicated to helping teachers utilize and integrate technology into their everyday curricula (see Paul Kostak story, left). As a result, Canterbury students are some of the lucky few who get to learn in a new millennium where getting out of your seat, using your hands to make things, and learning by doing are encouraged. FALL 2016 |



Edward Yardumian


BY HEATHER LAMBIE During the early 1990s, as this new thing called the Internet first slowly dialed up onto everyone’s radar, a young Edward Yardumian (‘92) began unknowingly taking the necessary steps that would put him on a professional trajectory to becoming the current Vice President of Product Development at Dell technologies. And to think it all started in a Canterbury computer lab. In the late 1980s, Louise Yardumian, Ed’s mother, was Canterbury’s Lower School music teacher, and later, the Middle School band teacher. When Ed was nearly of high school age, his parents agreed that Canterbury was the best option, so he became a Crusader in the eighth grade. At that time, Canterbury was just one building. “Our Homecoming games were basketball games, because there wasn’t a football field or a football team. There wasn’t even a basketball gymnasium,” he remembers. He also remembers not being very focused on academics those first few years. “I enjoyed yearbook design and baseball and basketball mostly. Luckily, I did grow better at academics over time because the

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teachers were quite good, and I realized I needed to get my act together for college.” Yardumian credits his parents and Mrs. Chapin (“She ran the computer lab at Canterbury,” he says) for facilitating his path to high tech. “I think science is cool,” he says. “We don’t have enough good people in science, or enough science teachers. I come from a teacher and a scientist who bought me my first computer as a kid. Also, Mrs. Chapin recognized my interest in computers. I was fortunate to have access to computers at school and at home when I was very young, so I could learn Basic programming. I think that also helped accelerate my interest in software.” In 1992, Ed graduated in a class of 16 students. “Obviously, we were all pretty close in a different kind of way,” he says. “The size of the school at the time afforded us something very unique. The teachers went beyond the material to support us as people. Having a combination of good-hearted faculty and small classes allowed for that. The Class of ‘92

was close to the ‘91, ‘93, and ‘94 students as well. The school was small enough that a lot of our relationships existed beyond just one class.” Yardumian went on to the University of Miami for two years, then transferred to the University of North Carolina, where he graduated in 1996. He worked his way through college, and by his senior year, he was working 80-100 hours per week doing software consulting and even working for the university. “High tech in the late ‘90s exploded,” he says, “and I was fully immersed in it. Through my work at the university I came to know suppliers in the industry, including networking, software, and systems companies like Dell. I knew my time was coming to a close at university, and I wanted to work at Dell so I sought out the contacts I had there and was hired. That was 1998, and 18 years later I

LEFT: Edward's upper school baseball team. ABOVE: Edward (far left) with some classmates at their senior class dinner, at the Wine Cellar restaurant (now closed). still work at Dell.” He admits that as a Generation X’er, he’s a bit of an anomaly of the people his age in that he’s worked at one company for so many years. “But I’m not an anomaly at Dell,” he says. “There are many colleagues I’ve run into during my business travels, who I haven’t seen in years, and they still work [at Dell]. I’m fortunate to work at a company that people love working for, and a bunch of those people have even boomeranged--left and came back because they enjoy what we accomplish together.” Yardumian says he’s had many professional mentors over the years, including the manager who hired him, but credits the one who asked him to come to Taiwan 11 years ago as being the most critical to his career, and his personal life. Yardumian currently lives in Taiwan which is where he met his wife, a Taiwanese-American who works in marketing at another high-tech company. They have a one-year-old daughter. “I worked for Dell in Austin, TX, for seven years, and have worked for them in Asia the last 11 years in Taiwan and India,” he says. He still comes to the U.S. three to four times a year for work, and he and his wife come more often than that to visit family. Yardumian admits that moving to Asia was one of the scariest times in his life. “In Taiwan they speak Chinese and Tai-

wanese, and in India they speak twenty-plus languages and dialects . . . you realize you have a lot to learn,” he says. “Being in a lot of new situations and not being able to communicate is scary. I definitely took a leap moving to Taiwan, but I’ve enjoyed the cultural perspectives that’ve changed me since I’ve been here. I've grown as a person.” He’s also grown as a professional. Today, Yardumian is Vice President of Product Development at Dell. Specifically, he handles product development for enterprise server products, “the systems that power the internet, corporate and

could be thousands of people who contribute to the end product,” he says, “not only in design, supply chain, and manufacturing, but also bringing all of those pieces together--some of which my team is designing, others my colleagues or our partners create, and some of which we purchase. It all comes together and works in a way that allows us to sell a powerful solution in more than 150 countries.”

Though it seems like a huge responsibility, Yardumian admits that his current biggest struggle is that of every parent. “Getting enough exercise,” he jokes. “Seriously, though. work If you could give one piece of advice to Balancing in an internationa current CSF student, what would it be? al setting with having a new, young family and those needs, and staying in touch public infrastructure, and manage and with people in U.S., traveling for work, secure data,” he explains. “There’s a conference calls, all that.” substantial datacenter capacity behind the intelligence of the apps running on Even if he’s unsure of his life’s balance, your mobile devices.” The teams he when asked about his biggest remaining leads are designing hardware comgoal, it’s clear he’s got one the most importponents like motherboards, as well as ant thing in check. After a long pause he integrating systems of the hardware and jokes, “Maybe my remaining goal should software working together. be to write down my goals.” But then he calibrates. “We obviously have one child “I also lead teams that create firmware that we have to do a good job of raising, that run on these systems,” he says. and providing perspective for, and putting What the team does in creating a prodher on the right path. So seeing good things uct is a massive undertaking. “There for her is my number one goal.”


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PLEVA AND HER PARENTS up in the middle of the night wondering, ‘Why am I here?’ I was scared because I had no one in my family to talk to, so I was kind of in shock.”

Shelley Pleva CLASS OF 2021

Pleva visited Zoe Lee’s school, which was a boarding school high on a hill. “[Zoe] said most kids in China go to boarding school when they’re young so they get used to it. Many don’t see their parents for a couple weeks or months at a time. You have to be tough to go through that alone.”



of her peers segued from seventh to eighth grade by attending summer camps or hanging out at the local mall, Shelley Pleva (‘21), went to Cheng Du, China, and stayed there for three weeks as an exchange student. By herself. Shelley was given this opportunity because of her scores on Level 2 Youth Chinese Tests (YTC) that are administered by the Confucius Institute at the University of South Florida. The USF Confucius Institute is a partnership between USF and Qingdao University in China. It is one of over 400 Confucius Institutes worldwide. USF was the first university in Florida, and the first major public research university in the Southeastern

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After her parents left, however, Pleva began communicating more in Chinese, and learning to enjoy the culture. “It got a lot better,” she says. “You’d wake up in the morning and walk to breakfast and get a hot coffee and food. Everyone was so happy. I never saw anyone there who was crying or angry--they live so differently from us. As I realized, China is so big, but the small parts really matter.”

United States, to establish a Confucius Institute in early 2008. Dr. Kun Shi, Director of the Confucius Institute at USF, offered to facilitate Pleva’s trip by suggesting she live with Shi’s sister, who lived and worked with a family in Kun Ming, China, and had a daughter about Pleva’s age named Zoe Lee. Pleva traveled to Cheng Du, China with her parents, and stayed with Zoe Lee, who spoke a little English. Pleva’s parents stayed in China at a hotel about a mile away from Pleva’s host family for one week to ensure the transition was smooth, and then returned home. “The first week I was there it was really hard,” Pleva says. “I wasn’t used to the culture there in general. I would wake

Zoe explained to Pleva how school works in China. “They exercise in the morning together,” she recalls. “They really push the kids. They even grade P.E. Like, you’re graded on how far and fast you can go on your sprints, not just for trying or completion. There, it’s very important to have superior grades because their colleges look deeply into the little things in students’ academic lives, like how they performed on specific science labs that they do, or the projects they do in Math.” As a result, Pleva learned, many Chinese students consider American schools because they are easier for them academically. “It made me think that we, as American kids, take for granted what we have school-wise,” she says. “They don’t have it as easy as we do. We think that we

“China is so big, but the small parts really matter.” PLEVA AND ZOE LEE have a hard life, but when you go there you see something completely different.” Pleva did find social time in China too, of course. “Sometimes we’d take the subway to a medicine shop or walk around town. I met some of [Zoe’s] friends. They were really nice. We’d go to amusement parks and she’d explain everything to me. It was a good bonding experience. She and I, we clicked. It was easy to communicate with all of them.” Zoe and Pleva still talk almost every day, and they write to each other. We have WeChat app to talk since I don’t have a Chinese keyboard on my phone. Mostly we try to talk in Chinese.” When asked how this experience might influence her professional future, Pleva says, “I really want to get into business with the Chinese. I’m interested in business and how the economy works. [This experience is] definitely going to help me with college. I’m not great at sports, so I focus a lot on my studies. I’ve been taking Chinese for four years now at Canterbury, and now I have a new tutor who pushes me a lot to learn new things.” Pleva’s father has been a big influence in her international studies. Her parents are from the Czech Republic. “My dad offered to help make this trip happen for me because he felt like more students should be involved in any type of language and communication throughout the world. Foreign travel opens our eyes to other parts of the world, not just where you were born or came from.” Pleva’s Mandarin teacher Mandy Fiola (see article, pg 5) had this to say about her: “She is very motivated, and she knows [language is] important. A lot of kids don’t think they’ll need that lan-

guage, or even that learning something for the sake of learning is important, so they lose interest. She realized that is important to her, and she becomes a better all-around learner because of it.” Pleva’s eyes were surely opened in ways she didn’t expect. “I didn’t think I would enjoy it as much as I did,” she says of her summer trip to China. “I thought I’d be in my room the whole time worrying about how I’d get back by myself, and scared of what was ahead. But it was so much fun in the end, and I didn’t want to leave. I would recommend this trip to anyone. It’s scary at first, but as long as you act like yourself, there is no problem. [Zoe and I] had the same interests, we talked about school and boys, and it’s really easy to communicate with them.”


The biggest lesson Pleva took home was the importance of independence at a young age. “It made me so happy that they walked to school and took the subway everywhere, no one had to be scared, everything was so safe. They learn to be independent at a very young age,” she says, adding that learning to be self sufficient and do things on your own at a very young age is something that would greatly benefit American students. Pleva looks forward to hosting Zoe in the coming years to return the favor and show her a little American culture. “I know she might be coming here next year, actually, and if not, she wants to come with me to high school in tenth grade, and I told her I’d really try to help her with that.”

on science

Shelley’s interest in international studies is not just in language classes. In 2015, Pleva’s science project was inspired by the 2010 earthquake in Haiti. Her experiment was to find local and inexpensive materials that would allow the residents of Haiti to build earthquake-resistant homes. It was a project with real-world applications that certainly represents Canterbury’s mission to create “responsible stewards of our world.” Pleva ended up winning Best of Fair for all of Pinellas County, and because she ranked in the top ten projects in Pinellas County, she (along with one of her classmates, Sophia Hicks) was chosen to represent Pinellas County at the Florida State Science & Engineering Fair in March of 2016. FALL 2016 |


Homecoming 2016


The tradition of Spirit Week lives on with grade-level theme dress-up days, hallway decorating, a seniors/freshmen & sophomores/juniors powderpuff football game, a banner/ wagon/truck “float” parade, a pep rally, senior athletes visiting the Hough campus on homecoming friday to sign autographs for the “little guys,” and a homecoming football game with halftime festivities that include crowning of the king & queen, senior athlete recognition, and the recognition of athletic Hall of Fame inductees (see page 23).

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BY DR. SCOTTIE SMITH, UPPER SCHOOL PRINCIPAL The book The Price of Privilege: How Parental Pressure and Material Advantage Are Creating a Generation of Disconnected and Unhappy Kids, by Madeline Levine, caught my eye as an educator first, and a mother second. Over the last twenty-five years, I have taught and mentored literally hundreds of children. Over these two plus decades, I’ve seen a dramatic increase in the number of children suffering from anxiety and depression. This phenomenon has now been noticed by colleges and universities, who are scrambling to keep up with the support for these emotionally fragile incoming students. My teaching and administrative colleagues discuss the children who suffer from these illnesses, trying to find a cause, and help them succeed. But why is this happening? Why is this generation of children having such severe mental and emotional problems? Further, why are these children engaging in dangerous behaviors, including alcohol dependency, drug use, and even cutting, to alleviate their emotional angst? The author explains that although parents, especially affluent ones, are seemingly very involved in their children’s lives, the children perceive them as distant and uninvolved. Add to this that affluent parents are less likely to seek professional help for the mental or emotional needs of their children because they worry about the child’s academics and privacy. These children feel isolated from their parents and the pressure to succeed in academics, athletics, and/or the arts. The author states, “We can be overinvolved in the wrong things, and underinvolved in the right things, both at the

same time.” Parents anxiously checking open gradebooks is an example which promotes anxiety on a child based on his/her performance and doesn’t create students who love learning for its own

dren have difficulty in finding meaningful engagement because they are focused on the benefits. Children must be given unconditional love: “A sense of lovability is the core of all healthy self-development.” The author goes on to state that children must develop autonomous self-management, which is an excellent predictor of “psychological adjustment and academic achievement.” The book offers tangible methods to assist a child in developing a sense of self. The author also provides suggestions to busy parents, who may feel vulnerable and lack confidence when dealing with their adolescent child.

sake. Further, it results in a lack of emotional closeness, which is closely tied to psychological impairment. Unfortunately, there is typically an inverse relationship between income and closeness to parents. Further, materialism is particularly damaging to adolescent females, who are more susceptible to the “siren song of materialism” as they employ retail therapy to assuage their insecurities. Children must develop internal motivation; external motivation causes the child to focus on the associated benefit, not the activity itself. Therefore, chil-

Finally, why this book appealed to me as a mother. My affluent, beautiful, nineteen-year-old cousin killed himself while a sophomore at Rhodes College in Memphis, TN. He had everything he could ever desire, but he could not manage his depression any longer. I never want to go through what my dear aunt and uncle had to experience when Bryan took his life. He’s one of the reasons I’m a principal now, trying to help children navigate adolescence. Give this book a read. If you see yourself in its pages, make a change. Have dinner as a family, don’t reward your child with gifts for successes, give your child chores and responsibilities, and above all, ensure your child knows your love is unconditional. Help your child find his or her sense of self.

FALL 2016 |




Parents Association



JUST LIKE A TEENAGER IN THE MIDST OF A GROWTH SPURT, OVER THE PAST TWO YEARS THE VOICE OF CANTERBURY’S PARENTS’ ASSOCIATION (PA) HAS CHANGED. We talked with current PA President Cara Hanna (CH) and PA Vice President Jenna Worden-Brooks (JWB) about the growing pains involved with serving a two-campus school with an ever-changing demographic and enrollment.

The current PA board officers (see listing at right) have spent hours re-defining the role of the PA. What does the PA really do? How do they support the school? How do they support the parents? Once they clarified the difference between what the school community currently believes the PA is today and what the PA has been historically with how they hope it will progress in the future, they added structure. They defined the roles of the PA Board by creating job descriptions and specific protocols with input and review from faculty and staff.


CH | We’ve had so many committed PA

board members and groups throughout the years. I came across a report that Angela Adams created when she was PA president for the Board of Trustees, and they were trying to make it easier for parents to get involved, to understand the role of the PA, ways to get involved in the community, to have a middle school social for those parents who feel disengaged. It was like deja vu. But the

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one thing that didn’t happen in the past was this putting structure and protocols around the events and keeping them in a central location both digitally and in writing. A lot of the work that prior groups had done was lost--this great and tremendous knowledge disappeared over the years and new groups came in and had to recreate the wheel each time. We want to build the wheel and keep improving on the wheel, but not recreate it. Every year we want to keep pace with the changes at the school. It’s only in that way that we stay fresh and interesting to the parents. Revamping the PA was more about reenergizing it, helping people understand the role of the PA, defining that they are here to support the mission of the school and provide volunteer structure. Our officers spent a lot of time interviewing faculty, staff, administrators, past PA officers, and current parents to get feedback about what had and hadn’t worked in the past, as well as what challenges they saw. The PA is not its own organization, it operates under the school. It’s a partnership built for win-win situations between the parents and the school, as well as a community-builder that supports the Canterbury brand. Obviously, Canterbury has a wonderful story to tell, and we want everyone internally and externally to know it. The more we can educate parents about Canterbury and the incredible things we do here, and the more we can involve them in those things, the better they’ll understand those things, the better advocates

they’ll be, and the more bonded we’ll be as a community. Let’s face it, we spend a lot of time together. Having shared goals and accomplishments help make this a wonderful time in our lives and our children's lives.

JWB | After we defined the board, we

needed a way to get parents to feel more engaged, make it easier to volunteer, and make volunteer opportunities fit into everyone’s calendar, schedule, needs, wishes, desires--so parents can decide how much they want to be involved. This year we brainstormed early, like May, about every volunteer list we could think of that people could sign up for, both events and services. We did keep our general volunteer lists, but also added specific lists so people could do exactly what they wanted. That has led to higher volunteer satisfaction.

CH | We also wanted to engender a

feeling of inclusivity as opposed to exclusivity. Through a number of years with a lack of direction for volunteers, it got to a point where it was hard to find people to help with various activities, services and events because too many times people held up their hand to volunteer and it turned out to be a different responsibility than what they expected. So we’re defining those roles and making clear what the time commitment and expectations will be and how many people are needed. There’s so much talent here, so many people who want to be involved. So we have to try to structure the opportunities in such a way that we have a positive

outcome, that everyone is challenged but rewarded. We’ve been getting positive feedback for our efforts so far, but we know we still have a long way to go. We will continue to seek and solicit feedback.

JWB | We accomplished so much last

year with the roles and protocols surrounding events. We put thought into figuring out which activities the PA should and shouldn’t be involved in. We didn’t want to just keep adding events. We wanted to add and participate in things that were valuable for the community. If we can’t do it well, it doesn’t make sense to take it on at this point in time.

It’s a partnership built for win-win situations between the parents and the school, as well as a community-builder that supports the Canterbury brand. CH | Once we knew which events we

would be involved in, we defined our services for those events and drilled down to who does them, and how we execute them. Execution. Execution. Execution. You learn through your mistakes; the devil is in the details. We learned a lot last year through continuous dialogue with faculty and staff. Our Lower, Middle School and Upper School coordinators meet with division principals every month to review upcoming activities. This helps reinforce messages they need us to deliver and volunteer needs. I meet regularly with the Head of School to provide feedback about what we’re doing. This is a partnership. We want to be sure the things we’re focusing on are the things that the Head of


Tiffany Chenneville Rivers (‘20)

Kim Given Farrell (‘23), Adam (‘21), Conor (‘19)

School and the Board of Trustees and the staff feel are important as well. That back-and-forth feedback is proving to be very valuable.

JWB | Particularly with meetings with

administration. If the school is trying to send a particular message, we now know what it is and we can incorporate it into our messages so it’s consistent.

CH | We’re an extension of the school’s marketing efforts to further promote, explain, and share, perhaps coming at something from a different angle. The more ways a message is shared, the more it is reinforced. The PA helps people have a better understanding of Canterbury--to attract new students, retain current ones, and have a more bonded community.

JWB | We want to remind our parents

that they are our biggest marketing advocates in the community. We hope what is learned at our meetings helps them to very clearly--at a cocktail party or at work--articulate our focus on academics, educating the whole child, our differentiators from other schools in the community. We’re looking to provide programming that reinforces the key things that drew families to Canterbury so they are reminded and can share that message in the community.


PRESIDENT | Cara Hanna Katie (‘16), Jessica (‘18), Lee (‘10)

VICE PRESIDENT | Jenna Brooks Xander (‘25)

PART II: THE BIG PICTURE The next stage in the reimagination of the PA was to look at the meetings held by the organization. Historically, the PA has only held two general meetings (one per semester) during which they reported on finances (such as how Spring Gala money was distributed) and volunteer opportunities.

continued on page 14


Shelby Rogers Tyler (‘23), Collin (‘22)

Elise Schreiner Emerson (‘21), Zane (‘20)

SECRETARY | Jacqie Jarrell Anderson (‘30), Connor (‘19)

TREASURER | Nessie Haderi Maggie & Jaime (‘24), Liam (‘22)


Becky Oakes Andrew (‘31), Addie (‘28)

Jill Williams William Boller (‘28) FALL 2016 |






PA REFRESH continued from page 13 They started last year by adding monthly coffees on both campuses to review events. This year they’ve taken the next step, using the monthly meetings as educational opportunities to help parents connect the dots between core curricular programs, campaigns, or other things the school is working on. Those who attend can then understand why those things are important, and how they impact our children. Hanna believes it is important for parents to understand the big picture as to why the school makes decisions to do things, from changes in the curriculum to the addition of transportation to the importance of arts in education.

CH | Sometimes a lack of information

in a certain area can create confusion, or parents missing something or not understanding why something is important or plays a role in their child’s development. We’re bringing these things to the table for parents so administrators and faculty members can talk with them, provide clarification, and parents can ask questions. Part of our role and mission in building community is reinforcing the fact that we are ONE school. We happen to be located and broken up by grades on two campuses, but we are ONE school. The more parents understand the whole school, the better. It’s easy to get caught up in

your kids’ grade or division, and have blinders on about what’s going on in the rest of the school. You’re doing yourself and perhaps your student a disservice by not seeing the continuity of the plan and how middle school connects to upper school. You miss the opportunity to understand the activities your student will be involved in, maybe not this year but soon. It’s eye opening when you have this sense of the big picture and everything this school is offering and trying to accomplish. You hear it when you tour, but as you get involved it’s easy to lose sight of that. The PA is here to reinforce the message of why you chose Canterbury in the beginning. We’ve worked very hard to make it clear that parents can volunteer for whichever campus they want. We’ve encouraged Hough parents to volunteer for things like Senior Investiture. “Come to this event and help with setup and breakdown and look at what we’re doing and why this is an important tradition.” We encourage parents to go to athletic events even if their kid doesn’t play sports yet. It’s a great way to socialize and learn more about how the athletics work. We want parents to open their eyes to future opportunities and gain a better sense of the whole school. Just as Canterbury is trying to educate the whole child, we’re trying to educate the whole parent to create a CSF citizen with a better understanding of the big picture of Canterbury.

PARENT AFFINITY GROUPS In addition to the Parents’ Association, there are three parent affinity groups that support the missions of Athletics (Boosters), Marine Studies (CLAMS: Canterbury Leaders Assisting Marine Studies), and the Arts (Muses of the Arts) at Canterbury. Each group offers something different. Boosters and Muses have membership fees which act as restricted gifts to those programs. CLAMS does not have a membership fee. Muses has parent officers, Boosters and CLAMS do not. CLAMS schedules monthly, off-campus marine-related events for families, Boosters and Muses do not offer events beyond scheduled athletic games and arts performances.

14 | FALL 2016


Dave Smith Athletic Director

Jenna LoDico Director of Marine Studies

Mike Davis Arts Education Director


HOW SHE VOLUNTEERS I’m a jack of all trades! I look at what I do as anything that makes the faculty and staff’s jobs easier to do. Proofing labels as I sticker envelopes, stuffing swag bags, running errands, whatever happens to be needed. WHY SHE FEELS IT’S IMPORTANT TO BE INVOLVED It’s really important to be involved because it gets you past the school propaganda. You get to know the school on a personal level and this confirms, “Yes, I so made the right choice with this school!” Volunteering allows you to get to know people, and when you need a resource, you have lots of people to call on for that. WHAT SHE LOVES MOST ABOUT VOLUNTEERING Being a part of the planning process of everything we do. I like being a sounding board for what we do. Just being a part of our Advancement team has been very fulfilling. Seeing the backstage planning of the day-to-day and special events. I like this! WHAT SHE’S LEARNED ABOUT THE SCHOOL BEHIND-THE-SCENES SINCE VOLUNTEERING We’d only been in St. Pete one and a half years when we started looking for schools. Working behind the scenes has confirmed what I sensed when touring the school, as well as what I read and heard about Canterbury. I haven’t met one single family, person, kid, administrator, or teacher, that I don’t like, which is surprising in a big community. I’m a realist. I assumed there would be people I wouldn’t see eye to eye with. But that hasn’t been the case at Canterbury. ADVICE SHE’D GIVE TO SOMEONE WHO WANTS TO GET INVOLVED BUT DOESN’T KNOW HOW Find somebody you like, someone you connect with--teacher or staff--and just offer hands. When Jayden was in Kindergarten I told the teacher to always use me as a volunteer for driving in case she was stuck. This was a simple way to ease into things. You can also find another parent you connect with and do a project, fundraiser, or event with him or her. Having a buddy makes it easy!



ABOVE, L to R: Tee It Up Co-Chair Mandy Carlson, lead sponsor, Andy Coleman of Coleman and Klymenko, lead sponsor and event Co-Chair Shannon Mahaffey of Mahaffey Apartment Company. LEFT: Development Director Pam Walker heads onto the course.

CSF Theater Director Tara Quellhorst (L) and Muses of the Arts President Melissa Dann (R).

ABOVE LEFT: Parents Bill McFarland, Steve Given, Kelly Evans (Board President), and John Milkovich (Past Board President) at the Firestone Grand Prix hole. RIGHT: Rick Iler, Michael Stephens, Jonathan Webster, and Mike Rettew consider the best putting path. FAR LEFT: Tournament winners and CSF parents George Quay, Rob Dobbs, Jack Adams, and Georgia Mattern. LEFT: Head of School Mac Hall pays senior and golf star Dalton Shettle to drive for him at Hole 16.

Our 3rd Annual Tee it Up Golf Tournament was a big success, raising $22,156 for the arts! The St. Petersburg Country Club was the perfect location for the event, making the best of the torrential downpour with an early banquet and awards ceremony to complete the day. FALL 2016 |




The middle school musical production of School House Rock Jr. featured songs from the Emmy Award-winning Saturday morning educational cartoon series from the 1970s. Pop culture favorites like “Three is a Magic Number,” “I’m Just a Bill,” and “Conjunction Junction” still resonate with today’s students. The very young cast featured students from grades 3-8, plus one grade 11 student.

16 | FALL 2016



Performing Arts Concert

Canterbury's performing artists share their talents. The Canterbury Singers, mostly

Grade 10 and 11, sang old favorites like "You Don't Own Me' and "Ain't No Mountain High Enough." The Middle School Show Choir, the String Ensemble, and the Upper School Band performed classic and pop favorites. Middle School Dance Ensemble also performed numbers by One Republic and Fleur East.

FALL 2016 |




Veterans Day Celebration

18 | FALL 2016

Empathetic Kids Succeed (and Read!)

Message from bestselling author hits home for middle school principal. BY CLAUDINE CIEUTAT, MIDDLE SCHOOL PRINCIPAL

In preparation for the November 3 visit of bestselling author and child psychologist Dr. Michele Borba, I have been reading her book Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World. Since booking her as a guest speaker for our parents, faculty, and staff, we have been promoting this visit via signs around the school, blogs on our website, alerts in our communication app, and announcements at every school event. You might be wondering why we have been making such a big deal about her book. Dr. Borba talks a lot about empathy, and how our youth are 40% less empathetic today than thirty years ago. Canterbury students are doing a great job cultivating their own empathy as they engage in CAP (our character education program), take class trips that focus on life experiences and working with others, choose class community service projects, collect money, and donate their time causes. And of course, they read. When reading Unselfie, the chapter on “Reading to Cultivate Empathy” really spoke to me. It made me realize just how important reading is, not just because it gives you knowledge, but it can give you empathy, as well. In 1953, Ray Bradbury, author of Fahrenheit 451, wrote, “You don’t have to burn books to destroy a culture. Just get people to stop reading them.” Our eighth grade students read this novel over the summer. In Fahrenheit 451, the main character, Guy Montag, is a fireman who burns books in a futuristic American city. In

Montag’s world, firemen start fires rather than putting them out. The people in this society do not read books. They don’t enjoy nature ABOVE L: Dr. Michele Borba talks with Social Sciences teacher Jeff Donnelley or spend time during a faculty workshop. ABOVE R: Dr. Borba discusses empathy with faculty. by themselves. They don’t never really understand a person until think independently or have meaningful you consider things from his point of conversations with one another. Instead, view…Until you climb inside of his skin they drive very fast, watch excessive and walk around in it.” amounts of television on “wall-size sets,” and listen to the radio on “seashell When we read, we step into someone radio” sets attached to their ears. Sounds else’s shoes. You can see with the eyes a little bit like 2016…fast cars, social of another and feel with the heart of anmedia, and televisions, whether on our other. When was the last time you read actual TVs or on a device. Basically, their a book and cried your eyes out, laughed society was being destroyed. They had out loud while others stared at you like very little knowledge, and had no empayou were crazy, or when you read a thy for others. book that really made you angry? When Ray Bradbury was interviewed about what motivated him to write this story, he claimed that the real messages of Fahrenheit 451 were about the “dangers of an illiterate society infatuated with mass media,” one without books. For without books, Mr. Bradbury says, there is no knowledge, no living, and no passion for life. I have been thinking about the power of a book, and how much we have put our books aside due to limited time because of all of the cool, new gadgets that are out there for us to enjoy. However, books can transport us to other worlds and transform our hearts. Reading can not only make us smarter, but also kinder, more sympathetic. Like Atticus Finch from To Kill a Mockingbird said, “You

My eighth grade students were so angry when they got the part in To Kill a Mockingbird where Tom Robinson was declared guilty, even though everyone knew he wasn’t. I remember putting the book down the first time I read it because I was infuriated. When I read Night by Elie Wiesel out loud with my tenth grade students, I cried so hard, I could not get the words out and had to pause. This is stirring your emotions, sparking your curiosity, experiencing life through someone else’s shoes. This is the power of reading a good book. This, my friends, is empathy. Dr. Seuss says it best. “You can find magic where ever you look. Sit back and relax, all you need is a book."

Read a blog by Guidance Counselor Mike Davis about Dr. Borba's visit: Title: IS THE SELFIE SYNDROME UNDERMINING OUR CHILDRENS' FUTURE? FALL 2016 |




This fall, Canterbury's athletic program celebrated its first-ever Golf Regional Champion, and watched as three young women--two of whom signed to play collegiate softball in middle school--officially signed to play for their colleges next fall.

DANIELLE ROMANELLO. Danielle started on Canterbury's varsity softball team in Grade 7 as first base, and catcher. In Grade 8, at just 14 years old, Danielle was recruited for her hitting, and gave a verbal commitment to play softball for the University of Florida. In this, her senior year, she is Captain of the softball team, playing catcher and occasionally first base or outfield. Danielle is a finalist for a Triple Impact Competitor Schoarlship award, and has earned NFCA Academic All American designation for the past few years. She also plays basketball, runs cross country, and has a black belt in American Tai Kwon Do.

TAYLOR BUMP. Taylor started on Canterbury's varsity softball team in Grade 8 at short stop. In Grade 9 Taylor was recruited and gave a verbal commitment to the University of Michigan to play softball. Since then, Taylor plays short stop, but sometimes first base in travel ball and some third base as well. Taylor has earned NFCA Academic All American designation for the past few years.

20 | FALL 2016

Senior DALTON SHETTLE finished as the second place individual at the Golf District Tournament which qualified him for Regionals--which he WON with a score of 69 (3 under par)! He advanced to the state tournament on Oct. 28-29. Dalton is Canterbury's first regional golf champ ever. Congratulations to both him and Coach Kostak! You can read more about Dalton's golf prowess in the Fall 2015 issue of CSFeatures.

ASHLEY CAMPBELL. Ashley started on the JV softball team in Grade 8. She took a hiatus from Canterbury in Grade 9, but returned in Grade 10 as a DP (a player designated to BAT ONLY for one of the defensive players). Ashley started every game last season after working hard on her fitness level with diet, exercise, and work ethic. As a result, she became one of the team's top hitters, and began playing mainly third base, while also selflessly volunteering to take up some of the pitching load. This summer Ashley was signed to play softball for Florida Institute of Technology.



Anniversary Countdown

In each issue of CSFeatures leading up to our anniversary, we are counting down the TOP 50 traditions, events, classes and people at Canterbury.

Countdown to date: SUMMER 2016 32 Lower School Book Fair 33 Upper School Treats SPRING 2016 34 Knight Day FALL 2015 35 Powder Puff Football Game SUMMER 2015 36 Alumni Traditions 37 Senior Dinner 38 Summer Camps & Programs SPRING 2015 39 Dress Down Days 40 3rd Grade Invention Convention 41 “Thank you” Song at Chapel WINTER 2015 42 Miniterm 43 Gala Sign-Up Parties 44 Senior/5th Grade Buddies FALL 2014 45 Cross-curricular Learning 46 Harvesting/Planting Marsh Grass 47 Overnight Class Trips 48 Honor Books at Flag 49 College Guidance Parent Coffees 50 Pink-shirt Thursdays

Be part of CSF’s

50th Anniversary Planning Committee!

Please email the appropriate committee chair or contact Anniversary Coordinators Donnamarie Hehn at or Mimi Bridge at




PEP RALLIES As our athletic program has grown, so has school spirit. The cheerleaders and student body leaders on the Knowlton Campus keep pep rallies exciting with cheers, dances, athletic team introductions, and the occasional pie eating contest.

LOWER SCHOOL TEACHER SKITS The Lower School faculty has a long-standing tradition of writing and performing original skits for special occasions like the Halloween Carnival, Book Fair, or holidays. These skits are not only fun and entertaining for the students, they show how much the Hough faculty really love what they do, love making their students smile, and are all themselves, still kids at heart. EVENT PLANNING Events begin August, 2018 Gina Stephens SPONSORSHIPS/SOLICITATIONS Pam Walker ARCHIVES Lucy Yeager


ALUMNI OUTREACH Jan Herzik, Molly Smith MEDIA/PROMOTIONS Heather Lambie photos/videos/press releases/social media

FALL 2016 |






SEAN JACOBUS ’04 Sean married Britney Ziegler on September 24, 2016, at the Harvard Club in New York, NY.

FRANK CRAFT, JR. ’01 Frank, current parent of a CSF first grader, recently became the owner of Green Bench Flowers in Downtown St. Pete! Green Bench Flowers has been in business for over 25 years and is St. Pete’s original downtown florist. Support local business and your Crusader Family!

I may look familiar to some of you, as I attended Canterbury from 2000-2004 as a middle school student. I went on to FSU where I got a degree in Apparel Design & Technology, and I worked in fashion in New York for a bit. Eventually, my husbnad and I moved back to St. Pete because of his job, and luckily there was an opening at Canterbury for an art teacher. This is my second year teaching middle school art at Canterbury, and I am enjoying it even more this year than last. It’s a lot of fun to be on the other side of the desk, even more so when I now get to be a colleague and peer to many of my teachers who are still here teaching. To me, that longevity is proof that not only is Canterbury a great place to attend school as a student, but it also is a great place to work. As a former CSF student, I have bonded with many of my students over shared experiences, like the stress of studying for one of Ms. Yeager’s history tests--the essays are killer! I understand how challenging Algebra I with Mrs. Heath can be, so I pass along some of my old tips and tricks for studying to my students. In the years since I was a CSF student, while the school has changed and grown quite a bit, values are still very much the same. The community here still feels like a family, and we are still working to create well-rounded, successful individuals. I am so excited to be a part of a school that taught me so much about the person I am today, and I can only hope to do the same for my students now. And as the current Alumni Relations Coordinator, I am really enjoying reconnecting with past graduates and seeing “where they are now.” I hope you will consider attending our 50th Anniversary in the 2018-19 school year so we can meet and catch up!

22 | FALL 2016

TRAVIS WINANS ’03 Travis and his wife, Jessica, are expecting their first child, a baby girl, in November. ANDREW WARNER ’03 Andrew married Ariel Hopkins on September 4, 2016, at the Glenora Wine Cellars on Seneca Lake in New York. Groomsmen included Canterbury graduates Marc Sawyer ‘03 and Webb Bond ’04.



KATIE DEGNAN ’13 Katie was featured on the Washington and Lee Instagram feed playing golf on the W&L women’s team at the Generals Invite in Lexington, Virginia.

BAILEE MCQUEEN ’16 Bailee was recently accepted to transfer into the BFA Musical Theater program at the University of Tampa.


HOMECOMING 2016 & HALL OF FAME INDUCTIONS On Friday, October 21, the Crusader community honored two alumni athletes and long time faculty member and coach into the Crusader Hall of Fame during the half time celebration at the homecoming game. The inductees included faculty member and Cross Country coach, KEN JOHNSON, and CSF alumni KRISSY LONGSTREET ‘11 and JOHNNY LANCASTER ‘08.

NOV. 29 CSF Giving Tuesday DEC. 23 Alumni Winter Games & Reunion MARCH 3 2017 Spring Gala: A Night in the Roaring 20s APRIL 8 Canterbury Cup Fishing Tournament MAY 2 Teacher Appreciation Day MAY 20 Alumni vs. Class of 2017 Softball Game Mark your calendars and come on home. See how much we’ve grown!

LEFT: JESSICA PERRY ‘12, MEGAN BURGESS ‘12, and SAVANNAH MITCHELL ‘13 took advantage of the courtesy alumni refreshments and caught up with old friends at the Annual Alumni Homecoming Tailgate. RIGHT: 2015 Homecoming King and Queen, SPENCER LANDERS ‘16 and LAUREN BOND ‘16, attended the Homecoming game to crown the class of 2017’s King Nick McLean and Queen Amy Liyanearachchi. FALL 2016 |



NOV. 15

Knowlton OPEN HOUSE, 4:30 - 6:00 p.m.

DEC. 6

Lessons & Carols @ St. Thomas Episcopal Church

DEC. 10

Maker Manufactory: CODING

DEC. 23

Alumni Winter Games

FEB. 2

Hough OPEN HOUSE, 8:30 - 10:30 a.m.

FEB. 9

Knowlton OPEN HOUSE, 4:30 - 6:00 p.m.

FEB. 15

Knowlton Grandparents Day

FEB. 16

Hough Grandparents Day


Spring Gala @ the Mahaffey Theater


Maker Manufactory: TBD

24 | FALL 2016

Profile for Canterbury School of Florida

CSFeatures Fall 2016  

CSFeatures is the magazine of Canterbury School of Florida, an independent PK3 - Grade 12 co-ed prep school in St. Petersburg, FL

CSFeatures Fall 2016  

CSFeatures is the magazine of Canterbury School of Florida, an independent PK3 - Grade 12 co-ed prep school in St. Petersburg, FL

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