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Volume 48, Issue 1
February 26, 2018
Smokin’ hot program shakes students; Science Honors Society introduced EMMA MARLEY Features Editor Grab a pair of safety glasses, put on a lab coat, and observe as the Science Honors Society begins to erupt into the 2018 school year. A committee was created to take charge of the society, consisting of Mrs. Patty Massetti, Mrs. Kimberly Harris, Mrs. Christine Jestel, Mrs. Kristian Jones-Knoll, and Mr. Gregory Murrell. Under their control, the school population swiftly
began to hear the news and collect everything that was needed for the process of applying. According to Harris, the committee looked for students not only interested in the science field, but academically succeeding in it as well. Jestel added, “students must maintain a 3.0 average in science and must actively participate in committee projects to further science understanding.” At least two weighted science classes must be taken prior to the
inductions to the society and at least one weighted science class must be taken each year after inductions. The students had to record what science courses they have taken, their approximate GPA, and their involvement in the school and community. The application also asked if the student has participated in a science fair or presented to a large group outside of a classroom setting. References were obtained from two current or former teachers
allowing the department chairs to get multiple opinions of the student. The application form states that the “evaluations should address your academic qualities, motivation, personal character, and areas of strength in science.” Soon into the new year, the committee began to look over and start selecting the members of the Science Honors Society. These staff members were not only looking for students that completed an excellent applica-
tion, they were also looking for students that they knew from recommendations will stay involved and meet all the requirements. Requirements must be met throughout the year in order to stay a member of the society. Students who applied and excel in the science field and who have completed their probationary projects to move on with inductions. The projects help introduce
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John Carroll student painting stirs controversy KAILEY JOURDAN Reporter In mid-October, Nicole Kanaras started painting a photograph of her cousin kissing her girlfriend at this year’s LA Pride Parade. Her intent was to include the piece in her senior portfolio which included other works revolving around the issue of social justice, featuring veganism, domestic violence, homelessness, women’s rights, racial equality and religious freedom. After being granted permission to paint the piece by the head of the art department, Kanaras said she completed the art and hung it on display with her other pictures. Before John Carroll’s annual open house event, the administration asked Kanaras to remove the work from her display over concerns that the work could “make some people uncomfortable,” according to John Carroll’s principal Tom Durkin. In an interview with Cry of the Hawk, Durkin, provided information about the removal of the work. According to Durkin, a member of John Carroll’s enrollment office asked the Art Department to remove the artwork, which was taken down. “I was not directly involved in the decision, but I support the action taken by my staff member,” said Durkin. Kanaras was upset by the decision to remove her artwork as she felt that it was contradictory to the lessons taught there. “[Teachers at John Carroll] tell us that Catholics are all about equality, respecting the value of everyone and that they must love one another, but the second someone shows it in a different way it’s not
okay.” the world.” Kanaras took her painting Durkin said, the “goal at Open down from the Art Department’s House is to make everyone feel main display and relocated it back welcomed. As a Catholic school, to her studio where she hung it John Carroll must abide by the up. The next day, Kanaras arrived rules of the Catholic Church and to school to find that her paint- the Archdiocese of Baltimore ing had been removed entirely. where there is ‘no flexibility’She said the administration later regarding how the policies are approached her claiming that implemented.” “[they] didn’t want it to be her Durkin added that “[the] infault if someone chose not to come cident ][artwork] was not a disto their school.” Kanaras was dis- traction to [their] daily operation appointed, and commented that if “someone doesn’t want to enroll at [John Carroll] because of a painting, why would [the school] want them there at all?” Shortly after the open house, John Carroll’s journalism staff released an article online discussing the matter. The article was shared over Photo Credit: Nicole Kanaras 4000 times, receiving worldwide coverage. in any way” and that there was Kanaras’ painting was put back very little student response that up shortly after the article went he was aware of. He concluded viral and the open house was that the most important lesson completed. Kanaras later placed they can teach about this kind of a banner above her portfolio stat- situation is that “we need to acing in a rainbow of colors “What cept and respect others’ perspeca shame it is to hate love.” The tives even when we disagree” artist said that her teachers told but that “the moral teachings of her that though “[they] agreed Catholicism will always be the with what the message said, that standards under which [they] now is not the time to be push- operate.” He says that it is simply ing buttons.” Kanaras responded “who [they] are.” that she “is trying to speak for Private schools follow a difthose who don’t have a voice in ferent set of rules than those of
public schools in terms of personal expression. “Since we are a school setting, there are things that are appropriate to explore and things that are inappropriate to explore,” claimed art teacher Mrs. Kathryn Humphrey. She further explained that she stresses the importance of a student recognizing their audience when painting or creating other avenues of art. Mr. Jason Blevins, another NH art teacher, added that he guides what he views as appropriate by this philosophy: “If you can’t bring it to school or do it in school, then it’s not okay to have in your artwork.” Principal Colin Carr added that decisions to pull a piece of art from display are made to “avoid a disturbance or disruption of the school process.” “Free speech is free speech- but that cannot displace order in the school.” As far as policies in Harford County Public Schools go there is “no line in the sand” as to what is allowed and what isn’t, said Carr. The policy dictates that art cannot contain any pornography, swear words, violence or anything that would not actually be allowed in school. Carr revealed that he is “fairly tolerant of a lot of things, but [he] must remain mindful of what could cause a disturbance within the school.”
When asked if a painting similar to one in question was an issue here, Carr said that he would have a conversation about what the message the work is sending and what the purpose is behind the painting. Carr added that conversations like these help those involved to be enlightened or to see the opposing side of the argument. He would then take into consideration how the painting would be taken by the student body and judge it from there. Carr explained that Kanaras’ painting was not anything different than what people can see in an illustration or in a book or even walking down the streets, but he acknowledges that what can be accepted by the student body of a school changes when a private school is in question, especially a Catholic private school such as John Carroll and the policies of the Archdiocese. “ As a school employee, we are to be protective of everybody as far as security and safety. Certain things that people say or write or paint or draw can cause issues that not everyone can agree on.” Head of the Art department at NH, Lisa Campbell, added that some things are better to be explored at a college portfolio level rather than high school. “There are people on both sides of the spectrum who will see things differently, and messages have the opportunity to be misconstrued.” Campbell added when dealing with “sticky situations”, it is at times best to explore these avenues on their own time or at a college level where these topics are less controversial and more encouraged.