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bagpipe magazine

Lakeland High School’s monthly news magazine


in this issue

girls soccer on a roll...03 new knit club...04 dish diaries - la porta rossa...05 student run businesses...09

A New You What are video games doing to you? page 06

Why stress it?

Cori Orcasitas Editor-in-chief

Your alarm didn’t go off, you forgot to brush your teeth, that 15-page research paper you worked three weeks on is sitting in the printer tray, and none of your teachers are in good moods. Sound familiar? I’ve had mornings like these, unfortunate and unlucky, and also causing some stress. With a load like mine, editor-in-chief of a school publication, four AP courses, volunteer hours to turn in, colleges to apply to, scholarships to apply for, and money due, graduation couldn’t be coming sooner. Yet, the stress isn’t going anywhere. I’ve had to learn to deal with it, roll with the punches, and really focus on letting the things out of my control go. It’s helped me clear my head and not worry about those things, so I can focus on outlines, research papers, and editing. Another odd improvement I’ve seen can relieve my stress, is self-responsibility. Paper isn’t turned in on time? Well, that one is on me, not my cat or my blog or my mom. I’m the one who didn’t do it or make time for it, and from that I grow up and put on my big kid pants. So the next time the world is not going right and it seems like the world is going to end, remember: stress makes a mess, and that everything takes a little patience and a little responsibility.

bagpipe EDITOR-IN-CHIEF Cori Orcasitas Phone: 863.499.2900, 2480 Email: writers Cori Orcasitas Abbey Laine Julio Baeza Dezi Carpenter Hunter Moa

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All material appearing in Bagpipe Magazine is copyright unless otherwise stated or it may rest with the provider of the supplied material. Bagpipe Magazine takes all care to ensure information is correct at time of printing, but the publisher accepts no responsibility or liability for the accuracy of any information contained in the text or advertisements. Views expressed are not necessarily endorsed by the publisher, editor or school.

Brought to you by the students of

Kicking and screaming

Try outs were hectic, heels were sore, and this year, girls’ soccer is at its best. With only two seniors on the varsity, the team has shown that underclassmen are able to rise to the challenge. “It feels really good actually,” said sophomore Autumn Gore. “In past years, the team hasn’t been all that great - no offense.” This year, the varsity team is being coached by Craig Nance, who was the junior varsity coach in previous years. Assistant coach Rob Terry has joined Nance in helping him prepare the girls for this season. “We also have a new assistant varsity coach who came here from LCS [Lakeland Christian School] to improve our team; because he saw the potential that we have,” added player Ivy Oglesby. “He’s really brought a lot to the team; also our head varsity coach...really stepped it up and he’s giving us all that he can to help us improve like we have.” Oglesby is a junior. A five game win streak at the beginning of the season pushed the team to second in district rankings. As of press time, the team sat comfortably at third in districts. While it is still too early to say if the girls’

During a tough matchup against Bartow High School December 20, Autumn Gore makes her way down the field. The game ended in a 1-1 tie. photo by Stephanie Talley

varsity soccer team will win regionals, they intend to make an impact, having already beaten Kathleen, Ridge Community, and Lake Gibson. With a record of 13-3-2, more than 43 goals scored and only eight goals scored against them, playoffs are in foreseeable future. In one of its toughest games of the season, versus Bartow High School, the game ended in a 1-1 tie, on December 20. “I would definitely say so ‘cause most of our starting lineup is freshman and sophomores, so if we got a giant group of juniors so next year; if not this year we’ll definitely have some big numbers and lots of wins,” said Carly Cashman, senior. “Our goal for this season is to definitely solidify the number two place and then make it to at least districts and maybe beat Jenkins for once,” said Oglesby. As the season progresses, many will raise questions on how the girls will stay competitive if they get past districts. “We’re going to try our hardest to do whatever it takes to win,” Jennifer Bacon, freshman, said. — Julio Baeza


New knit crew Extracurricular opportunities have grown again, with the newest addition to the family being the Knitting Club, and it is attracting a wide variety of students. Not often seen among teens, one wonders how knitting club came about. “Several of my students found out I knit and they wanted me to teach them,” English teacher, Pam Baker, said. For those who want to join the knitting club, Baker says that there is no initial cost for students; she herself brings in all the

materials needed for the students to get started, but donated materials also help. Marcus Edwards, sophomore, said it can be a complicated thing to do. “It also takes patience,” he added. AJ Deshommes, sophomore football player, said that he recommends this club if you want something to do or to create something special for somebody, like a Christmas gift. The knitting club originally met every Friday, but recently switched to Thursdays due to scheduling conflicts.

Students, Jessica Mathews and AJ Deshommes work on getting the hang of things during a Knitting Club meeting. At right, Brianna Sims gets moving on a new piece. Deshommes and Sims are both in sponsor, Pam Baker’s, English II classes. photos by Pam Baker


Retaining attendance can be tricky with such a new club like this one though. “About six or seven students are in the club,” Baker said. “We are in the building stage and some students come one week, but maybe not the next. Others have had scheduling conflicts and have stopped by to get materials so they can work at home.” Those who are taking part, only have good things to say. “I recommend anyone who has problems being bored to just try it,” Edwards said. — Hunter Moa

The seafood alfredo featured crab legs, shrimp and scallops. photo by Dezi Carpenter

The homemade potato chips at La Porta Rossa are a featured recipe. photo by Dezi Carpenter

LaPorta Rossa

Well worth the money Upon entering, La Porta Rossa, an Italian/Mediterranean bistro, it was warm and inviting with neutral colors and dim lighting. The atmosphere is very peaceful due to the classical music and formal dÊcor. They have beautiful black and white pictures hanging from the wall and the restaurant is elegant and sophisticated. I was greeted by an incredibly nice hostess and seated right away. In addition she gave me water and menus while making nice conversation. It only took approximately five minutes for the waiter to come and ask about what I wanted; he was extremely polite and professional. The attire worn at La Porta Rossa is semiformal to formal, but I would say that it tends to get chilly so a light jacket is ideal. The prices are moderately expensive and they will definitely make you feel like you are living the upper-class lifestyle. They menu features a traditional five-course meal and you will definitely be full by the time you leave the restaurant. The main courses came out hot and steaming and are just the right temperature. If you are really hungry, you can still eat right away without worrying about burning yourself. The seafood alfredo was just the right blend of parmesan cheese and seafood. When the waiter brought out the food, the smell hit you in the face like a truck. In the seafood alfredo, there were crab legs, shrimp, and scallops. They also made their very own chips, in house. There was a bit too much seasoning on the chips themselves but when you dipped them in the cheese, the excess seasoning did not matter anymore. The waiters have a way with words, and always know exactly what they are doing. They are extremely knowledgeable and epitomize service with a smile. I would recommend La Porta Rossa as the ideal restaurant for serious relationship dates. — Dezi Carpenter 5

What you may not know...

Everett Fortier and his older brother Dean zone out to a close match of Call of Duty. Dean is a student at Harrison School of the Arts. photo by Abbey Laine

• Japanese researchers found that playing computer games stunted the development of the frontal lobe of the brain in teenagers, which is a crucial part of developing impulse control • 44% of the youth 8 to 18 also reported their friends are addicted to video games, the survey said. The average child 8 to 12 plays 13 hours of video games per week, while teens age 13 to 18 year play 14 hours of video games per week. • From 2003-2006 the entertainment software industry’s annual growth rate exceeded 17%. Over the same period, the entire U.S. economy grew at a less than four percent rate. *Statistics from DIY Father and SiteRapture, Inc.


A new you

His eyes locked onto the flickering computer screen. He had been sitting in front of it for days now, watching each and every single move his character made as if it were himself; moving through the world with powers that no one in real life could obtain. A life that no one here could taste; something unthinkable. Yet it was within his own reach, and he controlled it. As his hands glide above each button and mouse, manipulating every choice his alter ego makes, he wondered: Am I controlling the game, or is the game controlling me? There are advantages to being able to tuck oneself away into a world where no one can reach you. Emily Fry, a frequent video-gamer of Guinness world record’s most popular game, World of Warcraft, has been a part of the gaming world since she was 10, and games in general since she was four-years-old. Fry claims that the character she creates in World of Warcraft, or WoW, is somewhat of a “no nonsense,” kind of gal. Since she created her character, named Sirus, she has developed a new sense of rebellion that she says she would not have carried before. “Whenever I first started I was kind of in that awkward phase where I wanted to make everyone happy, follow everyone’s rules. When I started playing those kinds of games, my characters all developed a kind of no nonsense take it yourself personality, and then it started affecting myself too,” she said. Fry went on to explain the luxury of slipping into a new person, and how it inspired her sense of independence. “It inspired the essence of I don’t care how society sees it, it doesn’t really matter because I like it and it sort of established like a personal control of myself.” Yet according to both Fry and IP computer system designer Dennis Walker, the luxury of becoming someone else is not the only plus. Walker designs computer systems in downtown Lakeland. Walker says that being involved in games that provide an escape is a major appeal for players. “It is mindless. You can sit there and play a game and just hit the buttons and stuff like that and have enjoyment and it really has no effect on anything,” Walker said. Fry agreed, saying, “It’s a really good escape

from reality because if you’re going through something really stressful, it’s just a moment where you’re not thinking about anything else but that one specific thing.” Yet is it the simple reclusive happiness that entices gamers or is it the desire for achievement? “Sometimes I just like to achieve the goals or something,” Walker said. “It just makes me feel kind of like I accomplished something; even though it’s pretend.” Walker says he has always been into very competitive games since he was 10 ,when his mother told him, ‘If you want games, you have to make them yourself.’ From there, games became a part of his daily life. But when is enough, enough? In 1997, the game “Carmageddon” was released. The game was inspired by the 1975 movie Death Race 2000 where the object of the game is to kill all pedestrians on a specific level. The player would receive “style points” by killing a person in “style,” meaning the amount of blood you could stylishly splatter against a wall while capturing points. Could this violence translate to the real world? “I do think that video games can manipulate some people If they are easily manipulated, Walker said. “There’s a whole psychological effect behind the certain types of video games.” Statistics have shown that children exposed to more violent games have become more frustrated when losing. “There were a lot of people who’d get so mad and they’d throw this across the room, and smash that,” Walker said, of video gaming when he was a kid. Regardless of individual beliefs, some are not affected by the views of society. Fry said, “I feel that the world has been really shaped by society. Everyone cares about what society thinks.” Fry added that she does not care what society thinks, because she knows the different between the real world and alternate reality. “In their [video game] world there’s always a rebellion and in this world there’s not always a rebellion so easily in sight.” For all one knows, the rebellion may just lie in the controls; perhaps it is an opportunity to escape reality for a while and become a new you. — Abbey Laine 7

Do you remember While his classmates are writing away, Billy sits there trying to remember what he learned in class. ‘I don’t know what I’m going to do,’ he thinks to himself. Billy sure wishes he would have used some memorization skills to prepare. Simple techniques are all that is needed to remember information. Items such as index cards, online games, teacher Web sites are just some available resources that can be used along the way to memorizing information. Sophomore, Brittney Nunez, chooses to hold on to her study guide and use online resources to help retain information. She says she only feels comfortable taking tests after she has studied. “I know that studying will help a lot, even if I know I’m going to ace the test,” Nunez said. On the other hand, some students may be like Jonathan Martinez, who have a full plate with high level honors courses. He says one of the simplest ways to remember things is by asking questions in class, since he can “just pick up information quickly.” Students all have different learning styles, whether auditory, visual or kinesthetic. Auditory learners pick up information easily, just by hearing it, while visual learners need to see the information and tend to have more of a photographic memory. Kinesthetic learners, the learning style of many athletes, applies to those who need to be hands-on when learning. “Visual is the best way to remember new things,” Martinez said. Being a visual person, Martinez has to see things to keep from getting too “bored,” with studying. Another trick , for visual learners to commit new information to memory is putting information into a PowerPoint presentation. Auditory learners tend to need to repeat things out loud. They must personalize how they remember things. A technique that is sometimes most helpful is pneumonic devices. Pneumonic devices work like acronyms to remember things like, order of operations in math. A technique called memory palace is used by some students on campus to remember information as well. To use this technique you go to a familiar place in your mind and come up with unusual things to put throughout your palace. As you mentally walk through your palace, you see the unusual things and remember what you placed it there for. “I used it for a Latin test, it’s really convenient for remembering the order of events in history.” Jordan Thurn, junior, said. — Halle Duvalt 8

when...? How the memory works Remember the day you heard your favorite song for the first time? Saw your favorite movie? Had your first kiss? If you are shaking your head yes, you just used a part of cognition called memory. By definition, memory is any system — human, animal, or machine — that encodes, stores, and retrieves information. So, as humans, we remember things that we focus attention on, that we are interested in, that gives that “touchy-feely” feeling, that we can relate to, or that we have rehearsed (a.k.a. memorized). There are three basic tasks our memory has to perform: encode, store, and retrieve. Each stage shapes, transforms, and saves data, experiences, and information in the “hard drive.” like a computer saves documents and pictures. During the encoding stage, your brain modifies your memory to a preferred format for remembering, like you have to convert an online site to a PDF to easily access it without internet. The next stage, storage, is where information goes after encoding to be kept for retention, the final task. The brain holds information in storage so that it can grab it when it needs it, retention is locating and retrieving it from your stored memory. When forming memories though, they pass through three stages that work together to transform and retain memories. The first stage is sensory memory, better known as short-term memory, is where initial impressions of a stimulus are sent. Memories here, unless otherwise converted, may only last up to 20 seconds and it can only hold about three to four memories. The second stage is your working memory, this is where things you’ve rehearsed for a short period of time go, such as trying to remember a phone number really quickly. This is where you draw mental maps and it’s also the part of memory that tells you what to direct your attention at. The final stage of memory is long-term memory, which is where material is organzied, saved, and later retrieved. So the next time you try to cram for a test and you can’t remember a thing, you’ll have a better idea of what’s going on upstairs in your brain. — Commentary by Cori Orcasitas

Students gain business experience with school-based enterprise Ever seen someone wearing an orange and black survival band or have a school pin on their backpacks? Ever wonder where they bought them from? Believe it or not fellow classmates make them, but they not only create the products; they run a business. School-based enterprise has been in the Polk County School District for years, but not everyone knows all it entails. The Career Experience classes, as well as the Style! academy both have businesses on campus. These are both school-based businesses in which students operate it and produce products. Dreadnaught Designs is run by Career Experience students, while Style! is run by fashion design classes. Dreadnaught Designs students make survival bands, ornaments, and key chains. The items are sold in the cafeteria during both lunches on Fridays, and they also accept custom orders regarding particular colors for key chains and survival bands. Then there are even more options with ornaments. Customers can request an order to include any letterings such as personal initials, favorite sports teams, or just the LHS initials in any available colors. Style! sells cake carriers, key chains, ornaments, buttons, and lunch boxes. Dotty Ivey, the fashion design teacher, makes it easy for other staff and students to see the designs made by fashion students, sending out emails and posting flyers on campus. Orders can be customized and all are made by students in the program. To view samples of their products, students can stop by D wing. Students involved in school-based enterprises learn more than just how to make something, but create long-term skills that can be used in the future. “They become aware of work-related skills, it increases social skills by learning to be a team player, they learn problem-solving skills and to cooperate with others, and they are getting that hands on training,” Sandy Perlewitz, career experience teacher, explained. There are multiple components that go into running a business and the students get their hands dirty taking an active part on all sides. Whether it is inventory, money, or productivity, students do their part so that business runs smoothly. An important part of a business is producing

products on time, which the students are all too used to. “They figure out the best way to do it in a business, like an assembly line kind of thing. They figure out quickly and determine amongst themselves whose going to do something,” Ivey said. To make the product, the materials must be in stock. “They are having to keep up with inventory of designs…they keep up with the ribbons…the thread and the colors of lunch boxes that we have,” Ivey shared. Another important skill students learn is the value of money and how much it can take to keep the business running. “They learn what costs us money and they don’t like it when things cost us money,” Ivey added. The profits made from the businesses go towards making more products and supporting the class that runs each enterprise. The enterprises try to make products as economical as they can for their teenage consumers. “The object is not about making kids spend lots of money; the goal is giving them a good product at a reasonable price,” Ivey explained. Running a school-based enterprise can be so creative that it seems that every student gets the chance to make something they really enjoy for one reason or another. “I like the cake carriers because I like baking a lot,” Hilary Lee excitedly shared. — Summer Nasr

During a fashion design class, Emily Tirado, sophomore, works on a cake carrier for the Style! student enterprise business. Style! is just one of the student enterprise businesses on campus. photo by Summer Nasr


Photos submitted by Courtney Green. Green is a senior in Barbara Smith’s Advanced Placement Studio/2D art class.

[Untitled] Any vacation I’ve ever taken: “Oh, where in the Sunshine State are you from?” Without hesitation, “Little Lakeland, Florida,” I recite by heart But how quickly I correct myself, as I should have from the start. “Thirty minutes from Disney” I continue to provide Sudden joy and excitement illuminated in their oblivious eyes. These words they recognize, Mickey Mouse and Donald Duck. But any mention of swans and little Lakeland is out of luck.


It’s not such a bad price to pay, residing in a little town. Maybe we’re not well known, but we are certainly on the map! “Dead center of the state, Another way to describe us,” I continue, as I wait For, once again, those familiar eyes With the hint of recognition they try to disguise. At this point all I can do is smile to myself, I know where I’m from, even if they couldn’t tell. — Delaney Noris, junior

City We Live In

Jasmine Ritz, a ninth-grader in Creative Photo I submitted photos for City We Live In. “I was in downtown Lakeland taking photos for Ms. Smith’s photography class, all of the photos were taken around Munn Park. I had all the edits I wanted to do planned out in my head and I arrived with that vision for the photos,” said Ritz. “I was searching for manmade objects rather than the typical lake with trees in the background. I did include nature pictures as well though for the focus of the topic to stay alive.”

Bagpipe solicited student work for a feature called “City We Live In.” Students were instructed to interpret the phrase however they chose, via artwork, photography or poetry. There were more than 30 submissions turned in by students grades nine through twelve. Here are some of those submissions.

The City I Live In

I live in the city of the swans Where everyone knows everyone Where everybody talks Where there are no secrets

I live in the city of the lakes. Where there is football on Friday nights Where there are high school rivalries Where we have state championships I live in the city of palm trees Where you know where “The Lake” is Where people go to Anna Maria Island Where there is nothing to do

I live in the city of the swans Where everyone knows everyone Where everybody talks Where there are no secrets I live in Lakeland. —Marley Watts, junior

My Hometown I live in a town of striking surprise on the lake, Accompanied by squirrels and swans; With the drone of vehicles behind me, In shade of convivial palm fronds.

I live in a town wedged between two illustrious urban hubs, Between Mickey Mouse and the beach; Away from their hectic, feverish madness, while exploiting the upside of each.

I live in a town of unity and friends, That’s portrayed as anything but bland; In the vibrant, vivacious community, Better known as Lakeland. —Jonathan Hulzebos, junior 11

ACT ID photo issues? There’s an app for that

Since the ACT now requires students to have an Identification photo printed on the admission ticket from, students have had a lot of difficulty checking in. This is only because they do not have a photo. Now, like everything else, there is an app for that. Students can upload their photos striaght from their phone to the site using a new app. The links below can lead you right to it, or you can just search it on your phone.

Android details?

Iphone actphoto/id542406394?mt=8

FCAT out; EOCs in


Students are getting excited that the Florida Comprehensive Assessment Test is moving out of the picture, but many do not realize the Florida Board of Education is making room for the new end-of-course (EOC) testing. The EOC was designed to improve student achievement and college readiness. It has kicked F CAT out of the way for a more cumulative, academic-based exam. Students will take EOC exams in courses including Algebra I, Biology I, Geometry, U.S. History and Civics. If students do not pass, they could possibly not receive credit for the course, which is required for graduation. Students do have an opportunity to retake the test. So far, the EOCs are receiving mixed reviews. Junior, Kevin Parra, said this new replacement was a piece of cake for him. “It was pretty easy, it had some complicated problems but you can break them up; everything was just basic stuff.” Parra took the Algebra I EOC as a sophomore. While some students are cruising through the EOCs, others are struggling, just as many have with the FCAT. According to the Florida Department of Education, last Spring, 58 percent of all students who took the Algebra I EOC in the state of Florida, passed. Some say that the EOCs have revolutionized the academic path, but others argue that it is merely an impediment distracting students, and putting a hinge on possible graduation failures along the way. For Michelle Smith, a

credit recovery teacher, the EOC might just fall on the negative side. “I think it can be challenging for students to have to do well on one exam; especially if it’s a cumulative one of a lot of different information at once.” Smith explains that perhaps the pressure of this exam is just too much to handle in one interval. “I prefer the students to master the information as they go along, instead of having one test at the end that determines whether or not they’re going to get a credit for graduation,” said Smith. Robert Davis, a junior chemistry and physics teacher compares testing to real life. “It makes it more like college; at universities you take a final exam,” Davis explained. Davis argues that early preparation is a good compromise. “It’s harder, but I guess we’re going to be putting more pressure on students especially in your classes required for graduation.” Early preparation will perhaps get students more comfortable with the material, but is that a sufficient compromise? “I feel rushed because we have other stuff to do, and we have to be a lot more prepared,” Parra said in regards to testing in general. As schools navigate this new testing environment, and figure out how to get their students through, only time will tell whether or not students can be more successful with EOCs, versus the FCAT. More information on required EOCs and pass percentages can be found at www. —Abbey Laine

December/January 2013  

Lakeland High School monthly news magazine

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