Spectrum THURSDAY, Â OCTOBER Â 31, Â 2013
â€œYour Â Voice Â in Â Printâ€? The Â Blake Â School
Issue Â III
STUDENTS FROM INDIA COME TO BLAKE
Raine Robichaud Â‡6WDII:ULWHU
ver Â the Â past Â spring Â break, Â 17 Â Blake Â students Â and Â three Â chaperones Â travelled Â to Â India, Â where Â they Â participated Â in Â an Â ex-Ââ€? change Â with Â The Â Lawrence Â School, Â Sanawar Â for Â 7 Â days. Â The Â Lawrence Â School Â is Â a Â prestigious Â private Â school Â that Â enrolls Â about Â 700 Â high Â school Â students, Â much Â like Â Blake. Â Â Â Â Â Unlike Â Blake, Â The Â Lawrence Â School Â is Â a Â boarding Â school, Â so Â during Â the Â exchange Â Blake Â stu-Ââ€? dents Â were Â able Â to Â see Â what Â it Â was Â like Â to Â live Â on Â school Â grounds. Â Â Â Â Â Â While Â in Â Sanawar, Â each Â Blake Â student Â was Â paired Â with Â a Â Sanawar Â student Â to Â shadow, Â with Â whom Â they Â attended Â school, Â participated Â in Â fun Â activities Â such Â as Â cooking Â
classes, Â and Â observed Â the Â inner Â workings Â of Â The Â Lawrence Â School. Â Â Â Â Â Â As Â part Â of Â the Â experience, Â Blake Â stu-Ââ€? Â†Â‡Â?Â–Â•Â•ÂƒÂ™Ď?Â‹Â”Â•Â–ÂŠÂƒÂ?Â†Â†Â‹ÂˆÂˆÂ‡Â”Â‹Â?Â‰ÂŠÂ‘Â—Â•Â‡-Ââ€? hold Â and Â educational Â structures, Â and Â were Â able Â to Â build Â friendships Â with Â their Â hosts. Â Ethan Â Graham Â â€™17 Â…Â‘Â?Ď?Â‹Â”Â?Â• Â–ÂŠÂƒÂ– Â–ÂŠÂ‡ Â–Â”Â‹Â’ ÂƒÂŽÂŽÂ‘Â™Â‡Â† him Â to Â compare Â and Â contrast Â two Â cultures, Â remembering Â that Â he Â â€œloved Â Indiaâ€? Â because Â he Â was Â able Â to Â â€œlearn Â more Â about Â how Â people Â do Â things Â in Â India Â relative Â to Â how Â peo-Ââ€? ple Â do Â things Â in Â the Â United Â States.â€? Â Â Â Â Â Â Â This Â October Â 25, Â the Â exchange Â was Â reciprocated, Â and Â 20 Â Sanawar Â students Â arrived Â in Â Minneapolis Â to Â spend Â eight Â days Â living Â in Â the Â homes Â of Â their Â Blake Â exchange Â part-Ââ€?
BEST STUDY SPACES
ners. Â The Â eight Â days Â that Â Sanawar Â students Â are Â spending Â in Â Minne-Ââ€? apolis Â are Â scheduled Â with Â a Â vari-Ââ€? ety Â of Â opportunities Â to Â both Â spend Â time Â with Â their Â host Â families, Â and Â immerse Â themselves Â into Â the Â cul-Ââ€? tural Â highlights Â of Â Minnesota. Â Â Â Â Â Â The Â students Â will Â tour Â land-Ââ€? marks Â like Â the Â Guthrie Â Theater, Â the Â Walker Â Art Â Center, Â University Â of Â Minnesota, Â and Â the Â state Â capitol. Â Â Â Â Â Â Balancing Â the Â formal Â sightseeing Â are Â recreational Â events Â planned Â for Â Sanawar Â students Â to Â enjoy Â certain Â activities Â that Â they Â might Â not Â have Â at Â home, Â including Â trick-Ââ€?or-Ââ€?treating Â on Â Halloween, Â a Â Blake Â Open Â Mic Â Night, Â and Â bowling. Â In Â order Â to Â fully Â understand Â the Â life Â at Â Blake, Â
Sanawar Â students Â attended Â a Â day Â of Â school Â on Â Monday, Â October Â 28, Â though Â it Â was Â cut Â short Â by Â the Â girlsâ€™ Â soccer Â game Â at Â the Â Metrodome. Â Â Â Â Â To Â the Â Minnesotans Â in Â India, Â it Â seemed Â that Â the Â education Â system Â was Â where Â the Â biggest Â differenc-Ââ€? es Â manifested Â themselves. Â Siona Â Dev Â â€™14 Â noted Â that Â the Â Lawrence Â School Â â€œvery Â different Â than Â ours Â in Â terms Â of Â the Â structure Â and Â how Â they Â learn.â€? Â Kelsey Â Swing Â â€™15 Â was Â surprised Â that Â there Â â€œwere Â zero Â discussions Â [in Â class] Â and Â very Â few Â questions Â asked/answered.â€? Â Â Â Â Â Â Sanawar Â students Â can Â observe Â the Â reverse Â qualities Â in Â Blake Â classrooms, Â as Â well Â as Â that, Â as Â Dev Â adds, Â â€œweâ€™re Â all Â learning Â the Â
DRUGS, SEX, AND ALCOHOL
same Â material, Â halfway Â across Â the Â world Â and Â in Â such Â a Â different Â way!â€? Â Â Â Â Â Â Those Â who Â have Â had Â the Â ben-Ââ€? Â‡Ď?Â‹Â– Â‘Âˆ Â’ÂƒÂ”Â–Â‹Â…Â‹Â’ÂƒÂ–Â‹Â?Â‰ Â‹Â? Â–ÂŠÂ‡ Â‡Âš-Ââ€? change Â understand Â that Â educa-Ââ€? tion, Â while Â often Â similar Â in Â content, Â can Â mean Â a Â completely Â different Â school Â day Â experience Â depend-Ââ€? ing Â on Â the Â region Â and Â culture. Â Â Â Â Â Â Even Â those Â who Â are Â not Â host-Ââ€? ing Â a Â student Â will Â be Â impacted Â by Â the Â exchange Â in Â some Â way, Â perhaps Â from Â hearing Â a Â new Â perspective Â Â‹Â? Â…ÂŽÂƒÂ•Â•ÇĄ Â‰Â”Â‡Â‡Â–Â‹Â?Â‰ Â•Â‘Â?Â‡ Ď?Â‹Â”Â•Â–ÇŚÂ–Â‹Â?Â‡ trick-Ââ€?or-Ââ€?treaters, Â or Â hearing Â the Â students Â from Â the Â Lawrence Â School Â students Â give Â a Â presentation Â to Â as-Ââ€? sembly Â on Â Thursday, Â October Â 31. Â
GIRLSâ€™ VOLLEYBALL MAKES HEADWAY
The Spectrum @BlakeSpectrum
2 student life Spectrum staff
Escaping Â the Â procrastination Â trap Katya Tobak Â‡&RQWULEXWLQJ:ULWHU
the BEST WKLQJ Sage Bergerson Â‡ &RQWULEXWLQJ:ULWHU Students tell us what part of their day/week made them smile.
&R(GLWRUV,Q&KLHINolan Lindquist, Sullivan Whitely 0DQDJLQJ(GLWRUMolly Apple
â€œBeing Â accepted Â to Â homecoming!â€? Â -Ââ€? Â Sam Â Wilson Â â€˜14
2QOLQH(GLWRUMolly Apple %XVLQHVV0DQDJHUChristopher Hofstadter $GYLVHUAnna Reid )URQW3DJH(GLWRUJonah Sandy 1HZV(GLWRU Nolan Lindquist 6WXGHQW/LIH(GLWRUMaxine Whitely )HDWXUHV(GLWRUAdelaide Winton ,Q'HSWK(GLWRUMolly Apple 2SLQLRQV(GLWRUVCarolyn Patterson, Anneliese Moore 6FLHQFH7HFKQRORJ\DQG+HDOWK (GLWRUSullivan Whitely $UWVDQG&XOWXUH(GLWRUZahara Kathawalla 6SRUWV(GLWRURory Taylor
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hat Â is Â the Â first Â thing Â that Â a Â stu-Ââ€? dent Â will Â do Â on Â a Â typi-Ââ€? cal Â Friday Â night? Â Rare-Ââ€? ly Â will Â a Â student Â come Â home, Â sit Â down, Â and Â work Â o n Â a ll Â t heir Â h ome-Ââ€? work. Â The Â most Â com-Ââ€? mon Â scenario Â is Â a Â stu-Ââ€? dent Â leaving Â all Â of Â their Â school Â work Â for Â a Â late Â Sunday Â night. Â Why Â do Â students Â do Â this? Â Even Â if Â we Â have Â some Â time Â before Â Sunday Â night, Â we Â donâ€™t Â unzip Â our Â backpacks Â a nd Â i mmedi-Ââ€? ately Â start Â working. Â In Â short, Â why Â do Â students Â procrastinate? Â Â Â Â Â According Â to Â dic-Ââ€? tionary.com, Â procrasti-Ââ€? nation Â means Â to Â delay Â or Â postpone Â action, Â or Â to Â put Â off Â something. Â At Â Blake, Â this Â seems Â to Â be Â a Â very Â common Â oc-Ââ€? currence. Â Whether Â it Â is Â an Â everyday Â habit Â or Â a Â rare Â incident, Â all Â stu-Ââ€? dents Â have Â procrasti-Ââ€? nated Â at Â least Â once Â or Â twice. Â Â Â Â Â Â Each Â student Â has Â his Â or Â her Â own Â way Â of Â
procrastinating. Â â€œI Â sit Â in Â my Â room, Â texting Â people, Â or Â watching Â Netflix, Â or Â go Â to Â games. Â Iâ€™m Â very Â good Â at Â it Â so Â I Â do Â it Â all Â the Â time,â€? Â says Â Gus Â Austin Â â€™15. Â Other Â students Â describe Â their Â procrastinating Â as Â be-Ââ€? ing Â continuously Â con-Ââ€? nected Â to Â Facebook, Â Twitter, Â Instagram, Â Tumblr, Â and Â other Â pop-Ââ€? ular Â social Â networking Â sites. Â Students Â do Â this Â primarily Â because Â they Â donâ€™t Â feel Â like Â working Â anymore, Â especially Â having Â just Â spent Â seven Â hours Â in Â school, Â and Â possibly Â a Â couple Â more Â hours Â because Â of Â extra-Ââ€? curricular Â activities. Â Â Â Â Â Â â€œI Â procrastinate Â mainly Â because Â Iâ€™m Â bored Â with Â homework Â and Â I Â donâ€™t Â want Â to Â do Â it. Â I â€™m Â t ired Â f rom Â s chool Â when Â I Â get Â home Â and Â I Â really Â donâ€™t Â want Â to Â do Â anything,â€? Â says Â Sita Â Dandiker Â â€™15. Â Stu-Ââ€? dents Â are Â also Â say Â that Â this Â problem Â is Â becom-Ââ€? ing Â larger Â and Â increas-Ââ€?
ing Â e ven Â m ore Â t hrough-Ââ€? out Â the Â years. Â â€œI Â think Â people Â a re Â g etting Â m ore Â and Â more Â distracted Â by Â phones Â and Â comput-Ââ€? ers Â and Â the Â new Â social Â world. Â Procrastination Â is Â d efinitely Â i ncreasing, Â especially Â w ith Â t he Â n ew Â iPhone Â coming Â out, Â â€œ Â says Â Myles Â Cunning-Ââ€? ham Â â€™16. Â Â Â Â According Â to Â web-Ââ€? h o m e . i n d i r e c t . c o m , Â procrastination Â is Â pri-Ââ€? marily Â caused Â by Â dis-Ââ€? organization, Â fear, Â and Â perfectionism. Â So Â what Â can Â students Â do Â to Â stop Â themselves Â from Â pro-Ââ€? crastinating? Â It Â is Â im-Ââ€? portant Â to Â break Â away Â from Â these Â thoughts Â of Â perfectionism Â and Â fear Â in Â order Â to Â control Â procrastination Â and Â di-Ââ€? minish Â it. Â Â Â Â Â Â A Â s uper Â e ffective Â w ay Â of Â doing Â this Â is Â to Â make Â a Â â€œTo-Ââ€?doâ€? Â list. Â Thatâ€™s Â right, Â a Â list Â with Â little Â check Â boxes Â and Â things Â to Â do, Â numbered Â in Â or-Ââ€? der Â of Â what Â is Â most Â important. Â This Â little Â
list Â can Â help Â students Â to Â become Â better Â orga-Ââ€? nized Â in Â schoolwork, Â extracurricular Â activi-Ââ€? ties, Â and Â social/per-Ââ€? sonal Â life. Â Focus Â on Â the Â most Â important Â goals/ hardest Â stuff Â and Â finish Â them Â first. Â Give Â your-Ââ€? self Â enough Â time Â and Â pace Â yourself, Â donâ€™t Â rush Â your Â work Â but Â donâ€™t Â let Â perfectionism Â keep Â you Â working Â on Â one Â math Â problem Â for Â forty Â minutes. Â Â Â Â Â Remember Â to Â re-Ââ€? move Â all Â distractions, Â focus Â on Â the Â end Â goal, Â and Â always Â remember Â that Â perfection Â is Â never Â necessary. Â Help, Â either Â from Â f riends Â a nd Â f amily, Â or Â teachers, Â is Â always Â an Â aid Â to Â your Â work. Â Â Â Motivate Â yourself Â to Â do Â your Â best, Â try Â your Â hardest, Â and Â in Â return, Â reward Â yourself. Â The Â action Â you Â take Â to Â de-Ââ€? crease Â procrastination Â will Â only Â make Â your Â life Â feel Â more Â organized Â and Â well-Ââ€?managed.
â€œJV Â Soccer. Â Sports Â in Â gen-Ââ€? eral!â€? Â â€“Molly Â Mahoney Â â€˜15
â€œWhen Â my Â dad Â came Â home Â from Â his Â hunting Â trip!â€? Â â€“Eric Â Elftmann Â â€˜17
â€œThey Â had Â soy Â sauce Â out Â for Â the Â rice!â€? Â -Ââ€?Emma Â Wellik Â â€™16
Quiet, Â off-Âthe-Âmap Â destinations Â for Â hyper-Âfocused Â studying
Anneliese Moore Â‡2SLQLRQV(GLWRU
Service Saturday 6DWXUGD\1RYHPEHU $0$0
he Â grade Â lounges, Â the Â library, Â the Â couches Â outside Â of Â college Â coun-Ââ€? seling Â a re Â a ll Â m eant Â t o Â b e Â p laces Â w here Â students Â can Â get Â work Â done. Â But Â with Â many Â loud Â conversations Â going Â on Â in Â all Â o f Â t hese Â h otspots, Â i t Â c an Â b e Â h ard Â t o Â focus. Â H ere Â a re Â s ome Â q uieter Â p laces Â t o Â maximize Â p roductivity. 1. Â The Â Pendulum: Â This Â unique Â spot Â is Â q uiet Â for Â s tudying Â a nd Â relaxing. Â B e-Ââ€? cause Â t he Â p endulum Â a rea Â i s Â fairly Â p ri-Ââ€?
Symposium: Dr. Claude Steele 7XHVGD\1RYHPEHU 3030
vate, Â t here Â a re Â few Â d isturbances Â a nd Â i nterruptions. 2. Â Mr. Â Teslowâ€™s Â photography Â area: Â This Â secretive Â area Â wouldnâ€™t Â be Â the Â first Â place Â one Â might Â think Â of Â as Â a Â good Â place Â to Â study. Â Since Â a Â couch Â exists Â in Â the Â photography Â hallway, Â studying Â down Â here Â could Â be Â an Â option Â for Â you. Â The Â quiet Â and Â bare Â surround-Ââ€? ings Â o ffer Â a Â d istraction-Ââ€?free Â s pace Â t o Â s pread Â o ut Â a nd Â quickly Â f inish Â h omework! Â 3. Â The Â third Â floor Â mural: Â Now, Â with Â the Â new Â mu-Ââ€? ral, Â the Â third Â floor Â is Â finally Â bright Â and Â offers Â an Â interesting Â experience Â when Â walking Â through Â the Â hallway! Â W ith Â t he Â exciting Â a rtwork Â o n Â o ne Â s ide, Â a nd Â bare Â wall Â on Â the Â other, Â studying Â in Â this Â space Â pro-Ââ€? vides Â t wo Â d ifferent Â o ptions: Â e ither Â face Â t he Â m ural Â t o Â lighten Â your Â m ood, Â o r Â l ook Â a t Â t he Â b lank Â wall Â t o Â focus Â and Â g et Â work Â d one. Â 4. Â L ockers Â o n Â t hird Â f loor: Â A lthough Â n ot Â m any Â p eo-Ââ€? ple Â actually Â use Â their Â lockers Â to Â store Â belongings, Â they Â Â a re Â a Â p erfect Â l ocation Â t o Â s tudy! Â Weave Â yourself Â into Â t he Â m aze Â o f Â l ockers Â t o Â f ind Â a Â q uiet Â s pot Â t o Â s leep Â
Quarter 2 interims online :HGQHVGD\1RYHPEHU
Fall Play Performance )ULGD\1RYHPEHU 3030
Fall Play Performance 6DWXUGD\1RYHPEHU 3030
or Â s tudy. Â 5. Â The Â choir Â room: Â Although Â you Â might Â think Â that Â the Â choir Â room Â is Â loud Â due Â to Â the Â piano Â and Â singers, Â this Â spot Â is Â almost Â always Â quiet Â and Â empty. Â It Â has Â comfortable Â chairs Â for Â studying Â and Â resting Â after Â a Â long Â day Â of Â school. Â Mrs. Â Enstad, Â the Â choir Â teacher, Â is Â very Â nice Â and Â always Â wel-Ââ€? come Â to Â new Â guests Â to Â silently Â study Â in Â h er Â room. Â
Fall Play Performance 6XQGD\1RYHPEHU 3030
Thanksgiving Assembly 7XHVGD\1RYHPEHU 3030
No School - Thanksgiving Break %HJLQV:HGQHVGD\1RYHPEHU
6OHHS\VWXGHQWVDUHVDFULÂżFLQJVHOIFDUHIRUVFKRROZRUN Why Â we Â donâ€™t Â get Â enough Â sleep Â and Â how Â to Â hit Â the Â hay Â earlier Sage Bergerson Â‡&RQWULEXWLQJ:ULWHU
n Â a Â M onday Â m orning, Â students Â are Â waking Â up Â early Â to Â slip Â through Â the Â doors Â by Â 7:50 Â a.m. Â We Â g o Â f rom Â c lass Â to Â c lass, Â then Â to Â sports, Â then Â back Â to Â more Â homework. Â We Â finish Â the Â day Â late Â at Â night, Â continuing Â this Â cycle Â daily. Â The Â fact Â is, Â Blake Â students Â are Â tired. Â We Â a renâ€™t Â g etting Â e nough Â time Â each Â day Â to Â simply Â sleep, Â and Â this Â puts Â a Â dent Â in Â how Â full Â we Â can Â be Â a s Â p eople. Â Â Â Â Â Â The Â results Â from Â the Â Challenge Â Success Â sur-Ââ€? vey Â taken Â by Â Blake Â high-Ââ€? schoolers Â last Â spring Â reveal Â that Â on Â an Â aver-Ââ€? age Â school Â night, Â stu-Ââ€? dents Â are Â only Â getting Â 6.5 Â hours Â of Â sleep. Â That Â is Â 3 Â hours Â less Â than Â the Â recommended Â 9.5 Â by Â the Â National Â Sleep Â Founda-Ââ€? tion. Â According Â to Â t he Â I n-Ââ€? dependent Â S chool Â Health Â Check Â a lso Â t aken Â by Â B lake Â
students Â last Â year, Â 79% Â of Â students Â said Â they Â went Â to Â b ed Â a fter Â 1 1 Â p .m. Â every Â night Â and Â only Â 8% Â of Â s tudents Â reported Â t hat Â their Â sleep Â habits Â didnâ€™t Â interfere Â with Â their Â daily Â functioning. Â That Â means Â that Â n early Â every Â s tudent Â at Â our Â school Â deals Â with Â the Â frustrating Â effects Â of Â not Â receiving Â vital Â s leep. Â Â Â Â Every Â s tudent Â m ay Â h ave Â Â a Â d ifferent Â reason Â for Â n ot Â finding Â enough Â time Â to Â sleep Â from Â over Â involve-Ââ€? ment Â in Â clubs Â and Â sports Â to Â procrastination Â but Â a Â common Â t hread Â s eems Â to Â be Â pressure Â to Â perform Â well Â combined Â with Â the Â modern Â day Â catastrophe Â of Â over Â s cheduling. Â Â Â Â Â Â E llie Â B urton Â â€™16 Â s ays, Â â€œAt Â Blake Â you Â have Â a Â lot Â of Â pressure Â to Â get Â good Â grades, Â and Â between Â lots Â of Â h ome Â work Â a nd Â l ots Â o f Â sports, Â kids Â arenâ€™t Â put-Ââ€? ting Â sleep Â as Â a Â priority.â€? Â
Students Â are Â becoming Â so Â caught Â up Â in Â the Â pres-Ââ€? sure Â to Â succeed Â from Â teachers, Â parents, Â and Â themselves Â that Â they Â are Â forgetting Â the Â most Â important Â thing: Â taking Â care Â o f Â themselves. Â Â Â Â Â As Â teenagers Â receive Â less Â and Â less Â sleep, Â it Â can Â deteriorate Â their Â ability Â to Â focus, Â solve Â problems Â and Â remember Â lessons. Â It Â can Â also Â cause Â aggres-Ââ€? sive Â behavior Â and Â lead Â to Â illness. Â Natalie Â Norberg Â â€™15 Â said Â that Â when Â she Â doesnâ€™t Â get Â enough Â sleep Â it Â feels Â â€œlike Â the Â world Â is Â going Â to Â end. Â Basically Â like Â there Â is Â going Â to Â be Â an Â apocalypse Â if Â I Â donâ€™t Â sleep.â€? Â Niki Â Anderson Â â€™17 Â says Â he Â feels Â â€œtired Â and Â like Â itâ€™s Â much Â harder Â to Â focus.â€? Â These Â students Â also Â claimed Â that Â it Â was Â harder Â to Â p articipate Â f ul-Ââ€? ly Â in Â extracurricular Â ac-Ââ€? tivities Â with Â little Â s leep.
Â Â Â Â Â By Â adding Â more Â and Â more Â to Â our Â daily Â lives, Â causing Â us Â to Â be Â much Â more Â tired, Â we Â are Â actu-Ââ€? ally Â taking Â away Â from Â the Â experiences Â we Â could Â be Â having. Â Â Â Â Â Â Sleep Â is Â as Â vital Â as Â the Â oxygen Â you Â breathe Â and Â the Â food Â you Â eat, Â so Â making Â sleep Â a Â priority Â is Â essential. Â If Â you Â find Â yourself Â struggling Â to Â get Â in Â those Â 9.5 Â hours, Â just Â start Â with Â something Â simple Â like Â finding Â a Â new Â way Â to Â manage Â your Â time Â or Â even Â just Â sneaking Â in Â a Â twenty Â minute Â nap. Â To Â be Â the Â best Â people Â we Â can Â be, Â we Â need Â to Â un-Ââ€? derstand Â that Â taking Â care Â of Â ourselves Â is Â the Â real Â success. Â For more information RQVOHHSĂ LSWRSDJH
Spectrum Â catches Â up Â with Â two Â of Â past Â yearsâ€™ Â exchange Â students Ben Hinke Â‡&RQWULEXWLQJ:ULWHU
Students Â win Â chocolate Â milk Forum-ÂTaher Â negotiations Â succesful Julia Rock Â‡6WDII:ULWHU
very Â spring, Â members Â of Â the Â sophomore Â and Â junior Â classes Â partici-Ââ€? pate Â in Â elections Â for Â class Â president. Â Students Â give Â speeches Â during Â grade Â meetings, Â often Â times Â promising Â a Â fun Â class Â re-Ââ€? treat Â and Â discussing Â their Â plans Â for Â better Â homework Â policies, Â or Â telling Â us Â that Â this Â year, Â Forum Â is Â going Â to Â â€œdo Â something.â€? Â This Â year, Â junior Â and Â senior Â class Â presidents Â Charlie Â Levitt Â â€˜15 Â and Â Margaret Â Gra-Ââ€? ham Â â€˜14 Â along Â with Â Forum Â co-Ââ€?chair Â Clare Â Flanagan Â â€˜14 Â delivered. Â Starting Â on Â Monday Â October Â 7, Â one Â carton Â of Â chocolate Â milk Â has Â been Â available Â to Â each Â Upper Â School Â student Â on Â Monday Â during Â lunch. Â Â Â Â Â Â Â Â Â Â Â Â Students Â at Â the Â upper Â school Â have Â been Â press-Ââ€? ing Â for Â chocolate Â milk Â for Â about Â 5 Â years. Â What Â did Â Â‘Â”Â—Â? Â†Â‘ Â–Â‘ Ď?Â‹Â?ÂƒÂŽÂŽÂ› Â„Â”Â‹Â?Â‰ Taher Â and Â the Â adminis-Ââ€? tration Â around? Â First Â and Â foremost, Â Nicolle Â Thom-Ââ€? as, Â Food Â Service Â Director Â
for Â Taher, Â said Â that Â Forum Â brought Â her Â a Â formal Â pro-Ââ€? Â’Â‘Â•ÂƒÂŽÂˆÂ‘Â”Â–ÂŠÂ‡Ď?Â‹Â”Â•Â–Â–Â‹Â?Â‡Ç¤Âƒ-Ââ€? her Â has Â resisted Â chocolate Â milk Â in Â the Â past Â because Â it Â has Â more Â sugar Â than Â white Â milk, Â and Â Thomas Â hopes Â that Â students Â will Â get Â into Â the Â healthy Â habit Â of Â drinking Â milk Â even Â when Â it Â is Â not Â supple-Ââ€? mented Â with Â chocolate. Â However, Â she Â commented, Â â€œ...I Â was Â willing Â to Â listen Â to Â what Â they Â had Â to Â say Â as Â we Â are Â always Â trying Â to Â balance Â what Â the Â kids Â want Â with Â what Â the Â adults Â want.â€? Â Levitt Â and Â Flanagan Â met Â with Â Thomas Â early Â this Â school Â year, Â and Â â€œdur-Ââ€? ing Â that Â chocolate Â milk Â meeting Â Taher Â and Â Forum Â came Â to Â an Â agreement...â€? Â Thomas Â reminded Â stu-Ââ€? dents, Â â€œWe Â hope Â to Â offer Â [chocolate Â milk] Â as Â a Â re-Ââ€? ward Â for Â behavior, Â which Â has Â been Â very Â good Â this Â year. Â If Â there Â are Â occasions Â when Â behavior Â is Â not Â up Â to Â par... Â we Â might Â take Â away Â chocolate Â milk Â for Â a Â Mon-Ââ€?
day.â€? Â Â Â Â Â Although Â it Â might Â seem Â like Â the Â entire Â student Â body Â has Â been Â eager Â for Â chocolate Â milk, Â a Â surpris-Ââ€? ing Â number Â of Â students Â admitted Â their Â indiffer-Ââ€? ence Â to Â the Â change. Â A Â past Â forum Â representative, Â Greg Â Lim Â â€˜15, Â said Â that Â â€œChocolate Â milk Â is Â not Â something Â I Â really Â worry Â about Â as Â a Â junior...Itâ€™s Â nice Â and Â convenient, Â but Â not Â at Â the Â top Â of Â my Â priority Â list Â for Â things Â to Â be Â done Â by Â Forum.â€? Â Other Â students Â interviewed Â commented Â that Â they Â would Â rather Â have Â dessert Â than Â choco-Ââ€? late Â milk. Â Â Â Â Â Of Â course, Â many Â stu-Ââ€? dents Â are Â looking Â forward Â to Â having Â chocolate Â milk Â with Â lunch Â on Â Mondays. Â Shruti Â Gupta Â â€™17 Â is Â eager Â for Â the Â change: Â Â â€œIâ€™m Â excit-Ââ€? ed. Â We Â had Â chocolate Â milk Â in Â middle Â school Â but Â it Â was Â every Â other Â Friday.â€? Â Â Â Â Â Â This Â new Â development Â has Â caused Â the Â student Â body Â to Â think Â a Â little Â bit Â
differently Â about Â Fo-Ââ€? rum Â and Â its Â role Â at Â the Â Upper Â School. Â Graham Â remarked Â that Â â€œI Â hope Â the Â student Â body Â knows Â that Â we Â are Â persistent Â and Â dedicated Â to Â getting Â the Â work Â done.â€? Â Some Â students Â see Â chocolate Â milk Â in Â the Â lunchroom Â as Â evidence Â that Â Forum Â lis-Ââ€? tens Â to Â the Â student Â body. Â Jake Â Meyers Â â€™14 Â noted, Â â€œPeople Â think Â they Â [Fo-Ââ€? rum] Â donâ€™t Â really Â do Â that Â much, Â at Â least Â I Â do, Â but Â now Â it Â shows Â theyâ€™re Â do-Ââ€? ing Â stuff.â€? Â Rachel Â Hertz-Ââ€? berg Â â€˜15, Â when Â asked Â if Â the Â addition Â of Â chocolate Â milk Â changed Â the Â way Â she Â thought Â about Â Fo-Ââ€? rum, Â responded Â â€œIt Â does Â to Â some Â extent, Â because Â I Â have Â never Â been Â aware Â of Â Forum Â doing Â something Â that Â affects Â daily Â life. Â Fo-Ââ€? rum Â usually Â doesnâ€™t Â do Â things Â that Â actually Â af-Ââ€? fect Â me.â€? Â Or, Â as Â freshman Â Connor Â Sabers Â put Â it, Â â€œI Â think Â it Â shows Â that Â Forum Â actually Â does Â do Â things.â€?
oes Â anyone Â remember Â Harald? Â Harald Â Eik-Ââ€? en Â went Â to Â Blake Â for Â the Â 2011-Ââ€?12 Â school Â year. Â He Â was Â from Â Lund, Â Sweden Â and Â was Â a Â part Â of Â the Â Class Â of Â 2013. Â During Â his Â time Â at Â Blake, Â he Â gained Â academic Â skills Â that Â he Â says Â still Â have Â a Â huge Â impact Â on Â his Â edu-Ââ€? cation Â today. Â His Â year Â in Â Minnesota Â naturally Â im-Ââ€? proved Â his Â English Â as Â well, Â which Â he Â said Â is Â a Â great Â ad-Ââ€? vantage. Â Â Â Â Â Â Eiken Â is Â still Â in Â contact Â with Â most Â of Â his Â close Â friends Â from Â Blake; Â he Â Â•Â–ÂƒÂ–Â‡Â†ÂŠÂ‡Â‹Â•Â…Â‘Â?Ď?Â‹Â†Â‡Â?Â–Â–ÂŠÂ‡Â› will Â remain Â his Â lifelong Â friends. Â In Â fact, Â He Â spent Â most Â of Â this Â summer Â trav-Ââ€? eling Â around Â Europe Â with Â former Â Blake Â students Â Caroline Â Hunsicker Â â€™13, Â Aileen Â Ugurbil Â â€™13 Â and Â Alex Â Herkert Â â€™13. Â He Â said Â the Â transition Â back Â to Â life Â in Â Sweden Â was Â not Â too Â bad Â because Â he Â remained Â in Â contact Â with Â his Â close Â friends. Â Right Â now, Â he Â is Â in Â his Â senior Â year Â of Â high Â school Â in Â Lund Â (Enskilda Â Gymnasiet) Â and Â will Â grad-Ââ€? uate Â this Â spring. Â ucy Â Wu Â came Â to Â Blake Â last Â school Â year. Â She Â immersed Â herself Â in Â the Â
community Â by Â creating Â her Â own Â paper-Ââ€?cutting Â club Â and Â was Â also Â a Â part Â of Â Community Â Service Â Board. Â While Â at Â Blake, Â she Â was Â in Â the Â Class Â of Â 2014 Â and Â had Â three Â different Â host Â familiesâ€”the Â Boat-Ââ€? mans, Â the Â Frenkels Â and Â the Â Clarks. Â At Â Blake, Â she Â credits Â her Â English Â and Â History Â teachers Â for Â being Â able Â to Â think Â below Â the Â surface Â of Â texts Â and Â all Â the Â teachers Â and Â students Â for Â welcoming Â her Â to Â Blakeâ€™s Â community. Â Her Â fondest Â memory Â of Â Blake Â was Â be-Ââ€? ing Â a Â part Â of Â the Â band Â tour Â in Â Chicago. Â She Â had Â never Â been Â a Â member Â of Â a Â band Â before Â and Â this Â tour Â made Â her Â feel Â that Â she Â was Â a Â part Â of Â the Â group. Â Right Â now, Â she Â is Â in Â a Â special Â program Â in Â school Â for Â stu-Ââ€? dents Â applying Â to Â college Â abroad. Â She Â only Â has Â to Â go Â to Â school Â two Â days Â a Â week Â because Â she Â does Â not Â have Â to Â take Â the Â Chinaâ€™s Â col-Ââ€? lege Â admission Â test, Â the Â Gaokao. Â She Â is Â not Â able Â to Â communicate Â with Â friends Â very Â easily Â because Â Face-Ââ€? book Â is Â illegal Â in Â China, Â so Â she Â would Â like Â her Â friends Â from Â Blake Â to Â e-Ââ€?mail Â her Â at Â weitongwu_lucy@163.
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Re-Âexamining Â the Â gender-Âneutral Â bathroom Â controversy Annelise Ellingboe Â‡&RQWULEXWLQJ:ULWHU
ccording Â to Â Ellie Â Walker Â â€˜16, Â â€œPeople Â have Â a Â right Â to Â pee Â in Â peace,â€? Â while Â an Â anony-Ââ€? mous Â member Â of Â the Â Class Â of Â 2016 Â said, Â â€œI Â donâ€™t Â un-Ââ€? derstand Â the Â need Â for Â themâ€Ś Â If Â [youâ€™re Â a Â boy] Â use Â the Â menâ€™s Â and Â if Â [youâ€™re Â a Â girl] Â use Â the Â womenâ€™s.â€?
Â Â Â Â Â These Â comments Â were Â made Â in Â reference Â to Â the Â proposed Â gender-Ââ€?neutral Â bathrooms Â in Â the Â science Â wing, Â which Â were Â sup-Ââ€? posed Â to Â be Â installed Â along Â with Â the Â recent Â renova-Ââ€? tion. Â However, Â there Â are Â no Â gender-Ââ€?neutral Â bath-Ââ€? rooms Â in Â the Â school, Â and Â
the Â science Â wing Â restrooms Â are Â still Â labeled Â â€œWomenâ€? Â and Â â€œMen.â€? Â Â Â Â Â Â The Â actual Â change Â to Â gender-Ââ€?neutral Â bathrooms Â is Â simple; Â all Â that Â would Â happen Â is Â the Â signs Â on Â the Â wall Â next Â to Â the Â restroom Â
would Â not Â read Â â€œMenâ€? Â and Â â€œWomen,â€? Â but Â in-Ââ€? stead Â â€œGender Â Neutral.â€? Â Thatâ€™s Â it. Â The Â facilities Â wouldnâ€™t Â be Â changed Â at Â all. Â The Â goal Â is Â simply Â to Â make Â a Â safe, Â essentially Â un-Ââ€?labeled Â space Â for Â any Â
student Â who Â enters Â it. Â Ac-Ââ€? cording Â to Â Anne Â Gray-Ââ€? beal, Â the Â school Â is Â in Â full Â support Â of Â the Â change Â but Â feels Â that Â no Â student Â has Â owned Â it Â as Â their Â cause. Â As Â Graybeal Â said, Â â€œhaving Â a Â building Â in Â which Â all Â of Â the Â
bathrooms Â are Â gendered Â Â‹Â?Â’ÂŽÂ‹Â‡Â• Â–ÂŠÂƒÂ–ÇĄ Â„Â› Â†Â‡Ď?Â‹Â?Â‹-Ââ€? tion, Â we Â believe Â that Â ev-Ââ€? ery Â single Â person Â in Â the Â building Â must Â or Â should Â identify Â as Â one Â gender.â€? Â Â Â Â Â Â Â Â Are Â we Â ready Â for Â gen-Ââ€? der-Ââ€?neutral Â bathrooms?
Read Â the Â full Â version Â of Â this Â article Â at Â www.blakespectrum.org
Staff Â Editorial: Â stop Â sign Â needed Â on Â Kenwood Â Parkway
ccording Â to Â Security Â Offi-Ââ€? cer Â Steve Â Haugh, Â the Â Min-Ââ€? neapolis Â Park Â and Â Recreation Â Board Â has Â denied Â Blakeâ€™s Â re-Ââ€? quest Â to Â open Â the Â gate Â linking Â the Â Sculpture Â Garden Â parking Â lot Â to Â the Â intersection Â of Â Dun-Ââ€? woody Â Boulevard Â and Â Stadium Â Parkway Â in Â the Â morning Â as Â it Â is Â in Â the Â afternoon. Â Â Â Â Â Â Now Â that Â all Â drivers Â trying Â to Â get Â to Â school Â in Â the Â morning Â have Â been Â routed Â through Â the Â intersection Â of Â Stadium Â Park-Ââ€? way Â and Â Kenwood Â Parkway Â (right Â by Â the Â visitorsâ€™ Â parking Â lot), Â students Â are Â often Â met Â with Â a Â frustrating Â traffic Â jam Â as Â they Â wait Â for Â a Â break Â in Â the Â traffic Â on Â Kenwood. Â The Â back-Ââ€? up Â makes Â many Â late Â to Â school Â and Â encourages Â drivers Â to Â take Â faster Â left Â turns Â onto Â Kenwood Â as Â they Â try Â to Â â€œbeatâ€? Â cars Â com-Ââ€?
ing Â from Â both Â the Â left Â and Â right. Â Â Â Â Â Â This Â intersection Â could Â eas-Ââ€? ily Â be Â made Â both Â safer Â and Â less Â odious Â for Â the Â drivers Â who Â have Â to Â use Â it Â if Â people Â driv-Ââ€? ing Â on Â Kenwood Â had Â to Â stop Â just Â like Â people Â driving Â on Â Sta-Ââ€? dium. Â That Â way, Â the Â less-Ââ€?used Â road Â could Â essentially Â absorb Â some Â of Â the Â more Â heavily-Ââ€?used Â roadâ€™s Â backup. Â Â Â Â Â Â The Â best Â way Â to Â eliminate Â some Â of Â the Â morning Â traffic Â now Â centered Â on Â the Â intersec-Ââ€? tion Â of Â Stadium Â and Â Kenwood Â Parkways Â is Â to Â install Â a Â stop Â sign Â facing Â Kenwood Â Parkway Â traffic Â at Â that Â intersection. Â The Â Spectrum Â recommends Â the Â school Â administration Â and Â student Â leaders Â immediately Â contact Â the Â Park Â Board Â about Â such Â a Â fix Â to Â our Â traffic Â woes.
A Â much Â needed Â nap: Â snoozing Â in Â study Â hall John Miller Â‡6WDII:ULWHU
â€™ve Â noticed Â that Â many Â Blake Â students Â sacrifice Â sleep Â every Â night Â to Â get Â ahead Â in Â school. Â I Â believe Â that Â sacrificing Â sleep Â is Â necessary Â for Â getting Â good Â grades Â while Â living Â very Â busy Â lives. Â While Â staying Â up Â late Â may Â help Â with Â your Â workload, Â odds Â are Â that Â youâ€™ll Â be Â tired Â in Â school Â if Â you Â do Â stay Â up Â late. Â You Â may Â face Â some Â school Â nights Â with Â seemingly Â insur-Ââ€? mountable Â loads Â of Â homework, Â and Â you Â being Â the Â brave Â soul Â that Â you Â are, Â will Â tackle Â the Â mound Â of Â homework Â over Â the Â course Â of Â the Â night. Â Â Â Â Â Â However Â the Â morning Â af-Ââ€? ter, Â youâ€™ll Â be Â drowsy, Â inatten-Ââ€? tive Â and Â you Â might Â even Â find Â yourself Â drifting Â off Â to Â sleep Â in Â slow Â classes Â or Â assemblies. Â Olivia Â Adams Â â€™16 Â said Â that, Â
â€œRight Â now Â Iâ€™m Â so Â tired Â that Â I Â feel Â like Â Iâ€™m Â dying,â€? Â if Â you Â walk Â around Â Blake Â for Â a Â little Â bit, Â youâ€™ll Â probably Â see Â someone Â nodding Â off Â or Â taking Â a Â quick Â power Â nap. Â Sleep Â is Â arguably Â the Â most Â desired Â commod-Ââ€? ity Â in Â the Â Blake Â community. Â As Â put Â by Â Eric Â Stolt Â â€™16, Â â€œIâ€™d Â do Â almost Â anything Â for Â an Â ex-Ââ€? tra Â hour Â of Â sleep,â€? Â so Â why Â not Â turn Â study Â halls Â into Â official Â nap Â times? Â In Â my Â experience, Â many Â people Â spend Â most Â of Â their Â study Â halls Â playing Â games Â or Â surfing Â the Â web, Â so Â why Â not Â use Â that Â time Â to Â catch Â up Â on Â some Â Zs? Â Think Â about Â it: Â imagine Â that Â when Â enter-Ââ€? ing Â your Â study Â hall/free Â block Â you Â could Â spend Â that Â block Â in Â a Â â€œsleepy Â hallâ€?! Â Rooms Â around Â school Â could Â be Â converted Â into Â
sleepy Â hall Â locations Â if Â some Â comfortable Â chairs Â were Â add-Ââ€? ed, Â but Â really Â the Â only Â things Â that Â would Â be Â needed Â would Â be Â pillows, Â then Â the Â lights Â would Â be Â turned Â off Â and Â youâ€™d Â have Â yourself Â a Â fully Â functioning Â sleepy Â hall! Â A Â proctor Â wouldnâ€™t Â really Â be Â needed Â although Â a Â designated Â teacher Â could Â make Â checks Â every Â 20 Â minutes Â to Â make Â sure Â that Â everything Â is Â quiet. Â These Â sleepy Â halls Â would Â have Â to Â be Â taken Â seriously, Â and Â if Â anyone Â were Â to Â be Â caught Â infringing Â on Â the Â no-Ââ€?talk Â pol-Ââ€? icy Â several Â times, Â the Â student Â would Â consequently Â receive Â a Â sleepy Â hall Â ban. Â Sleepy Â halls Â and Â the Â rest Â they Â could Â pro-Ââ€? vide Â would Â help Â enliven Â some Â lethargic Â students, Â give Â rest Â to Â academic Â workhorses Â and Â would Â alleviate Â much Â of Â the Â pressure Â Blake Â students Â face Â daily. Â When Â asked Â about Â this Â sleep Â halls Â idea, Â Austin Â Rae Â â€™14 Â said, Â â€œNap Â time Â in Â school? Â A-Ââ€?Rae Â would Â be Â cool Â with Â that, Â I Â always Â need Â more Â sleep,â€? Â ba-Ââ€? sically Â this Â sleepy Â hall Â plan Â en-Ââ€? dorses Â an Â official Â naptime Â just Â like Â in Â lower Â school, Â so Â if Â you Â want Â more Â sleep, Â supporting Â this Â idea Â is Â a Â no-Ââ€?brainer.
Trick-Âor-Âtreating Â teens Â not Â too Â old Â for Â Halloween Â fun Sammy Wagner Â‡&RQWULEXWLQJ:ULWHU
s Â the Â end Â of Â October Â looms, Â my Â m ind Â c anâ€™t Â h elp Â but Â s hift Â to Â t houghts Â o f Â ghouls, Â goblins Â and Â five Â year Â olds Â in Â fairy Â princess Â costumes. Â Hal-Ââ€? loween Â is Â truly Â the Â only Â day Â when Â you Â can Â go Â knock Â on Â strangerâ€™s Â doors Â and Â ask Â for Â candy. Â Â Â Â Â Â B ut Â when Â d oes Â t rick Â o r Â t reat-Ââ€? ing Â g o Â f rom Â c ute Â to Â c reepy? Â A s Â high Â school Â students Â we Â are Â starting Â to Â reach Â that Â limit, Â but Â many Â teenagers Â will Â still Â be Â going Â trick Â or Â treating Â this Â year. Â Â Â Â If Â you Â want Â to Â trick Â or Â treat Â you Â can, Â and Â although Â you Â might Â get Â some Â weird Â looks, Â Madison Â Ethan Â â€™15 Â puts Â it, Â â€œ[You Â can Â go Â trick Â or Â treat-Ââ€? ing] Â as Â long Â as Â people Â give Â you Â candy.â€? Â Will Â Watkins Â â€˜17 Â agreed, Â â€œYou Â can Â go Â until Â you Â stop Â getting Â candy.â€? Â Â Many Â people Â will Â continue Â to Â trick Â or Â treat Â well Â into Â high Â school. Â It Â makes Â sense Â because Â who Â doesnâ€™t Â l ike Â f ree Â c andy? Â Â Â Â Â Gary Â Spencer Â said, Â â€œI Â went Â
when Â I Â was Â eighteen.â€? Â Each Â family Â h as Â t heir Â own Â l imits Â for Â when Â their Â kids Â are Â no Â lon-Ââ€? ger Â encouraged Â to Â go Â trick Â or Â treating. Â For Â me, Â I Â was Â urged Â to Â stay Â home Â and Â hand Â out Â candy Â starting Â last Â year. Â The Â obvious Â loophole Â that Â I Â found Â was Â going Â trick Â or Â treating Â with Â my Â l ittle Â s ister. Â Â Â Â Â Â A Â l ot Â o f Â h igh Â s chool Â s tudents Â are Â able Â to Â extend Â their Â years Â of Â trick Â or Â treating Â using Â this Â method. Â It Â suddenly Â becomes Â acceptable Â to Â g o Â t rick Â o r Â t reat-Ââ€? ing Â if Â you Â are Â walking Â around Â with Â a Â little Â kid, Â and Â if Â you Â do, Â make Â sure Â to Â wear Â a Â costume Â to Â get Â more Â candy. Â Even Â if Â you Â are Â just Â handing Â out Â candy Â you Â c an Â s till Â d ress Â u p. Â Â Â Â Â Â No Â one Â can Â stop Â you Â from Â going Â trick Â or Â treating Â and Â no Â one Â can Â force Â you Â to. Â High Â school Â is Â when Â you Â might Â get Â weird Â looks Â from Â trick Â or Â treating, Â but Â there Â is Â no Â set Â age Â for Â when Â you Â are Â too Â old Â to Â t rick Â o r Â t reat. SKRWR&UHGLW6DJH%HUJHUVRQ
6 opinions Goldilocks Â has Â found Â her Â class Â size
Blake Â provides Â classroom Â enviroments Â not Â too Â big Â and Â not Â too Â small
y Â class Â sizes Â range Â from Â 3 Â to Â 15 Â students Â so Â far Â at Â Blake. Â Coming Â from Â a Â charter Â school Â with Â class Â sizes Â similar Â to Â Blakeâ€™s, Â I Â always Â took Â small Â classes Â sizes Â for Â granted. Â Â Â Â Â Many Â of Â us Â have Â heard Â about Â the Â philosophy Â that Â class Â sizes Â are Â a Â major Â factor Â of Â a Â studentâ€™s Â education. Â And Â most Â of Â us Â have Â heard Â that Â big Â class Â sizes Â are Â Â Ç˛Â„ÂƒÂ†Ç¤Çł ÂŠÂ‹Â• Â‹Â• Â—Â?Â†Â‡Â”Â•Â–ÂƒÂ?Â†ÂƒÂ„ÂŽÂ‡Ç¤ Big Â classes Â means Â lack Â of Â teacher Â and Â student Â 1:1 Â dialogue, Â mean-Ââ€? ing Â those Â students Â canâ€™t Â get Â the Â
graphic credit: Carolyn Patterson
help Â they Â need, Â making Â it Â harder Â to Â learn. Â Â Â Â Â If Â large Â class Â sizes Â arenâ€™t Â good, Â then Â by Â that Â logic Â small Â class Â sizes Â should Â be Â amazing. Â Sadly Â many Â things, Â including Â class Â siz-Ââ€? es, Â arenâ€™t Â like Â that. Â–ÂŠÂ‡Â”Â–ÂŠÂƒÂ?Â–ÂŠÂ‡Ď?Â‹Â?ÂƒÂ?Â…Â‹ÂƒÂŽÂ„Â—Â”-Ââ€? den Â of Â creating Â more Â classrooms Â and Â hiring Â more Â teachers, Â small Â class Â sizes Â can Â also Â have Â a Â nega-Ââ€? tive Â effect Â on Â a Â studentâ€™s Â educa-Ââ€? tion Â regarding Â social Â communi-Ââ€? ties Â and Â discussions. Â Â Â Â Â With Â a Â good Â amount Â of Â people Â
in Â each Â class, Â you Â may Â be Â able Â to Â learn Â something Â knew Â about Â the Â topic Â of Â study Â or Â your Â classmates Â you Â might Â not Â have Â otherwise. Â Â Â Â Â It Â relates Â more Â to Â the Â real Â world. Â Youâ€™re Â not Â going Â to Â work Â with Â the Â same Â couple Â people Â ev-Ââ€? eryday, Â so Â you Â should Â get Â used Â to Â diverse Â types Â of Â people Â with Â different Â types Â of Â thinking Â at Â an Â early Â stage. Â Â Â Â Â Even Â though Â familiarity Â is Â enjoyable, Â learning Â new Â things Â from Â different Â classmates Â every-Ââ€? day Â can Â be Â just Â as Â nice.
ÂŠÂ‹Â•Â‰Â‘ÂŽÂ†Â‹ÂŽÂ‘Â…Â?Â•Â‡ÂˆÂˆÂ‡Â…Â–ÇĄÂ™ÂŠÂ‡Â”Â‡ too Â much Â is Â too Â much Â and Â too Â little Â is Â too Â little, Â can Â create Â dif-Ââ€? Ď?Â‹Â…Â—ÂŽÂ–Â‹Â‡Â• Â™ÂŠÂ‡Â? Â†Â‡Â…Â‹Â†Â‹Â?Â‰ ÂŠÂ‘Â™ Â„Â‹Â‰ or Â small Â classes Â should Â be. Â Â Â Â Â Maybe Â there Â is Â a Â happy Â medi-Ââ€? um? Â Biology Â teacher Â Jen Â Vance Â said Â â€œ[a Â medium Â class Â size] Â works Â well Â for Â biology Â because Â it Â allows Â me Â to Â have Â students Â work Â with Â many Â different Â people Â in Â lab Â groups Â over Â the Â course Â of Â the Â year, Â and Â there Â are Â enough Â stu-Ââ€? dents Â to Â provide Â different Â per-Ââ€? spectives Â in Â discussion.â€?
Â Â Â Â Â Will Â it Â ever Â be Â perfect? Â As Â mu-Ââ€? sician Â Matthew Â Good Â said Â â€œPer-Ââ€? sonal Â perception Â of Â perfection Â is Â like Â that. Â You Â see Â what Â you Â want Â to Â see. Â After Â a Â while Â you Â just Â see Â what Â you Â need Â to.â€? Â Â Â Â Â You Â canâ€™t Â make Â class Â size Â an Â excuse Â to Â not Â do Â your Â homework Â or Â try Â you Â best Â in Â class. Â If Â you Â make Â it Â your Â best Â it Â will Â be Â the Â best. Â Â Â Â Â I Â agree Â with Â Michelle Â Atwood Â â€˜15, Â who Â said Â â€œI Â think Â the Â classes Â at Â Blake Â have Â the Â right Â amount Â of Â students Â in Â them.â€? Â Not Â too Â little Â and Â not Â too Â big: Â just Â right.
Telling Â on Â peers Â for Â out-Âof-Âschool Â behavior Â not Â always Â right Â Isabel Graham Â‡&RQWULEXWLQJ:ULWHU
magine Â the Â situation: Â Your Â friend Â is Â the Â MVP Â of Â her Â fall Â sports Â team, Â and Â her Â teammates Â are Â counting Â on Â her Â to Â help Â lead Â them Â to Â the Â state Â championship Â this Â season. Â But Â thereâ€™s Â a Â prob-Ââ€? lem. Â Â Â Â Â Last Â night Â was Â homecoming, Â and Â at Â your Â groupâ€™s Â after Â party, Â he Â or Â she Â got Â completely Â drunk. Â You Â know Â thereâ€™s Â a Â rule Â in Â the Â MSHSL Â guidelines Â that Â states Â strictly Â against Â the Â use Â or Â abuse Â of Â alcohol Â and Â drugsâ€”and Â all Â athletes Â are Â required Â to Â sign Â a Â form Â saying Â that Â they Â are Â to Â stay Â substance-Ââ€?free. Â Â Â Â Â Do Â you Â tell Â a Â teacher Â or Â her Â coach? Â Or Â do Â you Â stay Â out Â of Â the Â situation? Â Â Â Â Â In Â my Â opinion, Â you Â should Â not Â go Â to Â the Â adult Â just Â yet. Â Â As Â a Â sup-Ââ€? porter Â of Â your Â friend, Â you Â should Â Â–ÂƒÂŽÂ?Â–Â‘ÂŠÂ‹Â?Â‘Â”ÂŠÂ‡Â”Ď?Â‹Â”Â•Â–Ç¤Â”Â›Â–Â‘Â—Â?-Ââ€? derstand Â why Â he Â or Â she Â did Â what Â they Â didâ€”and Â take Â action Â from Â there. Â Â Â Â Â You Â have Â several Â optionsâ€”you Â could Â let Â it Â be, Â you Â could Â have Â him Â or Â her Â talk Â to Â a Â counselor, Â you Â could Â tell Â a Â teacher Â or Â you Â could Â tell Â his Â or Â her Â coach. Â Korlekuor Â Akiti Â â€˜15 Â says, Â â€œI Â would Â bring Â it Â
up Â with Â my Â friend, Â but Â itâ€™s Â their Â responsibility Â to Â tell Â the Â coach.â€? Â ÂŠÂ‹Â?Â? ÂƒÂ„Â‘Â—Â– the Â sever-Ââ€? ity Â of Â the Â s i t u a -Ââ€?
tionâ€” of Â course Â b r e a k i n g Â a Â contract Â is Â a Â big Â deal, Â but Â based Â on Â what Â your Â friend Â said, Â do Â you Â think Â it Â will Â happen Â again? Â Â If Â Â‹Â–Â•Â‡Â‡Â?Â•Â–Â‘Â„Â‡ÂƒÇŽÂ?Â‹Â•Â–ÂƒÂ?Â‡ÇŻÂƒÂ?Â†Â†Â‡Ď?Â‹-Ââ€?
nitely Â wonâ€™t Â happen Â again, Â talking Â to Â a Â counselor Â may Â be Â your Â best Â option. Â Â Â Â Â Upper Â s c h o o l Â counsel-Ââ€? or Â Erin Â A d -Ââ€?
graphic credit: Carolyn Patterson
ams, Â s a i d , Â â€œ W e Â r e a l l y Â regard Â the Â school Â coun-Ââ€? Â•Â‡ÂŽÂ‘Â”ÇŻÂ• Â‘ÂˆĎ?Â‹Â…Â‡ ÂƒÂ• a Â place Â that Â can Â Â’Â”Â‘Â–Â‡Â…Â– Â…Â‘Â?Ď?Â‹Â†Â‡Â?Â–Â‹ÂƒÂŽ-Ââ€? ity. Â Â Certainly Â (drinking Â and Â drugs) Â are Â illegal, Â and Â certainly Â itâ€™s Â against Â school Â
rules, Â but Â we Â also Â recognize Â that Â itâ€™s Â a Â complex Â social Â issue.â€? Â Â Â Â Â If Â your Â friend Â acts Â as Â if Â he Â or Â she Â wants Â to Â use Â drugs Â or Â drink Â again, Â it Â might Â be Â time Â for Â you Â to Â talk Â to Â a Â teacher, Â coach Â or Â admin-Ââ€? istratorâ€”and Â allow Â him Â or Â her Â to Â get Â the Â help Â they Â need. Â Â Â Â Â However, Â if Â your Â friend Â is Â not Â playing Â a Â sport Â (or Â is Â not Â in-Ââ€? volved Â in Â another, Â non-Ââ€?athletic Â activity Â such Â as Â theaterâ€”those Â activities Â require Â you Â to Â sign Â a Â form Â and Â abide Â by Â the Â MSHSL Â rules Â too!), Â the Â situation Â is Â dif-Ââ€? ferent. Â Â Â Â Â I Â donâ€™t Â feel Â itâ€™s Â necessary Â to Â tell Â anyone Â who Â works Â at Â the Â school Â unless Â you Â feel Â that Â your Â friend Â is Â in Â danger. Â It Â is Â the Â schoolâ€™s Â role Â to Â make Â sure Â you Â stay Â safe Â even Â when Â not Â in Â school, Â but Â ul-Ââ€? timately, Â each Â of Â us Â makes Â our Â own Â decisions Â and Â no Â personâ€™s Â interference Â will Â necessarily Â change Â that. Â Â Â Â Â So Â next Â time Â youâ€™re Â in Â this Â situation, Â think Â about Â it: Â is Â my Â friend Â in Â danger? Â Â Who Â else Â is Â he Â or Â she Â affecting? Â And Â from Â there, Â I Â trust Â that Â each Â of Â you Â can Â take Â the Â necessary Â steps Â to Â deal Â with Â the Â problem.
editorial Â cartoon Â by Â Kira Â Leadholm
Not Â too Â lenient, Â not Â too Â tough
Teachers Â strike Â impressive Â balance Â between Â pampering Â and Â over Â criticizing CC Lucas Â‡&RQWULEXWLQJ:ULWHU
ake Â yourself Â back Â to Â that Â jam-Ââ€?packed Â night Â when Â you Â pulled Â into Â your Â driveway Â at Â 11:00 Â p.m. Â and Â crawled Â into Â bed Â without Â doing Â any Â homework. Â You Â knew Â that Â the Â following Â day Â you Â would Â have Â a Â bulletproof Â excuse Â tucked Â under Â your Â belt: Â I Â had Â a Â really Â busy Â night. Â Â Â Â Â But Â the Â next Â day, Â when Â your Â teachers Â wouldnâ€™t Â have Â it, Â you Â wondered, Â where Â is Â the Â sympa-Ââ€? thy? Â Â Â Â Â Blake Â students Â sometimes Â feel Â aggravation Â with Â their Â teachersâ€™ Â policies. Â On Â top Â of Â a Â lack Â of Â sym-Ââ€? pathy, Â students Â mention Â seeing Â regular Â favoritism. Â Â Â Â Â Phoebe Â Warner Â â€˜16 Â said, Â Ç˛ÂŠÂ‡Â”Â‡ ÂŠÂƒÂ˜Â‡ Â†Â‡Ď?Â‹Â?Â‹Â–Â‡ÂŽÂ› Â„Â‡Â‡Â? Â‹Â?-Ââ€? stances Â where Â I Â think, Â okay, Â this Â teacher Â is Â going Â way Â too Â easy Â on Â this Â kid.â€? Â Watching Â a Â single Â classmate Â get Â away Â with Â slack-Ââ€? ing Â time Â after Â time Â can Â make Â kids Â feel Â that Â their Â teacher Â isnâ€™t Â treating Â them Â with Â a Â just Â ap-Ââ€? proach. Â Â Â Â Â Another Â complaint Â that Â sur-Ââ€? faced Â among Â students Â is Â that Â retakes Â should Â be Â allowed Â more Â oftenâ€“I Â think Â getting Â a Â second Â shot Â provides Â a Â boost Â of Â con-Ââ€? Ď?Â‹Â†Â‡Â?Â…Â‡ ÂƒÂ?Â† ÂƒÂ? Ç˛ Â…ÂƒÂ? Â†Â‘ Â–ÂŠÂ‹Â•Çł mindset. Â Â Â Â Â Raine Â Robichaud Â â€™14 Â said Â that Â when Â someone Â does Â poor-Ââ€? ly Â on Â assessments, Â â€œTeachers Â should Â at Â least Â help Â you Â make Â up Â points Â or Â get Â back Â credit Â if Â you Â
put Â the Â effort Â in.â€? Â Â Â Â Â Â However, Â students Â also Â experi-Ââ€? ence Â problems Â when Â pampered. Â Robichaud Â pointed Â to Â teachers Â being Â too Â easygoing, Â â€œIf Â they Â
donâ€™t Â drill Â you Â enough, Â then Â you Â donâ€™t Â become Â better.â€? Â Very Â little Â is Â nice Â about Â that. Â Â Â Â Â Though Â having Â loose, Â relaxed Â teachers Â may Â be Â nice Â in Â class, Â
having Â them Â go Â easy Â on Â you Â isnâ€™t Â Â„Â‡Â?Â‡Ď?Â‹Â…Â‹ÂƒÂŽÂ‹Â?Â–ÂŠÂ‡ÂŽÂ‘Â?Â‰Â”Â—Â?ÇŁÂƒÂ•ÂŽÂ‹ÂˆÂ‡ accelerates Â and Â takes Â off Â beyond Â high Â school, Â leniency Â isnâ€™t Â a Â lux-Ââ€? ury Â that Â lasts.
Â Â Â Â Â Michael Â Smith Â â€˜17 Â agreed Â without Â a Â doubt Â that Â having Â a Â tough Â teacher Â can Â be Â construc-Ââ€? tive, Â explaining Â that Â getting Â grades Â lower Â than Â expected Â ac-Ââ€? tually Â motivates Â him Â to Â improve. Â?Â‹ÂŽÂ‹Â?Â‰ÇĄÂŠÂ‡Â•ÂƒÂ‹Â†ÇĄÇ˛ Â–ÂŠÂƒÂ•Â†Â‡Ď?Â‹-Ââ€? nitely Â helped Â me Â out Â more Â than Â it Â has Â hurt Â me.â€œ Â The Â trouble Â for Â Â–Â‡ÂƒÂ…ÂŠÂ‡Â”Â• Â‹Â• Ď?Â‹Â?Â†Â‹Â?Â‰ Â–ÂŠÂ‡ Â?Â‹Â†Â†ÂŽÂ‡ ground Â where Â they Â are Â neither Â too Â severe Â nor Â lenient Â with Â their Â students. Â Â Â Â Â Luckily, Â Blake Â teachers Â gener-Ââ€? ally Â have Â an Â acute Â sense Â for Â this Â balance. Â Warner Â recognizes Â this: Â â€œTeachers Â are Â really Â consider-Ââ€? ateâ€“their Â policies Â are Â dependent Â on Â how Â the Â class Â is Â doing Â as Â a Â whole.â€? Â Â Â Â Â I Â think Â the Â teachers Â here Â at Â ÂŽÂƒÂ?Â‡ Â†Â‡Ď?Â‹Â?Â‹Â–Â‡ÂŽÂ› Â†Â‡Â•Â‡Â”Â˜Â‡ Â…Â”Â‡Â†Â‹Â– for Â adjusting Â well Â to Â students Â and Â making Â the Â environment Â well-Ââ€?suited Â to Â their Â needs. Â Â Â Â Â Robichaud Â added, Â â€œI Â think Â that Â they Â are Â fair Â but Â they Â still Â chal-Ââ€? lenge Â you.â€? Â Blake Â teachers Â care Â about Â the Â students, Â and Â almost Â any Â criticism Â or Â challenge Â Iâ€™ve Â ever Â faced Â was Â hurled Â at Â me Â with Â the Â intent Â to Â help Â me Â grow. Â‡Â•Â’Â‹Â–Â‡Â–ÂŠÂ‡Â†Â‹ÂˆĎ?Â‹Â…Â—ÂŽÂ–Â›Â‘ÂˆÂ•Â—Â…ÂŠ obstacles, Â â€œYou Â just Â accept Â that Â there Â will Â be Â times Â where Â you Â succeed Â and Â times Â where Â you Â donâ€™t. Â That Â is Â what Â we Â sign Â up Â for,â€? Â according Â to Â Robichaud.
perception Â ver 20% 14%
Blake high school student perception
Blake high school student reality
National high school student reality
Approximate percentage of high school students who have smoked marijuana during the last 30 days.
Blake high school student perception Blake high school student reality National high school student reality
Approximate percentage of high school students who have had at least one drink of alcohol without parental consent during the last 30 days.
Blake student perceptions of classmates who have had sexual intercouse 18%
Reality of students who have had sexual intercouse at Blake
Data collected from the 2012 Independent School Health Check survey of all Blake Students and 2013 updated Center for Disease control and prevention
rsus Â reality Blake Â Students
What teachers think we do
What I think I do
What parents think we do
3HU FHS Rea WLRQ YV lity Me me !
What friends think we do
What other schools think we do
What I actually do
pop Â culture Â perception VS Â teen Â culture Â reality Jonah SandyÂ‡)URQW3DJH(GLWRU
re Â you Â baked?â€? Â the Â boy Â asks, Â red Â cup Â in Â hand. Â â€œLike Â a Â cake,â€? Â his Â friend Â responds. Â This Â Â•Â…Â‡Â?Â‡ Â‘Â…Â…Â—Â”Â”Â‡Â† Â™Â‹Â–ÂŠÂ‹Â? Â–ÂŠÂ‡ Ď?Â‹Â”Â•Â– half Â hour Â of Â last Â yearâ€™s Â enor-Ââ€? Â?Â‘Â—Â•ÂŽÂ› Â’Â‘Â’Â—ÂŽÂƒÂ” Â–Â‡Â‡Â? Ď?Â‹ÂŽÂ? The Â Â‡Â”Â?Â•Â‘ÂˆÂ‡Â‹Â?Â‰ÂƒÂƒÂŽÂŽĎ”ÂŽÂ‘Â™Â‡Â”. Â One Â of Â several Â â€œparty Â scenesâ€? Â in Â the Â Ď?Â‹ÂŽÂ?ÇĄ Â–ÂŠÂ‹Â• Â•Â…Â‡Â?ÂƒÂ”Â‹Â‘ Â‹Â• Â…Â‘Â?Â?Â‘Â? in Â what Â constitutes Â our Â teen Â en-Ââ€? Â–Â‡Â”Â–ÂƒÂ‹Â?Â?Â‡Â?Â–Ç¤ ÂŠÂ‹ÂŽÂ‡ Â–ÂŠÂ‹Â• Â†Â‡Ď?Â‹Â?Â‡Â• teen Â entertainment, Â does Â this Â parallel Â what Â happens Â at Â Blakeâ€™s Â own Â post-Ââ€?Homecoming Â game Â parties? Â Depends Â on Â who Â you Â ask. Â Â Â Â Â â€œIf Â you Â watch Â any Â TV Â show Â about Â like Â a Â high Â school, Â [high Â school] Â is Â portrayed Â as: Â thatâ€™s Â what Â people Â do Â on Â weekendsâ€?-Ââ€? -Ââ€?drink, Â do Â drugs, Â and Â have Â sex, Â
says Â Topher Â Hunnewell Â â€™14, Â sitting Â with Â a Â group Â of Â friends Â in Â the Â senior Â lounge. Â These Â por-Ââ€? trayals Â send Â the Â message Â that Â â€œthere Â [are] Â no Â alternatives.â€? Â Â Â Â Â Why Â is Â the Â teenage Â identity Â inseparably Â linked Â with Â drug Â and Â alcohol Â use? Â Why Â does Â the Â mythos Â of Â the Â American Â teen-Ââ€? ager Â involve Â such Â a Â devotion Â to Â pursuit Â of Â risky Â business, Â the Â rebel Â status, Â the Â pot-Ââ€?smoking Â breakfast Â club? ÂŠÂ‡ Â’Â‡Â”Â…Â‡Â’Â–Â‹Â‘Â? ÂŠÂƒÂ• Â†Â‡Ď?Â‹Â?Â‡Â† teenage Â America Â on Â the Â big Â screen Â for Â over Â half Â a Â centu-Ââ€? ry, Â from Â the Â opening Â scene Â of Â 1959â€™s Â Rebel Â Without Â a Â Cause Â in Â which Â protagonist Â Jim Â Stark Â is Â hauled Â to Â the Â police Â station Â for Â public Â drunkenness Â to Â the Â all-Ââ€?
out, Â balls-Ââ€?to-Ââ€?the-Ââ€?wall Â insanity Â of Â last Â yearâ€™s Â party-Ââ€?of-Ââ€?the-Ââ€?mil-Ââ€? lenium Â Project Â Xâ€”replete Â with Â marijuana, Â ecstasy, Â and Â gallons Â of Â alcohol. Ç˛ Â–ÂŠÂ‹Â?Â? Â†Â‡Ď?Â‹Â?Â‹Â–Â‡ÂŽÂ› Â–ÂŠÂ‡ Â?Â‡-Ââ€? dia Â [has Â an Â impact],â€? Â says Â Nina Â Lillehei Â â€˜14. Â â€œ[In] Â every Â movie Â that Â you Â ever Â watch Â about Â high Â schoolers, Â they Â have Â the Â party Â scene.â€? Â Through Â social Â media, Â teenagers Â are Â able Â to Â shape Â oth-Ââ€? ersâ€™ Â perceptions Â of Â them, Â no Â matter Â the Â extent Â to Â which Â their Â online Â images Â align Â with Â the Â reality Â of Â what Â they Â are Â doing. Â â€œWith Â things Â like Â Instagram Â and Â Twitter, Â people Â love Â to Â post Â pic-Ââ€? tures Â of Â themselves Â that Â are Â kind Â of Â cryptic Â but Â you Â know Â whatâ€™s Â going Â on... Â because Â they Â think Â
thatâ€™s Â cool,â€? Â says Â Lillehei. Â Â Â Â Â Â â€œIâ€™m Â usually Â more Â surprised Â at Â the Â amount Â of Â kids Â who Â ac-Ââ€? tually Â do Â [use Â alcohol Â and Â oth-Ââ€? er Â drugs],â€? Â says Â Hunnnewel. Â â€œThereâ€™s Â a Â lot Â of Â kids Â I Â wouldnâ€™t Â Â‡ÂšÂ’Â‡Â…Â–Â‹Â–ÂˆÂ”Â‘Â?ÇĄÂ„Â—Â–Â–ÂŠÂ‡Â? Ď?Â‹Â?Â†Â‘Â—Â– that Â they Â drink Â and Â smoke Â and Â stuff.â€? Â Â Â Â Â The Â Independent Â School Â Health Â Check Â survey Â revealed Â that Â in Â reality, Â Blake Â students Â thought Â that Â 51% Â of Â Blake Â stu-Ââ€? dents Â were Â drinking Â when Â the Â reality Â was Â that Â only Â 21% Â were. Â This Â elevated Â perception Â com-Ââ€? pared Â to Â the Â reality Â was Â the Â same Â for Â marijuana Â useage Â and Â sexual Â activity. Â Â Â Â Lillehei Â weighed Â in Â on Â this Â dis-Ââ€? connect, Â saying, Â â€œI Â think Â when Â
we Â were Â in Â younger Â grades Â peo-Ââ€? ple Â thought Â that Â everyone Â was Â like Â more Â experienced Â than Â they Â were Â and Â that Â everyone Â was Â â€œdo-Ââ€? ing Â itâ€? Â but Â I Â think Â that Â girls Â have Â a Â better Â idea Â than Â guys Â do Â for Â some Â reason Â because Â I Â feel Â like Â girls Â like Â talk Â to Â their Â friends Â about Â it Â than Â guysâ€”guys Â more Â ÂƒÂ•Â•Â—Â?Â‡ Â–ÂŠÂƒÂ– Â–ÂŠÂ‡Â‹Â” Ď?Â‹Â”Â‹Â‡Â?Â†Â• ÂŠÂƒÂ˜Â‡ or Â havenâ€™t.â€? Â Â Â Â Â Whether Â it Â be Â relating Â to Â sex-Ââ€? ual Â activity Â or Â drug Â use, Â Lillehei Â says, Â â€œI Â think Â people Â just Â tend Â to Â assume Â that Â either Â theyâ€™ve Â done Â more Â than Â everyone Â else Â or Â that Â they Â havenâ€™t Â done Â enough. Â I Â think Â people Â are Â always Â insecure Â about Â things Â that Â they Â have Â done Â because Â they Â feel Â like Â theyâ€™re Â alone Â in Â that Â sense.â€?
arts & culture
Amy Juang’s Dose of D.I.Y. Amy Juang&RQWULEXWLQJ:ULWHU
ǯǡϐ Ǥǡ Ƭ̈́ͳ͵ǡ-‐ ͳͲǤ ̈́ͺǡ -‐ ǡ Ǥ ǡ ǡ Ǥ ǡ ȋ Ȍ-‐ ǡ ǡǨ Ǥǡ Ǥ Ǥ Ǩ
New pieces from the Bennett Gallery:
ǲ ǳ Jerry
1 Ǥ ǡǯǤ
ǡ ǡ Ǥ ǯ ǯ ǡ ͳ Ǥ ǡ Ǥ ǡ ʹ Ǥ
5 ǯ ǡ Ǥ
6 ʹ Ǥ Ƭ ͳͲͲΨ ǡ Ǥ ǡ Ͳ Ͷ Ǥ ǡ-‐ Ǥǡ Ͳ ǡ ͵Ͳ Ͷ Ǥ
Loop it around twice, and you’re all done! If you have any questions feel free to email me at email@example.com
3) Fitzpleasure by Alt J
Recommended by Meg Rierson ‘14
1) Time by Pink Floyd
4) I Wonder by Rodriguez
Recommended by Austin Rae ‘14
2) Arabella by the Arctic Monkeys
Recommended by Sebastian Moeller ‘15
ǲ ǳ Unknown
Check out the new art in the Martha Bennett Gallery by artists from PRI (Partnership Resources Inc.), which is a service for adults with developmen-‐ tal disabilities.
6) Moon and Sky by Sade Recommended by Lea Porter ‘16
7) Commisioning a Recommended by Charlie Adams ‘15 Symphony in C by 5) Tom Ford by Jay Z Cake Recommended by Pheobe Warner ‘16
Recommended by Riley Weinman ‘17
arts & culture
Rory TaylorÂ‡6SRUWV(GLWRU s Â I Â walk Â into Â the Â tiny Â restaurant Â on Â the Â North Â side Â of Â Lake Â Street, Â I Â see Â a Â sign Â reading Â â€œCASH Â ONLY.â€? Â Â Â Â Â I Â immediately Â regret Â my Â decision Â to Â Â‡Â?Â–Â‡Â”ÂƒÂ• Â‘Â?ÂŽÂ›ÂŠÂƒÂ˜Â‡Ď?Â‹Â˜Â‡Â†Â‘ÂŽÂŽÂƒÂ”Â•Â„Â—Â– Â†Â‡-Ââ€? cide Â to Â make Â a Â go Â of Â it, Â nonetheless. Â Â Â Â Â Â As Â I Â step Â up Â to Â order, Â I Â hear Â the Â woman Â behind Â me Â curse Â as Â she Â realizes Â the Â same Â fate Â I Â did Â previously, Â I Â am Â not Â the Â only Â one Â short Â of Â cash. Â Â Â Â Â Â While Â I Â make Â due Â and Â order Â a Â small Â Â?Â‡ÂƒÂŽÂ‘ÂˆÂ–ÂŠÂ‡Ç˛Â‘Â?ÂƒĎ?Â‹Â†Â‡ÂŠÂ‹Â…Â?Â‡Â?ÇłÂ…Â‘Â?Â’ÂŽÂ‡Â–Â‡ with Â Cajun Â style Â fries, Â I Â begin Â to Â notice Â the Â atmosphere Â around. Â Devyn Â Nevels Â â€˜14 Â comments Â â€œThe Â atmosphere Â is Â great. Â I Â love Â going Â and Â just Â hanging Â out.â€? Â Â Â Â Â Although, Â Popeyeâ€™s Â is Â a Â national Â chain Â and Â there Â are Â closer Â locations Â to Â my Â home, Â I Â notice Â how Â Popeyeâ€™s Â has Â inte-Ââ€? grated Â itself Â into Â the Â fabric Â of Â Lake Â Street. Â Â‘Â–Â‘Â?ÂŽÂ›Â‹Â•Â–ÂŠÂ‡Â”Â‡ÂƒÂ?Â—ÂŽÂ–Â‹Â‡Â–ÂŠÂ?Â‹Â…Â?Â‹Âš of Â people Â but Â also Â an Â appreciation Â of Â the Â eccentricity Â of Â the Â people Â around Â me. Â Â Â Â Â I Â see Â families, Â friends Â and Â others Â gath-Ââ€? ering Â for Â a Â weekly Â meal Â or Â a Â celebration, Â a Â change Â from Â the Â typical Â home Â fare. Â Â Â Â Â Â When Â the Â meal Â comes Â I Â am Â reminded Â why Â so Â many Â people Â come Â to Â Popeyeâ€™s Â Â‡Â˜Â‡Â? Â™Â‹Â–ÂŠ Â–ÂŠÂ‡ ÂƒÂ†Â†Â‡Â† Â†Â‹ÂˆĎ?Â‹Â…Â—ÂŽÂ–Â› Â‘Âˆ Â’Â—Â”-Ââ€? chasing. Â Â Â Â Â The Â food Â is Â delectable Â as Â the Â chicken Â is Â Â…Â”Â‹Â•Â’ÂƒÂ?Â†Ď?ÂŽÂ—ÂˆÂˆÂ›ÂƒÂ?Â†Â–ÂŠÂ‡ÂˆÂ”Â‹Â‡Â?Â†Â•ÂŽÂ‹Â‰ÂŠÂ–ÂƒÂ?Â† spiced Â well. Â Marcus Â Berg Â â€˜14 Â said Â â€œI Â love Â the Â biscuits.â€? Â Â Â Â Â Â Although Â there Â are Â other Â options Â such Â
ave Â you Â ever Â had Â that Â momentary Â shock Â when Â you Â realize Â that Â youâ€™ve Â watched Â 4 Â consecutive Â hours Â of Â â€œOrange Â is Â The Â New Â Blackâ€?, Â and Â itâ€™s Â midnight? Â Â Â Â Â Â Â If Â so, Â this Â is Â prob-Ââ€? ably Â because Â youâ€™ve Â just Â â€œbinge-Ââ€?watchedâ€? Â Â‡Â–Ď?ÂŽÂ‹Âš ÂˆÂ‘Â” Â–ÂŠÂ‡ Â„Â‡Â–-Ââ€? ter Â part Â of Â your Â night. Â Â‹Â?Â‰Â‡ÇŚÂ™ÂƒÂ–Â…ÂŠÂ‹Â?Â‰Â‡Â–Ď?ÂŽÂ‹Âš Â…ÂƒÂ? Â„Â‡ Â†Â‡Ď?Â‹Â?Â‡Â† ÂƒÂ• Â–ÂŠÂ‡ act Â of Â watching Â a Â cer-Ââ€? tain Â television Â series Â or Â string Â of Â movies Â in Â succession Â for Â a Â large Â duration Â of Â time, Â on Â Â‡Â–Ď?ÂŽÂ‹ÂšÇ¤ Â Â Â Â Â If Â you Â think Â youâ€™re Â the Â only Â one Â whoâ€™s Â en-Ââ€? grossed Â in Â this Â habit, Â Â–ÂŠÂ‹Â?Â?Â–Â™Â‹Â…Â‡Ç¤Â‡Â–Ď?ÂŽÂ‹ÂšÂ‹Â•Âƒ highly Â used Â streaming Â service, Â which Â draws Â in Â an Â outrageous Â amount Â of Â viewers, Â Â Â Â Â Blake Â students Â included. Â This Â service Â has Â become Â so Â popular, Â and Â in Â some Â ways Â addicting, Â that Â many Â people Â pro-Ââ€? claim Â themselves Â â€œbinge-Ââ€?watchers.â€? Â Â Â Â Â Â When Â asked Â about Â his Â usage Â of Â Netf-Ââ€? ÂŽÂ‹ÂšÇĄConner Â Sabers Â â€˜17 Â said, Â â€œWhenever Â I Â watch, Â I Â usually Â get Â sucked Â in, Â and Â watch Â three Â or Â four Â episodes.â€? Â He Â also Â men-Ââ€? Â–Â‹Â‘Â?Â‡Â†ÇĄ Â™ÂŠÂ‡Â? ÂƒÂ•Â?Â‡Â† Â‹Âˆ ÂŠÂ‡ ÂŽÂ‘Â˜Â‡Â† Â‡Â–Ď?ÂŽÂ‹ÂšÇĄ that, Â â€œI Â wouldnâ€™t Â say Â Iâ€™m Â in Â a Â relationship Â
Â™Â‹Â–ÂŠÂ‡Â–Ď?ÂŽÂ‹ÂšÇĄÂ„Â—Â–ÇĽÇ¤Â›Â‡ÂƒÂŠÇ¤Çł Â Â Â Â Â Â Nia Â Harris Â â€˜17, Â when Â asked Â about Â Â–ÂŠÂ‡ Â‡ÂˆĎ?Â‹Â…Â‹Â‡Â?Â…Â› Â‘Âˆ Â‡Â–Ď?ÂŽÂ‹ÂšÇĄ Â•ÂƒÂ‹Â†ÇĄ Ç˛Â‹Â–ÇŻÂ• Â˜Â‡Â”Â› accessible Â if Â you Â have Â the Â Internet.â€? Â This Â straightforward Â answer Â shows Â the Â simplicity Â of Â Â—Â•Â‹Â?Â‰Â‡Â–Ď?ÂŽÂ‹ÂšÇ¤ Â Â Â Â Â Binge-Ââ€?watching Â isnâ€™t Â limited Â to Â the Â under-Ââ€? classmen, Â either. Â Ali Â Naseer Â â€˜15 Â says, Â â€œIâ€™m Â an Â avid Â watcher Â of Â Break-Ââ€? ing Â Bad, Â Archer, Â and Â How Â I Â Met Â Your Â Motherâ€?. Â He Â also Â added, Â â€œIâ€™ll Â just Â open Â the Â computer Â and Â
ÇŻÂ? Â‘Â? Â‡Â–Ď?ÂŽÂ‹ÂšÇłÇ¤ ÂŠÂ‹Â• availability Â supports Â Â–ÂŠÂ‡Â?Â‘Â–Â‹Â‘Â?Â–ÂŠÂƒÂ–Â‡Ď?ÂŽÂ‹ÂšÂ‹Â• always Â by Â your Â side Â . Â Â Â Â Â Â Â On Â the Â other Â hand, Â Â‡Â–Ď?ÂŽÂ‹ÂšÂ‹Â•Â?ÇŻÂ–Â—Â?ÂƒÂ?Â‹Â?Â‘Â—Â•-Ââ€? ÂŽÂ›Â’Â‘Â’Â—ÂŽÂƒÂ”Ç¤ Â‘Â”Â‡ÂšÂƒÂ?Â’ÂŽÂ‡ÇĄ Blake Â teacher Â David Â Zalk Â says Â he Â watches Â Â‡Â–Ď?ÂŽÂ‹ÂšÂƒÂ?ÂƒÂšÂ‹Â?Â—Â?Â‘ÂˆÂ–Â™Â‘Â–Â‹Â?Â‡Â•ÂƒÂ?Â‘Â?Â–ÂŠÇĄ and Â â€œtakes Â the Â cheapest Â route Â possible.â€? Â Â‡ Â„Â‡ÂŽÂ‹Â‡Â˜Â‡Â• Â‡Â–Ď?ÂŽÂ‹Âš Â…ÂƒÂ? Â„Â‡ Âƒ Ç˛Â™ÂƒÂ•Â–Â‡ Â‘Âˆ time.â€? Â Â Â Â Â Â These Â contrasting Â views Â leave Â us Â stu-Ââ€? dents Â wondering Â if Â binge-Ââ€?watching Â Netf-Ââ€? ÂŽÂ‹ÂšÂ‹Â•Â”Â‡ÂƒÂŽÂŽÂ›Â–Â‹Â?Â‡Â™Â‡ÂŽÂŽÂ•Â’Â‡Â?Â–Ç¤ Â Â Â Â Â Â Â Over Â this Â school Â year, Â it Â will Â be Â in-Ââ€? triguing Â to Â see Â how Â students Â viewership Â changes Â as Â the Â rigors Â of Â school Â intensify.
as Â fried Â seafood Â or Â wraps, Â the Â appeal Â of Â the Â chicken Â stands Â on Â its Â own. Â Â• Ď?Â‹Â?Â‹Â•ÂŠÂ?Â›Â?Â‡ÂƒÂŽÇĄ Â„Â‡Â‰Â‹Â?Â–Â‘ÂƒÂ’Â’Â”Â‡Â…Â‹-Ââ€? ate Â the Â cultural Â background Â of Â Popeyeâ€™s, Â the Â main Â draw Â of Â the Â chicken Â and Â even Â the Â â€œCASH Â ONLYâ€? Â sign, Â knowing Â I Â will Â return Â for Â another Â meal Â in Â Lake Â Streetâ€™s Â Louisiana Â Kitchen.
Trick-ÂOr-ÂTremble: Â Keeping Â warm Â on Â Halloween Maxine WhitelyÂ‡6WXGHQW/LIH(GLWRU
s Â Halloween Â night Â and Â the Â winter Â months Â come Â crawling Â towards Â Minnesotans, Â one Â question Â nags Â the Â prospective Â bumblebees, Â ghosts, Â and Â ballerinas: Â how Â to Â dress Â in Â a Â dream Â costume Â while Â simultaneously Â keeping Â ÂˆÂ‡Â‡ÂŽÂ‹Â?Â‰Â‹Â?ÂƒÂŽÂŽÂ–Â™Â‡Â?Â–Â›Â–Â‘Â‡Â•ÂƒÂ?Â†Ď?Â‹Â?Â‰Â‡Â”Â•ÇŤ Â According Â to Â weather.com, Â the Â average Â high Â for Â Halloween Â night Â is Â 50 Â degrees Â Fahrenheit Â while Â the Â low Â is Â a Â bone-Ââ€?chilling Â 30 Â degrees Â Fahrenheit. Â Â Â Â Â Â Although Â Austin Â Rae Â â€™14 Â states Â that Â he Â â€œwonâ€™t Â let Â the Â weather Â stop Â him Â from Â wearing Â what Â he Â wants Â to Â wear,â€? Â many Â others Â donâ€™t Â have Â the Â same Â stoic Â atti-Ââ€? tude Â around Â the Â frigid Â temperatures. Â Â Â Â Â Â Â Callahan Â Vertin Â â€™15 Â will Â be Â dress-Ââ€? ing Â up Â as Â an Â angel Â and Â plans Â to Â keep Â the Â chill Â out Â at Â all Â costs, Â even Â if Â it Â means Â no Â traditional Â trick-Ââ€?or-Ââ€?treating. Â â€œI Â will Â probably Â layer Â or Â stay Â inside,â€? Â she Â says. Â For Â all Â of Â those Â who Â donâ€™t Â want Â to Â miss Â a Â night Â that Â is Â commonly Â spent Â outdoors Â no Â matter Â the Â weather, Â there Â are Â a Â few Â options Â to Â keep Â warm. Â 1. Â”Â› Â–Â‘ Ď?Â‹Â?Â† Â…Â‘Â•Â–Â—Â?Â‡Â• Â™Â‹Â–ÂŠ thicker Â material. Â The Â more Â fabric, Â the Â more Â layers Â keeping Â you Â warm. Â If Â there Â are Â options Â that Â have Â twenty Â layers, Â use Â those! Â You Â will Â thank Â yourself Â later Â when Â you Â come Â home Â sans Â frostbite.
Think Â about Â what Â your Â charac-Ââ€? Â–Â‡Â”Â™Â‘Â—ÂŽÂ†Â†Â‘Ç¤ Â‘Â”Â‡ÂšÂƒÂ?Â’ÂŽÂ‡ÇĄÂ‹ÂˆÂ›Â‘Â—ÇŻÂ”Â‡Â’ÂŽÂƒÂ?-Ââ€? ning Â on Â dressing Â up Â as Â Napoleon Â Dyna-Ââ€? mite, Â wear Â those Â old Â dorky Â sneakers Â with Â mismatched Â socks Â instead Â of Â those Â not-Ââ€?too-Ââ€?warm Â leather Â boots. Â And Â a Â â€œVote Â for Â Pedroâ€? Â t-Ââ€?shirt Â is Â cool, Â but Â a Â crewneck Â sweatshirt Â with Â the Â same Â lettering Â and Â maybe Â even Â Pedroâ€™s Â face Â on Â the Â back Â is Â even Â cooler. 3. Â Take Â advantage Â of Â every Â haunt-Ââ€? ed Â house Â in Â your Â trick-Ââ€?or-Ââ€?treating Â area. Â Yes, Â you Â might Â cry Â a Â little Â bit Â with Â every Â scary Â ghoul Â that Â pops Â out Â at Â you, Â but Â chances Â are, Â itâ€™s Â inside Â someoneâ€™s Â house Â and Â indoors=warm. Â Take Â your Â time Â walking Â through Â the Â hallowed Â hallways Â and Â maybe Â stop Â to Â make Â conversation Â with Â the Â nicest-Ââ€?looking Â creature. 4. Â Wear Â a Â skin-Ââ€?colored Â unitard Â under Â your Â costume. Â Not Â only Â are Â these Â a Â staple Â in Â everyoneâ€™s Â closet, Â they Â will Â keep Â you Â warm! Â Morph Â suits Â provide Â the Â same Â service, Â but Â try Â to Â wear Â layers Â over Â them. Â Â Â Â Â Â Overall, Â the Â importance Â of Â a Â fantastic Â costume Â does Â not Â trump Â the Â importance Â of Â your Â small Â toe. Â Stay Â warm, Â stay Â safe, Â and Â stay Â spooky!
THE SCIENCE BEHIND SPORTS INJURIES I NATIONAL STATS Quinn Ellis Â‡&RQWULEXWLQJ:ULWHU t Â is Â not Â surprising Â news Â that Â injuries Â are Â ex-Ââ€? tremely Â common Â in Â any Â sport. Â According Â to Â the Â U.S. Â Centers Â for Â Disease Â Control, Â over Â 2 Â million Â high-Ââ€?school Â athletes Â suf-Ââ€? fer Â a Â sports Â induced Â injury Â every Â year. Â These Â inju-Ââ€? ries Â account Â for Â 500,000 Â doctor Â visits Â and Â 30,000 Â hospitalizations Â annually. Â Though Â these Â previously Â mentioned Â injuries Â range Â in Â severity, Â type Â and Â cause, Â Blake Â has Â seen Â 3 Â different Â shoulder Â injuries Â in Â only Â 2 Â months. Â What Â is Â behind Â /HDGLQJWKHFKDUJHDZD\IURPLQMXULHVZHKRSH this Â trend? ever Â pressure Â was Â ap-Ââ€? on Â the Â tip Â of Â his Â shoulder Â Â Â Â Â Shoulder Â injuries Â were Â plied Â to Â the Â area Â it Â was Â while Â being Â tackled. Â This Â common Â amongst Â Blake Â very Â painful Â and Â took Â two Â injury Â did Â not Â require Â sur-Ââ€? football Â players Â this Â year. Â gery, Â but Â put Â him Â out Â of Â the Â weeks Â to Â heal. Â These Â injuries Â ranged Â Â Â Â Â James Â Ring Â â€˜14 Â and Â season Â for Â 6-Ââ€?8 Â weeks. Â from Â season-Ââ€?enders Â to Â John Â Veil Â â€˜14 Â suffered Â Â Â Â Â As Â evident Â from Â Blake Â temporary Â pain. Â Blake Â more Â serious Â shoulder Â in-Ââ€? studentâ€™s Â own Â experi-Ââ€? senior, Â Tom Â Mahoney Â juries. Â Ring Â broke Â his Â col-Ââ€? ences, Â collarbone Â injuries Â â€™14 Â suffered Â a Â sprained Â larbone Â during Â a Â tackle, Â almost Â always Â occur Â from Â AC Â joint Â when Â his Â shoul-Ââ€? but Â instead Â the Â bone Â didnâ€™t Â a Â direct Â blow Â to Â the Â shoul-Ââ€? der Â was Â driven Â into Â the Â just Â split, Â one Â part Â of Â his Â der Â or Â falling Â on Â an Â out-Ââ€? ground Â during Â a Â tackle Â collarbone Â went Â under Â stretched Â arm. Â during Â the Â Homecoming Â another Â and Â required Â sur-Ââ€? Â Â Â Â These Â injuries Â are Â very Â game. Â common Â in Â contact Â sports Â Â‰Â‡Â”Â›Â–Â‘Ď?Â‹ÂšÇ¤ Â Â Â Â The Â AC Â joint Â connects Â Â Â Â Â In Â the Â same Â game Â Ring Â like Â football Â because Â there Â the Â tip Â of Â the Â shoulder Â to Â was Â injured, Â Veil Â had Â his Â is Â so Â much Â falling. Â After Â an Â the Â collarbone. Â Though Â collarbone Â broken Â right Â injury Â to Â the Â shoulder, Â an Â Mahoney Â continued Â to Â down Â the Â middle Â during Â a Â athlete Â may Â experience Â an Â play Â that Â game, Â and Â the Â tackle. Â This Â resulted Â from Â inability Â to Â lift Â the Â injured Â rest Â of Â the Â season, Â when-Ââ€? all Â of Â his Â weight Â being Â put Â arm, Â a Â bump Â over Â the Â
FOOTBALL ISNâ€™T THE ONLY DANGEROUS SPORT
Based Â on Â a Â study Â done Â at Â the Â University Â of Â North Â Carolina, Â 12 Â injuries Â oc-Ââ€? cur Â for Â every Â 1,000 Â ado-Ââ€? lescent Â football Â players. Â It Â is Â consistently Â crowned Â as Â the Â most Â dangerous Â sport.
break, Â and/or Â a Â grinding Â sensation Â if Â an Â attempt Â is Â made Â to Â raise Â the Â arm. Â Â Â Â Â Treating Â these Â types Â of Â injuries Â in Â a Â nonsurgical Â manner Â often Â includes Â wearing Â an Â arm Â support Â or Â sling, Â pain Â medication, Â and Â physical Â therapy. Â If Â surgi-Ââ€? cal Â treatment Â is Â required, Â plates Â and Â screws Â are Â used Â to Â realign Â the Â collarbone Â or Â the Â damaged Â parts Â of Â shoulder Â area. Â Â Â Â Â Â Â Moving Â forward, Â itâ€™s Â crucial Â to Â protect Â our Â ath-Ââ€? letes Â from Â these Â injuries Â when Â preventable. Â Stretch Â out, Â wear Â your Â gear Â and Â hey, Â try Â not Â to Â get Â tackled. Â
In Â 2007-Ââ€?2008, Â The Â Na-Ââ€? tional Â High Â School Â Sports-Ââ€? Related Â Injury Â Surveil-Ââ€? lance Â Study Â calculated Â an Â injury Â rate Â of Â 2.35 Â injuries Â per Â 1,000 Â soccer Â players. Medical Â News Â Today Â re-Ââ€? ports Â that Â 44.3% Â of Â all Â traumatic Â brain Â injuries Â in Â children Â are Â caused Â by Â impact Â experienced Â in Â ice Â Â hockey. Â The Â National Â Athletic Â Trainersâ€™ Â Association Â found Â that Â 22% Â of Â high Â school Â basketball Â players Â suffer Â at Â least Â one Â time-Ââ€? loss Â injury Â each Â year. Â The Â most Â common Â of Â these Â in-Ââ€? juries? Â Sprains. Â
Code Â @ Â Blake
ith Â elective Â classes Â such Â as Â Intro Â to Â Computer Â Science Â and Â Game Â Design, Â technologi-Ââ€? cal Â advances Â are Â making Â their Â way Â further Â into Â Blake Â classrooms Â than Â just Â the Â introduction Â of Â promethean Â boards Â a Â few Â years Â ago. Â Â Â Â Â Â With Â the Â addition Â of Â a Â code-Ââ€?writing Â curriculum, Â Blake Â students Â have Â the Â opportunity Â to Â enter Â the Â â€œnew Â ageâ€? Â of Â the Â com-Ââ€? puter Â world Â before Â they Â even Â get Â to Â college Â or Â start Â their Â professions. Â Henry Â Warren Â â€˜14 Â and Â Geoffroy Â Guillaume Â â€™14 Â both Â in Â J Â Joltonâ€™s Â Game Â Design Â class, Â spoke Â with Â Spectrum Â about Â their Â code Â fascina-Ââ€? tion Â and Â prep Â for Â the Â 21st Â century. Spectrum: Â Why Â and Â when Â did Â you Â start Â writing Â code? Warren: Â I Â started Â my Â freshman, Â because Â I Â want-Ââ€? ed Â to Â design Â games. Â Guillaume: Â I Â started Â last Â year Â because Â there Â has Â been Â a Â huge Â increase Â in Â Ď?Â‹Â‡ÂŽÂ†Ç¤ Â‡ÇŻÂ”Â‡ Â?Â‘Â˜Â‹Â?Â‰ Â–Â‘-Ââ€? wards Â a Â technological Â age.
Molly Apple Â‡,Q'HSWK(GLWRU
Spectrum: Â What Â do Â you Â hope Â to Â do Â with Â coding Â in Â the Â future? Warren: Â I Â want Â to Â study Â computer Â science Â in Â col-Ââ€? lege, Â and Â I Â hope Â to Â get Â a Â job Â in Â digital Â media. Guillaume: Â I Â wasnâ€™t Â plan-Ââ€? ning Â on Â using Â coding Â nec-Ââ€? essarily Â as Â the Â main Â focus Â for Â a Â career, Â but Â itâ€™s Â im-Ââ€? portant Â to Â know Â how Â to Â code Â because Â of Â the Â way Â that Â our Â world Â is Â evolving, Â it Â would Â keep Â my Â options Â open Â for Â later Â in Â life
Spectrum: Â Have Â you Â make Â games Â with Â what Â youâ€™ve Â learned Â from Â coding? Warren: Â I Â made Â a Â game Â called Â ZomBears Â my Â soph-Ââ€? omore Â year. Â But Â I Â am Â work-Ââ€? ing Â on Â a Â new Â version Â of Â it. Guillaume: Â Last Â year Â I Â made Â a Â basic Â side Â scroller Â Mario-Ââ€?style Â game. Â
Spectrum: Â Why Â do Â you Â think Â that Â code Â is Â impor-Ââ€? tant Â for Â the Â future Â of Â tech-Ââ€? nology? Guillaume: Â Well Â weâ€™re Â moving Â into Â a Â technologi-Ââ€? cal Â world, Â and Â computer Â science Â is Â the Â future Â of Â it. Â $QH[DPSOHRIZKDWFRGLQJORRNVOLNHRQVFUHHQ
Science Â in Â the Â News Â
Three Â trendy Â things Â in Â science Â this Â month Michael Hofstadter Â‡&RQWULEXWLQJ:ULWHU
photo Â credit: Â GizMag
hought Â the Â 3-Ââ€?D Â printer Â at Â school Â was Â cool? Â How Â about Â a Â 3-Ââ€?D Â printer Â that Â prints Â SKIN. Â Â Scientists Â at Â Wake Â Forest Â University Â have Â developed Â a Â printer Â that Â can Â print Â human Â skin Â onto Â burn Â wounds. Â ÂŠÂ‡Â›ÇŻÂ˜Â‡Â†Â‹Â•Â…Â‘Â˜Â‡Â”Â‡Â†Â–ÂŠÂƒÂ–Â–ÂŠÂ‡Â?Â‡Â–ÂŠÂ‘Â†Â‹Â•ÂˆÂƒÂ”Â?Â‘Â”Â‡Â‡ÂˆĎ?Â‹-Ââ€? cient Â and Â effective Â than Â regular Â skin Â grafts. Â So, Â how Â does Â it Â work? Â Â Â Â Â Â Â The Â 3-Ââ€?D Â printer Â scans Â the Â burn Â wound Â with Â a Â laser. Â The Â information Â that Â the Â laser Â collects Â is Â then Â processed Â into Â a Â computer Â and Â printer Â starts Â printing Â the Â skin Â cells. Â The Â printer Â will Â even Â print Â different Â layers Â of Â skin Â spe-Ââ€? Â…Â‹Ď?Â‹Â…Â–Â‘Â–ÂŠÂ‡Â™Â‘Â—Â?Â†Ç¤ Â
cientists Â at Â a Â university Â in Â Hawaii Â have Â found Â a Â way Â to Â make Â rabbits Â GLOW-Ââ€?IN-Ââ€?THE-Ââ€?DARK. Â They Â injected Â ÂƒÂ?ÂƒÂ–Â—Â”ÂƒÂŽÂ’Â”Â‘Â–Â‡Â‹Â?ÂˆÂ‘Â—Â?Â†Â‹Â?ÂŒÂ‡ÂŽÂŽÂ›Ď?Â‹Â•ÂŠÂ‹Â?Â–Â‘ÂƒÂ’Â”Â‡Â‰Â?ÂƒÂ?Â–Â”ÂƒÂ„-Ââ€? bitsâ€™ Â embryos Â to Â see Â if Â the Â gene Â could Â be Â transferred Â to Â the Â offspring Â of Â the Â rabbit. Â Â Â Â Â Â It Â turned Â out Â that Â two Â of Â the Â rabbits Â born Â had Â the Â gene, Â which Â proved Â the Â gene Â could Â be Â transferred Â to Â the Â rabbits. Â However, Â the Â experiment Â conducted Â was Â not Â all Â for Â show. Â ÂŠÂ‡Â•Â…Â‹Â‡Â?Â–Â‹Â•Â–Â•Â’ÂŽÂƒÂ?Â–Â‘Â‹Â?ÂŒÂ‡Â…Â–ÂƒÂ„Â‡Â?Â‡Ď?Â‹Â…Â‹ÂƒÂŽÂ‰Â‡Â?Â‡Â‹Â?Â–Â‘Â–ÂŠÂ‡ rabbits Â so Â they Â can Â produce Â a Â protein Â in Â their Â milk Â that Â can Â be Â collected Â and Â create Â medicine.
s Â you Â may Â know, Â scientists Â and Â technicians Â are Â con-Ââ€? stantly Â developing Â new Â ways Â to Â make Â electronic Â devices Â perform Â actions. Â Apple Â recently Â released Â the Â Â‹ÂŠÂ‘Â?Â‡ ÍˇÂ• Â™Â‹Â–ÂŠ Â–ÂŠÂ‡ Ď?Â‹Â?Â‰Â‡Â” Â’Â”Â‹Â?Â– Â•Â‡Â?Â•Â‘Â” Â–Â‘ Â—Â?ÂŽÂ‘Â…Â? Â–ÂŠÂ‡ device. Â How Â about Â unlocking, Â your Â phone, Â tablet, Â com-Ââ€? puter Â and Â car Â with Â your Â heartbeat? Â ÂŽÂ‘Â?Â‰ Â™Â‹Â–ÂŠ Â–ÂŠÂ‡ Ď?Â‹Â?Â‰Â‡Â”Â’Â”Â‹Â?Â– Â‘Âˆ Âƒ ÂŠÂ—Â?ÂƒÂ?ÇĄ ÂŠÂ‡ÂƒÂ”Â–Â„Â‡ÂƒÂ–Â• are Â also Â unique. Â Â Scientists Â have Â known Â this Â since Â the Â 1960s, Â but Â not Â until Â recently Â developed Â a Â wristband Â to Â utilize Â this Â characteristic Â of Â humans. Â The Â deviceâ€™s Â name Â is Â â€œNymiâ€?. Â Â Â Â Â Â Â Besides Â unlocking Â your Â devices, Â it Â can Â also Â perform Â actions Â with Â gestures. Â An Â example Â of Â a Â gesture Â would Â be Â Â‘Â’Â‡Â?Â‹Â?Â‰Â–ÂŠÂ‡Â–Â”Â—Â?Â?Â‘ÂˆÂ›Â‘Â—Â”Â…ÂƒÂ”Â™Â‹Â–ÂŠÂƒĎ?ÂŽÂ‹Â…Â?Â‘ÂˆÂ–ÂŠÂ‡Â™Â”Â‹Â•Â–Ç¤ The Â Nymi Â wristband Â will Â be Â available Â in Â 2014.
Laying down the law Meet the man who secures the school Anastacia Markoe Â‡6WDII Writer
ere Â it Â is, Â the Â article Â you Â have Â all Â been Â waiting Â for: Â a Â tell-Ââ€?all Â of Â the Â deep, Â dark Â secrets Â of Â the Â man Â affectionately Â dubbed Â Safari Â Steve. Â Whatâ€™s Â really Â hidden Â beneath Â that Â seeming-Ââ€? ly Â innocuous Â cowboy Â hat? Â At Â the Â risk Â of Â disillusioning Â our Â student Â population, Â Steve Â Haugh Â is Â not, Â in Â fact, Â some Â sort Â of Â undercover Â desperado. Â Rather, Â he Â is Â a Â Minnesota Â native Â and Â sports Â enthusiast. Â Born Â and Â raised Â right Â here Â in Â Minneapolis, Â Haugh Â grew Â up Â in Â the Â 1960s, Â and, Â in Â his Â own Â words, Â â€œ[A] Â part Â of Â me Â is Â still Â there.â€? Â A Â history Â buff Â since Â high Â school, Â he Â is Â particularly Â interested Â in, Â â€œThe Â United Â States Â War Â of Â Rebellion Â 1860-Ââ€?65,â€? Â and Â reads Â as Â much Â as Â he Â can Â on Â the Â subject. Â This Â passion Â for Â history Â apparently Â runs Â in Â his Â family. Â He Â has Â three Â sisters Â and Â a Â brother, Â with Â whom Â he Â has Â traced Â his Â family Â tree Â back Â to Â the Â 1750s. Â Â When Â asked Â about Â more Â recent Â history, Â his Â adolescence Â compared Â to Â ours, Â he Â replied, Â â€œThe Â kids Â of Â today Â are Â much Â more Â PC, Â MUCH Â MORE, Â (and) Â in Â my Â opinion Â thatâ€™s Â a Â good Â thing. Â Kids Â today Â are Â much Â more Â informed Â about Â the Â world. Â In Â my Â day, Â it Â took Â days Â or Â weeks Â for Â some Â news Â to Â get Â out, Â today Â ev-Ââ€? erything Â gets Â out Â at Â the Â speed Â of Â someoneâ€™s Â phone.â€? Â However, Â he Â added, Â â€œSports Â were Â a Â large Â part Â of Â high Â school Â in Â my Â day, Â I Â am Â glad Â to Â see Â that Â they Â still Â are Â today.â€? Â In Â true Â sports Â devotee Â form, Â with Â the Â words Â of Â Sachel Â Paige, Â a Â legendary Â American Â baseball Â player, Â Haugh Â stated, Â â€œHow Â old Â would Â you Â be Â if Â you Â didnâ€™t Â know Â how Â old Â you Â were?â€? Â Â As Â they Â say, Â the Â more Â things Â change, Â the Â more Â they Â stay Â the Â same. Â In Â that Â vein Â of Â continuity, Â Mr. Â Haugh Â has Â an Â impressive Â ability Â to Â foster Â longevity Â in Â relationships. Â He Â stays Â in Â contact Â with Â a Â large Â Â?Â—Â?Â„Â‡Â”Â‘ÂˆÂŠÂ‹Â•ÂŠÂ‹Â‰ÂŠÂ•Â…ÂŠÂ‘Â‘ÂŽÂƒÂ?Â†Â‡Â˜Â‡Â?Â‰Â”ÂƒÂ†Â‡Â•Â…ÂŠÂ‘Â‘ÂŽÂˆÂ”Â‹Â‡Â?Â†Â•ÇĄÂ?ÂƒÂ?Â›Â‘ÂˆÂ™ÂŠÂ‘Â?ÂŠÂ‡ÂŠÂƒÂ•Â?Â?Â‘Â™Â?ÂˆÂ‘Â”Ď?Â‹ÂˆÂ–Â›Â’ÂŽÂ—Â• years. Â Â He Â has Â also Â worked Â at Â Blake Â for Â more Â than Â ten Â years, Â and Â this Â is Â his Â eighth Â year Â at Â the Â Northrop Â campus. Â
Steve Haughâ€™s advice for Blake students: 1. 2. 3. 4.
If you donâ€™t like what youâ€™re doing, do something else. Keep your answers short, but accurate. Trust but verify. Life is short, live all you can.
It Â would Â be Â remiss Â not Â to Â mention Â Steveâ€™s Â musical Â inclinations. Â His Â home Â boasts Â an Â impressive Â set Â of Â four Â sound Â systems, Â of Â which, Â he Â assures Â us, Â â€œALL Â use Â vacuum Â tubes.â€? Â His Â favorites Â range Â from, Â â€œclassical: Â Beethoven, Â Mahler, Â Haydn, Â Handel, Â etc.â€? Â to Â jazz, Â â€œI Â listen Â to Â big Â band Â swing Â jazz, Â Tommy Â Dorsey, Â Glenn Â Miller, Â The Â Duke, Â and Â Latin/Cuban Â jazz, Â think Â Desi Â Arnaz, Â Xavier Â Cugat, Â Tito Â Puente, Â etcâ€ŚThe Â Blues, Â my Â list Â is Â so Â longâ€Śfrom Â Robert Â Johnson Â to Â Son Â House Â to Â Leadbelly Â to Â Sonny Â and Â Brownie Â to Â Howlinâ€™ Â Wolf Â to Â Muddy Â Waters.â€? Â Mixed Â in Â is, Â â€œIrish Â music Â from Â the Â Clancy Â Brothers, Â the Â Irish Â Rovers, Â Simple Â Minds Â (and Â ) Â Black Â 47.â€? Â As Â was Â men-Ââ€? tioned Â earlier, Â â€œI Â am Â stuck Â in Â the Â late Â 1960s Â and Â I Â donâ€™t Â mind Â one Â bit!...Bob Â Dylan, Â the Â Grateful Â Dead, Â Jefferson Â Air-Ââ€? plane, Â Big Â Brother Â and Â the Â holding Â Company, Â the Â Doors, Â Rolling Â Stones, Â Moby Â Grape, Â Jimi, Â and, Â of Â course, Â JANIS.â€? So, Â if Â you Â are Â ever Â struggling Â with Â a Â history Â test, Â or Â just Â need Â some Â advice Â on Â a Â soundtrack Â to Â jam Â to, Â stop Â by Â and Â visit Â Safari Â Steve. Â If Â you Â donâ€™t Â have Â time, Â simply Â remember Â his Â 4 Â points Â of Â advice Â for Â all Â Blake Â students Â and Â you Â should Â be Â all Â set Â and Â ready Â to Â go.
More Â middle Â schoolers Â on Â varsity Â teams
Mystery Â Athlete
A Â sophomore Â and Â an Â eighth Â grader Â weigh Â in
Guess Â this Â sporty Â fellow
Sam Gittleman Â‡&RQWULEXWLQJ:ULWHU
Davis Mattson Â‡&RQWULEXWLQJ:ULWHU
his Â monthâ€™s Â mystery Â athlete Â is Â a Â current Â member Â of Â the Â Boyâ€™s Â Var-Ââ€? sity Â Soccer Â Team. Â This Â is Â his Â second Â year Â playing Â on Â the Â squad, Â and Â 9th Â year Â overall. Â Â Â Â Â Â He Â says Â his Â favorite Â ac-Ââ€? complishment Â in Â the Â sport Â was Â going Â to Â Regionals Â this Â past Â summer. Â He Â has Â a Â pregame Â ritual Â of Â put-Ââ€? ting Â on Â his Â right Â shinguard Â
n Â past Â years, Â seeing Â a Â middle Â school Â athlete Â participating Â in Â a Â varsity sport Â was Â a Â rare Â sig ht. Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Now Â as Â it Â is Â becoming Â more Â and Â more Â common Â to Â see Â this Â happen Â as Â numbers Â of Â middle Â school Â athletes Â on Â varsity Â teams Â are Â in-Ââ€? creasing. Â Â Â Â Â This Â fall, Â upwards Â of Â ten Â middle Â school-Ââ€? ers Â made Â varsity Â teams, Â which Â is Â higher Â than Â Â last Â yearâ€™s Â total. Â While Â surely Â the Â talent Â is Â increasing, Â some Â people Â believe Â that Â middle Â school
athletes Â do Â not Â belong Â in Â varsity Â sports Â with Â rea-Ââ€? sons Â being Â that Â they Â are Â too Â small, Â too Â young Â and Â will Â miss Â out Â on Â great Â op-Ââ€? portunities Â for Â friendship Â with Â peers Â their Â age Â that Â would Â be Â on Â their Â middle Â school Â team. Â Â Â Â The Â injury Â concerns Â are Â more Â focused Â towards Â high-Ââ€?contact Â sports Â such Â as Â hockey, Â lacrosse Â or Â football, Â which Â all Â war-Ââ€? rant Â these Â fears. Â Â Â While Â their Â concerns Â are Â understandable, Â high Â school Â and Â middle Â school Â athletes Â seem Â to Â both Â
enjoy Â being Â on Â teams Â to-Ââ€? gether. Â Â Â Â Â Â It Â builds Â friendships Â with Â older Â students Â that Â Â™Â‹ÂŽÂŽ Â„Â‡Â?Â‡Ď?Â‹Â– Â–ÂŠÂ‡Â? Â™ÂŠÂ‡Â? they Â eventually Â reach Â the Â ÂŠÂ‹Â‰ÂŠ Â•Â…ÂŠÂ‘Â‘ÂŽ ÂƒÂ?Â† Â„Â‡Â?Â‡Ď?Â‹Â–Â• the Â team Â in Â that Â they Â gain Â a Â high-Ââ€?quality Â athlete. Â Â Â Â Â Â Â Â Most Â importantly, Â play-Ââ€? ing Â against Â the Â tougher Â competition Â provides Â the Â middle Â school Â athletes Â with Â a Â great Â opportunity Â to Â improve Â upon Â their Â skills Â and Â become Â better Â players. Â Â Â Â Â Â Â John Â Mullan Â â€˜16 Â com-Ââ€? mented, Â â€œI Â thought Â [hav-Ââ€?
ÂƒÂ?Â† Â…ÂŽÂ‡ÂƒÂ– Ď?Â‹Â”Â•Â– Â„Â‡ÂˆÂ‘Â”Â‡ Â‡Â˜-Ââ€? Â‡Â”Â›Â‰ÂƒÂ?Â‡ÇĄÂ™Â‹Â–ÂŠÂ‘Â—Â–Â•Â’Â‡Â…Â‹Ď?Â‹Â… reasoning Â behind Â it. Â Â Â Â Â Â If Â he Â could Â meet Â any Â athlete, Â he Â said Â it Â would Â be Â soccer Â players Â Christiano Â Ronaldo Â or Â Alex Â Morgan. Â Â Â Â Â Besides Â playing Â soc-Ââ€? cer Â year-Ââ€?round, Â this Â Bear Â joined Â the Â Track Â and Â Field Â Team Â last Â spring. Â
ing Â middle Â schoolers Â on Â the Â team] Â was Â a Â very, Â very Â fun Â experience.â€? Â Â Â Â Â As Â Mulan Â said, Â it Â is Â very Â Â„Â‡Â?Â‡Ď?Â‹Â…Â‹ÂƒÂŽ Â–Â‘ Â?Â‘Â– Â‘Â?ÂŽÂ› the Â younger Â kids Â from Â the Â middle Â school Â but Â to Â Â high Â school Â students Â as Â well. Â Football Â and Â basket-Ââ€? ball Â player Â Jack Â Moe Â â€˜18 Â remarked, Â â€œItâ€™s Â a Â lot Â of Â fun Â to Â experience Â playing Â with Â older Â kids Â and Â expe-Ââ€? riencing Â the Â leadership Â from Â older Â kids Â and Â show Â what Â kind Â of Â an Â example Â you Â can Â be Â when Â you Â play Â sports Â with Â kids Â your Â age Â or Â even Â older Â kids.â€?
Cricket Â is Â back Â with Â a Â roar: A Â new Â sport Â at Â Blake? Rahul Dev Â‡&RQWULEXWLQJZULWHU
ricket Â is Â a Â worldwide Â sport Â that Â has Â been Â played Â since Â 1844.Cricket Â is Â popular Â in Â countries Â such Â as Â India, Â Australia Â and Â England, Â though Â one Â place Â where Â cricket Â has Â not Â become Â popular Â is Â the Â USA. Â Â Â Â Â Is Â this Â one Â of Â the Â rea-Ââ€? sons Â Blake Â doesnâ€™t Â have Â a Â cricket Â team? Â A Â cricket Â team Â at Â Blake Â has Â always Â been Â an Â idea. Â It Â has Â been Â talked Â about Â quite Â a Â bit Â over Â the Â past Â few Â years, Â and Â might Â have Â a Â possi-Ââ€? bility Â of Â becoming Â a Â new Â sport Â at Â Blake. Â Â Â Â Â Â David Â Graham Â has Â a Â passion Â for Â cricket Â and Â re-Ââ€? ally Â wants Â to Â start Â a Â team Â at Â Blake. Â He Â says Â â€œI Â think Â it Â would Â be Â fun. Â I Â mean Â people Â are Â always Â look-Ââ€?
ing Â for Â something Â unique. Â Many Â people Â in Â the Â past Â have Â been Â interested Â in Â it. Â Something Â they Â look Â forward Â to Â doing Â is Â trying Â cricket.â€? Â Â Â Â Â Graham Â Â talked Â about Â why Â this Â community Â would Â be Â good Â for Â the Â sport, Â he Â said, Â â€œPeople Â here Â are Â generally Â pretty Â excited Â to Â try Â new Â things Â and Â I Â think Â it Â would Â be Â a Â great Â experience. Â Â Â Â Â Also, Â since Â there Â is Â a Â league Â in Â the Â city, Â we Â would Â be Â able Â to Â connect Â with Â the Â city.â€? Â Â Â Â Â He Â also Â added Â that Â vis-Ââ€? iting Â India Â and Â watching Â the Â national Â sport Â being Â played Â made Â him Â feel Â like Â he Â was Â missing Â out Â on Â something Â amazing. Â He Â says Â â€œI Â remember Â going Â
to Â a Â park Â and Â seeing Â a Â mother Â bowling Â a Â cricket Â ball Â to Â her Â three Â year Â old Â son Â and Â it Â just Â seemed Â be Â something Â special.â€? Â Â Â Â Â Â Â Â Nick Â Rathmann, Â the Â athletic Â director Â talked Â about Â the Â process Â of Â new Â sports Â being Â started Â at Â Blake. Â He Â said Â â€œWe Â offer Â all Â that Â we Â can, Â and Â there Â are Â a Â few Â things Â out Â there Â that Â we Â simply Â donâ€™t Â have Â the Â facilities Â for Â it, Â or Â the Â interest...cricket Â has Â come Â up Â before.â€? Â Â Â Â Â Â But Â then Â how Â did Â ul-Ââ€? timate Â frisbee Â turn Â into Â a Â varsity Â sport Â at Â Blake? Â He Â answered Â â€œPeople Â found Â an Â advisor Â or Â teacher Â here Â who Â would Â let Â them Â use Â their Â class-Ââ€? room Â or Â help Â give Â an-Ââ€? nouncements... Â and Â went Â
over Â to Â a Â park Â and Â they Â eventually Â came Â to Â me, Â and Â we Â looked Â for Â con-Ââ€? sistent Â numbers Â for Â years Â and Â years Â again.â€? Â How Â many Â students Â are Â needed Â each Â year Â to Â get Â the Â sport Â started? Â About Â 40, Â accord-Ââ€? ing Â to Â Rathmann! Â He Â also Â added Â that Â for Â a Â club Â to Â be-Ââ€? come Â a Â sport Â offered Â here, Â there Â had Â to Â be Â more Â than Â one Â group Â of Â people Â who Â wanted Â to Â play Â the Â sport. Â Â Â Â Â â€œIf Â there Â was Â a Â group Â of Â 9th Â graders Â who Â re-Ââ€? ally Â liked Â a Â sport, Â would Â it Â still Â be Â something Â that Â we Â would Â sponsor Â after Â they Â left? Â Is Â it Â a Â tempo-Ââ€? rary Â sport Â or Â a Â permanent Â sport?â€? Â When Â asked Â about Â starting Â a Â cricket Â team Â at Â Blake, Â Rathmann Â said, Â â€œI Â am Â in Â huge Â favor Â of Â it.â€? Â
BGV Â recovers Â from Â two Â year Â losing Â streak
A Â new Â squad Â helps Â volleyball Â â€œsetâ€? Â itself Â up Â for Â victory
Amanda Fransdal Â‡&RQWULEXWLQJ:ULWHU
lake Â Girlsâ€™ Â Volleyball Â beat Â Minneapolis-Ââ€? Henry Â 3-Ââ€?2 Â in Â an Â exciting Â 5 Â game Â match Â on Â September Â 23rd Â this Â year. Â Â Â Â Â For Â many Â people Â read-Ââ€? ing Â that Â opening Â sentence, Â it Â would Â appear Â that Â a Â single Â win Â isnâ€™t Â really Â de-Ââ€? serving Â of Â its Â own Â article Â in Â Spectrum. Â However, Â this Â win Â meant Â more Â than Â the Â world Â to Â the Â volleyball Â program, Â since Â it Â was Â their Â Ď?Â‹Â”Â•Â– Â˜ÂƒÂ”Â•Â‹Â–Â› Â™Â‹Â? Â•Â‹Â?Â…Â‡ Â–ÂŠÂ‡ 2011-Ââ€?2012 Â season. Â Â Â Â Â Loss Â after Â loss, Â the Â pro-Ââ€? gram Â was Â looking Â at Â a Â 35 Â match Â losing Â streak. Â Â Â Â Â Â The Â volleyball Â team Â is Â Â led Â by Â captains Â Ali Â Cohen Â â€˜14, Â Isabella Â del Â Castillo Â â€˜14, Â Â and Â Kiâ€™tana Â Everett Â â€˜15. Â These Â girls Â have Â all Â been Â a Â part Â of Â the Â program Â for Â multiple Â years, Â and Â have Â seen Â the Â programâ€™s Â highs Â
and Â lows. Â Everett, Â starting Â outside Â hitter, Â said Â of Â the Â Ď?Â‹Â?ÂƒÂŽ Â?ÂƒÂ–Â…ÂŠ Â’Â‘Â‹Â?Â– ÂƒÂ‰ÂƒÂ‹Â?Â•Â– Henry, Â â€œThat Â one Â point Â had Â gotten Â this Â program Â out Â of Â our Â streak Â and Â [I Â and] Â the Â
team Â feel Â renewed.â€? Â Â Â Â Â Â By Â the Â numbers, Â the Â team Â also Â looked Â great, Â with Â career Â highs Â for Â some, Â including Â middle Â blocker Â Hodan Â Ahmed Â â€™15, Â with Â
a Â career Â high Â 19 Â points Â scored Â on Â serving, Â and Â another Â career Â high Â of Â 10 Â serving Â aces. Â Senior Â Sarah Â Waldfogel Â â€™14, Â rookie Â to Â the Â varsity Â team, Â was Â an Â
Lemke Â â€™17 Â performed Â ex-Ââ€? cellent Â at Â the Â libero Â posi-Ââ€? tion, Â successfully Â passing Â 25 Â off Â of Â serve Â with Â only Â two Â errors, Â and Â 14 Â digs Â against Â Henry. Â Â Â Â With Â the Â team Â losing Â 4 Â seniors Â this Â year, Â much Â of Â the Â starting Â lineup Â will Â be Â returning Â for Â next Â season, Â a Â great Â prospect Â for Â the Â fu-Ââ€? ture Â of Â the Â program. Â Rook-Ââ€? ies Â like Â Lemke Â and Â Wald-Ââ€? fogel Â have Â made Â a Â huge Â difference Â to Â the Â team. Â Â Â Â Â While Â Waldfogel Â wonâ€™t Â be Â returning, Â underclass-Ââ€? men Â Lemke, Â Hannah Â and Â Kate Â Korslund, Â Ellie Â Walk-Ââ€? er Â and Â Sophia Â Kurkowski Â photo credit: Nefertiti Johnson are Â all Â players Â who Â will Â Â‡ÂšÂ–Â”Â‡Â?Â‡ÂŽÂ› Â‡ÂˆĎ?Â‹Â…Â‹Â‡Â?Â– ÂŠÂ‹Â–Â–Â‡Â”ÇĄ help Â to Â reinforce Â a Â newer Â and Â had Â a Â 60% Â kill Â average Â and Â stronger Â Blake Â Girls Â in Â the Â game. Â Â Â Volleyball Â program Â look-Ââ€? Â Â Â Â Ahmed Â and Â Waldfogel Â ing Â towards Â next Â season. each Â got Â two Â blocks Â for Â the Â night. Â Another Â rookie, Â Ella Â
Girlsâ€™ Â swimming Â in Â a Â lane Â of Â its Â own
What Â do Â you Â know Â about Â the Â sport Â with Â the Â longest Â fall Â season? Brandon Boyd and Tyler Jackson Â‡&RQWULEXWLQJ:ULWHUV
hen Â asked Â why Â she Â swims, Â Elea-Ââ€? nor Â Burton Â â€˜16 Â , Â Varsity Â swimmer Â said,â€œI Â swim Â because Â it Â is Â a Â really Â good Â sport Â because Â it Â works Â your Â entire Â body, Â and Â racing Â in Â itself Â is Â one Â of Â the Â most Â rewarding Â ex-Ââ€? periences Â in Â the Â world Â especially Â if Â you Â beat Â the Â girl Â next Â to Â you Â and Â espe-Ââ€? cially Â especially Â if Â sheâ€™s Â from Â Breck!â€? Â Â Â Â Â The Â Blake Â Girls Â Swim-Ââ€? ming Â Team, Â led Â by Â head Â coach Â Kris Â Rosenberg, Â has Â had Â a Â fairly Â success-Ââ€? ful Â season, Â placing Â 2nd Â in Â the Â invitational Â at Â Minneapolis Â South, Â and Â 3rd Â in Â the Â invitational Â at Â Hutchinson. Â Lauren Â Rondestvedt Â â€˜14 Â cap-Ââ€? tain Â of Â the Â team Â says, Â â€œThe Â team Â is Â looking Â re-Ââ€? ally Â strong. Â We Â have Â a Â lot Â of Â depth Â to Â our Â team Â and Â a Â lot Â of Â younger Â swim-Ââ€? mers.â€? Â Â Â Â Â Â Although Â the Â competi-Ââ€? tion Â can Â get Â pretty Â fierce, Â swimming Â can Â be Â some-Ââ€? thing Â in Â which Â an Â ath-Ââ€? lete Â can Â take Â pleasure. Â Â Rondestvedt, Â who Â in-Ââ€? jured Â her Â back Â last Â year Â
said, Â Â â€œIt Â has Â been Â a Â lot Â to Â kind Â of Â get Â back Â into Â it Â but...really Â fun...not Â re-Ââ€? ally Â stepping Â down Â from Â that Â competitive Â side, Â but Â like Â watching Â as Â a Â lot Â of Â the Â younger Â girls Â drop Â time.â€? Â Â Â Â Â Â Swimming Â is Â also Â an Â extremely Â gratifying Â sport Â due Â to Â the Â fact Â that Â you Â are Â always Â seeing Â di-Ââ€? rect Â proof Â of Â your Â hard Â work Â because Â swimming Â is Â a Â sport Â based Â off Â of Â timing. Â Â Rondestvedt Â says Â â€œItâ€™s Â really Â fun Â to Â get Â into Â that Â competitive Â mind-Ââ€? set, Â and Â watch Â your Â times Â drop Â and Â see Â youâ€™ve Â im-Ââ€? proved.â€? Â The Â time Â you Â receive Â after Â you Â swim Â is Â evidence Â of Â your Â hard Â work Â or Â lack Â thereof. Â Â Â Â Â Â This Â is Â kind Â of Â spe-Ââ€? cific Â verification Â of Â your Â hard Â work Â is Â something Â athletes Â who Â play Â other Â sports Â donâ€™t Â get. Â Â What Â sets Â swimming Â apart Â from Â most Â other Â sports, Â is Â the Â fact Â that Â you Â com-Ââ€? pete Â individually. Â Â Â Â Â Â This Â aspect Â of Â swim-Ââ€? ming Â is Â very Â unique Â and Â allows Â you Â to Â push Â your-Ââ€? self Â in Â a Â distinct Â way. Â Â
Burton Â says, Â â€œItâ€™s Â not Â like Â pretty Â much Â any Â other Â sport Â in Â the Â way Â that Â like Â you Â have Â to Â work Â as Â a Â team Â with Â the Â other Â sport Â and Â as Â a Â team Â you Â are Â competitive Â when Â you Â swim Â you Â get Â to Â be Â com-Ââ€? petitive Â as Â an Â individual, Â which Â really Â heightens Â the Â competition Â in Â my Â opinion Â because Â itâ€™s Â re-Ââ€? ally Â really Â intense Â and Â I Â love Â it Â for Â that Â reason.â€? Â Â Â Â Â Â The Â Blake Â Swim Â Team Â staff Â contributes Â a Â lot Â to Â the Â competitive Â nature Â of Â the Â sport. Â Â Super Â Fan Â Will Â Sweatt Â â€˜16 Â spoke Â about Â the Â group, Â â€œJust Â all Â around, Â just Â great Â staff, Â a Â lot Â of Â soulful Â individuals Â with Â passion Â for Â the Â water.â€? Â Â Â Â Â Â The Â Swim Â Team Â Staff Â may Â have Â a Â great Â â€œpas-Ââ€? sionâ€? Â for Â the Â sport, Â but Â there Â seems Â to Â be Â a Â much Â different Â understanding Â outside Â of Â the Â team. Â Â Â Â Â The Â Blake Â public Â may Â perceive Â swimming Â dif-Ââ€? ferently Â than Â the Â Blake Â swimmers Â themselves, Â â€œI Â donâ€™t Â think Â they Â [average Â student] Â really Â knows Â too Â much Â about Â itâ€?, Â said Rondestvedt.
$ERYHWKHWHDPJULQVIRUDSKRWRDIWHUDZLQDW7UXH7HDP6HFWLRQV%HORZ Caitlin Mccandler â€˜15 Ă LHVE\WKHFRPSHWLWLRQLQWKH\DUGEXWWHUĂ \