Pirino_Megan 2016

megan Portfolio

5. 13. 16

a collection of published works

Address: 4567 Hello St. Website: meganpirino.weebly.com Cell: (407) 615-9185 Email: mhpirino@gmail.com

cover letter megan_pirino

@mhpirino

@mhpirino

May 6, 2016 Anna Wintour Editor in Chief U.S. Vogue 1 World Trade Ctr, Fl 25 New York, NY, 10007 Dear Ms. Wintour: As a girl I had always dreamed of working for Vogue and this is my chance. I understand all the difficulties of making such a popular magazine, and I would like to apply for an internship over this upcoming summer because I believe I can channel new ideas into your magazine.

As a staffer and 2015-2016 Academics Editor of my high school yearbook, I have learned valuable skills in the field of journalism including the use of Adobe Photoshop, Bridge and InDesign. Over the course of the year, I performed interviews with fellow students, wrote body copy and shot numerous photos of various events.

Working with other people throughout deadlines enabled me to learn how to work in a tight time frame and how to collaborate with others on a group project. My involvement in these areas will directly help me with the standards of your magazine.

I know you probably have myriad people applying for internships, but I’m your best choice because I am diligent, hardworking and a perfectionist to the max. I realize that your magazine is designed to fit the perfect group of people, just as the yearbook I worked hard on all year was made with the student body in mind ergo qualifying me for this position.

I appreciate your consideration of my application for an internship, but I still hold the position that meeting me in person would allow us to connect better rather than through words on paper. Attached to this document is my resumé outlining my qualifications. Thank you again for your consideration, and I hope to hear back from you soon.

Respectfully yours,

Megan Pirino Enclosed: resumé

Address: 4567 Hello St. Website: meganpirino.weebly.com Cell: (407) 615-9185 Email: mhpirino@gmail.com

megan_pirino

megan pirino

@mhpirino

@mhpirino

objective:

honors, awards and leadership positions:

To gain experience in the field of journalism as Academics Editor of the 2017 Legend yearbook.

110% award for Boone High School’s JV soccer team, 2013 - 2014 National Scholastic Press Association experience: Pacemaker, 2016 Legend Yearbook, William R. Boone High School Columbia Scholastic Press Association Gold Academics Editor. Editing spreads, completing Crown, 2016 deadlines, conducting interviews, taking National Scholastic Press Association First Place Best of academic related photos, editing photos using Show (336+), yearbook, fall 2015 and spring 2016 Mu Alpha Theta Historian, 2016 Adobe Photoshop writing copy and designing Savvy Seniors Vice President, 2015 - present spreads using Adobe InDesign to form quality Adobe Photoshop CS6 Certification, 2015 academic spreads, August 2015 - May 2016 Adobe Indesign CC Certification, 2016 Staffer. Completing deadlines, conducting AP Scholar award, 2015 interviews, writing sports wrap-ups, taking First Place Design 2, Camp Orlando, 2015 photos, writing copy and designing Precalculus Student of the Month, October 2015 spreads using Adobe InDesign to form First Place Sidewalk Chalk Contest, 2016 an award-winning, nationally recognized Academics Editor of the Legend Yearbook, 2015 - present yearbook, August 2014 - May 2015

relevant education:

activities:

South Orlando Soccer team member, 2006 - present Completed three years at William R. Math Club member, 2013 - present Boone High School, Baking Braves member, 2013-2014 graduation in May 2017 Ocean Activists member, 2015 - present GPA: 4.0 (unweighted), Spanish Honor Society member, 2016 - present 4.95 (weighted) Top 1% of the junior class National Honor Society member, 2016 - present Relevant Studies: Journalism Spanish Club member, 2015 - present I, II, IV and V honors, English I Student member of the Parent Teacher Student Association, and II Honors, AP Language 2013 - present & Composition, Spanish 1-3 Reading Lab tutor, 2015 - present Honors

references: Renee Burke: yearbook adviser / 407-443-8451 Diego Herrera: club and assistant varsity soccer coach / 407-259-8553 Brooke Smith: varsity soccer coach / 321-537-0353

refle-

ctions

s

self-

analytical essay Throughout my childhood I was always very interested in the field of journalism because my mother just happens to have a degree in it and works for Scholastic Book Fairs, so I was constantly surrounded by it. I never wanted to be one of those kids who followed in their parent’s footsteps I wanted to make my own trail. Similar to Robert Frost’s poem The Road Not Taken, “I took the one less traveled by, and that has made all the difference.” But as people say, “the apple doesn’t fall far from the tree” and I couldn’t stay away from the enthralling vines of journalism. I enrolled in Journalism 1 my freshman year in high school mostly because I didn’t find any interest in the remainder of the elective choices and figured it would be an easy A. If only I had known how wrong I was. Throughout my educational career I had never approached anything that challenged me to such an extent.

Through the whole of this school year I mastered my time management skills by juggling activities like yearbook, school and club soccer and school sponsored clubs. Compared to my first year on staff, I believe that I have grown immensely in the field of photography. I have become more accustomed to the camera’s settings and began to master them while shooting both swimming and the spring musical.

The increased number of photos I have published in the book this year is a testament to the advancement of my photography skills. Because I was the Academics editor this year, I learned what it means to be a leader. A leader is a person who can direct others and guide them through assigned tasks. I began to learn how to manage staffers and aid them on their deadlines; next year I hope to refine and master this skill. A leader must also learn to cooperate and communicate with others to reach subordinate goals. I learned this year how to work with the other editors to tweak spreads and stories. Since last year my design abilities have blossomed. I have learned how to take design risks and stand by them even through criticism. The disparity between my 2015 and 2016 portfolio is an excellent example of this. I created the design of my 2015 portfolio with the idea that I wanted it to be easy to make, keeping me in my zone of comfort. In my 2016 portfolio design though I shied away from the easy task and embarked on a design that was graphically complex yet simple and professional looking. These skills in the future will aid me in getting a job and chasing my potential journalism degree.

I was an asset to this staff and the 2016 Legend because I was dependable and powered through my work from start to finish, enabling me to also help the staffers assigned to the Academics section. Yearbook was the reason I job shadowed careers in the field of journalism and am now considering a career in it. Without the influence of yearbook I would never have tapped into my hidden graphic design and leadership abilities. Although Yearbook led me through unforeseen adversities, I would make the decision to join again, any day because in the end they only made me stronger.

reflection one Boone’s Declassified High School Survival Guide is my best work from Boone’s the year because I made every aspect of the spread from start to finish. I Declassified took all the pictures, wrote all the captions and got all the information for the numerous secondary coverages featured on the spread. I think this is High School my best work also because it’s a unique spread and I had to create it off the top of my head. It’s not like anything we’ve ever designed, you could not Survival have just designed around the photos because this spread is entirely made Guide up of various secondary coverages. This spread forced me to take a leap in the design field and go for something really unique, yet not too far fetched.

The purpose of designing this spread was to achieve a look similar to Ned’s Declassified School Survival Guide. This spread was easy and difficult at the same time. It was easy because it was made up of only mods and I didn’t have to write body copy. At the same time it was difficult because without the elements of a typical yearbook spread I didn’t know how to design it because all I had designed up until that point were typical yearbook spreads. I also considered it difficult to make because I had to take the photos for the wood grain that is supposed to look like a desk and the composition notebook the information is on. This was hard because the resolution of both had to be super high because of the sheer size of them on the spread. Making these photos look good would make or break the spread. I tried several methods to get these photos. At first I tried to just take photos of both on the center table in the yearbook room, but that didn’t work because when I leaned over to take the photo there were shadows. On my second attempt I put the notebook under the computer desks to try and avoid the shadows, but that was too dark and still had some shadows. My third try was the charm and I turned off the lights in the room and put the notebook on the center table to take the photos.

From the very first edits to the final PDF the spread changed drastically and for the better. To begin with the spread simply had a white background with the tilted composition notebook on it. This looked awkward and for a while and I couldn’t figure out why, but it was because it didn’t look realistic. To make it look more realistic I placed a wood grain background behind the composition notebook so it would look like it was on a desk. The final version of the spread also featured a much larger COB of a student than the original because initially there was no dominant element. As I placed the map of Boone that I drew, I also added pieces of tape to give it the appearance of a high schooler’s journal, all messy and randomly placed. From making this spread I learned that even though a spread might not have body copy doesn’t mean it’s going to be easier, for the most part it won’t be. As far as the finished product I particularly like the wood grain background because it creates a dimensional look and the hand-drawn diagram of the 300 building because it gives it a handmade feel.

reflection one

Scan

reflection one

Final

reflection two Y6. Personality Profile I would like this personality profile on principal Dusty Johns to represent me because I think I wrote an awesome story. I had the opportunity to interview him for 45 minutes and really got to know him and his story allowing me to go home and write a fantastic profile on his life and his achievements.

Y18. Academic Photo I want this photo to represent me because it was one of my best photos I have taken this year and I’m proud to call it mine. This photo shows how I have grown in my knowledge of camera settings.

CAPTION: WHIP IT. In his HOPE class, freshman Therion Joseph jumps rope on the track. “[I enjoy HOPE class because] I get my exercise out of the way since I like to be active every day,” Joseph said.

Y32. Academic Spread I want this spread to represent me because it was an overall challenge to create and I think it came out really well. This isn’t a conventional yearbook spread and I think that’s why I consider it one of my favorites I’ve ever made.

clips Published

writing, design, photography, web, multimedia, entrepreneurship

w

writing

Academics, Deadline 2

30-31,

This spread was not assigned to me, but was in my section so I ended up putting a lot of work into it. Before this spread shipped I had to rewrite the story.

Because the interview was the main issue the story was weak I also had to reinterview.

The interview was the main challenge because the interviewee spoke Vietnamese and very little English so I had to have a translator over the phone interpret what he said.

what’s mine:

 Body Copy q  Captions q Photography q  Secondary Coverage q Design q

writing

Academics, Deadline 4

84-85,

This spread was not mine originally, but I had to take it over before it shipped to rewrite the story. It was difficult to rewrite because the interviews were weak but copy editor Morgan Smith and I didn’t have time to reinterview because the spread was shipping the very next day. Overall I think the new rewritten story is a major improvement from the first one and actually ended up being one of my strongest pieces of writing.

what’s mine:

 Body Copy q Captions q Photography q Secondary Coverage q Design q

,

writing

People, 202-203, Deadline 1

I put this story in my writing section because I consider it one of my best in my journalistic career.

Whenever I hear there is a story that will be written on the principal I volunteer for it because principals give good quotes and good quotes build good stories. This story was strong mainly because Mr. Johns gave me good quotes and had an overall inspirational life story.

what’s mine:

 Body Copy q Captions q Photography q  Secondary Coverage q Design q

design

Academics, Deadline 5

120-121,

This spread was not originally mine, but because it was in my section it fell to me to redesign it. The design was decent before, but it was still a bit confusing to determine the digital and non digital sides and wasn’t on par with the high standards of our book.

So Matt Casler and I redesigned it overnight so it could ship the next day. I put it in my design section because its design is unique and atypical.

what’s mine:

 Design q Body Copy q Captions q Photography q Secondary Coverage q

,

design

Academics, Deadline 2

14-15,

I loved this spread from the day I volunteered to make it to the day it shipped.

I liked it mostly because the design was so different from the typical yearbook spreads we design and I wanted to have fun making it. It was difficult to make the background for the design because the resolution had to be extremely high. This was a design feat because I had to piece together several mods into a cohesive spread.

what’s mine:

 Body Copy q  Captions q  Photography q  Secondary Coverage q  Design q

design

Clubs, SS 4-5, Deadline 7

I chose this spread for my design section because it posed challenges that I overcame.

I had to fit eleven photos on the spread.

I did this only by putting five of them in mods.

I enjoyed this spread because it was nice to have a clubs page after designing only academic spreads all year.

what’s mine:

 Body Copy q  Captions q  Photography q  Secondary Coverage q  Design q

,

design

Academics, Deadline 5

86-87,

I chose this spread for my design section because it was one of my favorite designs.

The photos were easy to get because they were of people on publications, yet hard because I had to filter through thousands of photos taken throughout the year at numerous events.

Getting the photos early enabled me to finish the design early.

what’s mine:

 Body Copy q  Captions q  Photography q  Secondary Coverage q  Design q

photos

secrets

he’s got style. At the metro meet,

two-year swimmer with down syndrome

Oct. 13, senior Alexander Glenn competes in the 500 freestyle. “[My biggest accomplishment was] getting a 5:25 in the 500, because it’s my best [time],” Glenn said.

Glenn placed 3rd, 5:29.70, at the Metro meet for the 500 freestyle.

four-year swimmers left team with knowledge gained from past seasons

On Oct. 7, sophomore Chad Vanscoter got ready to compete in the 100 backstroke in the meet against Cypress Creek High School at the Wadeview Pool. “[I chose to swim] because I liked doing it and it made me feel good,” Vanscoter said.

Before this season, Vanscoter had a goal to win a race before the season ended.

Although there were doubts due to his Down Syndrome, Vanscoter achieved his goal and won the 100 backstroke for junior varsity.

“I felt really happy,” Vanscoter said. “My goal [had been] to win and [after the meet] I got to push my dad in the pool because I got first.”

Vanscoter enjoyed how his teammates cheered him on during his races and how close the team was.

“My favorite part [of the season] was the friends I made,” Vanscoter said. “I also liked my coaches.”

wins his first race

photo/Lara Dusing

n

photo/Jae Crawford

seniors share

Boys Swimming, 34-35

turn it around. Swimming the 200 individual medley, freshman Robert Duckworth pushes off the wall. “I felt so accomplished [when we placed second at the metro meet] because we worked so hard,” Duckworth said. Duckworth placed 10th at the metro meet. i believe he can fly. In Winter Park’s swimming pool, junior Samuel Gentry-Mickelson participates in the 100 butterfly. “[When I swim at a meet] I always think that I need to go faster,” Gentry-Mickelson said.

034

sports

what’s mine:

Ottone said. “[Our bond] is pretty strong and we help motivate each other.”

Their knowledge swimming, which helped the boys have a winning regular season allowed them to compete at the metro meet. At the metro meet, Hughes placed 14th in the 100 butterfly (1:09.91), while Ottone placed third in the 50 freestyle (24.04). The team placed second overall at the meet to propel them to the district meet. “[The team’s biggest accomplishment was] getting second in our metro [meet],” Hughes said. “We have normally struggled against the top schools and this year we stepped up, even after losing some strong swimmers.”

The team tied for third at the district swim meet, ending their season. “[Swimming] is a lot of work,” Hughes said.

“But you make some strong friendships and [you] really feel loved.”

n

n

photo/Megan Pirino

i still can’t hear you. Before their meet against Osceola, the team gets pumped while doing their chant. back that up. On Oct. 9, sophomore Jose Rodriguez swims the backstroke in the Edgewater swim meet. “[My most memorable meet] was [the metro meet] because I beat my personal record in the 100 backstroke,” Rodriguez said. Rodriguez set a personal record of 1:16 for the 100 meter backstroke. breathe in, breathe out. Junior Rafael Rodriguez swims the 100 breaststroke.

DP meet victories

INS E W AC WINS PL CE NS T PLA CE WINS I LA E W AC

8 S4 F 7 TH ECO IRS I N 4 FOURTH RD D PL P

Returners shared how they balanced their commitments with swimming and school.

Providing the underclassmen with advice so they could achieve success in and out of the pool.

“You definitely have to give school all your attention,” senior Noah Hughes said. “But whatever you have left, you have to give to your sport, whatever it might be.”

The seniors’ commitment to swimming enabled the team to be victorious. “[The seniors’] commitment [stands out because] the fact they swam for all four years shows how committed they are and shows how great the program is,” Creighton said.

The boys strengthened their relationships with each other, which contributed to their success at meets, such as those against Cypress Creek (109-61), Osceola (127-42), and Dr. Phillips (142-33), their highest scoring meet.

“We are like brothers, but not [by] blood,”

photo/Lara Dusing

Freshman year, eight boys walked into the Wadeview Pool for swim tryouts. Four years of varsity swim later, they took on their final season and worked to make it their most successful, ending it with a 6-1 regular season record.

The four-year swimmers shared their wisdom and provided leadership to the underclassmen so they could succeed during the season.

“A lot of the underclassmen see me as a leader or a captain. I motivate them before a meet and tell them tips so they can get better,” senior Giancarlo Ottone said.

The returning senior swimmers knew what coach Rosalie Creighton expected of them and provided leadership by acting as examples of how to be good teammates and demonstrated how to have fun and enjoy the sport.

“They are entertainers at practices,” Creighton said. “[They] jump in the pool with wigs and scooters and we laugh a lot.”

photo/Lara Dusing

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photo/Lara Dusing

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“[the best memory this season was] beating dr.

Phillips because we never beat them before,” junior andy hoogvorst said.

content by lara dusing, design by matt casler

boys swimming “I’m a semi-professional Pokemon team builder,” freshman Russell Dagon said.

035

BACK THAT UP. On Oct. 9, sophomore Jose Rodriguez swims the backstroke in the Edgewater swim meet. “[My most memorable meet] was [the metro meet] because I beat my personal record in the 100 backstroke,” Rodriguez said.

Rodriguez set a personal record of 1:16 for the 100 meter backstroke.

 Photography q Secondary Coverage q Design q Body Copy q Captions q

photos

year-round swimmers impacted the team’s record photo/Avery Tyndall

n

high five. At the end of the 50 free against Timber Creek, Sept. 16, freshman Chloe Kiernan congratulates her opponent. take a breath. At the Cypress Creek meet, Oct. 7, junior Logan Anderson takes a breath. “The race I do is really long and mindless so I don’t have to think about [anything],” Anderson said. In the 500 free, Anderson placed third, 7:27.56. make a splash. In the metro meet, freshman River Hastings swims the backstroke.

“Backstroke was fun to swim during the IM,” Hastings said. Hastings placed 18th, 2:50.73, in the 200 individual medley at the metro competition on Oct. 13.

Oct.13, sophomore Eleanor McDonald stays focused on her breaststroke. “[In my race], I think about keeping my technique clean and [making sure my] form is at its best,” McDonald said. In the 200 individual medley, McDonald finished 12th, 2:36.31.

who 2 watch 4 “[My biggest

accomplishment was that] I dropped my personal record in every race.” s o p hia s a nders s o p h o mo re

1 step at a time how to do a flip turn with senior Kennedy Anderson Swim to the wall until your legs are close enough to flip.

Take your last stroke, tuck in your head and flip over.

Place both feet on the wall and push off while on your back.

After pushing off,turn onto your front before you kick or resurface.

1 2 3 4

spread your wings. In the Timber Creek meet, Sept. 16, sophomore Valerie Campanalie swims butterfly. “[During my race], I try not to think at all, I just go for it and race the person next to me,” Campanalie said. In the 100 butterfly, Campanalie placed second, 1:04.93.

content by avery tyndall, design by matt casler

036

sports

what’s mine:

Swimming,

swim with style. In the metro meet,

photo/Megan Pirino

At 5:30 a.m. on a summer morning, juniors Grace Easterling and Victoria Pratt dove off the block, ready to swim 2743.2 meters to prepare for the season ahead of them.

“Going to morning swim has helped me a lot and getting an extra two practices in is wonderful when it comes to a meet,” Pratt said.

Swimming year-round helped Easterling and Pratt when it came time for the school season. Easterling swam the 100 and 200 butterfly and Pratt’s strengths were the 100 freestyle and 100 backstroke for club and school swim.

Combining their club swimming skills, Easterling and Pratt won the 200 medley relay at five of six meets. “[Easterling and Pratt] have been great [for the team], especially for the relays. We like to put [in] experienced swimmers,” coach Rosalie Creighton said.

In the district meet at Winter Park, Oct. 28, Pratt won two district titles in the 100 freestyle and 100 backstroke. “[When I get my best time] it feels amazing. If you go to morning practice all the time, you get you’re best time [and] you feel so high,” Pratt said.

Through wins and losses at meets, the sport taught Easterling and Pratt about the importance of commitment.

“Club swimming has really taught me dedication to the sport and that it’s really important to think about every detail when you’re swimming,” Easterling said.

As well as commitment, swimming provided them with wisdom and taught them lessons that applied to everyday life.

“Swimming has taught me a lot about staying humble and being respectful and just giving everybody the same respect that you deserve,” Pratt said.

The technique Easterling and Pratt perfected at club swimming helped improve their times in their individual races.

“I’ve seen a big improvement since [Easterling’s and Pratt’s] freshman year because they swim year-round and not just high school swimming,” Creighton said.

After taking sophomore year off from club and school swim, Easterling worked to get back to her original speed. Breaking her records from previous years was a major accomplishment after coming back from a year off of swimming.

“I’ll wake up in the morning [and] I’m super tired, but I just think about what I want to accomplish and how important it is to attend practice,” Easterling said.

The amount of practice Easterling and Pratt put into club swim showed in their performance at school meets.

“When you’re at a meet [and] you’re the one who’s worked the hardest, it shows coach that you actually have dedication for what you do,” Pratt said.

Easterling and Pratt had a combined total of 27 first place wins in the 200 medley relay and various individual races. “[When I win, I feel] excitement. It’s mostly adrenaline right before you win and you get really pumped,” Easterling said.

The girls swim team ended with a 5-3 record. They placed fourth in the metro and district meet.

take off. At the sound of the whistle, senior Alina Rivera-Campo begins the 100 backstroke. “[When my race first starts] I get really nervous, but when I get in the water it goes away,” RiveraCampo said. At the Colonial meet, Sept. 23, Rivera-Campo placed second in the 100 backstroke, 1:21.09.

photo/Avery Tyndall

throu g h the

n

photo/Jae Crawford

photo/Megan Pirino

n

photo/Avery Tyndall

swimming

Girls 36-37

girls swimming “I’m super shy, but once you get to know me, I’m really loud,” freshman Katia Marcus said.

037

SPREAD YOUR WINGS. In the Timber Creek meet, Sept. 16, sophomore Valerie Campanalie swims butterfly. “[During my race], I try not to think at all, I just go for it and race the person next to me,” Campanalie said. In the 100 butterfly, Campanalie placed second, 1:04.93.

 Photography q Secondary Coverage q Design q Body Copy q Captions q

photos

Girls 36-37

Swimming,

photo/Jae Crawford

year-round swimmers impacted the team’s record

swim with style. In the metro meet,

Oct.13, sophomore Eleanor McDonald stays focused on her breaststroke. “[In my race], I think about keeping my technique clean and [making sure my] form is at its best,” McDonald said. In the 200 individual medley, McDonald finished 12th, 2:36.31.

photo/Avery Tyndall

n

high five. At the end of the 50 free against Timber Creek, Sept. 16, freshman Chloe Kiernan congratulates her opponent. take a breath. At the Cypress Creek meet, Oct. 7, junior Logan Anderson takes a breath. “The race I do is really long and mindless so I don’t have to think about [anything],” Anderson said. In the 500 free, Anderson placed third, 7:27.56. make a splash. In the metro meet, freshman River Hastings swims the backstroke.

“Backstroke was fun to swim during the IM,” Hastings said. Hastings placed 18th, 2:50.73, in the 200 individual medley at the metro competition on Oct. 13.

who 2 watch 4 “[My biggest

accomplishment was that] I dropped my personal record in every race.” s o p hia s a nders s o p h o mo re

photo/Megan Pirino

At 5:30 a.m. on a summer morning, juniors Grace Easterling and Victoria Pratt dove off the block, ready to swim 2743.2 meters to prepare for the season ahead of them.

“Going to morning swim has helped me a lot and getting an extra two practices in is wonderful when it comes to a meet,” Pratt said.

Swimming year-round helped Easterling and Pratt when it came time for the school season. Easterling swam the 100 and 200 butterfly and Pratt’s strengths were the 100 freestyle and 100 backstroke for club and school swim.

Combining their club swimming skills, Easterling and Pratt won the 200 medley relay at five of six meets. “[Easterling and Pratt] have been great [for the team], especially for the relays. We like to put [in] experienced swimmers,” coach Rosalie Creighton said.

In the district meet at Winter Park, Oct. 28, Pratt won two district titles in the 100 freestyle and 100 backstroke. “[When I get my best time] it feels amazing. If you go to morning practice all the time, you get you’re best time [and] you feel so high,” Pratt said.

Through wins and losses at meets, the sport taught Easterling and Pratt about the importance of commitment.

“Club swimming has really taught me dedication to the sport and that it’s really important to think about every detail when you’re swimming,” Easterling said.

As well as commitment, swimming provided them with wisdom and taught them lessons that applied to everyday life.

“Swimming has taught me a lot about staying humble and being respectful and just giving everybody the same respect that you deserve,” Pratt said.

The technique Easterling and Pratt perfected at club swimming helped improve their times in their individual races.

“I’ve seen a big improvement since [Easterling’s and Pratt’s] freshman year because they swim year-round and not just high school swimming,” Creighton said.

After taking sophomore year off from club and school swim, Easterling worked to get back to her original speed. Breaking her records from previous years was a major accomplishment after coming back from a year off of swimming.

“I’ll wake up in the morning [and] I’m super tired, but I just think about what I want to accomplish and how important it is to attend practice,” Easterling said.

The amount of practice Easterling and Pratt put into club swim showed in their performance at school meets.

“When you’re at a meet [and] you’re the one who’s worked the hardest, it shows coach that you actually have dedication for what you do,” Pratt said.

Easterling and Pratt had a combined total of 27 first place wins in the 200 medley relay and various individual races. “[When I win, I feel] excitement. It’s mostly adrenaline right before you win and you get really pumped,” Easterling said.

The girls swim team ended with a 5-3 record. They placed fourth in the metro and district meet.

take off. At the sound of the whistle, senior Alina Rivera-Campo begins the 100 backstroke. “[When my race first starts] I get really nervous, but when I get in the water it goes away,” RiveraCampo said. At the Colonial meet, Sept. 23, Rivera-Campo placed second in the 100 backstroke, 1:21.09.

photo/Avery Tyndall

thro ug h t h e

n photo/Avery Tyndall

swimming

n

photo/Megan Pirino

HIGH FIVE. At the end of the 50 free against Timber Creek, Sept. 16, freshman Chloe Kiernan congratulates her opponent.

1 step at a time how to do a flip turn with senior Kennedy Anderson Swim to the wall until your legs are close enough to flip.

Take your last stroke, tuck in your head and flip over.

Place both feet on the wall and push off while on your back.

After pushing off,turn onto your front before you kick or resurface.

1 2 3 4

spread your wings. In the Timber Creek meet, Sept. 16, sophomore Valerie Campanalie swims butterfly. “[During my race], I try not to think at all, I just go for it and race the person next to me,” Campanalie said. In the 100 butterfly, Campanalie placed second, 1:04.93.

content by avery tyndall, design by matt casler

036

sports

what’s mine:

girls swimming “I’m super shy, but once you get to know me, I’m really loud,” freshman Katia Marcus said.

037

 Photography q Secondary Coverage q Design q Body Copy q Captions q

photos

Digital 120-121

Divide,

LOOK RIGHT HERE. While teaching precalculus, math teacher Trisha Colvin uses her whiteboard to go over trigonometric identities.

“Occasionally, I [whip] out the dry erase markers to work out long problems and go over homework,” Colvin said.

what’s mine:

 Photography q Secondary Coverage q Design q Body Copy q Captions q

3

4

“In biology, we went outside and examined leaves. I liked being outside and looking janysa at different cabrera leaves.”

“In chemistry, we melted glass and I molded it into a triangle. I thought it was really cool.”

junior

114

academics

indirha brooks sophomore

“[In physical science,] we did an ice cream lab [I liked] because we got to eat it after and it was cool making it.”

kessler bell freshman

pour some sugar on me. To find the optimal molarity of Kool-Aid, sophomore Kara Gilbert measures how many grams of powder she needs to add in her water. “I expanded my understanding on molarity and how it works when I added the powder to the water,” Gilbert said. The butter lab was Gilbert’s favorite lab.

eyes on the prize. In AP Chemistry class on Dec. 18, junior Micah Kinney pours water into his graduated cylinder for a titration lab.

“Labs help me with working with other people and doing things to the best of my ability, since I had a first-hand experience with the subject I could relate it with the work I’m doing,” Kinney said.

n

photo/Lara Dusing

n

photo/Megan Pirino

need to know what was your favorite lab?

photo/Morgan Smith

it’s lit. To see the effects of his chemical mixture, junior Philip Justin Torre turns on a blacklight. “This lab helped explain how we can see with ultraviolet glasses on, it was, a really interesting lab,” Torre said.

Torre mixed substances together to create a highlighter liquid.

classes completed experiments to learn material

understanding Scalpel gripped in his right hand, junior Jack Buckley sliced open a frog in his biology class and observed its internal organs. “[The frog] lab helped me understand placement of organs and functions. Also, it was cool working with amphibians,” Buckley said.

Biology students, as a part of a dissection, cut frogs’ stomachs open and used their hands to disassemble the amphibian’s bodies. “[When] I dissected a frog, it was really cool because I had never done anything like it before,” Buckley said.

Science teachers had their classes conduct labs after lessons to help their students better understand the material being taught. Labs provided hands-on learning, which benefited visual and kinesthetic learners, as opposed to traditional note-taking from PowerPoint slides. “[The brain dissection lab helped me understand the material better because] it was [a] really hands-on lab,” senior Miracle Phillips said. “I’m a visual learner so it helped [me] put [things] into perspective, [like] how the brain is able to function by its structure.”

In addition to breaking up the class flow, labs applied material to student’s lives. “[Labs] get [the materials] from being numbers and letters on a page in a workbook to something real that is right before [students’] eyes,” chemistry teacher Erin Blackerby said. “I try to make all my labs fun for the kids, and I

photo/Megan Pirino

IT’S LIT. To see the effects of his chemical mixture, junior Philip Justin Torre turns on a blacklight.

“This lab helped explain how we can see with ultraviolet glasses on, it was, a really interesting lab,” Torre said. Torre mixed substances together to create a highlighter liquid.

labs build

also try to make my labs realistic and relatable to the real world.”

Physics classes also conducted experiments that related to the real world. The students measured the speed of sound within the room using tuning forks and cylinders of water. In addition, the students completed an experiment to find the initial height of tennis balls dropped from the top of the 1300 building and calculated the time it took to reach the ground.

“In our physics class, the stuff we do and learn about isn’t just generic science. We solve reallife, word problems every day; by taking part in physics labs, we’re able to really pin a picture to those word problems,” junior Tyler Rispoli said.

If they were given the option to choose between completing a lab and doing classwork, the majority of students chose to complete labs.

“I prefer labs over class work, hands down.

They really take the instruction to a whole new level by applying the material to everyday life,” Rispoli said.

In the science classes, students completed labs to help them understand the material.

“Chemistry had some really neat labs,” Phillips said. “We were able to see how different substances would react with each other. Science labs help us see and feel things to get a better understanding of what they really mean.”

content by elizabeth porterfield and kristen collins, design by matt casler

n

photo/Megan Pirino

2

photo/Megan Pirino

1

114-115

photo/Megan Pirino

photos

Labs,

weigh in. As they read the numbers on the scale, juniors Price Madry and Diego Salisbury weigh Kool-Aid powder in a cup. scale to fit. Checking to see if his measurements are correct, sophomore

Tristan Carasella adjusts the weight. “Labs help to show me how the problems being solved previously in class are present in real life scenarios,” Carasella said. blue goo. To create a slab of goop, sophomore Kara Gentry stirs water on a hot plate. brainiac. Junior Kimberly Rosario disects a sheep brain in her Anatomy and Physiology class. “[This was] my favorite lab [because], I like the brain system and how it works, so it was interesting to look into it,” Rosario said.The students had to split the brain in half and cut out the midbrain.

labs “I like the smell of puppy breath because it smells good,” freshman Lili Alvarado said.

115

photos

Labs,

114-115

BRAINIAC. Junior Kimberly Rosario dissects a sheep brain in her Anatomy and Physiology class. “[This was] my favorite lab [because], I like the brain system and how it works, so it was interesting to look into it,” Rosario said. The students had to split the brain in half and cut out the midbrain.

4

“In biology, we went outside and examined leaves. I liked being outside and looking janysa at different cabrera leaves.” junior

114

what’s mine:

academics

indirha brooks sophomore

“[In physical science,] we did an ice cream lab [I liked] because we got to eat it after and it was cool making it.”

kessler bell freshman

pour some sugar on me. To find the optimal molarity of Kool-Aid, sophomore Kara Gilbert measures how many grams of powder she needs to add in her water. “I expanded my understanding on molarity and how it works when I added the powder to the water,” Gilbert said. The butter lab was Gilbert’s favorite lab.

eyes on the prize. In AP Chemistry class on Dec. 18, junior Micah Kinney pours water into his graduated cylinder for a titration lab.

“Labs help me with working with other people and doing things to the best of my ability, since I had a first-hand experience with the subject I could relate it with the work I’m doing,” Kinney said.

n

photo/Lara Dusing

photo/Megan Pirino

photo/Morgan Smith

photo/Megan Pirino

need to know what was your favorite lab?

n

classes completed experiments to learn material

understanding Scalpel gripped in his right hand, junior Jack Buckley sliced open a frog in his biology class and observed its internal organs. “[The frog] lab helped me understand placement of organs and functions. Also, it was cool working with amphibians,” Buckley said.

Biology students, as a part of a dissection, cut frogs’ stomachs open and used their hands to disassemble the amphibian’s bodies. “[When] I dissected a frog, it was really cool because I had never done anything like it before,” Buckley said.

Science teachers had their classes conduct labs after lessons to help their students better understand the material being taught. Labs provided hands-on learning, which benefited visual and kinesthetic learners, as opposed to traditional note-taking from PowerPoint slides. “[The brain dissection lab helped me understand the material better because] it was [a] really hands-on lab,” senior Miracle Phillips said. “I’m a visual learner so it helped [me] put [things] into perspective, [like] how the brain is able to function by its structure.”

In addition to breaking up the class flow, labs applied material to student’s lives. “[Labs] get [the materials] from being numbers and letters on a page in a workbook to something real that is right before [students’] eyes,” chemistry teacher Erin Blackerby said. “I try to make all my labs fun for the kids, and I

it’s lit. To see the effects of his chemical mixture, junior Philip Justin Torre turns on a blacklight. “This lab helped explain how we can see with ultraviolet glasses on, it was, a really interesting lab,” Torre said.

Torre mixed substances together to create a highlighter liquid.

“In chemistry, we melted glass and I molded it into a triangle. I thought it was really cool.”

labs build

also try to make my labs realistic and relatable to the real world.”

Physics classes also conducted experiments that related to the real world. The students measured the speed of sound within the room using tuning forks and cylinders of water. In addition, the students completed an experiment to find the initial height of tennis balls dropped from the top of the 1300 building and calculated the time it took to reach the ground.

“In our physics class, the stuff we do and learn about isn’t just generic science. We solve reallife, word problems every day; by taking part in physics labs, we’re able to really pin a picture to those word problems,” junior Tyler Rispoli said.

If they were given the option to choose between completing a lab and doing classwork, the majority of students chose to complete labs.

“I prefer labs over class work, hands down.

They really take the instruction to a whole new level by applying the material to everyday life,” Rispoli said.

In the science classes, students completed labs to help them understand the material.

“Chemistry had some really neat labs,” Phillips said. “We were able to see how different substances would react with each other. Science labs help us see and feel things to get a better understanding of what they really mean.”

content by elizabeth porterfield and kristen collins, design by matt casler

n

photo/Megan Pirino

3

photo/Megan Pirino

2

photo/Megan Pirino

1

weigh in. As they read the numbers on the scale, juniors Price Madry and Diego Salisbury weigh Kool-Aid powder in a cup. scale to fit. Checking to see if his measurements are correct, sophomore

Tristan Carasella adjusts the weight. “Labs help to show me how the problems being solved previously in class are present in real life scenarios,” Carasella said. blue goo. To create a slab of goop, sophomore Kara Gentry stirs water on a hot plate. brainiac. Junior Kimberly Rosario disects a sheep brain in her Anatomy and Physiology class. “[This was] my favorite lab [because], I like the brain system and how it works, so it was interesting to look into it,” Rosario said.The students had to split the brain in half and cut out the midbrain.

labs “I like the smell of puppy breath because it smells good,” freshman Lili Alvarado said.

115

 Photography q Secondary Coverage q Design q Body Copy q Captions q

4

junior

114

academics

indirha brooks sophomore

“[In physical science,] we did an ice cream lab [I liked] because we got to eat it after and it was cool making it.”

kessler bell freshman

pour some sugar on me. To find the optimal molarity of Kool-Aid, sophomore Kara Gilbert measures how many grams of powder she needs to add in her water. “I expanded my understanding on molarity and how it works when I added the powder to the water,” Gilbert said. The butter lab was Gilbert’s favorite lab.

eyes on the prize. In AP Chemistry class on Dec. 18, junior Micah Kinney pours water into his graduated cylinder for a titration lab.

“Labs help me with working with other people and doing things to the best of my ability, since I had a first-hand experience with the subject I could relate it with the work I’m doing,” Kinney said.

n

classes completed experiments to learn material

understanding

photo/Lara Dusing

n

photo/Megan Pirino

photo/Morgan Smith

need to know what was your favorite lab?

“In biology, we went outside and examined leaves. I liked being outside and looking janysa at different cabrera leaves.”

labs build

also try to make my labs realistic and relatable to the real world.”

Physics classes also conducted experiments that related to the real world. The students measured the speed of sound within the room using tuning forks and cylinders of water. In addition, the students completed an experiment to find the initial height of tennis balls dropped from the top of the 1300 building and calculated the time it took to reach the ground.

“In our physics class, the stuff we do and learn about isn’t just generic science. We solve reallife, word problems every day; by taking part in physics labs, we’re able to really pin a picture to those word problems,” junior Tyler Rispoli said.

If they were given the option to choose between completing a lab and doing classwork, the majority of students chose to complete labs.

“I prefer labs over class work, hands down.

They really take the instruction to a whole new level by applying the material to everyday life,” Rispoli said.

In the science classes, students completed labs to help them understand the material.

“Chemistry had some really neat labs,” Phillips said. “We were able to see how different substances would react with each other. Science labs help us see and feel things to get a better understanding of what they really mean.”

content by elizabeth porterfield and kristen collins, design by matt casler

n

photo/Megan Pirino

3

Scalpel gripped in his right hand, junior Jack Buckley sliced open a frog in his biology class and observed its internal organs. “[The frog] lab helped me understand placement of organs and functions. Also, it was cool working with amphibians,” Buckley said.

Biology students, as a part of a dissection, cut frogs’ stomachs open and used their hands to disassemble the amphibian’s bodies. “[When] I dissected a frog, it was really cool because I had never done anything like it before,” Buckley said.

Science teachers had their classes conduct labs after lessons to help their students better understand the material being taught. Labs provided hands-on learning, which benefited visual and kinesthetic learners, as opposed to traditional note-taking from PowerPoint slides. “[The brain dissection lab helped me understand the material better because] it was [a] really hands-on lab,” senior Miracle Phillips said. “I’m a visual learner so it helped [me] put [things] into perspective, [like] how the brain is able to function by its structure.”

In addition to breaking up the class flow, labs applied material to student’s lives. “[Labs] get [the materials] from being numbers and letters on a page in a workbook to something real that is right before [students’] eyes,” chemistry teacher Erin Blackerby said. “I try to make all my labs fun for the kids, and I

it’s lit. To see the effects of his chemical mixture, junior Philip Justin Torre turns on a blacklight. “This lab helped explain how we can see with ultraviolet glasses on, it was, a really interesting lab,” Torre said.

Torre mixed substances together to create a highlighter liquid.

“In chemistry, we melted glass and I molded it into a triangle. I thought it was really cool.”

what’s mine:

2

photo/Megan Pirino

1

photo/Megan Pirino

SCALE TO FIT. Checking to see if his measurements are correct, sophomore Tristan Carasella adjusts the weight.

“Labs help to show me how the problems being solved previously in class are present in real life scenarios,” Carasella said.

114-115

photo/Megan Pirino

photos

Labs,

weigh in. As they read the numbers on the scale, juniors Price Madry and Diego Salisbury weigh Kool-Aid powder in a cup. scale to fit. Checking to see if his measurements are correct, sophomore

Tristan Carasella adjusts the weight. “Labs help to show me how the problems being solved previously in class are present in real life scenarios,” Carasella said. blue goo. To create a slab of goop, sophomore Kara Gentry stirs water on a hot plate. brainiac. Junior Kimberly Rosario disects a sheep brain in her Anatomy and Physiology class. “[This was] my favorite lab [because], I like the brain system and how it works, so it was interesting to look into it,” Rosario said.The students had to split the brain in half and cut out the midbrain.

labs “I like the smell of puppy breath because it smells good,” freshman Lili Alvarado said.

 Photography q Secondary Coverage q Design q Body Copy q Captions q

115

photos

“In biology, we went outside and examined leaves. I liked being outside and looking janysa at different cabrera leaves.” junior

114

indirha brooks sophomore

“[In physical science,] we did an ice cream lab [I liked] because we got to eat it after and it was cool making it.”

kessler bell freshman

pour some sugar on me. To find the optimal molarity of Kool-Aid, sophomore Kara Gilbert measures how many grams of powder she needs to add in her water. “I expanded my understanding on molarity and how it works when I added the powder to the water,” Gilbert said. The butter lab was Gilbert’s favorite lab.

eyes on the prize. In AP Chemistry class on Dec. 18, junior Micah Kinney pours water into his graduated cylinder for a titration lab.

“Labs help me with working with other people and doing things to the best of my ability, since I had a first-hand experience with the subject I could relate it with the work I’m doing,” Kinney said.

academics

what’s mine:

n

classes completed experiments to learn material

understanding

photo/Lara Dusing

n

photo/Megan Pirino

photo/Morgan Smith

photo/Megan Pirino

need to know what was your favorite lab?

“In chemistry, we melted glass and I molded it into a triangle. I thought it was really cool.”

labs build Scalpel gripped in his right hand, junior Jack Buckley sliced open a frog in his biology class and observed its internal organs. “[The frog] lab helped me understand placement of organs and functions. Also, it was cool working with amphibians,” Buckley said.

Biology students, as a part of a dissection, cut frogs’ stomachs open and used their hands to disassemble the amphibian’s bodies. “[When] I dissected a frog, it was really cool because I had never done anything like it before,” Buckley said.

Science teachers had their classes conduct labs after lessons to help their students better understand the material being taught. Labs provided hands-on learning, which benefited visual and kinesthetic learners, as opposed to traditional note-taking from PowerPoint slides. “[The brain dissection lab helped me understand the material better because] it was [a] really hands-on lab,” senior Miracle Phillips said. “I’m a visual learner so it helped [me] put [things] into perspective, [like] how the brain is able to function by its structure.”

In addition to breaking up the class flow, labs applied material to student’s lives. “[Labs] get [the materials] from being numbers and letters on a page in a workbook to something real that is right before [students’] eyes,” chemistry teacher Erin Blackerby said. “I try to make all my labs fun for the kids, and I

it’s lit. To see the effects of his chemical mixture, junior Philip Justin Torre turns on a blacklight. “This lab helped explain how we can see with ultraviolet glasses on, it was, a really interesting lab,” Torre said.

Torre mixed substances together to create a highlighter liquid.

114-115

4

also try to make my labs realistic and relatable to the real world.”

Physics classes also conducted experiments that related to the real world. The students measured the speed of sound within the room using tuning forks and cylinders of water. In addition, the students completed an experiment to find the initial height of tennis balls dropped from the top of the 1300 building and calculated the time it took to reach the ground.

“In our physics class, the stuff we do and learn about isn’t just generic science. We solve reallife, word problems every day; by taking part in physics labs, we’re able to really pin a picture to those word problems,” junior Tyler Rispoli said.

If they were given the option to choose between completing a lab and doing classwork, the majority of students chose to complete labs.

“I prefer labs over class work, hands down.

They really take the instruction to a whole new level by applying the material to everyday life,” Rispoli said.

In the science classes, students completed labs to help them understand the material.

“Chemistry had some really neat labs,” Phillips said. “We were able to see how different substances would react with each other. Science labs help us see and feel things to get a better understanding of what they really mean.”

content by elizabeth porterfield and kristen collins, design by matt casler

n

photo/Megan Pirino

3

photo/Megan Pirino

2

photo/Megan Pirino

1

Labs,

weigh in. As they read the numbers on the scale, juniors Price Madry and Diego Salisbury weigh Kool-Aid powder in a cup. scale to fit. Checking to see if his measurements are correct, sophomore Tristan Carasella adjusts the weight. “Labs help to show me how the problems being solved previously in class are present in real life scenarios,” Carasella said. blue goo. To create a slab of goop, sophomore Kara Gentry stirs water on a hot plate. brainiac. Junior Kimberly Rosario disects a sheep brain in her Anatomy and Physiology class. “[This was] my favorite lab [because], I like the brain system and how it works, so it was interesting to look into it,” Rosario said.The students had to split the brain in half and cut out the midbrain.

labs “I like the smell of puppy breath because it smells good,” freshman Lili Alvarado said.

115

POUR SOME SUGAR ON ME. To find the optimal molarity of Kool-Aid, sophomore Kara Gilbert measures how many grams of powder she needs to add in her water. “I expanded my understanding on molarity and how it works when I added the powder to the water,” Gilbert said. The butter lab was Gilbert’s favorite lab.

 Photography q Secondary Coverage q Design q Body Copy q Captions q

3

4

“In biology, we went outside and examined leaves. I liked being outside and looking janysa at different cabrera leaves.”

“In chemistry, we melted glass and I molded it into a triangle. I thought it was really cool.”

junior

114

what’s mine:

academics

indirha brooks sophomore

“[In physical science,] we did an ice cream lab [I liked] because we got to eat it after and it was cool making it.”

kessler bell freshman

pour some sugar on me. To find the optimal molarity of Kool-Aid, sophomore Kara Gilbert measures how many grams of powder she needs to add in her water. “I expanded my understanding on molarity and how it works when I added the powder to the water,” Gilbert said. The butter lab was Gilbert’s favorite lab.

eyes on the prize. In AP Chemistry class on Dec. 18, junior Micah Kinney pours water into his graduated cylinder for a titration lab.

“Labs help me with working with other people and doing things to the best of my ability, since I had a first-hand experience with the subject I could relate it with the work I’m doing,” Kinney said.

n

photo/Lara Dusing

n

photo/Megan Pirino

need to know what was your favorite lab?

photo/Morgan Smith

it’s lit. To see the effects of his chemical mixture, junior Philip Justin Torre turns on a blacklight. “This lab helped explain how we can see with ultraviolet glasses on, it was, a really interesting lab,” Torre said.

Torre mixed substances together to create a highlighter liquid.

classes completed experiments to learn material

understanding Scalpel gripped in his right hand, junior Jack Buckley sliced open a frog in his biology class and observed its internal organs. “[The frog] lab helped me understand placement of organs and functions. Also, it was cool working with amphibians,” Buckley said.

Biology students, as a part of a dissection, cut frogs’ stomachs open and used their hands to disassemble the amphibian’s bodies. “[When] I dissected a frog, it was really cool because I had never done anything like it before,” Buckley said.

Science teachers had their classes conduct labs after lessons to help their students better understand the material being taught. Labs provided hands-on learning, which benefited visual and kinesthetic learners, as opposed to traditional note-taking from PowerPoint slides. “[The brain dissection lab helped me understand the material better because] it was [a] really hands-on lab,” senior Miracle Phillips said. “I’m a visual learner so it helped [me] put [things] into perspective, [like] how the brain is able to function by its structure.”

In addition to breaking up the class flow, labs applied material to student’s lives. “[Labs] get [the materials] from being numbers and letters on a page in a workbook to something real that is right before [students’] eyes,” chemistry teacher Erin Blackerby said. “I try to make all my labs fun for the kids, and I

photo/Megan Pirino

WEIGH IN. As they read the numbers on the scale, juniors Price Madry and Diego Salisbury weigh Kool-Aid powder in a cup.

labs build

also try to make my labs realistic and relatable to the real world.”

Physics classes also conducted experiments that related to the real world. The students measured the speed of sound within the room using tuning forks and cylinders of water. In addition, the students completed an experiment to find the initial height of tennis balls dropped from the top of the 1300 building and calculated the time it took to reach the ground.

“In our physics class, the stuff we do and learn about isn’t just generic science. We solve reallife, word problems every day; by taking part in physics labs, we’re able to really pin a picture to those word problems,” junior Tyler Rispoli said.

If they were given the option to choose between completing a lab and doing classwork, the majority of students chose to complete labs.

“I prefer labs over class work, hands down.

They really take the instruction to a whole new level by applying the material to everyday life,” Rispoli said.

In the science classes, students completed labs to help them understand the material.

“Chemistry had some really neat labs,” Phillips said. “We were able to see how different substances would react with each other. Science labs help us see and feel things to get a better understanding of what they really mean.”

content by elizabeth porterfield and kristen collins, design by matt casler

n

photo/Megan Pirino

2

photo/Megan Pirino

1

114-115

photo/Megan Pirino

photos

Labs,

weigh in. As they read the numbers on the scale, juniors Price Madry and Diego Salisbury weigh Kool-Aid powder in a cup. scale to fit. Checking to see if his measurements are correct, sophomore Tristan Carasella adjusts the weight. “Labs help to show me how the problems being solved previously in class are present in real life scenarios,” Carasella said. blue goo. To create a slab of goop, sophomore Kara Gentry stirs water on a hot plate. brainiac. Junior Kimberly Rosario disects a sheep brain in her Anatomy and Physiology class. “[This was] my favorite lab [because], I like the brain system and how it works, so it was interesting to look into it,” Rosario said.The students had to split the brain in half and cut out the midbrain.

labs “I like the smell of puppy breath because it smells good,” freshman Lili Alvarado said.

115

 Photography q Secondary Coverage q Design q Body Copy q Captions q

photos

Winter 88-89

LOOK TO THE MUSIC. As he performs in the Veterans Day concert, senior Ethan Lyttle follows along on his sheet music and plays the oboe. “[My favorite part of performing with wind ensemble was] playing alongside my peers and seeing the show really come together,” Lyttle said. eyes on me. On the director’s podium

at the holiday concert, band teacher Joshua Jackson conducts his students. “[My favorite part was] being able to play challenging literature so early in the year,” Jackson said. drum roll.

With a hold on his drumsticks, junior Leonardo Garcia waits for his cue. “I think [the concerts] helped us show our parents what we can do,” Garcia said. fun flutist. While playing with the wind ensemble at the Veterans Day concert, junior Anjali Shinde follows along to the her sheet music.

photo/Renn Oberdick

n

photo/Megan Pirino

band

orches trates festive concerts

Concerts,

holiday and Veterans Day performances showcased musicians’ talents

088

what’s mine:

academics

photo/Jessie Jalca photo/Megan Pirino

n

n

sound the horns. In the wind

ensemble, sophomore Lydia Mentzer plays her French horn in the Veterans Day Concert. “[The concert] was important to show people what [the band students are] working on,” Mentzer said.

tap to the beat. To begin

a piece, sophomore Cody Castellaw plays an African drum. “[I have learned through these performances] to work together and find what you’re good at and work hard at it,” Castellaw said.

just a few dates to know nov. 9veterans day concert Junior Romina Albokord plays the violin.

dec. 10- holiday concert After their orchestra performance, junior Serra Colson takes a bow. photo/R. Oberdick

n

photo/Karina Quinones

Concert on Nov. 9, junior Morgan Meese focuses intently on her sheet music to play the piano notes. “The rush of having an actual audience is amazing. Our audience gets to see the big picture, not just the simple strokes it takes to make [the event happen],” Meese said. Meese planned to major in music in college. look to the music.

As he performs in the Veterans Day concert, senior Ethan Lyttle follows along on his sheet music and plays the oboe. “[My favorite part of performing with wind ensemble was] playing alongside my peers and seeing the show really come together,” Lyttle said.

photo/Jessie Jalca

content by renn oberdick, design by matt casler

keynote player. At the Veterans Day

photo/Megan Pirino

“[Winter concerts were important to me because] we rehearsed really hard for them so it is rewarding to see it all pay off.” julius diaz f resh ma n

n

photo/Megan Pirino

who 2 watch 4

“I think the concerts helped showcase our talents by allowing us to show off what we’ve learned since we started the program and express our developed talents,” sophomore cellist Angela Quinones said.

In addition to displaying the band’s developed musical abilities, the shows gave them a forum in which they could gain courage in front of the crowds, which was a goal of the directors.

“Hopefully, [the concerts were] a confidence boost for [the students] to get a positive response from their peers and the crowd,” Cook said.

For the musicians to become more relaxed on stage, they had to enhance their ability to accept audience reactions and learn to continue performing even if they began to feel anxious.

“I wanted [the audience] to have a good time and enjoy what they listened to,” Jalca said.

While the concerts entertained the audience, they also provided the students a chance to grow as musicians and performers. “[The concerts were important to us because we] were able to experience what it was like to perform, which boosted [our] confidence and also got [us] comfortable with being on a stage,” Quinones said.

photo/Alex Sublette

As the audience filed in with a quiet shuffle and the auditorium lights dimmed, performers rushed behind the curtains to finish setting up for their first piece of the night.

Music directors Stephen Cook, Joshua Jackson and Kevin Strang stood on the podium and led the bands into their beginning pieces. On their cue, “Rocky Point Holiday” started to play.

The Veterans Day and holiday concerts on Nov. 9, Dec. 10 and Dec. 15, served as ways for the musicians to show the audience the caliber at which they could perform. “[The day of the concert I felt] really anxious all day because of the logistics of the show. We really have to plan for everything,” Cook said.

The students also felt nerves on concert day, and they faced the challenge of the limited time available to create the show.

“We went straight from competition to [winter] concerts and we only had three weeks to put the pieces together, so I think it showed our true talents,” freshman percussion player Aaron Jalca said.

Though they had limited time in preparation for these events, the musicians made the best out of the situation and efficiently compiled the lessons they learned to create the performances.

dec. 15- holiday concert Reading with the music, junior Anjelica Dominguez plays the oboe.

winter concerts “I am self-taught at [playing the] piano,” freshman R Vaughan Harris-Unzueta said.

089

 Photography q Secondary Coverage q Design q Body Copy q Captions q

photos

Concerts,

orches trates festive concerts

eyes on me. On the director’s podium

at the holiday concert, band teacher Joshua Jackson conducts his students. “[My favorite part was] being able to play challenging literature so early in the year,” Jackson said. drum roll.

With a hold on his drumsticks, junior Leonardo Garcia waits for his cue. “I think [the concerts] helped us show our parents what we can do,” Garcia said. fun flutist. While playing with the wind ensemble at the Veterans Day concert, junior Anjali Shinde follows along to the her sheet music.

n

photo/Megan Pirino

FUN FLUTIST. While playing with the wind ensemble at the Veterans Day concert, junior Anjali Shinde follows along to the her sheet music.

photo/Renn Oberdick

band

Winter 88-89

holiday and Veterans Day performances showcased musicians’ talents

088

academics

what’s mine:

photo/Jessie Jalca photo/Megan Pirino

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sound the horns. In the wind

ensemble, sophomore Lydia Mentzer plays her French horn in the Veterans Day Concert. “[The concert] was important to show people what [the band students are] working on,” Mentzer said.

tap to the beat. To begin

a piece, sophomore Cody Castellaw plays an African drum. “[I have learned through these performances] to work together and find what you’re good at and work hard at it,” Castellaw said.

just a few dates to know nov. 9veterans day concert Junior Romina Albokord plays the violin.

dec. 10- holiday concert After their orchestra performance, junior Serra Colson takes a bow. photo/R. Oberdick

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photo/Karina Quinones

Concert on Nov. 9, junior Morgan Meese focuses intently on her sheet music to play the piano notes. “The rush of having an actual audience is amazing. Our audience gets to see the big picture, not just the simple strokes it takes to make [the event happen],” Meese said. Meese planned to major in music in college. look to the music.

As he performs in the Veterans Day concert, senior Ethan Lyttle follows along on his sheet music and plays the oboe. “[My favorite part of performing with wind ensemble was] playing alongside my peers and seeing the show really come together,” Lyttle said.

photo/Jessie Jalca

content by renn oberdick, design by matt casler

keynote player. At the Veterans Day

photo/Megan Pirino

“[Winter concerts were important to me because] we rehearsed really hard for them so it is rewarding to see it all pay off.” julius diaz f resh ma n

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photo/Megan Pirino

who 2 watch 4

“I think the concerts helped showcase our talents by allowing us to show off what we’ve learned since we started the program and express our developed talents,” sophomore cellist Angela Quinones said.

In addition to displaying the band’s developed musical abilities, the shows gave them a forum in which they could gain courage in front of the crowds, which was a goal of the directors.

“Hopefully, [the concerts were] a confidence boost for [the students] to get a positive response from their peers and the crowd,” Cook said.

For the musicians to become more relaxed on stage, they had to enhance their ability to accept audience reactions and learn to continue performing even if they began to feel anxious.

“I wanted [the audience] to have a good time and enjoy what they listened to,” Jalca said.

While the concerts entertained the audience, they also provided the students a chance to grow as musicians and performers. “[The concerts were important to us because we] were able to experience what it was like to perform, which boosted [our] confidence and also got [us] comfortable with being on a stage,” Quinones said.

photo/Alex Sublette

As the audience filed in with a quiet shuffle and the auditorium lights dimmed, performers rushed behind the curtains to finish setting up for their first piece of the night.

Music directors Stephen Cook, Joshua Jackson and Kevin Strang stood on the podium and led the bands into their beginning pieces. On their cue, “Rocky Point Holiday” started to play.

The Veterans Day and holiday concerts on Nov. 9, Dec. 10 and Dec. 15, served as ways for the musicians to show the audience the caliber at which they could perform. “[The day of the concert I felt] really anxious all day because of the logistics of the show. We really have to plan for everything,” Cook said.

The students also felt nerves on concert day, and they faced the challenge of the limited time available to create the show.

“We went straight from competition to [winter] concerts and we only had three weeks to put the pieces together, so I think it showed our true talents,” freshman percussion player Aaron Jalca said.

Though they had limited time in preparation for these events, the musicians made the best out of the situation and efficiently compiled the lessons they learned to create the performances.

dec. 15- holiday concert Reading with the music, junior Anjelica Dominguez plays the oboe.

winter concerts “I am self-taught at [playing the] piano,” freshman R Vaughan Harris-Unzueta said.

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photos

Winter 88-89

Concerts,

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photo/Renn Oberdick

orches trates festive concerts

eyes on me. On the director’s podium at the holiday concert, band teacher Joshua Jackson conducts his students. “[My favorite part was] being able to play challenging literature so early in the year,” Jackson said. drum roll.

With a hold on his drumsticks, junior Leonardo Garcia waits for his cue. “I think [the concerts] helped us show our parents what we can do,” Garcia said. fun flutist. While playing with the wind ensemble at the Veterans Day concert, junior Anjali Shinde follows along to the her sheet music.

photo/Megan Pirino

band

holiday and Veterans Day performances showcased musicians’ talents

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photo/Jessie Jalca photo/Megan Pirino

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sound the horns. In the wind

ensemble, sophomore Lydia Mentzer plays her French horn in the Veterans Day Concert. “[The concert] was important to show people what [the band students are] working on,” Mentzer said.

tap to the beat. To begin

a piece, sophomore Cody Castellaw plays an African drum. “[I have learned through these performances] to work together and find what you’re good at and work hard at it,” Castellaw said.

just a few dates to know nov. 9veterans day concert Junior Romina Albokord plays the violin.

dec. 10- holiday concert After their orchestra performance, junior Serra Colson takes a bow. photo/R. Oberdick

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photo/Karina Quinones

Concert on Nov. 9, junior Morgan Meese focuses intently on her sheet music to play the piano notes. “The rush of having an actual audience is amazing. Our audience gets to see the big picture, not just the simple strokes it takes to make [the event happen],” Meese said. Meese planned to major in music in college. look to the music.

As he performs in the Veterans Day concert, senior Ethan Lyttle follows along on his sheet music and plays the oboe. “[My favorite part of performing with wind ensemble was] playing alongside my peers and seeing the show really come together,” Lyttle said.

photo/Jessie Jalca

content by renn oberdick, design by matt casler

keynote player. At the Veterans Day

photo/Megan Pirino

“[Winter concerts were important to me because] we rehearsed really hard for them so it is rewarding to see it all pay off.” ju l iu s d ia z fres hman

n

photo/Megan Pirino

who 2 watch 4

“I think the concerts helped showcase our talents by allowing us to show off what we’ve learned since we started the program and express our developed talents,” sophomore cellist Angela Quinones said.

In addition to displaying the band’s developed musical abilities, the shows gave them a forum in which they could gain courage in front of the crowds, which was a goal of the directors.

“Hopefully, [the concerts were] a confidence boost for [the students] to get a positive response from their peers and the crowd,” Cook said.

For the musicians to become more relaxed on stage, they had to enhance their ability to accept audience reactions and learn to continue performing even if they began to feel anxious.

“I wanted [the audience] to have a good time and enjoy what they listened to,” Jalca said.

While the concerts entertained the audience, they also provided the students a chance to grow as musicians and performers. “[The concerts were important to us because we] were able to experience what it was like to perform, which boosted [our] confidence and also got [us] comfortable with being on a stage,” Quinones said.

photo/Alex Sublette

As the audience filed in with a quiet shuffle and the auditorium lights dimmed, performers rushed behind the curtains to finish setting up for their first piece of the night.

Music directors Stephen Cook, Joshua Jackson and Kevin Strang stood on the podium and led the bands into their beginning pieces. On their cue, “Rocky Point Holiday” started to play.

The Veterans Day and holiday concerts on Nov. 9, Dec. 10 and Dec. 15, served as ways for the musicians to show the audience the caliber at which they could perform. “[The day of the concert I felt] really anxious all day because of the logistics of the show. We really have to plan for everything,” Cook said.

The students also felt nerves on concert day, and they faced the challenge of the limited time available to create the show.

“We went straight from competition to [winter] concerts and we only had three weeks to put the pieces together, so I think it showed our true talents,” freshman percussion player Aaron Jalca said.

Though they had limited time in preparation for these events, the musicians made the best out of the situation and efficiently compiled the lessons they learned to create the performances.

dec. 15- holiday concert Reading with the music, junior Anjelica Dominguez plays the oboe.

winter concerts “I am self-taught at [playing the] piano,” freshman R Vaughan Harris-Unzueta said.

academics

Junior Romina Albokord plays the violin.

what’s mine:

 Photography q Secondary Coverage q Design q Body Copy q Captions q

089

photos

Winter 88-89

Concerts,

what’s mine:

n

photo/Renn Oberdick

orches trates festive concerts holiday and Veterans Day performances showcased musicians’ talents

088

academics

photo/Jessie Jalca photo/Megan Pirino

n

content by renn oberdick, design by matt casler

n

n

sound the horns. In the wind

ensemble, sophomore Lydia Mentzer plays her French horn in the Veterans Day Concert. “[The concert] was important to show people what [the band students are] working on,” Mentzer said.

tap to the beat. To begin

a piece, sophomore Cody Castellaw plays an African drum. “[I have learned through these performances] to work together and find what you’re good at and work hard at it,” Castellaw said.

just a few dates to know nov. 9veterans day concert Junior Romina Albokord plays the violin.

dec. 10- holiday concert After their orchestra performance, junior Serra Colson takes a bow. photo/R. Oberdick

Concert on Nov. 9, junior Morgan Meese focuses intently on her sheet music to play the piano notes. “The rush of having an actual audience is amazing. Our audience gets to see the big picture, not just the simple strokes it takes to make [the event happen],” Meese said. Meese planned to major in music in college. look to the music.

As he performs in the Veterans Day concert, senior Ethan Lyttle follows along on his sheet music and plays the oboe. “[My favorite part of performing with wind ensemble was] playing alongside my peers and seeing the show really come together,” Lyttle said.

photo/Karina Quinones

keynote player. At the Veterans Day

photo/Megan Pirino

“[Winter concerts were important to me because] we rehearsed really hard for them so it is rewarding to see it all pay off.” ju l iu s d ia z fres hman

n

photo/Jessie Jalca

who 2 watch 4

“I think the concerts helped showcase our talents by allowing us to show off what we’ve learned since we started the program and express our developed talents,” sophomore cellist Angela Quinones said.

In addition to displaying the band’s developed musical abilities, the shows gave them a forum in which they could gain courage in front of the crowds, which was a goal of the directors.

“Hopefully, [the concerts were] a confidence boost for [the students] to get a positive response from their peers and the crowd,” Cook said.

For the musicians to become more relaxed on stage, they had to enhance their ability to accept audience reactions and learn to continue performing even if they began to feel anxious.

“I wanted [the audience] to have a good time and enjoy what they listened to,” Jalca said.

While the concerts entertained the audience, they also provided the students a chance to grow as musicians and performers. “[The concerts were important to us because we] were able to experience what it was like to perform, which boosted [our] confidence and also got [us] comfortable with being on a stage,” Quinones said.

photo/Megan Pirino

As the audience filed in with a quiet shuffle and the auditorium lights dimmed, performers rushed behind the curtains to finish setting up for their first piece of the night.

Music directors Stephen Cook, Joshua Jackson and Kevin Strang stood on the podium and led the bands into their beginning pieces. On their cue, “Rocky Point Holiday” started to play.

The Veterans Day and holiday concerts on Nov. 9, Dec. 10 and Dec. 15, served as ways for the musicians to show the audience the caliber at which they could perform. “[The day of the concert I felt] really anxious all day because of the logistics of the show. We really have to plan for everything,” Cook said.

The students also felt nerves on concert day, and they faced the challenge of the limited time available to create the show.

“We went straight from competition to [winter] concerts and we only had three weeks to put the pieces together, so I think it showed our true talents,” freshman percussion player Aaron Jalca said.

Though they had limited time in preparation for these events, the musicians made the best out of the situation and efficiently compiled the lessons they learned to create the performances.

photo/Alex Sublette

SOUND THE HORNS. In the wind ensemble, sophomore Lydia Mentzer plays her French horn in the Veterans Day Concert. “[The concert] was important to show people what [the band students are] working on,” Mentzer said.

eyes on me. On the director’s podium at the holiday concert, band teacher Joshua Jackson conducts his students. “[My favorite part was] being able to play challenging literature so early in the year,” Jackson said. drum roll.

With a hold on his drumsticks, junior Leonardo Garcia waits for his cue. “I think [the concerts] helped us show our parents what we can do,” Garcia said. fun flutist. While playing with the wind ensemble at the Veterans Day concert, junior Anjali Shinde follows along to the her sheet music.

photo/Megan Pirino

band

dec. 15- holiday concert Reading with the music, junior Anjelica Dominguez plays the oboe.

winter concerts “I am self-taught at [playing the] piano,” freshman R Vaughan Harris-Unzueta said.

 Photography q Secondary Coverage q Design q Body Copy q Captions q

089

photos

content and design by jae crawford and katie marshall

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need to know what is your favorite part about NJROTC?

photo/Megan Prino

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make sure everyone is doing the right thing. We keep each other in check,” Afonso said.

The NJROTC program participated in a variety of events that provided points towards a total at the end of the year. The top six totals of 60 ROTC programs in the state would go on to earn the DUA. As one of the instructors of NJROTC, Commander Craig Rouhier felt pride in the growth of his program and their ability to compete for the DUA. “Overall it is a good year, [the cadets] have grown a tremendous amount. Not only [in] personal experience, but also in their attitudes and everything that they do,” Commander Rouhier said. I find it enjoyable to see that they can lead and lead by example.

photo/Morgan Smith

sophomore Alana Spafford does pull-ups. “[NJROTC] has affected me with discipline and [taught me] how to treat others,” Spafford said. Spafford wanted to become a petty officer. feel the burn. At Lake Howell High School, senior Adrian Miranda struggles to finish a sit-up. “I enjoy the exercise, the competitions and the leadership [NJROTC] offers me,” Miranda said.

photo/Katie Marshall

heads up. By the football field,

six

winning streak for years to come.

“I think we can win Distinguished Unit again because there is so much dedication and a larger unit [than last year] with more people getting involved,” West said.

The DUA honored the top 10 percent of the state’s ROTC programs and assisted cadets with college scholarships. To receive the DUA award, cadets participate in field trips, overnight trips and boot camps to gain points.

“I feel proud of the distinguished award and proud of my unit, it makes me strive to be a better role model,” West said.

As the physical training commander, sophomore Elsie Afonso also helped the team reach their DUA goal.

“We have to make sure our unit participates in everything we can and we

photo/Morgan Smith

In preparation for a Naval Junior Reserve Officers Training Corps competition at Lake Howell, senior Ebony West taught five female cadets a six minute and thirty second routine.

“I feel equally nervous and excited going into a competition,” West said.

“I am nervous because I am leading the team and hoping I won’t mess up; [however], I am excited because we have worked hard and get to show everyone.”

As a cadet in the NJROTC program for all four years of high school, West took pride in her accomplishments.

Those accomplishments included earning Master Chief rank, participating on four competition teams and leading a Distinguished Unit (see QR code).

The NJROTC program earned the Distinguished Unit Award for the past five years and planned to continue their

LOOKIN’ SHARP. On Nov. 4, freshman Kianny Santiago awaits her inspection. “I have interest in the army and I do [NJROTC] for my physical fitness and health. My attitude used to be out of control and it has taught me how to control it,” Santiago said. Santiago and other cadets dressed for inspection every Wednesday. photo/Dean Stewart Photography

seeks

program sought Distinguished Unit Award for the sixth year

attention. At the Citrus

Bowl on Dec.11, juniors Christopher Spafford and Brian Piper, sophomore Joshua Christenson and senior Cameron Chari display the colors. “The physical training part [is the hardest] because getting your body into shape is really hard,” Christenson said.

lookin’ sharp. On Nov. 4,

“The structure “It has taught me a it builds for great deal of me.”

Lia leadership.” arnoLd freshman

094

what’s mine:

CLUbS

jacob brickner senior

“The way it made me grow as a person.”

anabeLLa maramara senior

push it to the limit. In his

94-95

photo/Katie Marshall

njrotc

ROTC,

no pain, no gain. On Dec. 18,

Naval Science one class on freshmen Daviana Acuna and Dec. 18, freshman Phillip Tayler King hold up a tire.

Faria does as many push-ups “Everything is difficult, but as he can with his feet elevated I’ve learned to deal with it. It on a tire. “I kept telling myself, gives me things to work up to, don’t stop, don’t stop, you need a goal,” Acuna said. Acuna and to keep going,” Faria said.

King won the excerise.

freshman Kianny Santiago awaits her inspection. “I have interest in the army and I do [NJROTC] for my physical fitness and health. My attitude used to be out of control and it has taught me how to control it,” Santiago said. Santiago and other cadets dressed for inspection every Wednesday.

leaders to know in njrotc the NJROTC program is comprised of first sergeant, commander, officers and staff.

FIRST SERGEANT GUS WILSON

“The kids affect me because not only do they learn from me, but I learn from them.” Wilson retired from the Marine Corps Infantry and has been teaching at Boone for 13 years.

SENIOR ERIN TOWNSEND, executive officer

“[The most difficult part of NJROTC is] learning how to work as a team and how to do that effectively.” Townsend was also the drill team manager of unarmed basic.

SENIOR TIMOTHY MURRAY, staff

“[My favorite part of NJROTC is] the people. Everyone in NJROTC has the same goal, so it’s nice to be around people who want to do the same thing as you.” Murray began NJROTC his freshman year.

NJROTC “I drink tomato sauce,” sophomore Solange DeLeon-Rodriguez said.

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Opening,

2-3

TAKE A DEEP BREATH. At the meet against Osceola High School on Sept. 30, junior Victoria Pratt swims the 100 butterfly. “[Swimming fly] is extremely hard.

My stroke’s form is built from my outside workout,” Pratt said. “Winning fly, placing first, I was like, ‘Maybe I could take up another stroke’.”

Pratt placed first in the 50 free, 25:47, and first in the 100 butterfly, 1:06.94.

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photos

Opening,

2-3

THIS IS HALLOWEEN. In Erin Blackerby’s honors chemistry class on Oct. 30, sophomore Eric Tormanen puts red food dye in a solution to make “Hollywood-style” fake blood as part of a Halloweenthemed lab . “It was cool to see just how real the blood looked. We all put some on our hands or arms and it looked completely real.

It had the same color and feel and everything,” Tormanen said.

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photos

Closing, 414-415

WHIP IT. In his HOPE class, freshman Therion Joseph jumps rope on the track. “[I enjoy HOPE class because] I get my exercise out of the way since I like to be active every day,” Joseph said.

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Boys Swimming Photo Gallery

To look at the photos click here or above.

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Boys Swimming Wrap-up

To read the full story click here.

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what’s mine:

Boys Swimming Wrap-up

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Boys Swimming Wrap-up

To read the full story click here.

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what’s mine:

Boys Swimming Wrap-up

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multimedia

L.A. V i d e o

To watch the video click here or above.

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Savvy

Seniors

T-Shirt

entrepreneurship

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spread spread design design

ad da ms

Spring Play

86

which character are you? i hate rose petals

Morticia

gomez

Feel the kiss of my Spanish sword

wednesday

i’m go n kill na you

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puglsey

Wednesday i’m gonna electrocute me again!

Addams

Family

family first and family last... students perform the Addams Family a new musical

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Opta parchitatque oditecatiis diciusdae corepel eum, nim harchilis eaquos maximet umento excepudi dolorro volutet omnim facium imet faccaecaecum eum faceste ndisita que sunt eatatem veliquam siminti bla quatest emporro beribus auda verita pa consereri tem quiaeriatio bereritat. essi blant velitam aut omnihit, quibus, ius maionet rem is volore qui sit aut lauda ius eium sercit, imus, et, corissincia con ersped estrume pliamus adit acepe volorestium exerorepe vitatem re labor sequibus.

Mil maxim laboreped ma del ipitiunt aut idicit rerum, volum nonserunt, offic tem eat.

Ut oditation cus senis elis minctotati aut quat es milissuntium adi ium evelest ruptatu

idunto ium enderuptas mil inctatem fugit poreritatio dolum quos re nobit delia cus mil es simi, qui autemquis est occae non rem que nonse eiur rate illabore minum eat voluptataquo erum voluptatius, ipit aritios aperfer estibus, ulpa atis sit estionseque dolorehent.

Opta parchitatque oditecatiis diciusdae corepel eum, nim harchilis eaquos maximet umento excepudi dolorro volutet omnim facium imet faccaecaecum eum faceste ndisita que sunt eatatem veliquam siminti bla quatest emporro beribus auda verita pa consereri tem quiaeriatio bereritat. essi blant velitam aut omnihit, quibus, ius maionet rem is volore qui sit aut lauda ius eium ser eu consecum ipsanihiti reicit, aliquam, ea que sumende content and design by megan pirino

lead in. equo saep udae

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“

“This is a really really awesome photo that will blow your mind because it’s so good.”

Megan Pirino, junior

87

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