Electronic Daily Briefing, October 1, 2012

COLUMBUS

October 2012 | Vol. 2 Issue 1

HOMECOMING

Teacher Spotlight on

Mrs. Sullinger Unmasking Racism: Mirria Martin explores Racisms deep roots in America

Featured Writer:

Danielle Moses Shares her point of view on unequal public education

HOMECOMING: Fevean Keflom @FeveanK_CYCO Every year one million students drop out of school. If I can stop a student from being one in a million, I surely made a difference #makebetterhappen

BLAST To the Past A look at City Year Columbus in their early years of high school

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City Year Table of Contents

PUTTING IDEALISM TO WORK PITW #32

Inject creativity into everything! A little creativity goes a long way!

A little creativity goes a long, long . . . l o o o o n g w a y. After you have planned something, step back and do a‎quick‎“creativity‎check”‎by‎asking,‎ “where‎are‎the‎real‎creative‎parts‎to‎ this?”‎If‎you‎can’t‎find‎the‎creativity,‎ go back and inject some.

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Quote of the Day "‎ Accept challenges, so that you may feel the exhilaration of victory" - George S. Patton

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CSX SAFETY TIP Sponsored by:

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Fashion Forward Tamar Carr introduces new ways to be an individual in City Year.

EDB Spotlight on Steve Stevenson A quick introduction to Columbus’ new Recruitment Director!

EDB Spotlight on Mrs. Sullinger A South High School Teacher gives us a glimpse into teaching.

Unmasking Racism in America Mirria Martin delves deep into what racism looks like today.

Unequal School Funding Danielle Moses asks if funding is a Right or a Privilege?

Homecoming: Blast to the Past Jen Brown helps us remember the good old days of school dances!

Fall Premiere Reviews Sarai Exil gives a quick look into TV shows worth watching.

‎With colder months approaching

and the change of seasons, always remember to wash your hands to prevent the spread of germs.

Picture of the Month:

Word of the Day Ambitionam-bi-tion [am-bish-uhn] noun.

An earnest desire for some type of achievement or distinction, as power, honor, fame or wealth and the willingness to strive for its attainment.

On September 11 at Godman Guild, Jamie-Lee Morris and Brittany Willis help throwing‎trash‎away.‎With‎City‎Year’s‎help,‎United‎Way‎had‎28,435‎volunteers‎for‎ their Columbus Volunteer Challenge.

2 | cityyear.org * Front Cover Picture by Brit Dzaik

City Year Values City Yearâ&#x20AC;&#x2122;s core values represent the deepest beliefs and highest aspirations of our organization. We strive to ensure that these values animate our culture of idealism, inspire our actions, and inform our decisions on a daily basis. They serve as our north star, empowering us to stay true to ourselves through changing times as we strive to achieve our mission.

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Service to a Cause Greater Than Self We dedicate ourselves to addressing shared civic challenges through unified action.

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Student First, Collaboration Always

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The success of the young people we serve is our preeminent foal, best achieved by working in partnership with others who are dedicated

Belief In The Power of Young People We are committed to harnessing one of the most powerful forces for positive change at

Social Justice For All We dedicate ourselves to building a more just, equal, fair and compassionate world.

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Level Five Leadership

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We aspire to develop a culture of Level Five leadership across the organization, fostering a blend of great humility with intense profes-

Empathy We strive to constantly walk in the moccasins of others.

Inclusivity We embrace differences as strengths that magnify our capacity to achieve shared goals.

Ubuntu I am a person through other people; my humanity is tied to yours.

Teamwork We strive to work powerfully together in a unified effort to achieve our goals.

Excellence

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We hold ourselves to the highest standards as we strive to execute our mission and stew-

City Year Columbus | 3

Culture Corner

FASHION FORWARD How to be an individual in CY fashion?

With the school year in full stream, we have to exemplify discipline in our minds ,but most importantly, our outward appearance. Our City Year uniform is the most visible part of our uniformity and pride, but there is still room for a little flare and personality. Here are a few tips to show a little of our swagger, City Year style!

One can still be bling, bling-less by wearing a statement, yet understated necklace. Fasten your button down to the very top and rock your most prized necklace.

By buttoning your shirt to the very top, your necklace will sure pop off of our stark white shirts.

4 | cityyear.org

If you’re having a bad hair day, wear a big bowed hair scarf or jazz your doo up with a flower.

Hair accessories are a great way to add pizazz and drama to any look. Just remember to rock City Year colors-red, black, yellow, or white.

While hard at work, rolling up your sleeves is the most convenient and professional way to ‘let your hair down.’ And it’s a great way to show off an ornate time piece or your latest Pandora bracelet. Roll up your sleeves to ¾ lengths and wear a bracelet on each arm or a ring on each hand.

#makebetterhappen

EDB Spotlight: Steve Stevenson

Q &A Steve Stevenson with

Q. Where and how did you serve in City Year?

A. I served as a corps member in City Year Boston 93-94. I was on the Mass High Tech team, and I served as a GED teacher at Youth Build Boston. I then went on to serve in CY Columbus as a startup team member and stay for two years as a Team leader/Program Director. I then served at CY Cleveland as a startup team member and stayed for 4 years as the Program Director / Deputy Director. I then went to CY Detroit as the startup Director and stayed for 5 years as the Deputy Director. I then went to CY Philadelphia and stayed for 3 years as the Deputy Director. I then went to CY Baton 5 | cityyear.org

Rouge and stayed for three years as the Deputy Director / Executive Director. I also served 6 months as the National Director of Diversity Initiatives.

Q. How does it feel to be in City Year Columbus, once again?

A.‎I’m‎so‎excited‎and‎thrilled‎to‎ be back home in the first site that I worked at as a staff member. I feel like I have unfinished business to take care of, and I truly believe that we all owe and must reach back and help any and every one that needs our help. I feel like I can do so much more when I have that red jacket on!!!

Q. What can our site expect from you over the next couple of years?

A. You can expect a 110% and true passion for our work. I want to help build CY Columbus into the Flagship program of all of CY and change lives in the process.

Q. As an Alumnus, what advice could you offer to this year's Corps?

Q. Always remember that what we are doing is bigger than just you and that for 10 months it is about the children we serve.

EDB Spotlight ates. College education changed both of their lives dramatically, so education was always very important in my house. When I grew up I was always told that I was going to graduate from college and that's what I did. Because education was so important to them and they were both educators at some point in my life. Is that what you wanted to know?

Where did you go to college?

Oberlin And what was your degree in?

English English really? How did you end up becoming a math teacher?

Teacher Spotlight on

Mrs. Sullinger

I grew up in a household that valued education. My parents are both teachers, math teachers to be exact, so it never even occurred to me that I wouldn't graduate from high school. I'm lucky. I know this and I will be forever grateful for my unique style of learning that stemmed from my home life. My parents taught me the values of hard work and how to give yourself in service to your students. I think of them everyday that I'm in the schools hoping one day that I will become as successful as they are.

Now that I am getting my footing at South 7-12 I have begun to recognize other teachers that remind me of my parents. People who have devoted themselves to the educational system and to making a difference in math education.

8 | cityyear.org

The first teacher I was drawn to at South was a math teacher by the name of Barbra Sullinger. A joyous woman with an infectious smile, she intrigued me from day one. I wanted to know more about her so one day I had a sit down with her. Her classroom is much like the others at South; hardwood floors, large oak doors, grand windows that fill the rooms with sun, and enough technology to make a geek girl like me swoon. It was here that I sat down with Mrs. Sullinger to learn more about her life and her take on the urban school.

CD: First just tell me a little bit about yourself.

BS: I grew up in Brooklyn, New York and both my parents were college gradu-

Because I met a man and they always screw ya.

No but I was supposed to go back to Brooklyn but you know you have to have different licensure for different states and since my plan was to go back to New York I had part of my local licensure done, but not all of it. And I never did go back to New York. I stayed at home with my kids for fifteen years and then after that became an instructional assistant.

They had a special program where you could go and become either a science or math teacher called the Stepping Up program. I figured I could not cut up dead animals so I became a math teacher.

Do you like math now?

I like it a lot better than I did. I'm not a mat person, but I'm a better teacher for that because things don't automatically click for me. But they click now after I see it and understand it and for the‎person‎who‎doesn’t‎necessarily‎understand‎it I can explain it differently. So I am glad that I'm not a math person, but a math teacher.

So how did you end up at South?

I've always wanted to work in these challenging schools, thinking that the reason kids weren't doing well is that they weren't offered quality instruction. You know you hear that whole thing if teachers would get better then the schools would get better. So I want to give these kids the type of education that I wanted for my own kids. So that's why I'm here.

Do you like South?

maybe feel like we aren't making a change?

I like it, I like it, I really do. I have that frustration though about what can we do to help kids to see that we're offering them this huge opportunity and the window is wide open right now, but it quickly starts to close the older you get. Sometimes I struggle getting that across.

That's very hard because I don't think I do it very well. I mean what do you do? Do you say this is the way it is so stop worrying about. Maybe lower expectations maybe not let it bother you so much. That it's ok? Or continue to look for solutions, continue to try your best, continue to insist that they can be the best that they can be. Either you give up, or you keep on going and either way it's hard. But as I'm saying all that I'm realizing that I'm in my tenth year of teaching and I've always said that I wasn't going to stay in education if everything stayed the same. If I wasn't seeing a change. I'm not for the status quo you know? But things have changed.

And even this year. This is a huge change a huge, huge opportunity for these ninth graders right now. And you guys are part of that.

This is big right here. Do you think to yourself if two or three kids make it, it's ok or do you not stop until you are satisfied with where your class is? These kids need us.

I've been telling people that I believe South is a hidden gem among the Columbus Public Schools.

Well you know why I think that is? We have a great principal and great assistant principals and that makes all the difference. You have teachers who have followed Mr. Lewis for a number of years and so we've come in here and we know what he expects and we get to work. We know what we're doing. It's a great team.

You've been in the school system for a number of years now and this is most corps members first year in a school. Do you have any advice for us when we begin to become stressed and

I have the hardest time with the kids who won't let me in. Maybe it's because we've only been here a month, but I struggle with

what to do with that child who won't even pick up their own pencil.

But part of that is, and once you start knowing the personal stories of some of these kids, it's really really sad and you understand why they can't pick up that pencil. You are going to surprised at how much life some of these kids have lived already. And you look at this child and you think that they are sorta kinda similar to you and then you find out no not at all, not at all. Every kid has a story and if you listen to them talk they have witness‎things‎that‎no‎child…

I think that the most special thing about City Year's position within the school, that it's in our job description to listen and figure out what's behind the behaviors that are exhibited in the classroom.

I think that's huge. Because all these kids need someone to listen to them.

█‎Casey‎Dykes

#makebetterhappen

City Year Columbus | 9

EDB Topic Essays

A

Real-Life Horror: Unmasking Racism in America

s a child, specifically as a white child, I was taught about racism in the United States as a fact of history. It happened, my peers and I were told by our elementary teachers. It happened and it was terrible, but we’ve‎ come far away from that now. A cursory examination would tell us this is true. Slaves have been freed, segregation laws have been dissolved, and our country even elected our first president of non-white origin.

However, as usual, things are rarely that simple.

Racism may not be as blatant now as it was in our history books, but it is ever as present. Both internalized and institutionalized forms of racism run rampant.

We hear the statistics almost as frequently‎as‎we’ve‎been‎taught‎the‎ history. Minorities are more likely to be in poverty, less likely to receive higher education, are promoted less often, so on and so forth. But as often as white America hears these things, my experience would indicate that the mag-

nitude of most of them have not sunk in. And that, in the theme of the month, is a truly frightening thing.

The hardest part of unveiling institutionalized racism is to find the concrete data. People can give their personal testimonials, we can look at things we inherently know, but when it comes time to offer up the evidence, personal experience is all too often brushed off. Perhaps this comes from the individual’s‎ability‎to‎find‎counterexamples that, in their mind, unravels the evidence. Perhaps it comes from a stubborn and hopeful belief that the oppression is over, that we ourselves are not, in the history of things, really so bad.

However, there is hard evidence to be found, and it is damning. When looking at the racial demographic of United States prisons, things look fairly balanced at 59.3% white, 37.3% black, and 34.8% Hispanic, with the rest split mostly between Native American and Asian.

Until, that is, one recalls that

"BOP: Quick Facts." BOP: Quick Facts. N.p., 25 Aug. 2012. Web. 12 Sept. 2012. <http://www.bop.gov/news/ quick.jsp>.| "Stop And Frisk Facts." Racial Justice: Stop And Frisk Facts. New York Civil Liberties Union, n.d. Web.

10 | cityyear.org

the census data puts the country itself at 79.96% white, 12.85% black, and approximately 15.1% Hispanic.

The percentage of black men in prison represents almost three times the percentage they make up in the country. One cannot look at this data and conclude that a black man is simply three times more likely than a white man to be a criminal. Although I‎would‎love‎to‎believe,‎as‎I’m‎sure‎ the rest of the country would also want, that our justice system is fair and wrong-doers are punished proportionally to their crimes and the innocent remain free, the disproportionate numbers can only suggest that at least some part of our justice system is corrupt. More likely, however, is that the bias against nonwhites is so ingrained that it seeps into every level of the criminal court.

The issue of racism is so ingrained that it literally affects how much value is put on a home. While the practice of outright lowering the property value of land based on the racial demographic of the area has been made illegal, other factors tied with race still make this a fact. Hand-inhand with this comes the tendency, despite regulations dictated by the Fair Housing Act, for realtors and loan dispensers to steer certain races from buying homes in certain neighborhoods. While many outside of those races may, in some cases, convince themselves that this segregation is by choice (such as in culturally -specific neighborhoods, nicknamed things‎like‎“Chinatown”‎or‎“Little‎ Italy”),‎it‎is‎far‎more‎common‎for‎ there to be other factors at play. For example, with income issues for loan applications, minority applicants are

still more frequently denied than their white counterparts, even when the groups are socioeconomic equals. This will either bar the minority group from the neighborhood, or force them into less than favorable loan conditions, which help perpetuate the cycle of poverty.

Two more words get tossed around a lot to white America, to the point where they seem to have lost all meaning: Racial profiling.‎They’re‎a‎parody,‎almost,‎a‎ line in a stand-up‎comedian’s‎ rant. The reason we can be so dismissive of them, the reason that racial profiling is presented as‎a‎joke,‎is‎because,‎well,‎it’s‎ outdated.‎It‎doesn’t‎happen‎anymore. People either act suspicious or are randomly pulled for screening, and neither of these have to do with race.

Except‎that‎that’s‎not‎true.‎ The stereotypes that make nonwhites seem suspicious drive our assumptions‎about‎people’s‎behavior. This leads to greater scrutiny and, yes, racial profiling.

Even in New York City, which is arguably the great center of multicultural acceptance, the statistics of racial profiling are staggering.‎The‎practice‎of‎“stop‎and‎ frisk,”‎where‎an‎officer‎may‎detain a suspicious person and perform a frisk to search for weapons or drugs, had been implemented amidst controversy within the city. Although law enforcement officers insisted the program was fair and nondiscriminatory, 90% of the people stopped were black or Latino.

These high percentages carried over, even in predominantly-white areas, and yielded a very small percentage- less than 2%-- of guilty individuals from the stops. The overwhelming bias towards nonwhites in this program, almost all of whom were innocent, points an ugly finger towards an ingrained racism that no one wants to admit to.

It would be so much easier, as a white adult now grown from the misinformed child, to allow myself to continue to believe that we have fixed this very basic problem. I do believe that the United States has come a long way, unfortunately, we still have so very far to go.

However, as long as people are content to ignore these issues and more, it is not possible to carry our great nation forward. Our society has so many problems, and, despite what we were told, many of them go back to race. I believe in a United States that is above judging and condemning people based on the color of their skin-However, I also know that we are just not there yet. █‎Mirria‎Martin Enjoyed reading from the Corps?

Tell us how much you agree or disagree by writing a letter to the editor by October 17, 2012 to Sarai Exil, Sexil@cityyear.org!

<http://www.nyclu.org/node/1598>. | "Where Race Lives: Your Home Is Your Future." PBS. PBS, 2003. Web. <http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm>. | "The World Factbook: United States." CIA Publications. N.p., 10 Sept. 2012. Web. <https://

City Year Columbus | 11

EDB Topic Essays

T

Unequal School Funding:

wo 5th grade students sit in two separate classrooms – Mary, who lives in the suburbs, and Ellen, who lives in subsidized housing in the inner city. Both students pay attention in class, and both are engaged in their schoolwork and are‎motivated‎to‎do‎well.‎‎Mary’s‎ father, however, is a surgeon and her mother is a lawyer. They live in a three-story house with a dog and a yard and pantries filled with more food than is necessary. Ellen’s‎father,‎on‎the‎other‎hand,‎

“...and yet the quality of public education is spread unevenly throughout America “ works as a custodian at a different elementary school, and her mother is currently unemployed and looking for work. They live in the projects with just enough money to survive. Even if we assumed identical‎IQ’s‎and‎class‎performance,‎it‎ is‎likely‎that‎Mary’s‎educational‎ experience and subsequent life outcomes will differ greatly from Ellen’s,‎simply‎because‎of‎their‎ family and school circumstances, and the differing amounts of support and resources available to each one. Mary is more likely to

12 | cityyear.org

Is a Quality Public Education in America a Right or a Privilege?

have positive life outcomes, graduate from high school, go on to college, and in the future acquire a well-paid job and longer term financial independence. Even given similar capacity, family economic factors play heavily into the quality and expectations of schooling, and can often be decisive in these regards.

The right to an education in America that is not compromised by race, class, gender or other personal characteristics would seem self-evident, and yet the quality of public education is spread unevenly throughout America. Many inner city schools and schools that

do not otherwise benefit from a generous tax base and strong community support provide an inferior education. Students in such schools are disproportionately African American and from other ethnic minorities, economically disadvantaged, and from single parent or broken families. These children deserve no less of an education than more wealthy kids but typically attend schools that do not have the resources, human and financial, to compete with schools in more affluent areas.

Property taxes are the primary source‎of‎funding‎for‎America’s‎public schools. People living in wealthy districts with high property values

“...the‎average‎annual‎income‎for‎a‎high‎school‎dropout‎was‎$17,299,‎compared‎to‎$26,933‎for‎a‎high‎school‎graduate….”

and taxes spend much more on the public education of their children.

Unless this funding discrepancy is somehow addressed, the result will continue to be two radically different public school systems – the‎“haves”‎ and‎the‎“have‎nots”‎– never to be reconciled. A 2004 report indicates that thirty-six states have a funding gap between poorer and wealthier districts. The nationwide disparity is $1,348 per pupil, but some instances are better and much worse. This discrepancy adds up and annually the public schools in poorer districts are short-changed by thousands of dollars simply because of an uneven and unequal structure of property tax and

other funding (edtrust.org).

It is clear that a solid education is critical in terms of job attainment and earning a decent wage. U.S. Census Bureau data from 2005 notes that the average annual income for a high school dropout was $17,299, compared to $26,933 for a high school graduate. Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, puts these numbers into perspective, “The‎best‎economic‎stimulus‎is‎a‎ high school diploma. Given the state of high schools in the United States, it is imperative that the nation focus attention on students most at-risk of dropping out if it is to achieve long-term economic stability. In an Information Age economy, education is the main currency”‎(Alliance‎for‎Excellent‎ Ed., Dropouts).

The fact that education in the U.S. is compulsory reflects the importance of public education to American democracy. However, if standards and quality vary so greatly, then what does it matter if education is compulsory or not? Moreover, if quality education is marketdriven and not assured of a more equal distribution of resources, then‎America’s‎poorer‎districts‎are‎ programmed to be uncompetitive and inferior to the better-funded districts. The results, then, shouldn’t‎surprise‎anyone.‎‎An‎inferior‎ education will keep racially and

economically oppressed children down; will prevent them from competing effectively within the larger society. An effective education could lift them to their true potential and into a whole new set of possibilities, the discriminations of society notwithstanding. █‎‎Danielle‎Simma‎Moses Enjoyed reading from the Corps?

Tell us how much you agree or disagree by writing a letter to the editor by October 17, 2012 to Sarai Exil, Sexil@cityyear.org!

Every

26 Seconds,

A student drops out of school. #makebetterhappen City Year Columbus | 13

Brit’s Corner: Homecoming

Homecoming, to our high school students, is a time when they imagine being asked to the dance by the quarterback or head cheerleader, and finally getting that slow dance in front of a crowd in awe.

Or to some, such as myself, it meant asking the boy over AOL Instant Messenger, getting rejected, getting dropped off with friends by our‎parents’‎minivans‎and‎dancing‎obnoxiously‎to‎“Get‎Low”‎by‎Lil’‎ Jon (suddenly the fact I was rejected makes all too much sense).

However, somewhere between those awkward, Degrassi-fueled years, each of us spent some significant time away from those places we grew up. Some of us are hundreds of miles from home serving with CYCO, some of us are back with our parents. But regardless of how‎far‎apart‎or‎how‎long‎we’ve‎been‎away‎from‎our‎homes,‎there‎is‎ no greater feeling than coming back to them (sneezing feels pretty good‎too...‎also‎rubbing‎your‎eyes‎when‎you’re‎tired…‎and‎driving‎ fast. I digress).

The idea of coming home brings certain thoughts to mind: the smell‎of‎mom’s‎potpourri‎that‎has‎been‎sitting‎on‎the‎end‎tables‎ since 1994, how good it feels to open a fridge to actual food and a diet‎that‎is‎not‎entirely‎microwavable,‎laundry‎that‎doesn’t‎cost‎your‎ life‎savings‎to‎do‎(and‎if‎you’re‎lucky‎a‎mom‎that‎will‎fold‎it‎while‎ you sleep in until noon). Honorable mention goes to having cable, and your pets that will not leave your side (but are secretly mad that they have to give your bed back to you).

The next time we come home, though, let us remember something between the nagging parents and seemingly endless cable TV: the students we work with do not all have these luxuries. We are not only their support within school, but we are the people that inspire them to attend class every day so that the school may be what they look forward to coming home to. So let us take solace in the idea that our students may someday return to their city schools, and remember fondly the fact that they were greeted with enthusiasm and pride every morning no matter how many eye rolls they gave. They will remember the City Year member that stubbornly believed in them through thick and thin, or all of the pencils they took that mysteriously disappeared into the great beyond. Home, to them, will be City Year and Columbus City Schools.

By: Brit Dzaik

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Loved this article? Give Brit a shout out on Twitter @ BritD_CYCO!

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Top Things to achieve in □‎‎Plan‎a‎Math‎tutoring‎Session □‎‎Plan‎a‎Literacy‎tutoring‎Session □‎Write‎an‎Article‎for‎the‎Daily‎Briefing or Electronic Daily Briefing □‎Attend‎an‎Ubuntu‎Event □‎Come‎up‎with‎a‎CSX‎Safety‎Tip □‎Create‎a‎Morning‎Greeting □‎Join‎a‎Committee □‎Create‎a‎PT‎Move □‎Listen‎and‎memorize‎your‎student’s‎ favorite appropriate song □‎Watch‎Waiting‎for‎Superman □‎Read‎A Framework for Understanding Poverty □‎Take‎a‎Team‎picture‎in‎January □‎Go‎on‎a‎Field‎Trip‎with‎a‎group‎of‎ students‎you‎don’t‎tutor □‎Memorize‎the‎Pledge □‎Send‎an‎encouragement‎note‎to‎a‎ random person at another CY site □‎Celebrate‎a‎Birthday‎during‎CY‎time □‎Have‎a‎teacher‎appreciation‎week □‎Watch‎your‎student’s‎favorite‎TV‎ Show □‎Hold‎a‎Morning/Lunch/afterschool‎ Club □‎Have‎a‎Committee‎Meeting‎outside‎ of the CY office □‎Have‎ten‎volunteers‎participate‎in‎ your event

□‎Give‎every‎single‎member‎of‎your‎ site a G&A □‎Attend‎a‎Community‎Meeting‎in‎ the area of your School □‎Come‎up‎with‎an‎Idea,‎and‎see‎it‎ from start to finish □‎Help‎a‎12th grader write their College Essay □‎Smile‎even‎though‎your‎Heart‎is‎ breaking □‎Read‎Anatomy‎of‎Peace □‎Create‎a‎Team‎Shirt‎for‎Casual‎Fridays □‎Hold‎an‎Event‎at‎your‎school‎ where more than 30 parents show up □‎Meet‎Charlie‎Rose □‎Hear‎Steven‎Spaloss'‎story □ Create a CY Motivated YOUtube Video □‎Be‎a‎Project‎Coordinator‎for‎a‎Service Event □‎Dedicate‎Your‎Red‎Jacket □‎Ride‎the‎bus‎for‎an‎entire‎week □‎Reflect‎in‎a‎journal □‎Do‎a‎second‎year‎of‎City‎Year □‎Balance‎your‎personal‎life‎and‎your‎ City Year life □‎Write‎your‎Starfish‎Story □‎Graduate Good Luck on your Journey!

Sarai Veronique Exil

City Year Columbus | 15

UBUntu my Humanity is tied to yours

October 2012 Events Coming Soon

HOMECOMING BLAST FROM THE PAST

We all remember our first high school dance. Whether or not we attended (and whether or not we enjoyed ourselves if we did attend), we remember it. Going to your first high school dance is a milestone, something we reminisce about for years afterward.

As the high school students we’re working with anticipate their own first dance, it’s important (and fun!) to be mindful of the days when we were in their shoes.

Check out the pictures below of CYCO’s Homecomings of the past, and be sure to cast your vote for each of the categories!

Turn Page for Good Laughs

City Year Columbus | 17

1

EDB Homecoming | Jen Brown Send your answers to jbrown4@cityyear.org!

Best Girl Group: c

Homecoming is the time to celebrate with your friends!

Which girl group reminds you the most of yours?

e

a

A. Erin B. Katie

i

C. Remy

2 b

A

i

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D. Diana

d

E. Allie

Thereâ&#x20AC;&#x2122;s always that one girl that stands out during Homecoming!

B

C

Belle of the Ball?

3 4

THEME | EDB Homecoming

Many things change throughout your four years of high school!

But you never forget that special someone.

Cutest Couple

c

a

b

f

d

e

Cutest siblings—Guess who!

Just because they have a picture together doesn’t mean they were each other’s date…

A

B

C

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Parents Family Friends October 26 and 27 Who are you brinigng?

Culture Corner

Fall TV Reviews

Yes, I watch too much TV, but after a ten hour work day, the idea of hanging out with people can make me even more‎exhausted.‎Personally,‎I’d‎rather‎snuggle‎in‎my‎blankets,‎turn‎on‎my‎Roku,‎which‎streams‎hulu‎and‎Netflix‎ to‎my‎TV,‎and‎enjoy‎a‎wonderful‎cup‎of‎tea.‎Now,‎I‎understand‎that‎my‎taste‎might‎not‎be‎everyone‎else’s‎cup‎of‎ tea,‎but‎here‎is‎my‎opinion‎nonetheless.‎If‎you’d‎like‎to‎share‎your‎own‎opinion,‎send‎a‎review‎to‎Sarai‎Exil!

NBC

Returning Shows To Watch

CBS

NBC Community CBS The Big Bang Theory ABC Modern Family Once Upon a Time BBC Merlin The New Normal Airs Tuesdays at 9:30pm on NBC

Sherlock Holmes

For some reason, this show warms my heart. It displays a progressing America that still is struggling with the idea of being different. Writer, Ryan Murphy, does a superb job of bringing the viewer on an adventure of different. The only problem … I’m asleep when it’s on. Thank God there’s Hulu!

FOX

Downton Abbey

Glee The New Girl What new/old show are you watching this year?

Send your response to sexil@cityyear.org!

Elementary Airs Thursdays at 9:00 on CBS Skepticism runs through my veins after this premiere, however here are three semi-positive things I observed: 1) The writers are trying really hard to make a modern Sherlock in today’s American world that is obsessed with sexual tension. 2) Dr. Watson is a female ...3) Although , no one can top BBC’s Sherlock Holmes, I mean, no one, this version has potential.

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City Year Columbus EDB Committee Jen Brown, Tamar Carr, Zandra Casto, Casey Dykes, Sarai Exil, and Mirria Martin