June 2011
Vol. 90, No.7 • June 2011 Lakewood High School • 14100 Franklin Blvd. • Lakewood, OH • 44107
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Times Senior Staff
Lisa Kowalski, Design and Sports Editor, will be spending a year in Iceland, afterwhich she will attend Ohio State University
Grant Graves will be attending Ohio University to major in business.
Meredith Richards will be attending Ohio State University to major in Medical Dietetics.
Alberto Rodriguez, Opinion Editor, will be attending Case Western Reserve University to major in instrumental music education
Matt Majewski will be attending John Carroll to major in business.
Toby Tobin will be attending Ohio State University, Grace Coy will be attending Kent State University to major in fashion merchandizing. with an undecided major.
Nasseem Shean will be attending Baldwin Wallace College with an undecided major.
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Lindsey McEntee will be attending Ohio State University with an undecided major.
Melissa “Mish� Gajewski will be attending Ohio University to major in creative wriitng
News Editor Sam Cross will attend Ohio University, majoring in commercial photography at SCRIPPS college.
The Lakewood Times
Co-Editor-in-Chief Deven Middleton is going to Germany next year. He is then planning to study journalism at Ohio University’s SCRIPPS college.
Co-Editor-in-Chief, Fiza Shahwill be attending Kent State University to double major in Journalism and English
Katy Eberl will be attending Ohio University, majoring in Business.
Andrew O’Connor will be attending Bowling Green State University. He is undecided on a major.
Wilson Sackett will be attending Cleveland State University majoring in freelance bodyguarding
Haley McGinty will be traveling to Brazil next year and is undecided on her future college plans.
Times staff 2010/2011 Co-Editors-in-Chief Fiza Shah Deven Middleton
Design & Sports Editor Lisa Kowalski News Editor Sam Cross Opinon Editor Alberto Rodreguiez Lakewood Life Editor Julia Houska Copy Editors Melissa Gajewski Gwen Stephen Adviser Karen Ballash
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Editorial Board Members Toby Tobin Haley McGinty Katy Eberl Grant Graves Andrew O’Connor Meredith Richards Peter Quigley Lindsey McEntee Grace Coy Juan Amador Tori Chesmar Sabrina Suleiman Wilson Sackett Naseem Shean Paige Smigelski Lily Pollack Matt Majewski Cover by Lisa Kowalski
contents Lakewood Seniors
4 Ohio’s homecoming queen 5 Students steal top scholar spots 6 Grads gravitate to different paths 8 Drama club president leaves mark 9 Retiring seniors
Indepth
14 When relationships take a hit 16 Survivor: Lakewood High security
Opinion
20 Osama: the reaction
Lakewood Life
21 10 ways to make LHS a better place
22 The incident of the summer reading book 24 Hipsters lead alternative lifestyle 26 A look back at prom 25 Administrators reflect on first year 26 Students’ get psyched 28 Prima Ballerina 30 Rookie Principals
Sports 31 Nutrition 32 Chris Bielopetrovich 33 Season wrap up 34 Senior Solo: Danielle Lesko
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Lakewood’s queen rules Ohio Hallah Amawi advances to national competition By Lindsey McEntee
One hundred thirty seven “likes” on Facebook. By today’s standards that constitutes big news, and is exactly what senior Hallah Amawi received after posting that she had just won Ohio’s Homecoming Queen. After winning Lakewood’s homecoming queen earlier in October, she received a letter requesting she submit an essay for a chance to be entered into the state competition. “I didn’t even know they had such a thing,” said Amawi. The essay was centered on what service she had done and what leadership positions she had held. The top 10% of the essays submitted were chosen to move onto the competition. Amawi’s extensive background in volunteering through H20, and involvement in the Lakewood Project as well as holding a part time job at Deagan’s all made her a worthy candidate. When describing the competition that was held at the Mariott in Dayton, her first words were, “It was all dressing up 24/7, everything was super fancy and proper. It was basically like a pageant.” The days began with three interviews, one with the daughter of a Miss America judge, a Miss Teen judge, and a Miss America judge named Willa (since the win, Willa has become Amawi’s image consultant for nationals.) “They gave me a list of about 50 questions they could possibly ask. Some of the girls had had it for weeks; I got it an hour before the interviews. I studied like crazy. I’ll never forget who the governor is… Kasich,” said Amawi. The contestants then had to write another essay, “I was so nervous I had four rough drafts,”Amawi said They also got a chance to meet last year’s Ohio winner to get advice and ask any questions they had. Next, she learned how to walk on a runway, which would be needed during that portion of the competition.
Hallah celebrates with her win with her mother and grandma. Photo courtesy of Hallah Amawi
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“I was so nervous when I walked down the runway, I messed up at one part but improvised with a turn, but the judges liked it because they said it showed ‘flare.’” said Amawi, laughing. Amawi said her favorite part of the competition was “meeting all of the girls. Well winning was fun, too, but I met so many different people. One girl was graduating in a class of 37 people.” Apparently the other girls enjoyed meeting her as well, since she only lost the Miss Congeniality award by one vote, which could have been her own, but graciously, she did not vote for herself. “The judges watch you the entire competition, it’s not just when you’re on stage. They make sure you’re not just faking nice. I was proud of myself because I kept my hair and makeup pretty natural until the final competition. I think that was a big part of me winning,” said Amawi. Many of the girls competing had done pageants all their lives and had models for mothers. For Amawi, beating them was a huge deal. “I really only dreamed I could be in the top five. When I didn’t hear my name at first I was so sad, but when I heard it called for first, it was amazing. I just looked over and saw my mom and grandma crying,” said Amawi. Because of this win, Amawi gets to go to the national competition (all expenses paid) held at Disneyland in California this July. “It’s basically just a bigger version of the state competition--more judges and more questions. We also get to volunteer at St. Jude’s Hospital, so it’s not all just a pageant,” said Amawi. Amawi was told by one of the judges they had never felt so much potential in an Ohio winner for the national pageant and they would like to do anything to help her place. Amawi said, “Even just talking about it, it all still seems so unreal.”
Hallah poses for a photo with the 2009-2010 Ohio Homecoming Queen, . Photo courtesy of Hallah Amawi
The Lakewood Times
The leaders of Saed and Fesko take first, second honors
“Luke Fesko for president,” don’t be surprised if you hear these words in seventeen years. Fescko is salutatorian for the 2011 senior class. “ I am going to Ohio State University with a double major in Political Science and German,” he said. Fesko has accomplished so much in four years that it wouldn’t be surprising if he took on the U.S. government next. He participates in so many activities It would take a full minute to read the never-ending list. Fresh Start Leader, AYF, and Eaters of Lakewood, are the few of many. The one regret of his high school career, “ I would have made friends and become more involved in the school freshman year, rather than waiting until sophomore year,” Fesko
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the pack:
By Grace Coy Photos by Sam Cross
When Stephanie was a little girl she wanted to be a pop star with all the fame, the clothes, and, of course, the boy band cuties.Her goals over the years may have changed but her determination to succeed hasn’t. Saed is this year’s valedictorian. “It’s feels rewarding to reach such a high rank at LHS: there are so many very intelligent and hard working students in our graduating class,” said Saed. Saed didn’t conquer this honor easily. She has taken a total of ten AP classes and maintains a high GPA. Besides receiving extremely high grades, she participated in orchestra, NHS, Student Director of Dance Group, Captain of Rangerettes, Fresh start, and H2O. “My piece of advice is to really put forth all the effort you can. It can do no harm, and most of the time, it really pays off,” Saed explained. Her effort has paid off. She has won multiple scholarships and many academic
awards. Not only does she devote her time to schoolwork and LHS activities, Saed also volunteers frequently. She won the Presidential Service Award for her volunteer work. Saed said, “ I regularly volunteer at Lakewood Hospital, do community activities through H2O and my church youth group, tutor students in piano, and tutor academics.” She manages to juggle multiple advanced classes and participate in the community. Even tough she has accomplished so much in high school, Saed plans to achieve even more in college. “I will be starting the NEOUCOM accelerated medical program at the University of Akron with a Natural Science/Pre-med major,” she said. Any regrets?, “I wish I developed my athleticism by playing a sport rather than just focusing on dance.” It seems she was already busy enough with her other commitments, but her need to explore everything is apparent. Her one word to describe herself, “Driven.”
said.”I’m going to miss all of my friends….not the stupid school rules.” “I’m proud of my change as a person through LHS the most. I became, what I believe, such a better person,” he said. Through all of his activities in sports, leadership, music, and even food, Fesko feels his experience at LHS was rewarding. “My fondest memory is joining the cross country team sophomore year. It is the most fun I have ever had, and it changed the person I am today,” he said. In five years he plans to be attending both Harvard Divinity and Harvard Law School.
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By Meredith Richards All photos by Meredith Richards
Different strokes
Each of the 383 students that are part of Lakewood High School’s graduating class of 2011 made a decision. The decision will shape who they are, what they do, and who they become. Here’s just a sample of the decisions made by the class of 2011.
Kyle McLaughlin: Set to serve
McLaughlin in uniform
Shane Carey: Becoming a Bobcat
Carey showing his Bobcat pride
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As Americans, one of the greatest honors is to join the brave men and women in the military. Senior Kyle McLaughlin finds pride in his decision to go to the Army right out of high school. “I’ve always wanted to join in the military. It runs in my family,” said McLaughlin. “My uncle and my grandpa were both in the military. McLaughlin is dedicated 100% to a life in the army. “ I want to make America a better place -- it seems that we have fallen from grace,” McLaughlin said. He will report to Fort Jackson for Advanced Individual Training in the United States Army this summer. “I’ve been dedicated to the Army since March 3, 2010,” he said. “That was a great feeling that day I signed [the contract].” McLaughlin has reported once a month to a Reserve Unit for training. “I’m getting into shape and learning skills [that] I’ll use in the field.” Though McLaughlin undoubtedly has great pride in being in the Army, he still prefers that a few of the ‘perks’ didn’t exist, “ I hate being yelled at and the physical training is tough.”
Even though his peers may view his decision as scary, McLaughlin knows this is the right path for him, “Many people assume ‘I will die if I join the military’ but that’s not true. I know a lot of people that have come back safely from the field.” McLaughlin decided to join the Army as opposed to the other branches so that he can be busy all of the time, “ In the Army we call the Navy guys ‘sponges’ because all they do is sit on a boat all day, “ McLaughlin said, “I want to be doing something useful.” Even though he didn’t choose the traditional college route, McLaughlin still plans on eventually going to college, “You can go to college any time, but you can only fight for your country while you’re young,” he said. “I think that by being in the military, these will be the best 20 or so years of my life.” McLaughlin doesn’t look down upon those that haven’t chosen quite as brave of path as his, “The people that are going to college to get educated are fighting for freedom over here, and I’ll just be fighting the same fight over there.”
Getting a full ride to college is not all that common, but, Senior Shane Carey will be getting an all-expense paid trip to Ohio University for four years. “The money is definitely a huge factor in my decision,” Carey said. Carey finds that going to college is the best option he has right now. “ I get to experience a new environment and meet new people.” Carey will be attending Ohio University, a mid-size university located in Athens Ohio. “ Getting a college degree is something I’ve thought about and going to Ohio University is definitely a plus.” Carey didn’t always feel that going to college was his plan. “I’ve thought about the military, but in the end I know that going to college is for me,” Carey said. He knows that he has advantages that aid his decision. “ Some kids don’t have options. They don’t have the grades, or the finances, or even the parental support that I have,” Carey, said, “
Some kids may not even have the calling for college.” Even though he has proven himself a good student, Carey still has jitters about college, “ I’m afraid of failing out or that it isn’t for me, “ he said. Carey hopes to gain as much knowledge as he can while still having a good time, “I hope that I can become educated in a specific field and get a job after graduation, and I think college is the best way for me to do that.”
The Lakewood Times
for different folks Mikaela Tardivo: Bound for Brazil
Tardivo wearing her Rotary blazer
Teenagers all over yearn for the day that they can leave their parents and set out on their own. Senior Mikaela Tardivo redefines what “on my own” is. In August 2011, she will be going to Brazil through Rotary Youth Exchange and be living with 3-4 different families for 11 months. “I hosted 2 foreign exchange students in the past, through Rotary Youth Exchange. They really influenced me and gave me a better understanding of what Rotary is. When I heard there was an option to go abroad after my senior year, I knew that’s what I wanted to do, “ Tardivo said. Tardivo will be repeating her senior year of high school in Brazil and learning the language, culture, as well as how to adapt
Nicole Perlman: Working hard in Cleveland
Perlman wearing her work scrubs
June 2011
The value of a dollar sometimes escapes the mind of teenagers. Though, for Senior Nicole Perlman, money and hard work is all that is on her mind. Next year, Perlman is staying home to work. “College is just too much money,“ Perlman said. She will be working at Lakewood Senior Center and hoping to get a second job that pays more. “I eventually want to go to college, but I need to make money before I go,“ Perlman said. Perlman wants to major in hospitality when she does go to college. “I hope I can afford to go in the next two years,“ Perlman said. Many students take their privilege to go to college for granted,
to life changes. “Going abroad for a year will not only force me to adapt to new cultures and surroundings, but I will also learn a lot about myself and my future,” she said. Though she is more than excited for her journey, Tardivo didn’t always see this in her plans, “About two years ago, I never thought this would be my path [that] I would be taking after high school. I just expected I would go to a 4 year college and get a degree.” Tardivo is excited to be immersed in a new culture and has set strong goals for her year abroad, “I hope to become fluent in Portuguese. I also really want this experience to prepare me for the real world.” Tardivo knows that the 11 months will not be entirely easy. “The hardest part is not knowing
what to expect. I obviously know that this is not going to be easy. It will be very challenging to conquer the language, while at the same time, trying to learn a new way of life, “ she said. Though she is not attending college right out of high school, she still plans to enroll after her year in Brazil. “Most Americans seem to think that the “right” path to go on is to go to a 4 year college right after high school. Although my path is not the typical path a student takes, I feel that it’s the best thing for me before going to college.”
and never see a bill their entire four years. “I have to pay for my college entirely,“ she said. Even though Perlman is not taking the collegiate route, she still has lofty goals for herself. “I hope to make money, get a better job, get my own apartment, and my own car,” Perlman said. “That’s what I’m most excited for.” Entering the workforce before going to college wasn’t what Perlman expected, “I thought I would just go straight to college, but its way too expensive,“ she said. Money is the main factor in Perlman’s choice to stay home and work, but she also has additional reasons, “I don’t know for
sure what I want to do with my life,” she said. For Perlman choosing to work directly out of high school means acting as an adult. “ I’m forced to grow up,” Perlman said, “You have to pay for your own things.” Perlman fears that she won’t ever go to college, “I’m scared that I won’t ever be able to afford college,” she said. Even though it was a tough choice to make for Perlman, she still finds her decision to be the right one, “Some kids go to college, then work, and I’m just taking a different route.”
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Four year Barnstormer calls drama club home By Deven Middleton
For four years and countless hours of time, senior Anna Marburger made the Barnstormers Drama Club not just a place to experience the performing arts, but her second home. Marburger, who has been a member since her freshman year and is now president, recalls auditioning for her first play. “God, I was nervous. I was the only one who changed into costume, and, because my character was a dancer, I wore a twirley jacket, and as I was dancing it flew off,” said Marburger. “I ended up getting laughs.” Marburger was eventually cast as a J-Man in ‘You Can’t Take It With You.’ “I was so glad that I got into my first show, even if I didn’t always get along with my cast mates. It was hard being me, because I’m weird,” said Marburger. But Marburger felt completely comfortable within the club. “I didn’t get cast in ‘Back to the 80’s,’ my freshman year musical. I had always been interested in building the sets, so I started coming to the crew meetings. Once I started coming regularly I really felt like I had a family there,” said Marburger. Throughout her high school career, Marburger participated in either cast or crew for every show put on. She has said she is equally interested in working behind the stage as she is on it because they are both fun in different ways. “There are different things you can love about theater,” said Marburger. “You can love joking around and being totally unprofessional when you’re building sets and working on crew, but still being productive. With cast it’s really fun to build a character, and everyone loves audience appreciation. So there are different loves.” Marburger admits she had problems balancing the drama club with her other activi-
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ties and grades at times. “Basically I didn’t sleep, ever,” said Marburger. “I really didn’t sleep most of my junior year, because I was working too hard. You really shouldn’t try to carry the world on your shoulders, because it hurts you in the end.” Now as the president, Marburger helps run the club. “Being president feels like I’m married to Barnstormers, because it’s the love of my life,” said Marburger. “I’m disappointed, because I wanted to do 1001 things for it, which you can’t. You just have to be satisfied with what you did and that people thought you did a good job.” As she passes down the torch to future presidents, she has this advice to offer. “You have this giant ball of clay, and you have to make it your own, and hope that
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by the end of the year everyone else likes it, too,” said Marburger. Marburger believes that Barnstormers teaches its members more than just how to act upon a stage or to build a set. “You learn how to interact with a lot of people,” said Marburger. “You get success for what you want to do in your life and you get a lot of great memories.” After devoting a majority of her high school career to the drama club, Marburger realizes that though she left her mark on the club, it made a bigger impact on her. “I would not be who I am without the club. I would not be funny; I would not be able to get along with people like I do. I would not know how to use a screwdriver. I learned how to be a part of the team,” said Marburger. “I’m still learning.”
ANNA’S
FAVORITE SHOWS WITH THE BARNSTORMERS
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“H.M.S. Pinafore” (Musical 2009) “I loved the first musical I was cast in, it was like a family.”
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“One Flew Over the Cucko’s Nest” (Drama 2010) “We were there three hours a day five days a week, it was really fun and gossipy.”
“We’re All in this Together” (Drama 2009) “No one really liked the script, but everyone liked hanging out together and being so goofy, and admiring “Godspell” (Musical 2011) “Whenever you have long each others acting.” rehearsals with the same people everyday, you bond. You hate being “Harvey” (Comedy 2009) hungry, but you love being together.” “I was completely surprised at getting my first lead role. But, once I started reading the character’s lines, I totally got her.”
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Marburger, middle, acts in her sophomore year comedy “Harvey.” Photo by Deven Middleton.
The Lakewood Times
Marburger, left, acting in her senior year musical “Godspell.” Photo by Lisa Kowalski.
LHS retirement class of 2011
Not shown: Doris Pilgrim,
House 2 secretary chose not to be interviewed for this issue. She is looking forward to a relaxing future with lots of time with her grandchldren.
Not shown: Mary Jo Warnowski Study Hall Monitor retired in April 2011
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Vickie Thoma By Naseem Shean
For Vickie Thoma, special needs students have always been an inspiration throughout her life. “They teach you what its like to be a good person,” said Thoma. Thoma began her career in the classrooms of Connecticut, she then moved her career to Avon, eventually coming to Lakewood High School. Thoma is now the job training coordinator at the Career Tech Special Needs community based jobs in Cleveland. She helps teach and prepare special needs students for the real world. “We do our best to get our students working competitively,” said Thoma. Thoma knew she wanted to work with special needs students since she was in college at Ohio University.
Ralph Pajka
“It started when I volunteered at a summer camp for severely mentally retarded people, outside of Toledo” said Thoma. “My whole summer was spent there.” The special needs students she worked with at the camp varied from the age six through 55. Thoma focused her career and life on her special needs students. To this day Thoma freely volunteers to help people with special needs at the Bonnie Bell Returns Department. One of her most fond memories of working and volunteering is about a man who died at the age 22. “He was a student who always came into Bonnie Bell with a big smile and said, ‘I love Bonnie Bell.’” After about 31 years of working, Thoma is hoping for retirement at the end of the 20102011 school year. Her plans after retirement are to “have fun, travel, and do everything I feel like doing. I want to take Ti-chi, yoga and dancing classes.” With her retirement, Thoma takes all the love from her students and all the friendships she’s made throughout her career. Although Thoma was the teacher to the special needs students, she says that they’ve also taught her many lessons. With a slight smile Thoma said, “Tomorrow’s another day, re-evaluate yourself.”
By Julia Houska
Many students aren’t aware of all the things LHS has to offer. Mr. Ralph Pajka is the psychologist for LHS and helps students with whatever they need, but he primarily works with special education students, at risk students, and students struggling in school. Pajka has been a staff member since 1980, and will be retiring this year. Pajka started his educational path at Tri-C. After Tri-C he went to Kent State to get his under graduate and graduate degree. He first started with the intent to work in advertising, but then fell in love with psychology. He has worked with all age groups, but has always preferred working with older students. Pajka has worked with our ski-club since 1982. To him, it was a different environment to get to know the students better. He sees ski club as a great learning experience and the friendships are great. “The community is so supportive of the school, and the parents support is great,” Pajka said.
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“[I wish] schools in general would emphasize positive mental health for students,” Pajka said. Schools mainly focus on state standards when they really need to focus on the issues. One of his suggestions is instead of forcing rules and creating punishment, schools should be re-enforcing positive behavior. As much as Pajka loves his job some things often get in the way of a school psychologist. Many students don’t see the path he took as something they might want to do. “Paper work gets in the way of working with students,” Pajka said. People will often see required paper work as hard or tedious but that’s just one of the sides of the job. Pajka works with students to do whatever possible to make high school a good experience. “The dedicated staff that cares for the kids” is what Pajka will miss the most. After retirement, Pajka wants to continue a part time job and possibly work at a private practice while also wanting to travel the country, ski and sail.
Pat Resor By Juan Amador
Teaching in the district for the passed 26 years Pat Resor, intervetion specialist, has decided to retire. W h a t helped evolve Resor’s teaching career was volunteering at her church and helping children with special needs. She also said she got into teaching because “My parents told me education wasn’t a good [career] choice,” Resor said. From 1985, when she was hired, to 1988, she taught at Horace Mann where she was involved with ski club. From 1988 to 1993 she taught at Emerson where she was also involved with D.A.R.E. With special ed being her main role in the district, she has had ample time to further her own knowledge. “I’ve changed curriculums and core subjects every two years,” Resor said. She has taught everything from geophysical science to history. Knowing this, Resor said, “I haven’t had enough time to be bored. One of Resor’s funniest memories was falling in a class full of students. “I was sitting on one of those half desks and I reached around to grab something and the desk just went. My feet were crossed through the back of the chair so I had no way to put my legs out and brace myself..” Even though the bell rang and the students left, there was one student who came back and asked Resor if she was okay. Resor says she, “has no plan,” but does hope to catch up on her reading and spending time with her grandchildren. The summer to come still holds a lifeguard and pool manager position, but Resor said she’ll “miss the camaraderie of the kids and the LHS staff.”
The Lakewood Times
Nurse Purdy By Lisa Kowalski
Many students see Kristina Purdy only once in a great while when they feel very ill. Some never see her at all. And after she retires this year, most people will not see her ever again. Although she has been the school nurse here at Lakewood High School for about 15 years, it’s not the only job she has held. Her “first real adult job” was a health and physical education teacher. After a few years of that, along with coaching volleyball and wrapping ankles during the day, “I was thinking, well, geez, I should be learning something about this as I’m doing it, so I went to the Cleveland Clinic and took some classes that they were offering, like sports medicine. After I did that for a while I figured I might as well go to nursing school, because it seemed like the appropriate path,” said Purdy. After finishing nursing school, Purdy held many nursing jobs. “My husband’s company moved us every two years, so I was very lucky to have my RN degree because I could always find a job. I did oncology nursing, cardiac, surgical, and even labor and delivery, which was always fun. It’s the only degree you can get that you can go so many places with and not have to go back to school. I have been able to handle different patient populations and different environments, which has been nice,” said Purdy. Purdy worked as a nurse for 15 years before returning to Lakewood. “I was interviewing at Fairview Hospital to do labor and delivery, but I wasn’t exactly jumping to get back into that rotating shift, because after you’ve done it for 15 years it’s like, ‘ah do I really have to work weekends and nights?’ So I was talking with Mrs. Hoopes at our daughters’ soccer game and
she mentioned that there was an opening here at the high school, so I jumped into the interview and got this job.” said Purdy. However, being a school nurse does require special certification, so Purdy went back to school for her school nurse certification through the Ohio Department of Education. Purdy then went back to school again to get her masters degree with a focus in school nursing. Purdy also taught in the West Shore Health Careers program at Lakewood Hospital for five years, and also floated around to the other Lakewood schools because they do not all have in-house nurses. “People will always say ‘oh, you have it easy, you’re just a school nurse,’ but people don’t really realize what goes on in schools. I’ve seen a lot of strange things as a school nurse, like a kid who got a rocket stuck in his butt, that was a bad puncture wound, many staple wounds on various body parts, and a large breakout of staph on the football team.” “Then there are the fake allergies or fake illnesses, like one boy who came in and said “I have scurvy,” and I said ‘Really? Do you know what scurvy is?’ And there are always the throw-up excuses. ‘I threw up 10 times,’ or ‘I threw up last night’s dinner.’ Really? That’s not even possible! Do you think your body takes that long to digest food? One boy even taped on his brother’s old cast and came in trying to get an elevator pass and someone to carry his books and a note to get him out of writing in English class.” “There was also this girl who pretended to have asthma, she was really good at making this wheezing sound, so I would get calls from all around the school saying ‘there’s a girl and she’s not breathing!’ and at that time all of the phones were connected on one line,
so I had no way of knowing where the call was from. By the time I got there, the paramedics had been called. Well, after about the fourth time, they figured out that she did not, in fact, have asthma,” said Purdy. Purdy has exciting plans for her retirement. “I’m going to be doing a lot of traveling, and I’m going on a mission trip to Guatemala to deliver glasses to needy children and establish a clean water system. I’m really looking forward to fall vacations, because when you work in a school you don’t really get to experience the beauty of fall as much as you would like to. I’m going to Hawaii this fall with a few of my grade school friends to go hiking and golfing on Kauai. I’m also going to Alaska with my husband, and to Greece sometime soon, but that has yet to be planned,” said Purdy. Purdy is also writing a book about her experiences as a school nurse “which will keep [her] busy.”
Annette Clawson By Katy Eberl
Whenever she’s not reading, knitting, or playing with her four grandchildren, you can find Annette Clawson in the classroom engaging her students. Clawson is one of LHS’s Special Ed and English teachers. Clawson also helps teach the inclusion classes and contemporary reading courses. “I didn’t like my high school experience,” says Clawson, “I wanted to help the students have a better [high school] experience than I did.” Clawson has been a teacher for
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a total of 28 years, however, not all at LHS. She has worked in Pembina, North Dakota, Burke, Virginia and also has lived in Alaska. She does not have one ‘single’ favorite memory, although the “moments when the entire class stops what they’re doing and [becomes] engaged into what [she’s] teaching” are always a favorite for her. Clawson describes these moments as “magical.” The trait Clawson will miss most about LHS is “the energy of the students.” Claw-
son, as an inspiring psychologist, has been very interested in teens with emotional problems and therefore, she wishes that “we could develop a way so that every student had a sense of belonging [at LHS].” As far as retirement plans, there’s “nothing specific” said Clawson. “I am fighting over becoming over-booked.” Clawson likes to travel and gamble and also hopes to spend some of her
free- time volunteering and keeping busy with her grandchildren.
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Teresa Mark By Melissa Gajewski
If you’ve ever stood in the L-Room lunch line, you’ve seen Mrs. Mark. Cropped black hair, usually netted back, a Lakewood City Schools apron and, of course, her signature Mark smile. Let’s not forget that heart-wrenching or joy-inducing sign on the whiteboard behind her as well: “Yes cookie,” or “No cookie.” It’s well known amongst her upperclassmen customers that Mark is by far the most talented, bright and all-together wonderful lunch lady this world has to offer. And saying “world” is no exaggeration. Mark was born in the city of Hong Kong, that far-east city we all know about but few
Linda Thayer
will actually see. Around the age of eight, she moved with her family to Venezuela to follow her father’s business. Then, thirty-two years ago, the stars aligned to bring Mark all the way from Spanish-speaking South America to our humble city of Lakewood, Ohio, U.S.A. The question is, of course, after being a citizen of basically the entire world, what could draw Mark here? “I like living in Cleveland,” Mark said. “[It’s] a nice place to live… [I’m] happy [with] what I got now.” (If only all the super-stars of this world believed in that. Right, Cavs fans?) Mark’s assertion that Cleveland, and Lakewood specifically, is not as bad as so many seem to think must be true. Not only has she lived here for the past three decades, she’s been an employee of the city for the past twenty-four. Though Mark now intends to retire this year from Lakewood lunch-ladydom, she still will be remaining in the city. “My kids are still in school,” Mark said. “I’m staying in town.” It’s clear to anyone who speaks with her that Mark has a special place in her heart for this school and city, and it’s partially in thanks to the longevity of her employment. Mark began her Lakewood career as an adult-education Spanish teacher at Harrison
Elementary School, in Birdtown, where she taught for two years. Still trying her hand at education, Mark moved from Harrison to Horace Mann Middle School. Her goal was to get back to her real roots and school Americans in classic Chinese cooking. She taught the cooking class for six years, and many of the lunch ladies she works with today would attend her classes. After her eight years as a teacher of many trades, Mark must have grown to love the atmosphere of a school. She then began her fourteen-year career as a lunch lady, beginning at Horace Mann and moving to the high school just last year. “I like the school.” Mark said. “That’s why I work so many years with it.” But now, sadly, Mark’s time at Lakewood is coming to an end. “I’m excited to retire,” Mark said. “But I will miss the kids. I have a lot of fun here, every summer I miss the kids. After 20 years, though, I want to do soething else.” So now it’s time for Lakewood students to say goodbye to their favorite trilingual lunch lady, Mrs. Mark. But don’t be sad for the Lady of the L-room, she’s ready to move on to “something different.” “[This] is a good thing,” Mark said. “Not a bad thing. A good thing.”
By Gwen Stephen
After 30 years of teaching and seven years at LHS, Director of Career Technical Education, Linda Thayer prepares for retirement. “[I’ve had] the pleasure of working with a first class-well educated professional staff at LHS,” she said. While teaching, Thayer said she has enjoyed “having the opportunity to make a difference in the life of a young person by helping them to learn.” Previously working in the engineering field, Thayer found becoming a teacher motivating. “A teacher made such a big difference in my own life,” she said, “and inspired me to learn.” While reflecting on her years at LHS, Thayer pointed out her best experiences. “I have enjoyed developing new programs for students, planning and moving to a new building and opening the Ranger Café at West Shore.” As an administrator, Thayer said her job was to “support my teachers, develop curriculum, follow all laws and federal regulations
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and most importantly offer programs that enable our students to have the opportunity to learn and explore careers of interest.” “Good health and keeping in touch with my friends and colleagues at West Shore and LHS,” is what Thayer looks forward to the most. With a significant job title and years of experience, she plans to “garden, horseback ride, travel a little and work around the house.” As “social norms, educational delivery, technology and greater opportunities,” have changed the educational system since she began teaching, Thayer believes this profession to be fulfilling. “[I will miss] all the students and staff in the Career Technical Department and the high school administrative team,” she said. Thayer notes she won’t soon forget the “many wonderful memories of the staff and students at West Shore over the past seven years.”
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Jim Slagle By Grant Graves
Jim Slagle’s 35 year career as an educator will come to a close at the end of the school year. Slagle also taught two years at Sidney High School in Sidney, Ohio. Ten years at John Glenn High School in New Concord and 21 here at Lakewood. After all this time teaching Slagle, has many fine memories to look back on. “Over the last 35 years I have a lot I can smile about. The fondest memoires I have are all the nice students I have met,” said Slagle. “I used to teach history and had 180 kids a day. The relationships we formed were lasting and unique.” Slagle has headed Student Council for many years at LHS. And has had some of his favorite times at LHS there. “One year in particular really sticks out. When Student Council was landscaping the side of the school on Bunts Road. It was a blast and a great cause.” Slagle has also split his time as a football
coach. He started in 1991 at Lakewood as an assistant coach and defensive coordinator. Over his time as coach, Slagle accrued seven L.E.L titles, four playoffs appearances, and LHS placed regional runner-ups twice. Slagle was Lakewood’s Head Coach from 2000-2004. After leaving the Rangers, Slagle went to Amherst with longtime coaching friend Kevin Fell. Slagle and Fell have coach together since 1988 and will be going to Elyria for the 2011 season. Slagle says there are many similarities between coaching and teaching. It all starts with repetition. “In teaching or coaching, you use repetition to help students or players learn. Whether it is a drill in practice or a worksheet in class, practice and repetition are a big part of success.” However, there are some difference between coaching and teaching. One big thing Slagle mentioned is the competition and
scrutiny. “With football and coaching you are being tested every Friday night. There are sometimes 8,000 people watching you being tested,” said Slagle, “another thing is competition. Unlike teaching, coaching has an opponent across the field, trying to beat you.” Slagle has had a full time job since the ripe old age of 14, so retirement is a welcomed step in his life. Slagle plans to still hold his position as a guard at Clifton Beach and is going to continue coaching at Elyria.
Melanie Wightman By Tori Chesmar
Saying good-bye to teaching students can open more opportunities to explore. Melanie Wightman has been teaching English for LHS since September of 1976. Wightman has also been an instructional coach for the last 8 years and an English department chairman for 9 years when they existed. She has been taught many students from credit recovery to AP seniors. Wightman will be retiring at the end of this school year. “I am thankful for opportunities to work with students in grades nine through twelve, from diverse backgrounds, who brought different strengths, challenges, and passions to the classroom” said Wightman. Wightman has always been in education and she believes in the positive power of literacy and she has always felt compelled to help others increase their capacity to read, reason, write, and speak. “What I would call “small miracles” These have occurred along the way” said Wightman. She loves to help students who have great strides. Wightman loved helping a
June 2011
(past) student new to the English language strive their goal of passing both Reading and Writing OGT’s. She has taught emotional disabled student, and colossally disruptive student who is now a teacher. Wightman dealt with her students on September 11th, 2001. The year after the disaster her ninth grade class created a sand mandala in the Buddhist tradition to memorialize our fallen American heroes. Wightman enjoyed creating curriculum with her retired colleague, Gail Meinke and taking her “Teaching Peace through literature” presentation to conferences in Washington, D.C, and San Diego, CA. She has earned grants that have provided professional development monies and resources. Wightman claims she’s been “standing on the shoulders of giants.” In other words, she had truly outstanding educators to mentor and support me all along the way” Wightman said. Wightman plans on pursuing her PhD while working full time for a private educa-
tion think tank called, Batetelle for Kids. “Our corporation’s mission is close to my heart— helping prinicipals and teachers deal with the challenges of President Obama’s Race to the Top” closing the Achievement Gap, and developing leaders for 21st Century education. After retirement Wightman plans on spending time with her kids and her first grandchild. “And – eventually – my husband, Michael and I would like to take a trip to Scotland.”
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Abusive teen
Inside the life of an abuser’s victim By Bernadette Wilson
Do you know a friend or a loved one in an abusive relationship? Have you ever heard a friend commenting on being pushed or struck by their boyfriend or girlfriend? According to a Liz Claiborne Inc. study conducted by Teenage Research Unlimited, one third of teenagers, male and female, have reported “knowing a friend who has been hit, punched, kicked or slapped by their partner.” Abusive teenage relationships are becoming more serious and are increasing each year. Approximately, one fifth of female high school students have revealed they have been either “physically and/or sexually abused” by their intimate partner, according to U.S Department of Justice in 2004. This statistic leaves females 16-24 years old more vulnerable to be victims in abusive relations with men. Although not as common, there are men in abusive relationships, but women tend to out number men. Sarah, a senior at Lakewood City Academy whose name has been changed to protect her identity, agreed to speak about her encounter in an abusive relationship. Sarah met Johnathan, her abuser, in 8th grade. They were always good friends, but as they grew older, they started to develop a deeper connection with each other. “He was always so nice and the way he looked at me when he talked to me, just drew me in,” Sarah said.
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Sarah began dating John her freshmen year of high school. John had a lot of problems at home, with his mother, Gina, and Gina’s boyfriend, Greg. While John was growing up, he would watch his mother be screamed at, physically hurt, and even sexually assaulted by Greg. Greg lived with John and his mother, along with Greg’s four children. “Greg was the type of man that demanded strictness and respect, no doubt about it,” Sarah said. “I can remember a time John went home late one night from my house. The next day I saw him, he came over with two black eyes, crying to me,” Sarah said. Sarah learned that Greg had been diagnosed with bipolar disorder and schizophrenia, making the situation at home for John and Gina even more complicated. John would tell Sarah daily about the happenings at his house. If John was a second past his curfew, Greg would kick, hit, spit in his face and starve him for the rest of the night. John’s mother would try to stop Greg from physically hurting John, but when she tried, she was hit also. “John said his mom started
“
to partake in physically and emotionally abusing John, too,” Sarah said. “She would sit and watch Greg hit John and laugh. She would even light a cigarette and burn it on his chest until he couldn’t take the pain anymore,” Sarah said. “It was like she didn’t know better. Like she [thought she] was doing the right thing.” As a product of his home life, John became a destructive and detrimental person himself. With Greg as his only father figure, John learned hitting and abusing women was what a man did. “A man needs to manifest themselves as a strong, dominating and powerful figure,” By John’s actions, Sarah said that’s how she thought he felt. After eight or nine months of dating, Sarah noticed changes in John. “He became such an angry person, he was very demanding and temperamental,” Sarah said. John started to project all his negative emotions for his home life on Sarah. Sarah started to become fearful of John and his unpredictability, admitting that he had started to smack, choke and restrain
The next day I saw him, he came over with two black eyes, crying to me.
”
her. “[I] don’t think John knew what he was doing when he was doing it,” Sarah said. “He always tried to make me feel guilty. Left and right I was being blamed for something I didn’t do,” Sarah said. According to study conducted by the Center for Disease Control, 64% of teens have had a controlling and jealous partner in high school and 25% have been put down or called names. John would regularly degrade Sarah, from name-calling to criticizing her or the way she dressed, talked, and walked. Everything Sarah did had to be reported to John, including where she was, who she was with and what she was doing at all times. He showed extreme jealousy over even small things He claimed it was a sign of his love while making accusations of Sarah “sleeping around” or “flirting” with other guys during her school day. John soon started to isolate Sarah, keeping her from seeing family and friends, fearing they would take her away from him. He was very demanding and presented a dual personality, displaying charm and cruelty at the same time. Within an hour of being away from John, Sarah would receive at least 20 to 30 missed calls, text messages and voice mails. Abusive relationships have been around for a very long time, but as technology advances, abuse is now more easily inflicted.
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relationships
Warning signs of an abuser Does he or she:
In a recent survey by the Associated Press and MTV, nearly one in four of men and women, ages 14-24 have reported that partners check in multiple times a day to see where they are and who they’re with, and more than one in 10% have had their partners demand their passwords. John would sexually assault Sarah when she was most susceptible, such as while she was tired, ill, or when she slept. “John had forced me into having intercourse. He was so strong and would make me do anything he wanted me to do. I started to feel he as making me think and act in a certain way,” Sarah said. As time passed, Sarah’s family began noticing changes in her. She began to lose interest in the things she loved to do, such as going to school, drawing and hanging out with her friends. Her mom and dad realized that things in John and Sarah’s relationship were becoming unhealthy. Sarah appeared to be losing weigh, started drinking and doing drugs, and her grades started to drop dramatically because of her absences from school. Soon, her parents decided to step in. “If anything, my parents wanted to understand me and listen to what I had to say. They never once criticized me,” said Sarah. Sarah came home one day from school, crying. Her mother asked her why. Sarah walked right past her, went upstairs, packed her backpack and was out the door. Sarah ran away.
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• • • • • • • •
Have a short temper? Act very jealous? Exaggerate fights? Tell or suggest what you should wear? Try to limit who you talk to? Make you tell him/her where you are going and who you are with? Tell you when you have to be home? Put you down?
“What’s wrong Sarah, what happened?” Sarah’s mother asked. “I just couldn’t take it anymore. I needed to break away from everyone and everything. So I just left. I needed clarity,” said Sarah. Sarah spent almost a week at a friends house in Euclid and ended up walking right back through the door she initially walked out of. When she stepped in the house, her mother stood from her chair, walked over to Sarah, holding back the tears, and hugged her daughter. Sarah confessed what she had been going through for the two long years she and John were together. “I just broke down, I could no longer take the pain,” Sarah said. Sarah began to tell her mother about all the physical, emotional and verbal abuse that had taken place with John. Sarah’s mother was devastated. “I didn’t know how to feel at first. But I have accepted it and moved on. I will do anything in my power to ensure that Sarah will never see or speak to him again. I just don’t know why she never came and told me about [it]. That’s just what hurts the most.” Sarah’s mother, Helen, said. Although this was a point in Sarah’s life when things were quite unstable, she now sees this world with a different eye. “In order to love someone, you must first learn to love yourself,” Sarah said.
• • • • • •
Take up most of your time? Hurt you physically? Get angry when you disagree with them? Pressure you to engage in sexual activity that you feel uncomfortable with? Make you feel like you can’t say no to sexual activity? Embarrass you in front of others?
Information from Teens Experiencing Abusive Relationships website (T.E.A.R) National Teen Dating Abuse Helpline (1-866-331-9474)
Sarah believes if it wasn’t for the unconditional love and support of her family, she never would have been able to escape the relationship she was in. “I have learned limitless lessons from this encounter in my life and I encourage young women, like myself, to avoid this abuse and to always stay confident,” Sarah said. Sarah is now spreading awareness to young women like herself, to stay away from these kinds of people in the world. “It’s just a matter of picking yourself up, going out there and getting help,” Sarah said. According to a study conducted in 2003 by the Center for Disease Control, an estimated 1.3 million people (both men and women) are victims of physical assault by their intimate partner. All of these types of abuse are gradually becoming more common. Because of cases like Sarah’s taking place so frequently, teens have the legal right to be protected by an order from a juvenile court judge. Former Governor Ted Strickland signed the bill into law on March 9th, 2010. This bill allows juveniles that have been stalked, assaulted or sexually abused by another juvenile to a ask for a protection order. In addition to teens, the law also includes that foster parents among the victims can ask for such an order as well. It also includes provisions for the order to be expunged from a juvenile’s record once they reach 19 under
normal circumstances. This law will allow for schools to obtain a curriculum aimed for curbing teen dating violence. The bill is titled, Shynerra’s Law, named for a 17 year old girl who had her jaw broken and eventually was shot and killed. Of women and men between ages 15-19 years old, 30% of them are murdered each year by their girlfriend or boyfriend (according to The City Of New York, Teen Relationship Abuse Fact sheet, March 2008). Johanna Orozco, a girl from the Cleveland area, survived being raped but was shot in the face by an abusive ex-boyfriend, four years ago, in 2007. This was another case contributing to Strickland’s bill. “Turn your pain into power,” said Sarah. “That’s the only way to figure it all out, by finding who you really are.”
Domestic Violence Center of Greater Cleveland: 3416 Scranton Rd., Cleveland 24-hour hotline: 391- HELP (4357)
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Please give me a detention: By Fiza Shah
May 5-13
I didn’t wear an ID during the day and I didn’t get a temporary. I also didn’t get into trouble, even having walked by several security guards
May 11 Today, I walked around without one, hoping someone might ask me for one. I walked past a security guard every time I was in the hallway past the bell, and no one asked,
May 12,
May 13
I wore a hoodie all day. And, for those who think my hijab has something to do with the amount of leniency I get, I made an effort to put my hijab under the hood, and even puff up the hood a little, but to no avail. I didn’t get caught.
I saw a security guard, and quickly took out my phone, and proceeded to text. I looked at her and smiled, and she smiled
Principals work towards a fair and consistent system
During the week of May 11 to May 16, I walked around the hallways of LHS breaking every rule I possibly could. Surprisingly, I was able to go the entire week without getting into trouble. On the last day, a security guard told me to turn in my phone after he saw me texting. After conducting my experiment, I spoke to the House Principals about fair and consistent enforcement of rules. “The goal is not to be punitive; the goal is to get the outcome that you desire,” said Dr. Wagner. But, there is always going to be a need for punitive discipline. “ff[The punitive measure] is in place to serve as a deterrent on the assumption that the majority of people are good and will comply with the expectation,” said Wagner. “And, those people who do not, the punitive measure will be enough to make them think twice the next time.” “A lot of people think that [treating everyone the same] is the answer, but that’s the problem,” he says. “That’s not going to necessarily be the most appropriate fit for a given circumstance.” According to Wagner, many times students see inequity because they are unable to view the entire situation. “Not everything is black and white,” he says, and so there could be other extenuating factors, such as whether or not the student is a repeat offender. For example, the discipline for being late to class might be different for someone who is truant all of the time compared to a first time offender. Lynn Eckert, House 2 principal, agrees. While the level of discipline a student re-
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ceives shouldn’t be based on friendly relations with the teaching, administrative, or security staff, it is based on track record. Each house principal maintains a spreadsheet in which they record the students’ name, and the disciplinary infraction that student was sent to the house office for. Along with this information, they record the date, teacher that sent the student, when the parent was contacted, etc. This way, if a student is sent to the House Office, they would first look up the student in this spreadsheet and see disciplinary infraction record. After referring to the spreadsheet, the House Principals then use the matrix. According to a letter outlining the 20102011 matrix, “the primary goal of a strong disciplinary program in a public education is to correct inappropriate behavior and to encourage students to self manage their own actions.” Used by the House Principals and other administrators, the matrix is a list of disciplinary infractions and what discipline the student should receive depending on whether it’s a first, second, or third offense. For example, if a student is caught using profanity (directed towards others) the first time (according to this matrix) the student should receive a two-day OSS, and the parent should be contacted. The second offense results in a five-day OSS, and again the parent is contacted. The third offense (and any after that) would result in 10 days of OSS and recommendation for an expulsion hearing. The letter says that the matrix was “cre-
ated by the administrative team to maintain a consistency of enforcement…” This chart is supposed to be used as a guideline, and, as written on the letter itself, “all disciplinary measures [listed] are minimums and may be exceeded by administration at any time based on the severity of the infraction.” “The matrix is in my head. I know what the end product is, and I know what the beginning product is,” said Eckert. “What’s in the middle is up to me.” Eckert says that she decides the level of punishment a student should receive based on the students track record and other extenuating factors. “I actually think you’ve earned the right to be treated as an adult,” Eckert said of me. “Whereas there are kids who cut. Who smoke. Who swear. Who talk back. Who are failing. Those kids are on my radar. And, I’m going to do everything I can to [help] them so that they are successful in life.” Eckert explains that if she saw me walking down the hall on a cellphone, she would tell me to put it away, but she would be less angry because she assumes I am doing something productive. However, if another student is using it, and she knows this student’s track record, then she would be more punitive. As a principal, she hears stories of students raising themselves, having a baby, getting a job, etc. All of these factors affect the level of punishment a student might receive. “I’m not sorry that I’m compassionate,” she says. Referring to the experiment I conducted,
The Lakewood Times
My journey towards self-incrimination May 16,
I walked around first and second period in the hallways with headphones in. And, for those who think my clothing has something to do with it, I wore a black hijab and a black shirt with white headphones. I even had a hoodie on
for added effect. I walked past 2 security guards and a teacher. I looked them in the eyes, and smiled. They smiled back. I walked into one of the House Principal’s Office with a hoodie on, and I fully expected to get caught. I didn’t! I even went to
the door, turned around, and tried to get the principal to see the hoodie. He/She just smiled and joked with me. Before 4th period, I walked around with a hoodie and headphones in. I didn’t get caught.
During eighth period on May 16th, my last day, I was finally caught. I had my phone out texting, and the security guard told me to go to House 1 and turn my phone in, because I shouldn’t have it out and I should’ve known better. So, I did.
But, I still didn’t’ accomplish my goal. No detention. Eckert feels that, while she doesn’t condone the fact that I was not reprimanded for breaking the rules, the reason might be because of my good reputation at the school. “There are not a lot of administrators and there are a lot of students. So, we don’t have the means of policing people we’re not worried about.” Brian Siftar, House III Principal says, however, “It shouldn’t be based on whether or not you’ve developed a friendly relationship with security. It shouldn’t be.” “We’re not fooling ourselves, or naïve enough to think that we catch everyone wearing a hoodie. But, we do the best job we can,” said Siftar. Yakoob Badat, House 1 Principal, agrees, saying, “being fair and consistent is key.” And, while the system is not perfect, everyone is trying to improve it as a whole. Even with these attempts to stay consistent in the offices, all of the principals agree that there is still inconsistency in the hallways and the way students are dealt discipline by teachers and security guards. According to Dr. Wagner, the year goes in cycles: of students, staff, level of compliance and, consequently, level of enforcement. If the administration sees a lot of students in the hallway past the bell, they start to conduct more hall-sweeps. If they see a lot of students wearing hoodies, they begin to address those more severely. According to Badat, while the rules might not always be consistent (they’re not going to catch everyone with a hoodie, for example) they are fair. By this, he means that administrators and teachers are not going to enforce a different discipline on two different students for the same infraction due to per-
June 2011
sonal preferences. He feels that teachers are not going to bring their own personal preferences in determining punishment, saying, “I don’t think teachers just don’t like kids.” Eckert, previously a science teacher, disagrees, saying she knows the teachers who would send their students to the office for petty reasons like not bringing a pencil to class. While in front of the student she supports the teacher, afterwards she sends an email to him or her, saying they shouldn’t be sending a student to the office for such trivial things. “But I know there are other teachers, and they put up with so much that when they finally send somebody, bam, I come down like a brick because I know that this teacher has worked every way they can with this person.” But, regardless of why Student A was breaking the rules, or if another student wasn’t caught doing the same thing, Student A still broke the rules and should still be reprimanded, according to Badat. “It is important for students to realize that we are preparing them for the real world. It is important to take ownership for actions,” said Badat. If someone is caught speeding, he explains, it doesn’t matter whether another person was speeding or whether or not that person was caught. All that matters is the person who was caught was breaking the law and should be punished. Going along with a driving metaphor, Dr. Wagner explains that while a police officer might see a driver speeding 5 miles over limit, he might have something much bigger to deal with. So, while that driver was breaking the law, and should be reprimanded, the
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police officer prioritized. In the same way, if a teacher sees a student in the hallway without an ID, they have to decide which is more important: reprimanding the student, or getting to their own class. “It’s not saying that [only certain] kids only get caught,” said Badat. Sooner or later, he says, I got caught as well, referencing May 16th in the experiment above. Siftar goes on to say, “My standard line is that if everyone is an exception to the rule, then you don’t have a policy.” After reading the results of my weeklong experiment, all Siftar could say was “I’m disappointed.” However, the four principals realize that the teachers have more to do than to address dress code compliance, even if it is part of the job description. While Siftar says that he likes to think that the rules are being enforced pretty fairly, the results of the experiment obviously dictate otherwise. “But where do you draw the line,” he asks. “Let’s say for example, we take away the no hole in the jeans rule. Then, we would have to look at ‘where is the hole or ‘how big is the hole?’ [etc].” This would, in turn, make the job of teachers, students, and administrators more difficult. When the current dress code was being formulated, “the student body was implored to attend,” said Dr. Wagner. “And, we had some turn out. And, usually its turn out from the strong voice that doesn’t want dress code.” Ultimately, the responsibility to carry their own voice falls on the students and whatever group they choose as their representatives, says Dr. Wagner.
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2010-2011 Matrix
“The following chart was created by the administrative team to maintain a consistency of enforcement and to communicate to staff, students, and parents their commitment to maintain a positive learning environment at Lakewood High School. All disciplinary measures listed below are minimums and may be exceeded by administration at any time based on the severity of the 2010-2011 matrix infraction.�
Scheer Madness
Students psyched about learning about selves By Paige Smigelski
Have you ever wondered how you dream or what your dreams mean? Or wondered how your mind works? These are just a few of the topics taught in Kimberly Scheer’s Psychology class. This may be the reason her class is one of the most popular electives at Lakewood High School, with almost 370 students requesting her class for the upcoming school year. Scheer started her education at Ohio University where she majored in sociology and minored in political science. She then went on to law school for a semester and decided to become a social worker, a job she held for about five years. She found that to be “hard, heavy work” and realized that just wasn’t for her. She then earned her teaching certificate and a history degree from Cleveland State University. Scheer finds she still can be involved in the type of work she did as a social worker by teaching psychology but now, “It’s my job to teach, not necessarily fix,” Scheer said. Scheer had never even considered being a teacher because no one had ever suggested it to her. She knew she loved working with teenagers and social studies so it opened up a new window for her. Scheer is married to a psychologist and when LHS was looking for a new psychology teacher, she gladly volunteered for the job. For the past 12 years she has been teaching Psychology at LHS, with the class becoming more popular each year.
June 2011
“It’s kind of fabulous to see kids sit in class and leaning to the side so they can watch,” Scheer said. She rarely finds a student who is not interested in her class. “Psychology was one of [her] favorite electives because [she] liked learning about how the brain works, and Mrs. Scheer makes the class really fun,” said Junior Lauren Szabo. By joking around with students in class, Scheer tries to create a comfortable learning environment that relates to teens. She is also very committed to the success of her students. Scheer understands that it is a difficult topic, but she wants “students to walk out feeling pretty good that they did well.” She puts in lots of work to help students who struggle. “I try to make the class challenging and hope that teens walk out feeling like they learned a lot and are more skilled learners,” Scheer said. She generally starts the semester with a discussion on child and adolescent development. Scheer continues with topics on motivation and beliefs, which “is really meaningful to kids. It’s cool to see on kids’ faces that they are able to affirm what they have been thinking about themselves.” The class is taught
primarily through direct lecture, but Scheer tries to use a hook at the beginning of class to get the kids interested. Sometimes she has students get up in front of the class for a silly experiment to get their attention. “We teachers are always trying to relate what we are teaching to students lives,” Scheer said, and the material in psychology just naturally meets this goal. Many of Scheer’s students come out of her class interested
in pursuing a career in the field, however there are not a lot of jobs available. She emphasizes that many areas of study include a significant amount of psychology in their curriculum. Junior Danielle Burton said, “Mrs. Scheer is my favorite teacher because she is funny and nice and makes the class very enjoyable. I also like the material and learning about how the brain works.”
lkwd life
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Burial at sea doesn’t quench death debate An editorial by Al Rodriguez
It’s about time that America got over Osama bin Laden. But, that’s not happening anytime soon. The issue of bin Laden’s burial at sea is still being questioned and met with outrage from the Arab world, as well as American citizens. On May 1, after almost more than a decade of pursuit, former terror mastermind bin Laden was killed in operation “Neptune Spear” by U.S Navy SEALS in his Pakistani hideout. After identification, his corpse was collected and given a burial at sea. This occurred within the time allotted by Islamic practice (and included his body being washed, cleanly clothed, and having proper prayers read) before it was lowered into the Arabian Sea. Mohamed Ahmed El-Tayeb, a Sunni Muslim scholar was quoted in an Al-Jazeera news article, saying that Osama’s burial was an “affront to religious and human values.” Americans across the nation voiced their outrage about his burial, some wishing he would have been disposed of in a more brutal fashion. Apparently, being the “better man” isn’t looked upon too kindly these days. It makes no sense to blame the United States for making the only good choice that the situation presented to them. The United States took risk by burying the corpse at sea. This was, however, the only
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solution. The burial method is not looked favorably upon in Islam (the preferable method is a land burial, within two days, with proper prayers read), unless under the most extreme of circumstances. While this choice was bound to result in some heat for the United States, it was one that respected the fragile standing of the U.S. within the Middle-Eastern world. It was a smart diplomatic move. Had bin Laden been given a burial at land, the outcry would have been much greater than what it is today. Where would the body have even gone? No nation would have readily taken the body of the man that killed innocent people without shame. No American would want the man responsible for killing so many innocent children to have a grave site. Or, keep him in the news for years to come as people searched for his unmarked gravesite. The kind of mass attention his land burial would create would give bin Laden the “martyrdom” that he wanted. Then, there are those who wish for Osama’s body to be given “a dose of his own medicine”. Bin Laden had no mercy on the Americans that he slaughtered. While his body could have been beheaded, tortured, and paraded through the streets, his corpse was shown a respectful burial, showing that the United States is the “bigger man” in the situation. Destroying the body or showing a kind of vengeance would have only put the U.S. government on the same level as the extremists we wage war against -- who revert to barbaric deeds to get a point across. That would have only fueled the already strong anti-U.S. fire that burns throughout the Middle East. What was called an “affront to religious and human values” was only a proper display of ethics, diplomacy, and respect from the United States to a man who didn’t really deserve it. Now, it’s a matter of respecting the decisions that have been made, letting them settle, and coming to terms with the fact that the world is a safer place. Follow the example that the United States government set, and be the mature, better person about this subject. Burying his body is not enough. Don’t let the name of Osama bin Laden live on in the headlines because of reaction to his burial. It is doubtful that the impact he
Art by Matt Majewski
Th e de at h of Osam a: FOR DUMM IES - 2010 and Earlier: Intel on bin Laden’s whereabouts is collected by United States. - March - April 2011: Operation “Neptune Spear” is planned - May 1, 2011: Killed and confirmed dead around 1 a.m local time. Cause of death is reported as “ballistic trauma” from gunshot wound. - Shortly after: Body was taken to Bagram Airfield, and then to the USS Carl Vincent, a U.S. aircraft carrier stationed in the Arabian Sea. - 10:10 a.m, local time: Body was then washed, clothed, and read Arabic prayers. - 11:00 a.m, local time: Body is put into weighted bag and tipped into the sea off of a wooden plank. - 11:35 pm, EST: President Barack Obama delivers speech and states that a U.S. operation has killed the man responsible for the murder of “thousands of innocent men, women, and children.” has left on America and the world will ever fully fade away, nor should it. However, there is something we can do. Look within yourself, let him remain buried, and bury the bloody hatchet that bin Laden and al Qaeda drove into our hearts on September 11th, 2001.
The Lakewood Times
10 Ways to Make LHS “I think honestly that Lakewood High School would be improved by initiating phase three and rebuilding the East part of the building. It would change the atmosphere of the school for students. I think having a brand new building entirely on one side of the street that would be clean and building would be connected, Students wouldn’t have to have their school day disrupted, and learning would be more efficient.” - Mr. Sent, teacher
“Actually, my real tip would be for them [the students] to shut their mouths. Really, it would be a lot easier and better for them if they would stop talking and listen. They all think everyone cares about everything that comes out of their mouths because of the Twitter and the Facebook, but they would really get a lot more out of being here if they just listened.” - Mr. Lewis
“I think LHS would be a better place if the teachers and administrators paid a little more attention to the students who do sports (or community service activities) outside of school because then all the students would feel that they are recognized and make them feel good about themselves. I feel if people knew everyone a little better they wouldn’t judge or look at someone and talk about them because they would know more about that person than normal.” - Nicole Kettle, junior
“Empower students to be creative and solve real world problems” - Mr. Wheeler, teacher
“We should have more school activities and bring back the class competitions.We only have three dances a year, that’s not a lot of fun for a 9 month school period. Also, it will bring the kids together and make them feel more connected.” - Miss Flynn, teacher
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“One thing that I strongly dislike is the lack of kittens during lunch, because everything tastes better with a little cat fur. But in all seriousness, if the concept of hall sweeps was put into the body of a human, I would toally push them into a cesspit. We should let the teachers be in charge of reprimanding their students who are tardy to class. Also, we should get a really big umbrella and put it in the middle of Franklin so that the kids who forget the galoshes won’t suffer because the school isn’t finished yet..” - Ella Blackman, freshman
“They should try to change the East Cafeteria. It’s uninviting, and it’s not a place you’d want to spend your time, especially all period. New lighting, signs and posters with upcoming events and school happenings, and flags to represent countries would maybe help make it more upbeat and festive.” - Nora Varcho, freshman
“If we have more pep rallies then the students will show more school spirit and support. The students will have a better school attitude overall.” - Mr. Phillips
“Encourage more people to join more extracurricular activities through word of mouth, more on announcements, and posters.” - Rachel Guetling, sophomore
“We should increase communication between the students and staff to make sure we have the same goals and the same perspective…that way I think we could accomplish a lot educationally.” Mr. Lobozzo, teacher
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Lakewood’s first By Sabrina Suleiman
September 2nd has been declared Lakewood’s first Big Beach Read Seminar Day. It’s a day that allows students and staff to actually celebrate summer reading. In fact the whole community is invited to join in. The idea behind this is having everyone in the school, grades 9-12, read the same book -- like some colleges do with their incoming classes. “We thought of it as a class building experience for the school. We hope to involve all the teachers and have a lot of fun with it. We’re planning all kinds of activities,” says English teacher Karen Ballash. They chose the book “The Curious Incident of the Dog in the Night-Time” by Mark Haddon because it has a lot of cross-curricular tie-ins. The narrator of the story is a special needs boy, who has this totally different way of thinking. He is not understood by many around him. “We feel this book might begin to bridge the gap between different styles of learning and open up the conversation in the Lakewood Community,” Ballash said. “Lakewood is such a great place for diversity, but we don’t talk much about special-ed
big beach read
diversity.” This book also explores the difficulties of parent-teen relationships. The narrator tries to solve a murder mystery. His neighbor’s dog is found dead and the boy wants to investigate. He uses his probability and math skills to help him. In
fact, every chapter in the book begins with a prime number. Shane Sullivan, English Department Facilitator is hoping there will be many benefits for students and staff. “Our main goal was to get everybody on the same page and to celebrate one particular novel, or reading in general, while keeping everything as simple as possible,” says Sullivan. With all the students reading the same book, Sullivan is looking forward to seeing seniors interact with freshman. “We’re trying to put a positive spin on the summer. I think nothing’s worse than coming back from the summer and having 50% of my class not read at all,” says English teacher Sean Wheeler. “We have always struggled with who chooses the book, so it’s just so great that this year we can all agree to this one and want to see all students will enjoy it,” said Wheeler. The book needs to be read before returning to school and can be obtained from half. com, ebay, Amazon, your local bookseller, Lakewood Public Library, Kindle or Nook via iPhone, smartphone or iPod.
Art by Matt Majewski
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The Lakewood Times
Sabrina’s Top Ten recommendations 1
“The Curious Incident of the Dog in the Night Time”- a mystery for both teenage girls and boys.
2
“The summer I turned pretty” - a summer getaway for girls who crave a romantic rollercoaster ride.
3
“What Happened to Goodbye”- for those girls who sit down for a heartbreaking, tearful, sentimental book.
4
“City of Fallen Angels “- an action filled romantic comedy series with witty reviews saying it’s worth your time.
5
“Clockwork Angel”- if you’re hungry for some gore take a step closer to this novel because its packed with some clever moments hidden in between the lines.
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“Angel”– Striking. Never giving up on your summer reading mission, it’s number one on the list of to do things.
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“Twenty Boy Summer”- a tear-jerking novel of one girl’s relationship, while on a daunting journey.
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“If I stay”- a sophisticated, layered, heartachingly beautiful story about the power of family and friends, and the choices we all make.
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“Hush, Hush”- an angel sent from the heavens to watch over you, isn’t that what every girl dreams of? Or how about a fallen angel sent to rid heaven.
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“Wither”- a mysterious problem, the numbers of disappearing girls are rising, but where are they?
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y r o t s p i h a : s r e t Hips
By Peter Quigley
The 1940s-A decade remembered for World War Two, the start of the Cold War and the beginnings of the baby boom. Social culture in America was often represented by movies such as “The Best Years of Our Lives” and “It’s a Wonderful Life” and by smiling photos of soldiers returning from Europe. Scattered among such photos and movies, there was another type of American emerging. People in this subculture worshipped Charlie Parker and often made visits away from their white suburban homes into black neighborhoods in search of the hottest new music and dances. These people were first known as “hepcats,” then they were called “hepsters” and finally, “hipsters.” The very first definition provided for the word “hipster” was written in a small document explaining ‘40s slang entitled “For Characters Who Don’t Dig Jive Talk.” The article defines hipsters as “characters who like hot jazz.” Another early use of the word hipster was on jazz pianist Harry Gibson’s 1944 album “Boodie Woodie in Blue,” which included songs such as “The Hipster’s Blues” and “Handsome Harry the Hipster.” Today, the term is used to describe an entirely new generation of young people. A “hipster” today as
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defined by Urban Dictionary is a “subculture of men and women typically in their 20’s and 30’s, that value independent thinking, counter-culture, progressive politics, an appreciation of art and indie-rock, creativity, intelligence, and witty banter.” Often hailing from places such as the Williamsburg neighborhood in Brooklyn and the Mission District, hipsters are often described wearing American Apparel or Urban Outfitters clothing and listening to bands such as the Arcade Fire, the Klaxons and Vampire Weekend.
But as internet blogs and websites spread across the world, hipsters are finding haven in other areas, including the hallways of Lakewood High School. According to many students, there are plenty of hipsters at LHS. These students also provided their own theories as to what a hipster truly is. “I think hipsters are people who just do what they want,” said freshman Cooper Brown. “I think a hipster is someone who just thinks they think or act differently than everyone else,” said sophomore Moira Horn.
Others argue that the meaning of the word hipster is impossible to explain. “I would say ‘hipster’ is a term overused to the point of having no definition at all,” said junior Dylan Glover. Some such as junior Bram Myers criticize the term. “The stereotypical portrayal is very vague. It is a stereotype of both a personality and of a movement on the whole,” said Myers. “I’ve always understood it to mean someone obsessed with non-conformity. The classic paradox is that these folks who are obsessed with non-conformity have now found themselves engrossed in a culture with standards, norms, and general guidelines of behavior. Flannel and plaid shirts, slim-fitting pants, thick-rimmed glasses, all of these are manifestations of a so-called counter-culture which is really countering nothing.” Hipsters, often compared to earlier subcultures such as hippies, punks and beatniks are unique in the way that they are known for borrowing styles from previous generations. Vintage clothing such as Ray-Ban sunglasses and old plaid shirts, as well as older music groups such as the Velvet Underground and 13th Floor Elevators, is often appreciated by people in the hipster community. “Hipsterism fetishizes the authentic and regurgi-
Art by Danielle Curran
The Lakewood Times
tates it with a winking in authenticity. Those 18-to-34-year-olds called hipsters have defanged, skinned and consumed the fringe movements of the postwar era—Beat, hippie, punk, even grunge. Hungry for more, and sick with the anxiety of influence, they feed as well from the trough of the un-cool, turning white trash chic, and gouging the husks of long-expired subcultures—vaudeville, burlesque, cowboys and pirates,” said Christian Lorentzen in his article “Why the hipster must die” in the online publication “Time Out New York.” Unlike previous subcultures and social movements, hipsters
do not seem to carry around a positive sense of unity. “Some social movements, say the whole punk deal, are composed of proud, highly vocal proponents. You never see a proud hipster, proclaiming his hipsterdom to the earth. The problem with the word hipster is that is not chosen by its wearer, it is received from another source,” said Myers. “I was called a hipster once,” said sophomore Rob Moore. “But I said there’s no such thing as hipsters, just people who dislike hipsters.” The word hipster has also been known to carry a negative connotation. Many consider hip-
sters to be pretentious and vain. “The definition of “hipster” remains opaque to anyone outside this self-proclaiming, highlyselective circle. I’m sure the hipsters like it that way,” said Julia Plevin in her 2008 article “Who’s a hipster?” for the Huffington Post. “Hipsters are the friends who sneer when you cop to liking Coldplay,” said a 2009 article by Time Magazine. Consequently, hipsters have been bashed in viral videos such as “The Hipster Olympics,” books like “The Hipster Handbook” and websites like Hipsterhitler.com. “The word certainly does have
? r e t s p i h a u o y Are
negative connotations. It implies a shallowness, a hypocrisy, and in the end, a weakness of character and a lack of individuality,” said Myers. “I’ve noticed that someone who seems to have hipster habits gets really offended and defensive when they are called a hipster,” said Plevin. But some believe that there is a positive meaning in the word. “A hipster is someone who takes no labels, a person who makes something from nothing and makes it look good. A hipster is a positive thing, and a good thing,” said sophomore Paige Olszewski. As indie rock bands climb up the iTunes charts and skinny jeans continue to sell, only one hip thing is sure: nothing is sure.
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4 ly ic BLOW e kno TREAM robab ard about th ge and his art ES: A= A FULL me knowled e pulse of th fact, you p MAINS bably read t t a hipe SCOR . h E R t S R U s A M O / ju o Y o OU pre n th t to have RE MR You pr ly are you n There’s TALLY your su your finger o . Just try no 7-32: Y mostly YOU A a hipster. on : . RED 2 have proved t te e 4 e O a o c v 1 r C a n N b 8 h S e t le D p. ers xis form IF YOU lations, you u undeniably f Joe and ce CORE facts u e of their e about hipst pe or tu Yo YOU S no way sha all of these po . n dg u s r r IF c le a e a w le n Congra ter culture. o o e m av and e in o kn king GS . Go h formed com hips like. You ar if I was ma ve little to n t want to try F THIN mmon s 24/7 -in tion in O d g you a s n g h s E h in e in ig le h tr r ID t ly e m s o S e b w d u c a u e m n IE n b n o o in o D o y o t s r s w IN p d gs ut late tious same N THE ve thin this, b ut you ight fin preten inly ha s or wear the ciple ster, b wrong with ure. You m ARE O ta U r get too e O c Y : d lt u is g u d an 26 yo nothin other subc ED 21- hipster, but same b t you aren’t a e SCOR to the m u te n U o b le s te , O p s r Y re li o m IF o ultu her not a c you eit alternative c You’re Most often, in t s re inte em. with th You have an . s e cloth of it.
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1. Crowd of students enjoying the dance floor. Photo courtesy of Abel Venerdini. 2. Devon Walsh with her date, are interviewd. Photo courtesy of Devon Walsh. 3. German students pose for a picture with their teacher, Mr. Sent. Photo courtesy of Melissa Gajewski. 4. Eva Malonis, Lindsay Allamon, Wilson Sacket and Amira Fattah pose in the “casino” set up in the L-room during after-prom. Photo courtesy of Olivia Hiles. 5. Olivia Hiles with date, Joe Basalla, race to finish the blow up obstacle course during after-prom. Photo courtesy of Olivia Hiles. 6. Claire Fox, Luke Keating and Jamie Kocinski pose during dinner at prom. Photo courtesy of Sam Cross.
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next page: 7. One group gathers to take pictures by the lake. Photo courtesy of Haley McGinty. 8. Exchange students Ana Veschi and Abel Venerdini pose for a picture at prom. Photo courtesy of Abel Venerdini. 9. Shane Carey admires John Zahurek’ mustache. Photo courtesy of Haley McGinty.
The Lakewood Times
Exchange students weigh in on an American tradition By Haley McGinty
It is no news to LHS students that when you become a senior, you are officially invited to prom. To some, this is the most exciting time of the year, and to others it is a just a hectic time that somehow seems to suck up all your money. The exchange students however, see it differently. “We have something sort of like prom,” says exchange student Ana Veschi from Brazil. “It’s at the end of the year, so it’s more for graduation.” In Brazil, there is not a prom specifically for seniors and their dates. It actually is not typical to have a date to this end of the year dance. Most of the students go alone, although their families also attend. “In Argentina, we kind of do the same as they do in Brazil,” said exchange student Abel Venerdini. “It is like a big party. Everyone dresses formally, as [they do here.] We all enter together, but not with dates. During dinner we watch a video that [recaps] memories of the years.” At LHS, the thought of parents attending prom would be a nightmare. Most shoo parents away when they bombard us with cameras and phrases hoping to get a good smile. “It is really a late night event,” said Venerdini of the Argentinian event. “The dinner usually doesn’t begin until around 10 p.m., and around 12 a.m. is when the party really starts.” “There is a lot of dancing and some games,” says Veschi. “Prom is a bigger deal here than in Brazil because we have a lot of dances [year round]. Our graduation dance is bigger and more expected though.” For an LHS student, prom is something much bigger than “just a dance.” It is the last part of being a senior in high school before graduation. Some have been waiting ever since their freshman year to plan and attend prom. “It seems to be a pretty big deal here,” says Venerdini. “No offense, [but] everyone spends a lot more money than they need to. Prom seems too short to pay [for things like] a limo. I like the idea of after-prom though.” In Argentina and Brazil, the end of
June 2011
the year dance is in reality nothing like our prom, except for the music, dinner and gowns. Most of the people who attend stay all night, which means there are no after-proms. In Argentina, “it usually goes until 7 or 8 a.m. the next day, so there is no need for an after-prom,” explains Venerdini. “It is much different from your prom because all of the students sit at a big, long table. While the parents sit [at different] tables.” “Prom was a lot more than I expected,” said Veschi. “The dance was so fun. I loved seeing everyone so dressed up!” “It could have been a lot longer,” explained Venerdini. “The dinner was good, but the dessert was much better!” Although prom may be different from the dances in Brazil and Argentina, it does have one thing in common; it sort of represents a right of passage. “Our dance is only for the older grades as well, but anyone can pay to go,” says Venerdini. “You can pay for the dinner and dance, or just the dinner.” “I loved the after-prom ideas. It was so awesome,” said Veschi. “The food and blow ups were definitely the best part!” “We don’t have anything like ‘afterprom’ in Argentina, since the dance lasts all night,” explained Venerdini. “It was really weird to not see people hugging and saying goodbye at the end. In Argentina, the dance [for graduation] is the last time you will see everyone you grew up with, all in the same place together.” “I missed my *formatura this year because of my exchange,” said Veschi. “Our school year is from February to December, so I already missed it. But I am very happy with your prom, it was more fun than I expected.” “I will still attend the dance when I get back [to Argentina],” said Venerdini. “But prom and everything here was perfect! I’m so glad I got to experience it.”
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PRIMA
Ballerina By Lily Pollack
It takes a lot more than gracefulness to pull off something as refined and demanding as ballet. Sophomore Paige Coy has been participating in ballet at the Beck Center for the Arts ever since the age of six, and has continued to take classes for ten years now. “There wasn’t anything in particular that inspired me to dance because I was so young. My mom put me in it and I ended up really liking it.” said Coy. However, these days Coy finds herself inspired by Olympic skater Johnny Weir. “He inspires me more than anything for my dancing because when he skates he is such an artist and athlete at the same time,” said Coy. “He expresses all of his emotions while performing.” Every Monday, Wednesday, Thursday and Saturday, she laces up her satin ballet slippers to work “En Pointe,” or “on the tips of the toes.” Although Coy has never suffered any severe injuries from the often injury-provoking slippers, she has fallen and hurt herself a couple times during class. It seems there’s never a need for Coy to become discouraged though, with friends and family supporting her through it all, along with her instructors’ guidance as well. “I have two different ballet teachers, Melanie Szucs and Anna Roberts. They are the best dance teachers I could ever have.” said Coy. For Coy, all of the hard work pays off, especially when it’s performance time. “My most memorable performance was this past Christmas in The Nutcracker. My shoe came off, but I made it work,” said Coy. “Also, my recital two years ago. We did a beautiful dance with big poufy purple dresses.”
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The Lakewood Times
However, no performance comes without at least a small visit from nerves. “I always get really nervous right before the performance starts at the first show, but once I am on stage, it is like a rush and I usually get over them,” said Coy. “I have two different shows coming up. I am one of the dancers in the production of the musical Cats at The Beck Center for the Arts, and we have our big recital coming up
which I’m really looking forward to,” said Coy. All of the performances give Coy a chance to shine and really enjoy herself. “I love the way I feel when I dance. It teaches me focus, and it is the way I express myself.” Despite her love for ballet, it is not something Coy would like to pursue as a career. “I plan on taking dance after high school because I love it. Just not professionally. It’s something that I do for fun and to stay active,” said Coy.
Sometimes it can be hard to balance something as time consuming as ballet with school and homework. “I wouldn’t say dance is my primary focus, but sometimes I do care more about it than school. That’s not always a good thing,” said Coy. She maintains her balancing act for multiple reasons though. “I keep dancing because it makes me feel beautiful, it keeps me active, and I have really good friends in my classes.”
Fifth Position
First Position
LLET!
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Coy shows some ballet positions and steps, for those moments when the innerballerina takes over.
Fourth Position
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T E A CH Y O
O D
RS
F HO W T L E O
Passé Second Position
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Third Position
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ROOKIES OF THE YEAR: Badat and Eckert reflect on their first year as administrators By Grant Graves
A
s the school year comes to a close, many people throughout Lakewood High School are taking time to reflect. For some it is a reflection of their first year and for some it is their last. For Lynn Eckert and Yakoob Badat it is a reflection as first year administrators. For Badat this year marks his first as House I principal and for Eckert it is her first as House II principal, after many years as a chemistry teacher. Both have enjoyed taking on the job of administrator. Badat and Eckert both agree that the thing that makes LHS great is its diversity. “The great thing about our school is that we are so closely knit.” said Badat. “Everyone here coexists so nicely and the students are very tolerant. The thing that struck me as the year progressed is that the students get along very well, and when everyone is getting along it makes all areas of the school easier to manage.” Eckert also believes that LHS is stronger because of the diversity. “When you walk down the street in Lakewood or a hallway you run into so many different cultures and people, it is truly amazing.” said Eckert. “ It makes us as a school, and the students as a student body, better because kids are getting experience for what the real world holds for them.” Badat had little to say on the topic of improvements that LHS needs to make. When asked, Badat cited utilizing all the things LHS offers. “I look around and see all the great clubs and extra curriculars the school offers and I think kids should really explore those things. A person can only become more well rounded from trying new things and we present the perfect venue for that.” said Badat.
He also outlined that communication is tough because how the school is laid out. “ When we have people constantly crossing the street and going back forth it is tough as an administrator to communicate with everyone. I believe that if we improved communication everything else around LHS will streamline.” Eckert sees a problem with kids not knowing their technology. Eckert thinks kids should become more familiar with Moodle and should start using their phones for things other than texting. “I’m not saying students should always be on their cell phones, but they should be plugging stuff into their calendars to become more organized. I guess one tip I have for LHS is to become more tech savvy.” Eckert had a very clear view of what direction she thinks the school is heading in: technology is rapidly taking over. “With all the activity on computers we are going to start using less and less paper. We are going to do away with text books and have all the material online.” Along with technology, Eckert says core subjects with common assessments are in the near future. Students will be getting a more individualized education in hopes of a high graduation rate and a better chance at secondary education. Badat has learned that as an educator, you have to be ready for anything. “ With 1900 students and 100+ staff you never know what background or personality you will encounter. I have learned that you cannot really predict what, or who, will walk through my door, and I wouldn’t trade that for world.”
Yakoob Badat works the radio in his plush office. Photo by Grant Graves
Lynn Eckert signs documents. Photo by Grant Graves
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lkwd life
The Lakewood Times
Nutritious ideas for
@lakewoodtimes.net
By Gwen Stephen
June 2011
summertime
Summer consists of BBQs, ice cream trips, tanning and searching for the air conditioning. With so much time to relax, many choices add to that lazy, unhealthy mindset the warm sun and sizzling grill give us all. Having a happy, healthy summer is no struggle when you find easy ways to have fun and not undo your whole year.
diet
•Instead of a stop at Dairy Queen try a Robek’s fruit smoothie. •While grilling burgers and hotdogs is an enjoyable summer activity, switch out beef and pork for grilled chicken, a healthier choice. •Five Guys and Chipotle are the usual hot spots to demolish hunger, but instead take a trip to Liquid Planet to grab lunch. •Try to disregard eating take-out all together and stop by the Westside Market. Put your cooking skills to the test and make a meal of your own! •Switch out fatty ice cream with frozen yogurt or fruit sorbet.
Make sure to check out a review of Liquid Planet!
*Nuke ’em (aka newcomb) is a variation of volleyball. The difference is the ball can be caught before passing to a team-mate or over the net. Also each pass or serve is a throw, rather than a hit. The number of players and catches per side may also vary. Also the number of steps the player with the possesion of the ball may take is variable.
ation x a l e r
•Instead of constantly checking Facebook, check out the new African Elephant Crossing at the Cleveland Metroparks Zoo. •Everyone wants a glowing tan, but to save your skin from harmful UV rays, replace lying out on the beach with lying under a tree or relax in a hommock in the shade. •Instead of watching TV, sit out on your porch and watch the summer sunsets.
activity •Take a dip in the deep end! Swimming is one of the greatest privileges that summer gives, so take advantage. •Try a river hike in the valley. Walking in the metro parks gives you a chance to enjoy the atmosphere. •Get groups of friends to play a game of baseball or soccer on one of Lakewood’s countless fields. •Walk to Lakewood Park or Clifton Beach and enjoy volleyball or *nuke ‘em with friends. •Gas prices are soaring! Ride your bike and save money, too. •Instead of sitting in airconditioning cool off while ice skating at Supentini Arena in Lakewood. •While relaxing on a boat may be enojoyable stay a float in the valley and canoe. •Video games test your eye/hand cordination, and so does minigolfing or full range golfing. Get out and enjoy the fresh air.
sports 31
Bielopetrovich plays
every season, every year
C
By Sam Cross
hris Bielopetrovich is a senior at LHS who lives for high school sports, like many other students across the nation. However Bielopetrovich has played every season throughout his entire high school career. “During my time at Lakewood, I played football, basketball and baseball my freshman, sophomore, junior and senior year,” said Bielopetrovich. “I started playing football in eighth grade, basketball in fifth grade and baseball in kindergarten. I have played each sport since the day I started to get into it,” said Bielopetrovich, “[and] once I started I was hooked.” Playing year round sports for all four years may be popular among many high school atheletes. But Bielopetrovich has accomplished one thing not many students have. “During four years of three sports with back to back seasons, I never missed a practice. Never did I miss because I was sick or hurt,” said Bielopetrovich. “I stayed motivated by just keeping positive thoughts. I never thought badly of anything, and without sports, I would of
32 sports
had nothing [throughout] high school,” said Bielopetrovich. Not only has Bielopetrovich received an NOC Honorable Mention in two sports, football and basketball, but he has also received a Ranger Award, was Defensive player of the year in basketball, and was selected for the East vs. West all Star Football Game. With twelve seasons of sports behind him, Bielopetrovich can easily say it was worth it. “The most important things I have learned from athletics is time management and pride. You have to be able to manage school and sports at the same time and it’s not easy to do,” said Bielopetrovich. “Having pride in being a Lakewood Ranger will always be with me.” Although practice was either before or after the school day, Bielopetrovich’s attendance in the classroom went beyond the standard requirements with grades above average as well. “Sports didn’t have too big of an affect on my school work because I was able to manage my time and get things done. They did kind of affect home life, but not to an extent where I never saw my family,” said Bielopetrovich. Despite a majority or losses over wins for all three sports,
Chris, number four, meets with the offical before a game against North Olmstead. Photo by Devin Werner.
Bielopetrovich never doubted anyone or anything, including himself. “There never really was any time that I wanted to quit a sport. I always looked ahead and thought I would have nothing without it,” said Bielopetrovich. As a senior, Bielopetrovich was awarded the the spot of captain for his football team and basketball team in the winter. “The strategies I used to maintain my team weren’t always verbal. I’m not a very vocal leader. I lead by example and work hard and never giving up,” said Bielopetrovich. With graduation in sight, Bielopetrovich has many memories to look back on. “I hate that high school sports are coming to an end because there is nothing else like them. There’s no more Friday night lights or Friday basketball games or playing out under the lights on the baseball field. My fondest memory of my four years (of football) had to be this year’s homecoming game, winning in the final seconds,” said Bielopetrovich. Bielopetrovich has less trouble leaving football behind because it is something he’ll see in the near future. “My favorite sport has changed a few times over the years but if I had to chose one now, it would
be football because I will be playing it in college at John Carroll,” said Bielopetrovich. “I have wanted to play sports in college ever since I was little. It was something I always strived to do.” Twelve seasons later, Bielopetrovich can say he’s been through life-changing experiences. “I think I would be a totally different person if I didn’t have sports,” said Bielopetrovich, “I have played my whole life and the friendships I have now would not be there [if I didn’t play.]”
Bielopetrovich reps his new school on a sweatshirt while taking a knee to finishing off his last season of high school sports. Photo by Sam Cross
The Lakewood Times
Tough losses define baseball season A Sports Opinion by Toby Tobin
Despite just four wins this season, there is much to be proud of about Lakewood High’s varsity baseball team. Improvement has been dramatic, as has the outcome of many of the games. Coming off of a 2010 season in which the team won five games, the Rangers suffered a talent drop off, and also went into this year with a new coaching staff. Senior pitcher and infielder Dan Harrington said, “We lost a lot of our best hitters from last year. We all have improved from an individual standpoint under Coach Ribar.” Lakewood lost their opening playoff game to Parma High School by the score of 9-5. This outcome was disappointing as the players believed they should have come away victorious. Said junior infielder Steve Friedmann, “It was a hard loss. I know we’re bet-
ter than them. We could’ve beaten them.” The Rangers have been unable to close out games consistently this year. While hanging with such powerhouses as Strongsville, Brunswick and Medina, Lakewood has been unable to finish the job in the late innings. Said head coach Mike Ribar, “Winning is contagious, and we have to learn how to win. We don’t have that mindset yet. We are thinking ‘how are we gonna lose’ this game rather than ‘how are we gonna win.’ That’s the biggest turnaround we need to make in this program.” Lakewood’s batting order is often putting up enough runs to win, but victory has eluded the Rangers in all but three games. Seniors Dan Harrington and Grant Graves and sophomore Eric Roder have consistently put runs on the scoreboard and they stack up well against the top of any batting orders in Ohio. “The difference is they’re aggressive in the [batter’s] box and not getting caught in bad counts. They are staying within themselves and using the whole field,” said Ribar. Graves is second in the area with four home runs, and fourth in runs batted in for the season. He will also be representing Lakewood in The 53rd Annual Greater Cleveland All Star Game. The defense the Rangers have put on the field has been shaky at times, but like all other aspects of the team, has improved. The de-
fense has cost the team countless runs, but there is some progress being made. On the defense, Ribar said, “We got hurt losing Marquise [Tyus, to injury] because of his speed and athleticism. But guys started falling into positions, and the catchers have been solid, and fundamentally sound.” Two of Lakewood’s wins have come against Rocky River High School. The Rangers also suffereed a loss to the Pirates in a dramatic 10-inning game to end a doubleheader. The other victories came against Lincoln West High School, and Bay High School. On a team stacked with nine seniors, leadership is abundant. The strong senior presence has helped the team through tough stretches and allowed the team to really fill in the shoes of players lost from last season. When training camp ceased and surprising cuts were made, much adversity was staring the team in the face. Though the season hasn’t quite gone as planned, there has been plenty to be proud of. Said Ribar, “I would’ve liked to win more. The ability of the team shows we’re capable.” Because there are only four juniors on the roster, next year the Rangers look to be a very young team led by current sophomores Roder and Tyus, along with current junior captain Andre Cartagena. The varsity experience accrued by these three will be critical in leading a young Ranger team next year.
cooler and we were all just kind of like, ‘oh my God,” said Roder. High school sports are not without their antics. “My Freshman year we used the field tarps as a slip n slide,” he said. “Bob Thayer yelled at us but we weren’t wearing cleats. Just being freshman.” “The four years have been fun and this year has been different because we have a new coach and that’s really cool,” said Roder. “Coach Nolan is the most intimidating man in the world with his Yogi Berra-isms, but its all really cool and still a lot of fun.” Senior Matt Piter has been logging miles for the Lakewood cross-country team for the past four years. “My favorite memory was the McQuaid trip my junior year.” Each year the team travels to New York to compete in one of the largest cross
country meets in the country. “It was really cool because usually the guys who go to McQuaid are like, the best guys -- the guys on the team the younger runners look up to, so it was really cool,” said Piter. “I ran a good race and it was the first time I broke 19:00 even with the conversion I ran an 18:47. “We used to have a lot of fun with drop-in runs during the summer. When we start at Lakewood Park we get the work done, but in the valley we usually just run through the woods,” said Piter. On Fridays, the team has pasta dinners at a team parent’s house. “I remember that Clay (Verga) and Luke (Fesko) would have eating contests.“One time Marty (Hartsel) dove into a rose bush.” Many athletes love the ride and few will forget it.
Scoring a lifetime of memories through sports
By Andrew O’Connor
What is the shortest way to get through the longest four years of a teenagers life? Most would answer a sport of some sort. “I’ve played baseball all my life because it’s the only sport where you never know what could happen on any play,” said senior Evan Roder. Many will never forget the conditioning. “My freshman year we had to do ‘hell runs.’ It basically was conditioning and we had to run through the school and it was exhausting.” That is nothing compared to what Roder experienced in games. “We had one game my sophomore year where the pitcher threw a pitch before I was even in the batter’s box and the ump called in a strike.” A reaction that would only look similar to Will Ferrell in “Kicking and Screaming” ensued. “Our coach (Alex) Cammock flipped out at the ump. He ended up flipping over a Gatorade
June 2011
sports 33
Lesko’s Senior Solo
By Melissa Gajewski
High school varsity teams rely on their upperclassmen for experience and leadership on and off the field. They offer guidance to the younger players and reassurance to their coaches. Unfortunately, this year’s softball team didn’t have the privilege of using the word ‘their’ to describe the seniors, just ‘she.’ “You’d think being the only senior on the team would be lonely,” said the solo-senior Danielle Lesko. “But you’d be wrong.” Lesko has played softball for four, years playing JV as a freshman and sophomore and moving onto varsity her junior year. She started playing softball when she still had to hit off of a tee and continued until she joined a fast pitch league in middle school. “I started going to camps and all that and I realized I’m pretty good, so why not keep playing?” Lesko said. This season, Lesko has lead her team in home runs with three, one memorably sending an opposing centerfielder diving over the fence in chase of the ball to no avail. “It was at Harding,” Lesko described. “We call the fence in the outfield there the ‘baby-gate,’ it’s really short. The girl basically tackled it trying to catch it.” Not every ball she hits is sent over the baby-gate, but she does hit them consistently having a hardy batting average of .304 for this season. “Dani was a huge asset to our team.” Said sophomore teammate Grace Shannon. “She’s a good leader and always has a positive attitude.” Lesko’s four years of experience is a tool she has wielded with skill, helping her team succeed in the process. As any athlete will tell you, being the rookie is tough, especially when you don’t have a platform of raw talent like Lesko does to stand upon. “Experience doesn’t trump talent.” Lesko said. “But you can’t do much with talent without experience. That’s what I hope I give my teammates [experience] so they can use their talent. Underclassmen look up to the upperclassmen, and we, or I, can help them learn.” Still, “just because someone is a senior doesn’t make them automatically good,” as Lesko has said, so she feels her team has not suffered from the lack of seniority. “A lot more goes into being a good player than age.” She said. Lesko believes that there are two main things that make a player excel: ability and good coaching, neither of which have anything to
34 sports
do with grade level. “If you have a good coach you instantly have the capacity to be good yourself.” Lesko said. “They help you if you need improvement. They are there to help instead of there to watch you struggle. I love our coaches, they’re amazing.” The head varsity coach, Ted Bruening, has held that position for the past three seasons. His assistant coach, Colleen Moran, was the head coach before him but stepped down while undergoing surgery on her knee. A new JV coach, Mary Hyland, was brought on this year to replace the old coach Mike Ribar, who has since moved on to coach the varsity boy’s baseball team. With a strong coaching staff like this one, Lesko has an immense faith in the future of her team after she graduates. She intends on coming to as many Ranger softball games as she can and possibly even being involved in the team. “I’ll be going to CSU next year,” Lesko said. “So I’ll be showing up as often as I can.” While she does not anticipate being a Viking softball player next year at Cleveland State, she does want to remain playing. “It’d be great to just play in a co-ed bar league or some sort of intramural. I just want to keep playing for fun.”
Lesko [#4] recieves gifts from team on ‘Dani Night’ before the game Photo by Melissa Gajewski
The Lakewood Times
The Times thanks our patrons: Gold
Bronze
Yakoob Badat Saleh & Faten Awadallah Moira Dugan & Charlie Bango Nancy Graves Barb Cromer Dr. Wagner & Family Costo’s Juice Plus John L. Dowling Olivia Hiles Kiley Family Claudia & Darryl Chajon Mary Beth Kohl Barbara Michel Susan Love Suzanne Pollack Brigid McNeely Sherri McEntee & Don Richmond Walt & Sue Moran Jim Quigley & Mary Ryan Keith Owen Mark Schroeder Wendy & Dave Robar Vicki & Dan Smigelski Bill, Mary, & Ian Schulz Kefah Suleiman Tracy Supinski John & Patti Witri Kari Zimmermann
Silver
June 2011
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Final Word(s) By Fiza Shah
To be honest, the Times has been the most stressful part of high school for me. Even though I’ve tried my hardest to procrastinate in all my other classes, the Times has always been something I’ve truly put effort and work into. And, this last issue is the culmination of those four years. In the process of missing deadlines, spilling coffee, breaking coffee pots, pulling all nighters, and screaming at people, I gave way to voices in my head. Not the kinds of voices crazy people tend to hear, but rather the voice of a conscious member of the LHS community. While writing for the Times, I learned that I wanted people to hear what this voice had to say. Even though I often wrote my final words at the last minute, and claimed I didn’t really care about them, in my heart I had a desperate desire to change someone. To have the knowledge that the words I wrote had an impact on someone. While I was not (and am not) under any delusion that my words will change anyone’s life, just this desire proved to be a very strong motivation. Ultimately, my final words are attempts to honestly respond to various issues affecting LHS. So, for my final, Final Word this year (and the three preceding years) I would like to give LHS a “to be honest” (regardless of whether anyone “likes” it or not): To be honest, it’s been a long four years. At times, while sitting in class and staring at the
clock, it felt like I was watching grass grow (thankfully, I’ve never literally had to watch grass grow in any of my classes). And now, looking back, I am being forced to remember things I haven’t thought about for years. Freshmen year math class, and trying to be as annoying as possible for my teacher (sorry!). Or English class, when I tried my hardest to not talk, afraid I would embarrass myself. Or, sophomore year, when senioritis began for me (and got progressively worse). And, as the youngest member of the Times in a class full of seniors, becoming the class pet for the staff. Or, junior year, when I had chemistry class first period, and my teacher got mad at me every day because of my inability to get to class on time. And, becoming Editor in Chief of the Times after a year of writing 100-wordor -less stories (trust me, no one saw that one coming!). And with this responsibility, finding my own voice. And, finally, senior year. The year everyone waits for. (or waits for it to pass). And, now that it is here and gone, I can’t believe it. Tbh, I’m sorry I wasted so much time complaining. Looking over my final words over the past few years, I realized how many of them are criticizing every aspect of LHS, just because I thought that is what I was supposed to do. Or complaining about homework (even when I knew I wouldn’t do it regardless). To be honest, I wish I had spent half the
time I spent procrastinating on doing homework. Tbh, I’m sorry I didn’t create as meaningful of a relationship with some teachers here as I wish I would have. While there are some I wish I could have avoided, most of them deserve an award for patience when dealing with my stubborn procrastination and just plain laziness. So, while none of you will be receiving a Nobel Prize, or the million dollars that would go with it, I would like to voice my appreciation (which, I’m sure you’ll agree, is priceless…maybe not). The teachers I’ve had over the past four years have helped to shape my character into what it is today. Up until recently, I wanted to become a teacher. My career choice, however, wasn’t influenced by the millions of dollars teachers make or the respect they are shown by their students (and community members). Rather it was because I wanted the knowledge that, through my career, I’ve made a significant contribution to the development of my students’ and their characters. But, maybe my becoming a journalist is a good thing: if you ever decide teaching isn’t for you, and decide to enter into a promising career as a criminal, I’ll be happy to write a riveting expose! To be honest, I learned more at LHS outside of class than I did inside. And, to be honest, I’m going to miss everyone here.
written the perfect piece, ready for print. The complete opposite was true. My editors tore it apart and told me to rework it. I was a little crushed, but I guess looking back and thinking about how many people would have just quit at that point, I realized I was cut out for this line of work when I was eager to make my story better. Four years have passed and my journey on the Times is coming to an end. It would be a lie if I said that the people I have worked with over the years haven’t only taught me about myself, but inspired me to believe in the things I have created. When I opened that first freshman year issue and saw my name in the byline above
my story, I saw much more than words. I saw how what I had to say would make an impact on the student body. I decided that it would be an important aspect of my high school career and solidify my abilities as a journalist. In retrospect, again, the opposite is true. As I continue living my life, I will think less of how the Times was a part of my life, and more of how I was simply a part of its life, and how I am grateful for being able to contribute to its longstanding forum of word and thought. I leave this school and this club knowing that it has shaped me and when I retrace the steps of my journey I will always remember the amazing Times I had.
By Deven Middleton
A journey. When defined it reads as: traveling from one place to another, usually taking a rather long time. I don’t think another word could better describe my time spent a LHS and as a member of the Lakewood Times. My journey began as a freshman, when my imagination sparked at the idea of getting published in the paper. I always knew that I wanted to pursue writing as a career, and here was the perfect opportunity to do it. I bit off more than I could chew and signed up for one of the main articles that issue. I had to interview scary board members, older students I’d never even seen, and teachers who made me nervous. When I was finished with the first draft of my article I thought I’d
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The Lakewood Times