By Marissa Piccolo
On Thursday January 26th, the Boosters club sponsored the annual Fall Sports Banquet to honor the athletic accomplishments of this last year. Varsity athletes, and their parents, of Field Hockey, Girls Swimming and Diving, Football, Girls Volleyball, Soccer, and Cross country were in attendance.
Although the fall high school athletic season has ended over two months ago, stories and memories of the season have stayed on the Trumbull High conscience.
Before having a dinner by the Trumbull High kitchen staff, First Selectman Herbst, Superintendant Iassogna, Principal Tremaglio, Board of Education Chairman Wright, and Trumbull Boosters Club President Fairfield all made speeches . As Principal Tremaglio said, “Now is the time to relive great memories.” All speakers touched upon the many accomplishments of our fall teams; Girls’ Swimming placing 5th in the state, Boys’ Soccer winning the FCIAC championship outright for the first time in Trumbull High History, and both Girls’ and Boy’s Soccer making it to the CIAC finals.
It also was a time to look what was behind the records. Speakers kept giving rounds of applause to the Boosters club, athletes’ parents, coaches, and the student athletes themselves for their dedication to making Trumbull High’s athletic program as strong as it is. Boys’ Soccer coach Sebastian Gangemi was FCIAC coach of the year, Girls’ Soccer coach Daniel Uhrlass Connecticut Post Coach of the year, and it was announced at on March 24th of this spring, athletic director Michael Herbst will be inducted into the FCIAC Hall of Fame, this being Herbst’s last year.
Pride was also a reoccurring theme. There are many layers to a team, on and off the field. To acknowledge the importance of sportsmanship in any sport, each coach selected one athlete from their team that best exemplified sportsmanship during the past season. Girls’ Cross Country recipient, and senior Captain, Alexa Hiznay, said, “I think sportsmanship is important because it helps a team really come together, and be stronger as a whole. I have always tried to support my cross country girls, and it meant a lot to me that my coaches recognized my ongoing efforts for four years. Although, without the amazing attitudes and effort of all the girls, the cross country team would not be nearly as strong as it is today.” upon receiving the award for her team. At the banquet, Girls’ Soccer was also recognized for winning the Southern Connecticut sportsmanship award. After each game, referees would rank the teams in different categories. At the end of the season, Trumbull Girls’ Soccer had earned the most points.
It was then time for the team members to adjourn into assigned rooms for specific team awards; Varsity Letters, Jackets, Patches, and Pins. However first, Football Senior Captain, and Sportsmanship award recipient, Brendan Moore, made a final benediction. Referencing the memoires both on the field and off, Moore poignantly finished with, “Some roads are dangerous and adventurous, yet no one is more straight than the one that leads you home.”
Wednesday, February 29, 2012
Friday, February 17, 2012
Diet by Blood Type
Natalie Biebel '14
Before you were born, specific genes were combined from your mother and father to establish your blood type. Research has shown that your type is what makes you biochemically unique. Dr. Peter D’Adamo’s Eat Right For Your Type discusses the importance of eating foods depending on your blood type, whether it be A, B, AB, or O. The guide provides four lifestyle plans for the four blood types which help people to lose weight, reduce stress, and improve overall health. In the 6617 individuals who reported their results from following the Blood Type Diet for a period of one month or more, three out of four (71-78%) had significant improvement in a variety of health conditions.
Blood type A’s. Long ago when there was a shortage of hunting game stock in Africa, natives were forced to spread to other continents like Europe and Asia. This switch to a hunting/gathering community is what makes type A’s what they are today. They are efficient carbohydrate digesters but since Type A’s have trouble digesting animal protein and fat, they are ideal vegetarians. This category of people favors a structured and peaceful life surrounded by a supportive community. Type A’s have a high levels of stress hormones which can lead to obsessive-compulsive disorder, insulin resistance, and hypothyroidism. To help maintain a balance of stress hormones, sugar, caffeine, and alcohol should be avoided. In order to stable blood sugar levels, Type A’s should consume small frequent meals. Dr. D’Adamo recommends relaxing exercises such as Hatha Yoga, Tai Chi, and Meditation in order to stay fit.
Blood Type B originated in the Himalayan Mountains. Of all of the blood types, it has the clearest distribution from Japan, Mongolia, and China, to the Ural Mountains and also Western Europe, due to the migration of Asian nomads. Balance of vegetables and meats is very important to the Type B’s. Foods such as corn, what, and sesame seeds affect the efficiency of metabolic. Balance of exercises is also important. Tennis, martial arts, and golf are all activities that challenge the mind and body. Interestingly, Type Bs can adapt well to altitudes and are statistically the tallest of the blood types. They are often described as creative, subjective, and easy going.
Type O is the original blood type. Type O’s tend to be extroverted, energetic leaders who are responsible, decisive, organized, and practical. However, under stress they can be angry and impulsive. Type O’s have “fight or flight” responses and are susceptible to destructive behavior when tired, stressed, or bored. Their diet is based on lean meats, vegetables, and fruits. Avoiding wheat and dairy will help maintain digestive health and staying away from caffeine will help keep already high levels of adrenaline in check. In order to stay emotionally balanced, Type O’s should exercise regularly. Activities that work the cardiovascular and skeletal system are best and help to reduce anxiety and cravings.
The rarest of the blood types is Type AB, which is a combination of Types A and B. It is found in less than 5% of the population. Like other blood types, AB’s should avoid caffeine and alcohol during stressful situations. Foods like tofu, seafood, dairy, and green vegetables can help Type AB’s lose weight. Type AB’s tend to keep emotions to themselves, which damages health. They should express themselves through calming and physical activities like aerobics and tai chi. Intuitive and spiritual are adjectives used to describe Type AB’s. Although they are drawn to people, they tend to feel isolated in large groups. Passionate beliefs of Type AB’s can conflict with their constant desire to be liked by others.
Before you were born, specific genes were combined from your mother and father to establish your blood type. Research has shown that your type is what makes you biochemically unique. Dr. Peter D’Adamo’s Eat Right For Your Type discusses the importance of eating foods depending on your blood type, whether it be A, B, AB, or O. The guide provides four lifestyle plans for the four blood types which help people to lose weight, reduce stress, and improve overall health. In the 6617 individuals who reported their results from following the Blood Type Diet for a period of one month or more, three out of four (71-78%) had significant improvement in a variety of health conditions.
Blood type A’s. Long ago when there was a shortage of hunting game stock in Africa, natives were forced to spread to other continents like Europe and Asia. This switch to a hunting/gathering community is what makes type A’s what they are today. They are efficient carbohydrate digesters but since Type A’s have trouble digesting animal protein and fat, they are ideal vegetarians. This category of people favors a structured and peaceful life surrounded by a supportive community. Type A’s have a high levels of stress hormones which can lead to obsessive-compulsive disorder, insulin resistance, and hypothyroidism. To help maintain a balance of stress hormones, sugar, caffeine, and alcohol should be avoided. In order to stable blood sugar levels, Type A’s should consume small frequent meals. Dr. D’Adamo recommends relaxing exercises such as Hatha Yoga, Tai Chi, and Meditation in order to stay fit.
Blood Type B originated in the Himalayan Mountains. Of all of the blood types, it has the clearest distribution from Japan, Mongolia, and China, to the Ural Mountains and also Western Europe, due to the migration of Asian nomads. Balance of vegetables and meats is very important to the Type B’s. Foods such as corn, what, and sesame seeds affect the efficiency of metabolic. Balance of exercises is also important. Tennis, martial arts, and golf are all activities that challenge the mind and body. Interestingly, Type Bs can adapt well to altitudes and are statistically the tallest of the blood types. They are often described as creative, subjective, and easy going.
Type O is the original blood type. Type O’s tend to be extroverted, energetic leaders who are responsible, decisive, organized, and practical. However, under stress they can be angry and impulsive. Type O’s have “fight or flight” responses and are susceptible to destructive behavior when tired, stressed, or bored. Their diet is based on lean meats, vegetables, and fruits. Avoiding wheat and dairy will help maintain digestive health and staying away from caffeine will help keep already high levels of adrenaline in check. In order to stay emotionally balanced, Type O’s should exercise regularly. Activities that work the cardiovascular and skeletal system are best and help to reduce anxiety and cravings.
The rarest of the blood types is Type AB, which is a combination of Types A and B. It is found in less than 5% of the population. Like other blood types, AB’s should avoid caffeine and alcohol during stressful situations. Foods like tofu, seafood, dairy, and green vegetables can help Type AB’s lose weight. Type AB’s tend to keep emotions to themselves, which damages health. They should express themselves through calming and physical activities like aerobics and tai chi. Intuitive and spiritual are adjectives used to describe Type AB’s. Although they are drawn to people, they tend to feel isolated in large groups. Passionate beliefs of Type AB’s can conflict with their constant desire to be liked by others.
Thursday, February 16, 2012
Course Selections
By Bonnie Deal '12
It’s that time of year again: the familiar yellow and white forms are floating around the school, whether they are in the hands of students, being filled out by teachers, or being shuffled through by guidance counselors. Freshmen are being introduced to the necessary process of selecting classes for the 2012-2013 school year while sophomores and juniors are going through the same steps once again. Students walk off campus in June with the good feeling of knowing what classes they will be taking come September and can expect some interesting choices.
Freshmen are able to add some variety to their schedules by choosing classes and electives that go beyond the required core classes taken during freshman year. One of the most intriguing classes offered for sophomores is Mr. Blanc’s Global Insights. Taken in place of U.S. History, Global Insights is an in-depth course which allows students to delve deeper into the topics learned and knowledge acquired during freshman year Global Civilizations. Revolution is the basis for study in Global Insights, and the course focuses strongly on an introduction to revolution, Middle Eastern issues, and the totalitarian state. Being an honors course, Global Insights requires hard work and an open mind. It’s a different kind of class, but one that sophomores will surely find highly enjoyable.
While many freshmen are already used to taking Honors classes, they are unfamiliar with the even more challenging AP courses. Soon-to-be sophomores have been given the option of taking AP Biology during their second year at THS. AP classes easy to enroll in, but require dedication and extreme concentration from students. AP Biology is taught as a complete survey of all major biological theories, so sophomores who are brave enough to tackle a class tougher than an Honors class, this might be a good choice.
If sophomore year allowed for expansion upon schedules, junior year goes a step farther. A variety of AP classes are allowed to be added to junior year schedules and social studies classes are no longer the typical geography- and U.S. History-based courses.
Juniors can fill their social studies requirement with Justice and Law or Justice and Law Honors if they took U.S. History during their sophomore year. Justice and Law provides students with an understanding of the major aspects of the United States legal system, and students spend a good amount of time focusing on the First and Fourth Amendments, modern Supreme Court decisions, and a plethora of current topics. The Honors class of Justice and Law focuses on the United States legal system as well, but students enrolled in Honors are required to participate in the Connecticut High School Mock Trial Competition.
Another Social Studies substitute offered during junior year is AP Psychology. This course allows students to study the brain in-depth as well as learn about the origins of various psychological disorders and their effects on everyday life. Throughout the year, psych students conduct experiments and work on projects that help further their understanding of the brain and the human mind. No self-diagnosing allowed!
Senior year is the year that many students cannot wait to get to. Since many students have already completed some of their required credits (i.e.: math, foreign language) for graduation, senior year is the time for a schedule full of fun electives. While Political Systems and Economics are mandatory classes, seniors are still able to add interesting and exciting classes to their schedules.
The English department offers seniors with an awesome variety of classes to choose from. Whether it’s Film as Literature, Science Fiction, World Literature, Honors Journalism, or Shakespeare, seniors have more than enough options to choose from to satisfy their necessary English credits.
Another course offered during senior year that current juniors definitely need to consider taking is AP U.S. Government. Also known as Bicen, this class prepares its students for the We the People competition. As it is a full-year course, Bicen takes the place of the required half-year Political Systems and half-year Economics courses. For students who enjoy politics and already have a firm grasp on the history of the United States and its government, this class is perfect. It allows students to further expand their knowledge of the United States government while preparing for a competition at the same time.
Students here at THS are lucky to have such a great variety of classes to choose from each year. The course selection book is organized, informative, and it provides students with an abundance of choices when it comes to classes. Choosing classes for the 2012-2013 school year might seem like a simple task, but it is easier said than done, especially when our school has so much to offer!
It’s that time of year again: the familiar yellow and white forms are floating around the school, whether they are in the hands of students, being filled out by teachers, or being shuffled through by guidance counselors. Freshmen are being introduced to the necessary process of selecting classes for the 2012-2013 school year while sophomores and juniors are going through the same steps once again. Students walk off campus in June with the good feeling of knowing what classes they will be taking come September and can expect some interesting choices.
Freshmen are able to add some variety to their schedules by choosing classes and electives that go beyond the required core classes taken during freshman year. One of the most intriguing classes offered for sophomores is Mr. Blanc’s Global Insights. Taken in place of U.S. History, Global Insights is an in-depth course which allows students to delve deeper into the topics learned and knowledge acquired during freshman year Global Civilizations. Revolution is the basis for study in Global Insights, and the course focuses strongly on an introduction to revolution, Middle Eastern issues, and the totalitarian state. Being an honors course, Global Insights requires hard work and an open mind. It’s a different kind of class, but one that sophomores will surely find highly enjoyable.
While many freshmen are already used to taking Honors classes, they are unfamiliar with the even more challenging AP courses. Soon-to-be sophomores have been given the option of taking AP Biology during their second year at THS. AP classes easy to enroll in, but require dedication and extreme concentration from students. AP Biology is taught as a complete survey of all major biological theories, so sophomores who are brave enough to tackle a class tougher than an Honors class, this might be a good choice.
If sophomore year allowed for expansion upon schedules, junior year goes a step farther. A variety of AP classes are allowed to be added to junior year schedules and social studies classes are no longer the typical geography- and U.S. History-based courses.
Juniors can fill their social studies requirement with Justice and Law or Justice and Law Honors if they took U.S. History during their sophomore year. Justice and Law provides students with an understanding of the major aspects of the United States legal system, and students spend a good amount of time focusing on the First and Fourth Amendments, modern Supreme Court decisions, and a plethora of current topics. The Honors class of Justice and Law focuses on the United States legal system as well, but students enrolled in Honors are required to participate in the Connecticut High School Mock Trial Competition.
Another Social Studies substitute offered during junior year is AP Psychology. This course allows students to study the brain in-depth as well as learn about the origins of various psychological disorders and their effects on everyday life. Throughout the year, psych students conduct experiments and work on projects that help further their understanding of the brain and the human mind. No self-diagnosing allowed!
Senior year is the year that many students cannot wait to get to. Since many students have already completed some of their required credits (i.e.: math, foreign language) for graduation, senior year is the time for a schedule full of fun electives. While Political Systems and Economics are mandatory classes, seniors are still able to add interesting and exciting classes to their schedules.
The English department offers seniors with an awesome variety of classes to choose from. Whether it’s Film as Literature, Science Fiction, World Literature, Honors Journalism, or Shakespeare, seniors have more than enough options to choose from to satisfy their necessary English credits.
Another course offered during senior year that current juniors definitely need to consider taking is AP U.S. Government. Also known as Bicen, this class prepares its students for the We the People competition. As it is a full-year course, Bicen takes the place of the required half-year Political Systems and half-year Economics courses. For students who enjoy politics and already have a firm grasp on the history of the United States and its government, this class is perfect. It allows students to further expand their knowledge of the United States government while preparing for a competition at the same time.
Students here at THS are lucky to have such a great variety of classes to choose from each year. The course selection book is organized, informative, and it provides students with an abundance of choices when it comes to classes. Choosing classes for the 2012-2013 school year might seem like a simple task, but it is easier said than done, especially when our school has so much to offer!
Wednesday, February 15, 2012
Teen Driving: Stricter Laws Save Lives
By Dominique Martin '12
High school is a time full of milestones. One of the biggest events during this time is obtaining a driver’s license.
For some students, though, the joy of having a licence is quickly tempered with the realities of driving. Bonnie Deal, a senior at THS, was in an accident two months after receiving her licence.
“It was really scary! There was backed up traffic on the main road to school, and right when I stopped my car, I felt something slam into the back of it. Of course, when I realized I was in an accident, I immediately started crying.”
Luckily for Deal, there was a police man a few cars behind her who helped her out and calmed her down. “The guy who hit me was not paying attention to the road or traffic because he was on his phone and both our cars were damaged.”
Now Deal knows the consequences of what can happen when a person gets distracted while driving. “I would never want to go through anything like that ever again. I keep my phone in the back seat and wait till I get to my destination to use it. If I ever hit someone else I would feel awful forever.”
In the state of Connecticut, teens can first get their learners permit at the age of 16. Then after enough time behind the wheel, training, and practice, a teen acquires his or her license, something most adolescents look forward to.
“Federal traffic safety data indicate that crashes involving teenage drivers are the number 1 killer of teenagers in the U.S. Overall, more than 81,000 people died in crashes involving drivers ages 15 to 20 from 2000 to 2009,” states M. Alex Johnson from msnbc.com.
Different laws exist for drivers with a permit and those with a license. When a teen driver gets their learners permit in the state of Connecticut, they can only have a parent, legal guardian, or qualified trainer with them while driving. All passengers must also wear seat belts, and drivers cannot use cell phones or other electronics.
To get their license, a driver must undergo 30 hours of classroom instruction, which includes the Safe Driving Practices course and two hours of parent training. In addition, a teen must have forty hours of driving, with eight of those hours with a licensed driving instructor.
Another alternative is home training, which includes 22 hours of classroom type training, and an eight hour Safe Driving Practices course at commercial or secondary school where they have to take a two hour parent or legal guardian training. A driver who takes the commercial or school driving course can attain their license in four months or after six months if they do the home training.
For the first six months after attaining a license, drivers can only drive alone or with a parent or legal guardian who has a valid license, a licensed driving instructor, or a passenger who is at least 20-years-old and has held a license without suspension for at least four years.
For the second six months, teen drivers may drive with the above mentioned or with any immediate family members. There is also a curfew for all drivers under 18. They may not drive between the hours of 11 p.m. and 5 a.m. unless it is for employment, school, religious activities, or medical necessity. Although driving restrictions for teenager at the permit and license level may be perceived as inconvenient, they help keep young drivers safe.
“I think that the curfew is unnecessary for some students. I baby sat and it is inconvenient because I often have to drive after 11. I am always worried about being pulled over even though it is for work. The majority of drivers are punished for the actions of a few, and I feel that some of the laws are too harsh,” states Catherine Gingras, a THS senior.
While some students might find the laws inconvenient, data shows how valuable they are. Sixteen-year-olds are three times more likely to get in a fatal driving accident than adult drivers.
Teens have less experience and are prone to getting preoccupied. “I think that passenger restrictions cut down on distractions and that a curfew also protects teens from making bad decisions. Overall they keep teen drivers safe,” states Mrs. McFarland, an English teacher at Trumbull high.
Driving is a big step for teens. It means a lot of freedom, but some drivers abuse this. The driving laws help ensure that less accidents happen and enforce positive decision making. They save lives.
When teens know that there are consequences for irresponsible actions, they will be safer when driving. “Teen driving laws are beneficial and prevent a significant number of driving accidents. However, I also think that they are strict,” says Sarina Moghadam, a driver and THS senior.
Students need to stay informed. Keep the Drive at http://www.allstatefoundation.org/keep-the-drive is a national website sponsored by Allstate and supported by adolescents who want to educate other teens about safe driving habits. Students can find tools and resources as well as an open forum for opinions and ideas.
Driving is a rite of passage; it means freedom and maturity. Driving laws play a major role in the lives of teens and teens need to recognize that the regulations keep them safe, ensuring many years of safe driving to come.
High school is a time full of milestones. One of the biggest events during this time is obtaining a driver’s license.
For some students, though, the joy of having a licence is quickly tempered with the realities of driving. Bonnie Deal, a senior at THS, was in an accident two months after receiving her licence.
“It was really scary! There was backed up traffic on the main road to school, and right when I stopped my car, I felt something slam into the back of it. Of course, when I realized I was in an accident, I immediately started crying.”
Luckily for Deal, there was a police man a few cars behind her who helped her out and calmed her down. “The guy who hit me was not paying attention to the road or traffic because he was on his phone and both our cars were damaged.”
Now Deal knows the consequences of what can happen when a person gets distracted while driving. “I would never want to go through anything like that ever again. I keep my phone in the back seat and wait till I get to my destination to use it. If I ever hit someone else I would feel awful forever.”
In the state of Connecticut, teens can first get their learners permit at the age of 16. Then after enough time behind the wheel, training, and practice, a teen acquires his or her license, something most adolescents look forward to.
“Federal traffic safety data indicate that crashes involving teenage drivers are the number 1 killer of teenagers in the U.S. Overall, more than 81,000 people died in crashes involving drivers ages 15 to 20 from 2000 to 2009,” states M. Alex Johnson from msnbc.com.
Different laws exist for drivers with a permit and those with a license. When a teen driver gets their learners permit in the state of Connecticut, they can only have a parent, legal guardian, or qualified trainer with them while driving. All passengers must also wear seat belts, and drivers cannot use cell phones or other electronics.
To get their license, a driver must undergo 30 hours of classroom instruction, which includes the Safe Driving Practices course and two hours of parent training. In addition, a teen must have forty hours of driving, with eight of those hours with a licensed driving instructor.
Another alternative is home training, which includes 22 hours of classroom type training, and an eight hour Safe Driving Practices course at commercial or secondary school where they have to take a two hour parent or legal guardian training. A driver who takes the commercial or school driving course can attain their license in four months or after six months if they do the home training.
For the first six months after attaining a license, drivers can only drive alone or with a parent or legal guardian who has a valid license, a licensed driving instructor, or a passenger who is at least 20-years-old and has held a license without suspension for at least four years.
For the second six months, teen drivers may drive with the above mentioned or with any immediate family members. There is also a curfew for all drivers under 18. They may not drive between the hours of 11 p.m. and 5 a.m. unless it is for employment, school, religious activities, or medical necessity. Although driving restrictions for teenager at the permit and license level may be perceived as inconvenient, they help keep young drivers safe.
“I think that the curfew is unnecessary for some students. I baby sat and it is inconvenient because I often have to drive after 11. I am always worried about being pulled over even though it is for work. The majority of drivers are punished for the actions of a few, and I feel that some of the laws are too harsh,” states Catherine Gingras, a THS senior.
While some students might find the laws inconvenient, data shows how valuable they are. Sixteen-year-olds are three times more likely to get in a fatal driving accident than adult drivers.
Teens have less experience and are prone to getting preoccupied. “I think that passenger restrictions cut down on distractions and that a curfew also protects teens from making bad decisions. Overall they keep teen drivers safe,” states Mrs. McFarland, an English teacher at Trumbull high.
Driving is a big step for teens. It means a lot of freedom, but some drivers abuse this. The driving laws help ensure that less accidents happen and enforce positive decision making. They save lives.
When teens know that there are consequences for irresponsible actions, they will be safer when driving. “Teen driving laws are beneficial and prevent a significant number of driving accidents. However, I also think that they are strict,” says Sarina Moghadam, a driver and THS senior.
Students need to stay informed. Keep the Drive at http://www.allstatefoundation.org/keep-the-drive is a national website sponsored by Allstate and supported by adolescents who want to educate other teens about safe driving habits. Students can find tools and resources as well as an open forum for opinions and ideas.
Driving is a rite of passage; it means freedom and maturity. Driving laws play a major role in the lives of teens and teens need to recognize that the regulations keep them safe, ensuring many years of safe driving to come.
Monday, February 13, 2012
The College Process
By Ron Denny ‘12 and Amanda Cirino ‘12
High school seniors will describe their recent experience applying to college as stressful, overwhelming, tedious, and even confusing. To some people, the college process is a nightmare, but it does not have to be like this.
There are so many steps when applying to college: The Common Application (Common App), teacher recommendations, supplements, the essay, SATs, and the list goes on and on. That being said, it is not surprising that each senior expressed a different part of the college search as being the most challenging.
Tori Von Ancken said the hardest part for her was deciding on which schools to apply to, wishing she had a list of colleges before senior year even started. According to BrainTrack.com, The US has over 7,000 higher education institutions and over 15 million students.
Andre Loukrezis and Olivia Zacks agreed. Zacks commented, “The Common App was the hardest part.” If they could advise underclassmen about the Common App they would tell them to complete it over the summer so they don’t have to worry about it when school starts.
Some students are accustomed to getting “spoon-fed” and “babied” and may have trouble coping with the many deadlines of senior year. Betty Denny mother of a Trumbull High senior said, “Don’t wait for your parents to take on the responsibility.” Take the initiative and be more independent.
At the end of junior year students should have two teachers committed to writing their letters of recommendation. Teachers limit the amount of letters they write, so it is better to ask them earlier rather than later.
Seniors at THS agreed the best option for applying is early action. This has an earlier deadline (usually November 1st), and students will hear back from the schools up to four months before the seniors who opt to do regular decision. “It is so much better to apply early action rather than regular decision. You will have more time to decide, and the anticipation of waiting for those letters will be over before the holidays,” said senior Silvia Sclafani.
Applying to college may seem terrifying; however, taking it one step at a time and listening to advice from family, friends, teachers, and guidance counselors will ensure success. Do not get discouraged and remember to be independent, be organized, and be an advocate for yourself.
Here are some tips for the underclassmen:
Freshmen:
• Grades do matter freshmen year. These grades will factor into the overall GPA and will be on the transcript that gets sent to colleges.
• Explore a wide variety of classes to see what is intriguing.
Sophomores:
• It’s never too early to start looking. See what colleges are out there.
• Go on a college visit in the area to get an idea of what is out there. (Weather it’s a big school, small school, public, or private, in Connecticut or out of Connecticut).
Juniors:
• It is important to take the college essay serious. Finish as much as possible in junior year English classes. Make sure it’s 500 words or less.
• Compile a list of schools that are options to visit and/or apply to. Use Naviance to find schools within reach. Don’t be unrealistic.
High school seniors will describe their recent experience applying to college as stressful, overwhelming, tedious, and even confusing. To some people, the college process is a nightmare, but it does not have to be like this.
There are so many steps when applying to college: The Common Application (Common App), teacher recommendations, supplements, the essay, SATs, and the list goes on and on. That being said, it is not surprising that each senior expressed a different part of the college search as being the most challenging.
Tori Von Ancken said the hardest part for her was deciding on which schools to apply to, wishing she had a list of colleges before senior year even started. According to BrainTrack.com, The US has over 7,000 higher education institutions and over 15 million students.
Andre Loukrezis and Olivia Zacks agreed. Zacks commented, “The Common App was the hardest part.” If they could advise underclassmen about the Common App they would tell them to complete it over the summer so they don’t have to worry about it when school starts.
Some students are accustomed to getting “spoon-fed” and “babied” and may have trouble coping with the many deadlines of senior year. Betty Denny mother of a Trumbull High senior said, “Don’t wait for your parents to take on the responsibility.” Take the initiative and be more independent.
At the end of junior year students should have two teachers committed to writing their letters of recommendation. Teachers limit the amount of letters they write, so it is better to ask them earlier rather than later.
Seniors at THS agreed the best option for applying is early action. This has an earlier deadline (usually November 1st), and students will hear back from the schools up to four months before the seniors who opt to do regular decision. “It is so much better to apply early action rather than regular decision. You will have more time to decide, and the anticipation of waiting for those letters will be over before the holidays,” said senior Silvia Sclafani.
Applying to college may seem terrifying; however, taking it one step at a time and listening to advice from family, friends, teachers, and guidance counselors will ensure success. Do not get discouraged and remember to be independent, be organized, and be an advocate for yourself.
Here are some tips for the underclassmen:
Freshmen:
• Grades do matter freshmen year. These grades will factor into the overall GPA and will be on the transcript that gets sent to colleges.
• Explore a wide variety of classes to see what is intriguing.
Sophomores:
• It’s never too early to start looking. See what colleges are out there.
• Go on a college visit in the area to get an idea of what is out there. (Weather it’s a big school, small school, public, or private, in Connecticut or out of Connecticut).
Juniors:
• It is important to take the college essay serious. Finish as much as possible in junior year English classes. Make sure it’s 500 words or less.
• Compile a list of schools that are options to visit and/or apply to. Use Naviance to find schools within reach. Don’t be unrealistic.
Saturday, February 11, 2012
SOPA: The Bill That Takes Away Rights
By Hamze Mah and Alex Almedia
SOPA is as disastrous to the Internet as the terminator was to John Conner. The Stop Online Piracy Act is a bill that strives to demolish the right of Internet users.
The Stop Online Piracy Act (SOPA) is a United States bill presented by U.S. Representative Lamar S. Smith to expand the ability of U.S. law enforcement to fight online trafficking in copyrighted and counterfeit goods. The law would extend existing criminal laws to include unauthorized streaming of copyright material, imposing a maximum penalty of five years in prison for ten pieces of music or movies downloaded.
At first glance the Government appears to have a positive aim for the protection of Internet users. However, in actuality, they have serious potential to negatively affect the Internet as its known today. SOPA was created in order to pit a stop for online piracy, with the entertainment industry having serious concern with how many people are illegally downloading their video and audio content without payment.
Gabe Newell the owner and founder of Steam, the largest PC game service has stated “Piracy is almost always a service problem and not a pricing problem.” Newell’s plan to combat piracy is simple; provide a service superior to pirating. Newell exclaims that piracy is a non issue for their company and would even advocate piracy for people unable to afford certain games as he has done in the past.
The opponents, who consists of many anonymous Internet users and leading websites such as YouTube, Wikipedia, and Google state the proposed legislation threatens free speech and innovation, and enables law enforcement to block access to entire Internet domains due to infringing material posted on a single blog or webpage.
When asked on his opinion on the matter senior Matt Megenis proclaims “I thought it was a terrible idea because it’s invasive to people’s privacy.”
Many hundreds and thousands of websites have already fought to drive SOPA away. Facebook users and Sites across the Internet have already begun showing their protest of these bills by censoring their logos or either completely taking down their sites.
Wikipedia showed their protest by “blacking” out their webpage on January 18–19, 2012. In place of articles, Wikipedia showed only a message in protest of SOPA and PIPA asking visitors to "Imagine a world without free knowledge."
While the Obama administration has opposed SOPA for the time being, the incredibly similar bill PIPA is still waiting to be approved, and has plenty of support. No one knows how the future of the internet would look like after the election of 2012. Weather the future government would deny or approve these acts is unknown. However, judging by the consistent panic and uproar; we can expect horrendous outcomes happening if the bill is passes.
SOPA is as disastrous to the Internet as the terminator was to John Conner. The Stop Online Piracy Act is a bill that strives to demolish the right of Internet users.
The Stop Online Piracy Act (SOPA) is a United States bill presented by U.S. Representative Lamar S. Smith to expand the ability of U.S. law enforcement to fight online trafficking in copyrighted and counterfeit goods. The law would extend existing criminal laws to include unauthorized streaming of copyright material, imposing a maximum penalty of five years in prison for ten pieces of music or movies downloaded.
At first glance the Government appears to have a positive aim for the protection of Internet users. However, in actuality, they have serious potential to negatively affect the Internet as its known today. SOPA was created in order to pit a stop for online piracy, with the entertainment industry having serious concern with how many people are illegally downloading their video and audio content without payment.
Gabe Newell the owner and founder of Steam, the largest PC game service has stated “Piracy is almost always a service problem and not a pricing problem.” Newell’s plan to combat piracy is simple; provide a service superior to pirating. Newell exclaims that piracy is a non issue for their company and would even advocate piracy for people unable to afford certain games as he has done in the past.
The opponents, who consists of many anonymous Internet users and leading websites such as YouTube, Wikipedia, and Google state the proposed legislation threatens free speech and innovation, and enables law enforcement to block access to entire Internet domains due to infringing material posted on a single blog or webpage.
When asked on his opinion on the matter senior Matt Megenis proclaims “I thought it was a terrible idea because it’s invasive to people’s privacy.”
Many hundreds and thousands of websites have already fought to drive SOPA away. Facebook users and Sites across the Internet have already begun showing their protest of these bills by censoring their logos or either completely taking down their sites.
Wikipedia showed their protest by “blacking” out their webpage on January 18–19, 2012. In place of articles, Wikipedia showed only a message in protest of SOPA and PIPA asking visitors to "Imagine a world without free knowledge."
While the Obama administration has opposed SOPA for the time being, the incredibly similar bill PIPA is still waiting to be approved, and has plenty of support. No one knows how the future of the internet would look like after the election of 2012. Weather the future government would deny or approve these acts is unknown. However, judging by the consistent panic and uproar; we can expect horrendous outcomes happening if the bill is passes.
Friday, February 10, 2012
Annual Black History Month Celebration
By Vishaka Negi
As history tells us, the women’s rights movement and abolition movement went hand in hand. White women like Elizabeth Cady Stanton and black men like Fredrick Douglass, amongst countless other citizens, were truly devoted to “liberty and justice for all.” The connection between these two movements is especially prevalent as February is Black History Month and March is Women’s History Month. So, as we go forth with March and count all the contributions of women of generations past, we should also look back upon the connection to Black history. As people strived to create a truly integrated, racially tolerant society, they have influenced mainstream culture. In fact, many African Americans, whether they were pioneers in education or legendary musicians, directly impacted mainstream culture unknowingly. Specifically, the cultures of the continent of Africa, which were brought to and sustained in America for generations, have shaped our society. The Cultural Diversity Club explored this during its annual Black History Month Celebration.
Held in the Senior Lounge on February 8th, this event was attended by many people, students and faculty members alike. As people socialized and tried out African instruments, they developed a taste for the cultures of Africa, which have, in turn, shaped history. The keynote speaker for this event, Michael Apaloo ‘12, shared his experiences from freshman year, when he moved from Ghana. With willingness to answer all questions, Michael hit home with his connections between Ghana and the United States. He maintains that the toughest part, when adjusting to America, was adjusting to the expectations and culture. The ignorance of some students was a real pet peeve for him, at first. “Over time, however,” Michael says, “I became used to it. I don’t hold anything against anyone else for not knowing where I came from.” When asked what he would like to share with other students, Michael says, “Always be willing to adjust to other people’s cultures. They say ‘When in Rome, do as the Romans do.’ At first, I was not willing to do as the Americans do. But, that was not the right approach, and I think I took a lot from the experience.”
As history tells us, the women’s rights movement and abolition movement went hand in hand. White women like Elizabeth Cady Stanton and black men like Fredrick Douglass, amongst countless other citizens, were truly devoted to “liberty and justice for all.” The connection between these two movements is especially prevalent as February is Black History Month and March is Women’s History Month. So, as we go forth with March and count all the contributions of women of generations past, we should also look back upon the connection to Black history. As people strived to create a truly integrated, racially tolerant society, they have influenced mainstream culture. In fact, many African Americans, whether they were pioneers in education or legendary musicians, directly impacted mainstream culture unknowingly. Specifically, the cultures of the continent of Africa, which were brought to and sustained in America for generations, have shaped our society. The Cultural Diversity Club explored this during its annual Black History Month Celebration.
Held in the Senior Lounge on February 8th, this event was attended by many people, students and faculty members alike. As people socialized and tried out African instruments, they developed a taste for the cultures of Africa, which have, in turn, shaped history. The keynote speaker for this event, Michael Apaloo ‘12, shared his experiences from freshman year, when he moved from Ghana. With willingness to answer all questions, Michael hit home with his connections between Ghana and the United States. He maintains that the toughest part, when adjusting to America, was adjusting to the expectations and culture. The ignorance of some students was a real pet peeve for him, at first. “Over time, however,” Michael says, “I became used to it. I don’t hold anything against anyone else for not knowing where I came from.” When asked what he would like to share with other students, Michael says, “Always be willing to adjust to other people’s cultures. They say ‘When in Rome, do as the Romans do.’ At first, I was not willing to do as the Americans do. But, that was not the right approach, and I think I took a lot from the experience.”
Thursday, February 9, 2012
University Graduates Unable to Find Jobs
By Dalexi Carrillo
Even though more and more high school students pursue a higher education and many study beyond the four-year bachelor degree, a rising number of university graduates still find it difficult to find a job in today’s workforce. With employment rates and starting salaries plummeting, graduates ask themselves if the higher education is even worth it.
The United States is slowly recovering from a recession that hurt the country’s economy and the pockets of many Americans. Consequently, those who once had high paying jobs in top corporations now do not and are hired by companies with a lower paying salary. Due to the slow down of the economy, wages and salaries have also plummeted leading to many unsatisfied workers. Those who have fought the cuts in salaries have been easily replaced by people who may or may not be qualified for the job. Three years later, the effects of the 2007-2009 Recession still continue to negatively impact the careers of those freshly out of college.
“Many of my buddies who have just graduated in May still can’t find a job, not even a low paying one. The one or two who actually do have a job, are ones that are not even related to their major,” Brian Yanez, a recent graduate of Hoftra University stated. “I even feel that those with decent jobs got them through connections or just when they happened to graduate. It’s just luck,” he continued to say.
Young people are forced to deal with the hardships of this economy and the consequences are apparent. According to the New York Times, during the years of 2006 and 2007, 90% of college graduates had jobs by the following spring. However, currently, only 56% of graduates hold at least one job. Inclusively, half of those that found a job did not require a college degree anyway. Thus, current college students wonder if further education, more specifically graduate school, is even worth the time and money. Many are starting to believe that opportunities are similar with or without a graduate degree and would prefer to work, that is if they find a job, rather than spend more years in school wasting money they do not have.
The best advice for current university students is to pick a major that will make it easier for them to find a job down the line. The choice of major is quite important and certain ones, like teaching and engineering, have more jobs available than others, such as humanities. “The whole situation is scary,” Rhianna Sefferian, a Trumbull High senior, admitted. “I know that the job market is not looking so great so I know that choosing the appropriate career will open doors and make me more marketable. I want to pursue something I love and something that will provide me a future,” she continued to say.
Many young adults find themselves in their parents’ house right after college. This, which once was an embarrassment, is now turning into something common. Unfortunately, it delays the pattern of American life where one hopes, by their early thirties, to support a family and own a house. The country that once granted countless opportunities now is not able to provide a bright future for the next generation of workers.
Even though more and more high school students pursue a higher education and many study beyond the four-year bachelor degree, a rising number of university graduates still find it difficult to find a job in today’s workforce. With employment rates and starting salaries plummeting, graduates ask themselves if the higher education is even worth it.
The United States is slowly recovering from a recession that hurt the country’s economy and the pockets of many Americans. Consequently, those who once had high paying jobs in top corporations now do not and are hired by companies with a lower paying salary. Due to the slow down of the economy, wages and salaries have also plummeted leading to many unsatisfied workers. Those who have fought the cuts in salaries have been easily replaced by people who may or may not be qualified for the job. Three years later, the effects of the 2007-2009 Recession still continue to negatively impact the careers of those freshly out of college.
“Many of my buddies who have just graduated in May still can’t find a job, not even a low paying one. The one or two who actually do have a job, are ones that are not even related to their major,” Brian Yanez, a recent graduate of Hoftra University stated. “I even feel that those with decent jobs got them through connections or just when they happened to graduate. It’s just luck,” he continued to say.
Young people are forced to deal with the hardships of this economy and the consequences are apparent. According to the New York Times, during the years of 2006 and 2007, 90% of college graduates had jobs by the following spring. However, currently, only 56% of graduates hold at least one job. Inclusively, half of those that found a job did not require a college degree anyway. Thus, current college students wonder if further education, more specifically graduate school, is even worth the time and money. Many are starting to believe that opportunities are similar with or without a graduate degree and would prefer to work, that is if they find a job, rather than spend more years in school wasting money they do not have.
The best advice for current university students is to pick a major that will make it easier for them to find a job down the line. The choice of major is quite important and certain ones, like teaching and engineering, have more jobs available than others, such as humanities. “The whole situation is scary,” Rhianna Sefferian, a Trumbull High senior, admitted. “I know that the job market is not looking so great so I know that choosing the appropriate career will open doors and make me more marketable. I want to pursue something I love and something that will provide me a future,” she continued to say.
Many young adults find themselves in their parents’ house right after college. This, which once was an embarrassment, is now turning into something common. Unfortunately, it delays the pattern of American life where one hopes, by their early thirties, to support a family and own a house. The country that once granted countless opportunities now is not able to provide a bright future for the next generation of workers.
Opinions: Show Me the Money
By Jeff Jarboe
In today’s sports community, college athletes are looked upon as if they play in the pros. To the fans, the administration, or the media, they are superstars. So why aren’t they paid like superstars?
The debate over whether or not college athletes should be paid by their school is one that seemed ridiculous until now. The traditional college athlete stayed all four years, received a diploma and then decided if they wanted to go play professionally or not. Nowadays, athletes go to college for a year because they have to, and then go to the pros as soon as they are eligible. When senior classmate Kelly Gallagher was asked if college athletes should be paid, she said, “Well, technically they already are being paid in a full scholarship. Many people do not have that luxury, so in that sense they are treated like superstars.” This is completely true, and is the primary argument against the payment of college athletes.
What good is a full scholarship going to do if these athletes leave as soon as they are eligible? The majority of these athletes go to a school because they: A) Think they have the best possibility to win a national championship. Or B) Think that school will prepare him or her for the pros better than any other school. College athletes want to win a national championship, but not as bad as they want to get paid. Most athletes would choose to play for the New York Jets over almost anything school related, unless they had one major reason to stay in school. What better reason than millions of dollars and a national championship?
Senior Captain of the THS football team, and future Villanova college athlete Don Cherry had this to say on the matter, “I would favor this only because I know how hard these guys work and they deserve every dollar they make. Colleges have built this game into an absolute money making business with all of these talented athletes, it is only fair that they get a piece of the pie.”
Just imagine what John Wall could have done at Kentucky in four years. Imagine the dynasty that could have been built at USC by Leinart and Bush, had they stayed all their years. Imagine if Lebron went to college! All of this might have happened if these athletes had a reason to stay in school.
In today’s sports community, college athletes are looked upon as if they play in the pros. To the fans, the administration, or the media, they are superstars. So why aren’t they paid like superstars?
The debate over whether or not college athletes should be paid by their school is one that seemed ridiculous until now. The traditional college athlete stayed all four years, received a diploma and then decided if they wanted to go play professionally or not. Nowadays, athletes go to college for a year because they have to, and then go to the pros as soon as they are eligible. When senior classmate Kelly Gallagher was asked if college athletes should be paid, she said, “Well, technically they already are being paid in a full scholarship. Many people do not have that luxury, so in that sense they are treated like superstars.” This is completely true, and is the primary argument against the payment of college athletes.
What good is a full scholarship going to do if these athletes leave as soon as they are eligible? The majority of these athletes go to a school because they: A) Think they have the best possibility to win a national championship. Or B) Think that school will prepare him or her for the pros better than any other school. College athletes want to win a national championship, but not as bad as they want to get paid. Most athletes would choose to play for the New York Jets over almost anything school related, unless they had one major reason to stay in school. What better reason than millions of dollars and a national championship?
Senior Captain of the THS football team, and future Villanova college athlete Don Cherry had this to say on the matter, “I would favor this only because I know how hard these guys work and they deserve every dollar they make. Colleges have built this game into an absolute money making business with all of these talented athletes, it is only fair that they get a piece of the pie.”
Just imagine what John Wall could have done at Kentucky in four years. Imagine the dynasty that could have been built at USC by Leinart and Bush, had they stayed all their years. Imagine if Lebron went to college! All of this might have happened if these athletes had a reason to stay in school.
The End of The Word
By Billy Kattler
Explosions, fire balls, twelve headed beasts or just another routine day.
December 21, 2012 marks the date the Mayan calendar cycle comes to an end and possibly the end of days.
Since the turn of the century alone, the end of the world has been predicted by almost 30 people on over 15 dates. Emily Riehl a student at Trumbull high school commented on this fact saying “If there have been predictions like this one and I’m still here, then why should I believe this.” This questions the credibility of the event occurring in 2012, but somehow December 21, 2012 holds more validity than other dates due to its long history.
The Mayan calendar is a great part of history. This is considered as one of the first date trackers and was as important to the Mesoamerican culture as our calendar is to our society. The long count calendar’s great cycle will end in December and this can be blamed the Spanish. At the point of history in which Spain took control of Mexico the Mayan calendar records ended and no later date then December 21, 2012 was made. Along with the ancient calendar’s great cycle coming to an end the 2012 winter solstice will occur in the sky. This will be the first time in 25,800 years that this event happens. In a winter solstice the sun will align with the center of the Milky Way galaxy starting another 25,800 year cycle.
A poll taken in Trumbull High School asked if people believed the world would end on December 21. The results weren’t surprising. Fifteen of 15 upperclassman believed there was no way the world would end on the 21st. Josh Boxer a senior at Trumbull High said “I just can’t believe the world would end in my lifetime.” When asking underclassmen the results greatly differed. When polled 6 of 10 underclassmen believed the world would end.
Having two historical cycles ending on the same date has people thinking all cycles will end. These two extraordinary events can make you notice the extraordinary events that happen every day. If it’s the lively green leaves growing on lifeless trees or beautiful blue skies on a brightly lit day, this year, or the last year on earth, will prove to be a great one.
Explosions, fire balls, twelve headed beasts or just another routine day.
December 21, 2012 marks the date the Mayan calendar cycle comes to an end and possibly the end of days.
Since the turn of the century alone, the end of the world has been predicted by almost 30 people on over 15 dates. Emily Riehl a student at Trumbull high school commented on this fact saying “If there have been predictions like this one and I’m still here, then why should I believe this.” This questions the credibility of the event occurring in 2012, but somehow December 21, 2012 holds more validity than other dates due to its long history.
The Mayan calendar is a great part of history. This is considered as one of the first date trackers and was as important to the Mesoamerican culture as our calendar is to our society. The long count calendar’s great cycle will end in December and this can be blamed the Spanish. At the point of history in which Spain took control of Mexico the Mayan calendar records ended and no later date then December 21, 2012 was made. Along with the ancient calendar’s great cycle coming to an end the 2012 winter solstice will occur in the sky. This will be the first time in 25,800 years that this event happens. In a winter solstice the sun will align with the center of the Milky Way galaxy starting another 25,800 year cycle.
A poll taken in Trumbull High School asked if people believed the world would end on December 21. The results weren’t surprising. Fifteen of 15 upperclassman believed there was no way the world would end on the 21st. Josh Boxer a senior at Trumbull High said “I just can’t believe the world would end in my lifetime.” When asking underclassmen the results greatly differed. When polled 6 of 10 underclassmen believed the world would end.
Having two historical cycles ending on the same date has people thinking all cycles will end. These two extraordinary events can make you notice the extraordinary events that happen every day. If it’s the lively green leaves growing on lifeless trees or beautiful blue skies on a brightly lit day, this year, or the last year on earth, will prove to be a great one.
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