Thursday, April 8, 2010
Tuesday, March 30, 2010
Editorial: Students, too much stress?
Students are under too much pressure to be prepared for the future in today’s world. Many students, while they should be enjoying opportunities to grow as a person, are concentrating more on financial aid for college, and acing those two AP tests and a physics exam tomorrow. Today’s world is moving way too fast to enjoy the simple things; this is especially effecting our nation’s next generation. The first lady is endorsing a healthier next generation of children; therefore she might want to start with realizing that the students’ in the school system are being overwhelmed with the message that being too perfect is impossible. Because of this message students dive into their studies, and are strangled in a vast number of co curricular activities. I am in no way, shape or form questioning the validity and importance of academic studies and participation in co curriculars, in moderation. My point, however, is that students are not full grown adults, and won’t be until their mid twenties, and in having to live up to the expectations and demands that the world has for them, it makes it difficult to decipher when something becomes too much. Parents, teachers, friends and colleges tell students that part of being successful and going far in life is hard work, but in society today the definition of that has been revamped to an almost impossible level. The stress levels in school are sky high, and sleep deprivation is now considered a norm, with many students functioning with only 4 or 5 hours of sleep every night. At a vital stage in development in a teenager’s life, they should be getting, on average, 8 to 9 hours of sleep daily. So as healthiness levels depreciate, and expectations and amounts of homework rise, the one would hope that the test scores would also rise as well. However, in most cases, this is not true. If a student has more than 3 hours of homework a night, trying to balance that with a possible job, sports, clubs, friends and family their life comes to mirror that of a juggling act. Overall, in trying to surpass the expectations that the world has set for them, and be prepared for the future, students are totally and completely missing the great opportunities that fill today.
Thursday, March 18, 2010
Rough draft of editorial
Students are under too much pressure to be prepared for the future in today’s world. Many students, while they should be enjoying opportunities to grow as a person, are concentrating more on financial aid for college, and acing those two AP tests and a physics exam tomorrow. Today’s world is moving way too fast to enjoy the simple things; this is especially effecting our nation’s next generation. The first lady is endorsing a healthier next generation of children, therefore she might want to start with realizing that the students’ in the school system are being overwhelmed with the messages that being too perfect is impossible. Because of this message students dive into their studies, and are strangled in a vast number of co curricular activities. I am in no way, shape or form questioning the validity and importance of academic studies and participation in co curriculars, in moderation. My point, however, is that students are not full grown adults, and won’t be until their mid twenties, and in having to live up to the expectations and demands that the world has for them, it makes it difficult to decipher when something becomes too much. Parents, teachers, friends and colleges tell students that part of being successful and going far in life is hard work, but in society today the definition of that has been revamped to an almost impossible level. The stress levels in school are sky high, and sleep deprivation is now considered a norm, with many students functioning with only 4 or 5 hours of sleep every night. At a vital stage in development in a teenager’s life, they should be getting, on average, 8 to 9 hours of sleep daily. So as healthiness levels depreciate, and expectations and amounts of homework rise, the one would hope that the test scores would also rise as well. However, in most cases, this is not true. If a student has more than 3 hours of homework a night, trying to balance that with a possible job, sports, clubs, friends and family their life comes to mirror that of a juggling act. Overall, in trying to surpass the expectations that the world has set for them, and be prepared for the future, students are totally and completely missing the great opportunities that fill today.
Tuesday, March 16, 2010
Pre-writing for Editorial
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
The unhealthiness of school lunches/nutrition provided by the schools.
2. What is your view/position on the problem or situation?
It needs to be improved and made more healthy to benefit the both the students' mental and physical health.
3. What would you like to achieve with your editorial? (What is the desired result?)
The possibilty of school lunch options changing to become more healthy.
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
- Provide the reader with a student's perspective.
- Give outcomes of changing lunches to a healthier option.
- Give facts as to why I believe that lunches need to be changed.
- Provide the reader with possible ways to go about changing the food program.
5. How will you motivate your readership to action in your conclusion?
By providing sheer and honest numbers and opinions on why school lunches need to be changed, backed up by hard facts.
6. How will your editorial serve a public purpose?
In making my opinion known to the public it will keep the word circulating that it's not just the faculty's opinion that school lunches need to be changed, it's the students' as well.
Sunday, March 14, 2010
For the Love of the Game: Feature Story
Ever since I was a little girl, the scraping of the blades across the ice and the cool breeze hitting my rose tinted cheeks, have always been an escape for me. No matter what curve ball life has thrown at me, or big decision I’m making, grabbing my skates and heading down to the ice rink across the street from my home, is always the perfect cure. The half flips, lunges, spirals and spins are things that come without effort, sort of like breathing, and as I glide around that rink, the world and its worries seem to melt away. The ice doesn’t judge, it just listens and has no choice but to accept me for exactly who I am. How does this happen? Why do you love it so much? Those are the questions I’ve been trying to answer for a majority of my life.
Triple back handspring, double back walk over, and cartwheel into splits. Her naturally highlighted blond hair falls in wisps across her light pink cheeks, having escaped from the floppy pony tail on the top of her head. Her breathing slowly returning to normal, she folds into a sitting position and, looking up, anxiously asks “How did I do?!” I tell her the truth; “That was amazing Mads!” Her lips fold into a repressed smile, knowing she got my validation, “You’re just saying that because you’re my sister” I shake my head and without hesitation give a quick and firm “Nope!” That answer couldn’t ring more true. Maddie is an eight year old firecracker. From soccer in the summer and fall, to ice skating in the winter and gymnastics, now, year round she is constantly on the move. Although she has talent in the other two sports, it was always evident that she had a raw and natural passion for gymnastics. When her mom signed her up for classes last year Maddie was “just excited to learn how to do more stuff!” and when asked if she was at all nervous she shrugs and says simply “nope, not at all!” Flash forward a little over a year and, at the rate she is excelling, impressing her teachers and really, anyone who watches her, you’d see that this little girl truthfully didn’t ever have any worries about her performance. When asked how she feels when she is performing and practicing she pauses and you can almost see the wheels turning in her head as she tries to come up with the best emotion. “Well I’m happy, happy that I can be really super good at something!” Ever since she started last year, Maddie has been eat, sleep, gymnastics repeat. Turning our living room into a gym, and the couch cushions into a landing pit of sorts. Being her big sister I could never imagine her life without gymnastics, “If I didn’t have gymnastics I would be sad, it’s where I learn new things and meet new friends, and when no one can play, I can always do gymnastics!”
“Since Kindergarten” she answers. For the past 12 years Dannie Erickson has avidly played and fallen in love with the game of soccer. Having been my best friend for the past five years I’ve experienced, first hand her obvious passion for the game, not only on the field but off it as well. A couple years back Dannie experience a knee injury that could’ve taken her out for the rest of her season, and if it didn’t improve, maybe longer. I remember being at a complete loss for words when she broke down crying at that possibility. Now she says “I would die if I couldn’t play anymore because it’s my steady; it’s the consistent thing in my life.” Presently in her senior year in high school, she has made a complete recovery from the injury and got right back into playing soccer full time. In meeting her, it wouldn’t take long to realize that her personality totally fits that of a person with a heart to play soccer. Determination and strength define Dannie, both are also traits needed to achieve success in soccer. Her passion for the sport is fueled by the way she feels whenever she plays, “it [playing soccer] makes me work hard and challenges me to get better as I grow older.” This is when you know that you’re a true “natural” at something, when, not only, are you good for the sport, in terms of being a successful player, but the sport is also good for you.
It’s a perfect 70 degree day; the greens of the grass and the shimmer in the pond on the Westfield golf course are sights that can not be ignored. The fairways are full and people of all ages are scattered about, including my 83 year old grandpa. Barky is out on that par 35 at least once every week, walking course with his clubs slung over his shoulder and his worn out baseball cap from back when he played in the minor leagues set secure on his head. He has been swinging on that same course since his mid twenties and from as far back as I can remember I’ve never seen him grow tired of it. Golf, after all, is a mental game, that tries your patience and, many would argue, is quite difficult at times. When asked why he hasn’t stopped playing he answers “its just fun, hanging out with the guys, keeping me moving, but at this point, it’s not like I’m going out to improve!” he says jokingly.
As a little girl I remember going out to Westfield to the driving range and being so incredibly frustrated that I couldn’t hit it as far or as straight as my grandpa could. One specific event that I’ll always remember took place on one of these outings with grandpa. My little brother and I tagged along with him to go practice for awhile and no matter how hard I tired I couldn’t get the ball to go very far, sometimes even missing the ball entirely. After what seemed like the millionth whiff I plopped down on the turf, crossed my arms across my chest and pouted, throwing my own little temper tantrum right in the middle of other golfer’s practice swings. My grandpa slipped the club he was using back into the bag and walked over to me. Standing at 6 foot 1, he towered over my balled up, petit 4’4 frame. Looking up, he held out his hand to help me up, and I realized I didn’t have any other option but to comply. I grumbled as I got to my feet, and he pulled out one of my clubs. For the next half an hour he stood behind me helping me swing and standing off to the side watching my stance. Almost immediately I noticed an improvement in my shots, and by the time the buckets were empty I didn’t want to go. Thinking back, it was in that lesson that I got to experience my grandpa’s passion for the game of golf, and perhaps that was also where the seed that blossomed into my passion for the game was planted.
Unlacing my skates for possibly the last time this winter season as the temperature crawls higher and the ice begins to melt, I believe I can answer the question that’s remained unexplained to me for quite some time. Passion for any sport or hobby isn’t an “acquired taste” its something you seem to be born with, that lasts a lifetime. It is not discriminate towards age or gender, size or IQ scores. Passion is a blessing, an amazing gift given to everyone, and whether or not you’ve unwrapped yours yet, it’s there, and it’s up to you to discover what it is, and what you’ll do with it.
Triple back handspring, double back walk over, and cartwheel into splits. Her naturally highlighted blond hair falls in wisps across her light pink cheeks, having escaped from the floppy pony tail on the top of her head. Her breathing slowly returning to normal, she folds into a sitting position and, looking up, anxiously asks “How did I do?!” I tell her the truth; “That was amazing Mads!” Her lips fold into a repressed smile, knowing she got my validation, “You’re just saying that because you’re my sister” I shake my head and without hesitation give a quick and firm “Nope!” That answer couldn’t ring more true. Maddie is an eight year old firecracker. From soccer in the summer and fall, to ice skating in the winter and gymnastics, now, year round she is constantly on the move. Although she has talent in the other two sports, it was always evident that she had a raw and natural passion for gymnastics. When her mom signed her up for classes last year Maddie was “just excited to learn how to do more stuff!” and when asked if she was at all nervous she shrugs and says simply “nope, not at all!” Flash forward a little over a year and, at the rate she is excelling, impressing her teachers and really, anyone who watches her, you’d see that this little girl truthfully didn’t ever have any worries about her performance. When asked how she feels when she is performing and practicing she pauses and you can almost see the wheels turning in her head as she tries to come up with the best emotion. “Well I’m happy, happy that I can be really super good at something!” Ever since she started last year, Maddie has been eat, sleep, gymnastics repeat. Turning our living room into a gym, and the couch cushions into a landing pit of sorts. Being her big sister I could never imagine her life without gymnastics, “If I didn’t have gymnastics I would be sad, it’s where I learn new things and meet new friends, and when no one can play, I can always do gymnastics!”
“Since Kindergarten” she answers. For the past 12 years Dannie Erickson has avidly played and fallen in love with the game of soccer. Having been my best friend for the past five years I’ve experienced, first hand her obvious passion for the game, not only on the field but off it as well. A couple years back Dannie experience a knee injury that could’ve taken her out for the rest of her season, and if it didn’t improve, maybe longer. I remember being at a complete loss for words when she broke down crying at that possibility. Now she says “I would die if I couldn’t play anymore because it’s my steady; it’s the consistent thing in my life.” Presently in her senior year in high school, she has made a complete recovery from the injury and got right back into playing soccer full time. In meeting her, it wouldn’t take long to realize that her personality totally fits that of a person with a heart to play soccer. Determination and strength define Dannie, both are also traits needed to achieve success in soccer. Her passion for the sport is fueled by the way she feels whenever she plays, “it [playing soccer] makes me work hard and challenges me to get better as I grow older.” This is when you know that you’re a true “natural” at something, when, not only, are you good for the sport, in terms of being a successful player, but the sport is also good for you.
It’s a perfect 70 degree day; the greens of the grass and the shimmer in the pond on the Westfield golf course are sights that can not be ignored. The fairways are full and people of all ages are scattered about, including my 83 year old grandpa. Barky is out on that par 35 at least once every week, walking course with his clubs slung over his shoulder and his worn out baseball cap from back when he played in the minor leagues set secure on his head. He has been swinging on that same course since his mid twenties and from as far back as I can remember I’ve never seen him grow tired of it. Golf, after all, is a mental game, that tries your patience and, many would argue, is quite difficult at times. When asked why he hasn’t stopped playing he answers “its just fun, hanging out with the guys, keeping me moving, but at this point, it’s not like I’m going out to improve!” he says jokingly.
As a little girl I remember going out to Westfield to the driving range and being so incredibly frustrated that I couldn’t hit it as far or as straight as my grandpa could. One specific event that I’ll always remember took place on one of these outings with grandpa. My little brother and I tagged along with him to go practice for awhile and no matter how hard I tired I couldn’t get the ball to go very far, sometimes even missing the ball entirely. After what seemed like the millionth whiff I plopped down on the turf, crossed my arms across my chest and pouted, throwing my own little temper tantrum right in the middle of other golfer’s practice swings. My grandpa slipped the club he was using back into the bag and walked over to me. Standing at 6 foot 1, he towered over my balled up, petit 4’4 frame. Looking up, he held out his hand to help me up, and I realized I didn’t have any other option but to comply. I grumbled as I got to my feet, and he pulled out one of my clubs. For the next half an hour he stood behind me helping me swing and standing off to the side watching my stance. Almost immediately I noticed an improvement in my shots, and by the time the buckets were empty I didn’t want to go. Thinking back, it was in that lesson that I got to experience my grandpa’s passion for the game of golf, and perhaps that was also where the seed that blossomed into my passion for the game was planted.
Unlacing my skates for possibly the last time this winter season as the temperature crawls higher and the ice begins to melt, I believe I can answer the question that’s remained unexplained to me for quite some time. Passion for any sport or hobby isn’t an “acquired taste” its something you seem to be born with, that lasts a lifetime. It is not discriminate towards age or gender, size or IQ scores. Passion is a blessing, an amazing gift given to everyone, and whether or not you’ve unwrapped yours yet, it’s there, and it’s up to you to discover what it is, and what you’ll do with it.
Tuesday, March 9, 2010
Feature Story
I will be writing about sports, arts, hobbies and loves. In writing the article I will make it a goal to answer the question; Why do these gifted people love what they do so much? I will interview a few "athletes" of all ages, from my 8 year old sister who is already a prodigy when it comes to gymnastics, to high school senior who have excelled at their own unique sport, to my 84 year old grandpa who still heads out to the course with his buddies every week to get a round of golf in. What is it that fuels these people's fires, to a point that surpasses a mere hobbie, and heads, full throttle, towards a pure passion.
Monday, March 8, 2010
DP budget cuts: Final Article
Entering through the doors of every high school across the nation, one would find study groups, friends gossiping, and last minute homework being completed. Potential district budget cuts would most likely not cross their minds. Submerged in their daily routines, they do not realize that budget decisions will impact their high school experience and future opportunities there. District 196 is one among many in Minnesota facing tough budget choices for the 2010-2011 school year. Many programs would experience changes; Developmental Psychology seems to be taking the hardest blow.
“Developmental Psychology is a unique program that has been around for over 30 years in District 196. It is the only program like it in the state of Minnesota. It is a peer to peer prevention program that deals with issues, like chemical use, self-image, bullying, values, whole health and positive decision making for life. It is a program where selected senior students teach 6th grade students at the middle schools about the issues identified earlier. Research from the Minnesota student survey suggests that peer to peer prevention works the most effectively and efficiently in teaching this type of information to 6th grade students” says Eastview DP teacher Krista Pawlicki. Broad and unclear at this point, budget cuts will most likely be changing the face of this program and, when asked if the program’s overall future was in danger, Pawlicki answered with a firm “yes” saying “There will most likely be more, and deeper cuts next year, so DP will be one of the programs that is likely to be up for discussion again…”
Developmental Psychology has been a high demand program beginning with the application process. Synonymous with applying to exclusive majors in college, there is a written application and interviews with peers, and individually with teachers. Less than half of those who apply are actually admitted into the program. Those select few consider it a major honor and privilege achieved.
In talking to current DP member Caitlin Ochtera, she was explicit in how much Developmental Psychology has impacted her life, “Outside of school I would say it helped me to stay confident in my choice of refraining from chemical use. There are ten other people with the same commitment,” referring to the chemical commitment each member signs at the beginning of the year. Breaking it results in immediate removal. “Inside of school it allowed me to meet a lot of people that I probably wouldn’t have gotten the chance to talk to, that’s the cool part about it; many of us are from different social groups, so at the beginning of the year, some of these kids were perfect strangers and now they're all my best friends…”
With major structural changes possibly occurring next year, Ochtera stated a few pieces that she thinks are non-negotiables of the program, “One aspect that shouldn’t be changed are the teachers. They know what they’re doing and how to do it right. They’re the foundation of the system; changing that would probably weaken the efforts that the teachers have worked so hard for so long to achieve. They also shouldn’t cut back on the course length; keeping it going throughout the entire year makes a big enough impact on both the students' and the 6th grader's lives”. Future member Mara Bertlesen is looking forward to the strong bonds formed and awesome impact she will get to have on her students next year. In analyzing budget items, one hopes that school board members will realize the DP program not only effects personal lives of high school seniors but also every sixth grader touched by this great interactive opportunity.
“Developmental Psychology is a unique program that has been around for over 30 years in District 196. It is the only program like it in the state of Minnesota. It is a peer to peer prevention program that deals with issues, like chemical use, self-image, bullying, values, whole health and positive decision making for life. It is a program where selected senior students teach 6th grade students at the middle schools about the issues identified earlier. Research from the Minnesota student survey suggests that peer to peer prevention works the most effectively and efficiently in teaching this type of information to 6th grade students” says Eastview DP teacher Krista Pawlicki. Broad and unclear at this point, budget cuts will most likely be changing the face of this program and, when asked if the program’s overall future was in danger, Pawlicki answered with a firm “yes” saying “There will most likely be more, and deeper cuts next year, so DP will be one of the programs that is likely to be up for discussion again…”
Developmental Psychology has been a high demand program beginning with the application process. Synonymous with applying to exclusive majors in college, there is a written application and interviews with peers, and individually with teachers. Less than half of those who apply are actually admitted into the program. Those select few consider it a major honor and privilege achieved.
In talking to current DP member Caitlin Ochtera, she was explicit in how much Developmental Psychology has impacted her life, “Outside of school I would say it helped me to stay confident in my choice of refraining from chemical use. There are ten other people with the same commitment,” referring to the chemical commitment each member signs at the beginning of the year. Breaking it results in immediate removal. “Inside of school it allowed me to meet a lot of people that I probably wouldn’t have gotten the chance to talk to, that’s the cool part about it; many of us are from different social groups, so at the beginning of the year, some of these kids were perfect strangers and now they're all my best friends…”
With major structural changes possibly occurring next year, Ochtera stated a few pieces that she thinks are non-negotiables of the program, “One aspect that shouldn’t be changed are the teachers. They know what they’re doing and how to do it right. They’re the foundation of the system; changing that would probably weaken the efforts that the teachers have worked so hard for so long to achieve. They also shouldn’t cut back on the course length; keeping it going throughout the entire year makes a big enough impact on both the students' and the 6th grader's lives”. Future member Mara Bertlesen is looking forward to the strong bonds formed and awesome impact she will get to have on her students next year. In analyzing budget items, one hopes that school board members will realize the DP program not only effects personal lives of high school seniors but also every sixth grader touched by this great interactive opportunity.
Friday, March 5, 2010
Wednesday, March 3, 2010
Budget Cuts Interview
Mrs. Krista Pawlicki (Developmental Psychology teacher)
1) For those who may not know, could you please describe the DP program?
Developmental Psychology is a unique program that has been around for over 30 years in district 196. It is the only program like it in the state of Minnesota. It is a peer to peer prevention program that deals with issues such as chemical use, self-image, bullying, values, whole health and positive decision making for life. It is a program where selected senior students teach 6th grade students at the middle schools about the issues identified earlier. Research from the Minnesota student survey suggests that peer to peer prevention works the most effectively and efficiently in teaching this type of information to 6th grade students. Developmental Psychology is a lot more than just a prevention program, the relationships that are built between senior students and their 6th grade students last for many years to come, essentially, the senior students are role models for the 6th grade students.
2)How soon will we see the budget cuts effects on the DP program?
The budget cuts take place beginning next school year (2010-2011).
3)Clarification point: Will there still be a DP program next year?
There will still be a DP program next year, but it will look quite a bit different.
4)As of now, what does the DP program look like next year?
At this point, we are still not sure what it will look like, but there have been discussions about having different teachers teach it, different class sizes throughout the school year and differences in how the class operates. We will get creative in how we operate!
5)How will the teachers be changing their lesson plans to fit with the budget cuts?
Depending on how far the cuts go (right now it is at 33% across the district), we may need to combine some lessons or even cut some out. The DP teaching year might be cut by a few weeks—we are not quite sure yet!
6)Although things are very unclear right now, is DP program's future in danger at this point?
Yes, it is! There will most likely be more and deeper cuts next year, so DP will be one of the programs that is likely to be up for discussion again next year!
Caitlin Ochtera (current DP student)
1) Being a student in DP this year, how has this class impacted your educational career, and if applicable, your life outside of the school walls?
Outside of school I would say it helped me to stay confident in my choice of refraining from chemical use. There are ten other people with the same commitment which makes it easier, and gives you support that many students aren't lucky enough to find. Inside of school it allowed me to meet a lot of people that I probably wouldn’t have gotten the chance to talk to, thats the cool part about it, many of us are from different social groups so at the beginning of the year, some of these kids were perfect strangers and now they're all my best friends. It also gives me the oppotunity to exmplore teaching and if I want to be one its going to helpa lot!
2) What are your feelings about the budget cuts for DP next year?
I dont know, I just think that the ewhole process is confusing at this point. I don’t think it should change that much its a very good good class, offering great opportunities and I think that there are some classes that aren’t as necessary or important as DP, that should be more under the budget cuts' influence. I think they should keep DP how it it is right now, the same.
3) If you and your classmates are planning to try to make a difference in the district's decision, how so?
Well hopefully our work in refraining the 6th graders from using chemicals in their futures, it will show the district that keeping DP is the way to go.
4) How do you think that major budget cuts in the system, leading to changes in the course structure, would effect the DP program?
For one, I'd think it will not be as organized and close knitted as it is now. The bonds that are the core of the program will be much harder to form. In combining the classes it will not be as productive, and overall, whole atmosphere would change, its hard to tell right now whether it would be for the better as well.
5) What is one aspect of DP that you think can NOT be changed by the effects of the budget cuts?
One aspect that shouldn’t be changed is the teachers, they know what they’re doing and how to do it right, they are the foundation of the system, changing that would probably weaken the efforts that the teachers have worked so hard for so long to achieve. They also shouldn’t cut back on the course length. They should keep it going throughout the entire year to make a big enough impact on both the students' lives, and the 6th grader's lives.
1) For those who may not know, could you please describe the DP program?
Developmental Psychology is a unique program that has been around for over 30 years in district 196. It is the only program like it in the state of Minnesota. It is a peer to peer prevention program that deals with issues such as chemical use, self-image, bullying, values, whole health and positive decision making for life. It is a program where selected senior students teach 6th grade students at the middle schools about the issues identified earlier. Research from the Minnesota student survey suggests that peer to peer prevention works the most effectively and efficiently in teaching this type of information to 6th grade students. Developmental Psychology is a lot more than just a prevention program, the relationships that are built between senior students and their 6th grade students last for many years to come, essentially, the senior students are role models for the 6th grade students.
2)How soon will we see the budget cuts effects on the DP program?
The budget cuts take place beginning next school year (2010-2011).
3)Clarification point: Will there still be a DP program next year?
There will still be a DP program next year, but it will look quite a bit different.
4)As of now, what does the DP program look like next year?
At this point, we are still not sure what it will look like, but there have been discussions about having different teachers teach it, different class sizes throughout the school year and differences in how the class operates. We will get creative in how we operate!
5)How will the teachers be changing their lesson plans to fit with the budget cuts?
Depending on how far the cuts go (right now it is at 33% across the district), we may need to combine some lessons or even cut some out. The DP teaching year might be cut by a few weeks—we are not quite sure yet!
6)Although things are very unclear right now, is DP program's future in danger at this point?
Yes, it is! There will most likely be more and deeper cuts next year, so DP will be one of the programs that is likely to be up for discussion again next year!
Caitlin Ochtera (current DP student)
1) Being a student in DP this year, how has this class impacted your educational career, and if applicable, your life outside of the school walls?
Outside of school I would say it helped me to stay confident in my choice of refraining from chemical use. There are ten other people with the same commitment which makes it easier, and gives you support that many students aren't lucky enough to find. Inside of school it allowed me to meet a lot of people that I probably wouldn’t have gotten the chance to talk to, thats the cool part about it, many of us are from different social groups so at the beginning of the year, some of these kids were perfect strangers and now they're all my best friends. It also gives me the oppotunity to exmplore teaching and if I want to be one its going to helpa lot!
2) What are your feelings about the budget cuts for DP next year?
I dont know, I just think that the ewhole process is confusing at this point. I don’t think it should change that much its a very good good class, offering great opportunities and I think that there are some classes that aren’t as necessary or important as DP, that should be more under the budget cuts' influence. I think they should keep DP how it it is right now, the same.
3) If you and your classmates are planning to try to make a difference in the district's decision, how so?
Well hopefully our work in refraining the 6th graders from using chemicals in their futures, it will show the district that keeping DP is the way to go.
4) How do you think that major budget cuts in the system, leading to changes in the course structure, would effect the DP program?
For one, I'd think it will not be as organized and close knitted as it is now. The bonds that are the core of the program will be much harder to form. In combining the classes it will not be as productive, and overall, whole atmosphere would change, its hard to tell right now whether it would be for the better as well.
5) What is one aspect of DP that you think can NOT be changed by the effects of the budget cuts?
One aspect that shouldn’t be changed is the teachers, they know what they’re doing and how to do it right, they are the foundation of the system, changing that would probably weaken the efforts that the teachers have worked so hard for so long to achieve. They also shouldn’t cut back on the course length. They should keep it going throughout the entire year to make a big enough impact on both the students' lives, and the 6th grader's lives.
Tuesday, March 2, 2010
Interview Questions
Teacher:
1) For those who may not know, could you please describe the DP program?
2) How soon will we see the budget cuts effects on the DP program?
3) Clarification point: Will there still be a DP program next year?
4) As of now, what does the DP program look like next year?
5) How will the teachers be changing their lesson plans to fit with the budget cuts? '
6) Although things are very unclear right now, is DP program's future in danger at this point?
Current Student:
1) Being a student in DP this year, how has this class impacted your educational career, and if applicable, your life outside of the school walls?
2) What are your feelings about the budget cuts for DP next year?
3) If you and your classmates are planning to try to make a difference in the district's decision, how so?
4) How do you think that major budget cuts in the system, leading to changes in the course structure, would effect the DP program?
5) What is one aspect of DP that you think can NOT be changed by the effects of the budget cuts?
Future Student:
1) How do the budget cuts, and possible change in program structure affect your viewpoint of being a part of DP next year?
2) How has the DP program gone about informing you about the possible changes for next year due to budget cuts?
3) Do you think that you can form as close of a relationship with your classmates, even if the program structure changes?
4) What is one thing, that despite the changes, you are looking forward to for next years DP class?
5) Are you aware of people's feelings about the budget cuts affecting the program? Have anyone's opinions changed about being a part of it? If so, how?
1) For those who may not know, could you please describe the DP program?
2) How soon will we see the budget cuts effects on the DP program?
3) Clarification point: Will there still be a DP program next year?
4) As of now, what does the DP program look like next year?
5) How will the teachers be changing their lesson plans to fit with the budget cuts? '
6) Although things are very unclear right now, is DP program's future in danger at this point?
Current Student:
1) Being a student in DP this year, how has this class impacted your educational career, and if applicable, your life outside of the school walls?
2) What are your feelings about the budget cuts for DP next year?
3) If you and your classmates are planning to try to make a difference in the district's decision, how so?
4) How do you think that major budget cuts in the system, leading to changes in the course structure, would effect the DP program?
5) What is one aspect of DP that you think can NOT be changed by the effects of the budget cuts?
Future Student:
1) How do the budget cuts, and possible change in program structure affect your viewpoint of being a part of DP next year?
2) How has the DP program gone about informing you about the possible changes for next year due to budget cuts?
3) Do you think that you can form as close of a relationship with your classmates, even if the program structure changes?
4) What is one thing, that despite the changes, you are looking forward to for next years DP class?
5) Are you aware of people's feelings about the budget cuts affecting the program? Have anyone's opinions changed about being a part of it? If so, how?
Monday, March 1, 2010
First News Story Topic
Topic: Budget cuts to impact Developmental Psychology program in ISD 196
Angle: How they will impact the program
Angle: How they will impact the program
Friday, February 26, 2010
Writing a News Story
1. What can I write about? What is news?
On the surface, defining news is a simple task. News is an account of what is happening around us. It may involve current events, new initiatives or ongoing projects or issues. But a newspaper does not only print news of the day. It also prints background analysis, opinions, and human interest stories.
Choosing what's news can be harder.
The reporter chooses stories from the flood of information and events happening in the world and in their community. Stories are normally selected because of their importance, emotion, impact, timeliness and interest. Note: all these factors do NOT have to coincide in each and every story!
2. Identify what kind of a story it is
Hard news (+/- 600 words): This is how journalists refer to news of the day. It is a chronicle of current events/incidents and is the most common news style on the front page of your typical newspaper.
It starts with a summary lead. What happened? Where? When? To/by whom? Why? (The journalist's 5 W's). It must be kept brief and simple, because the purpose of the rest of the story will be to elaborate on this lead.
Keep the writing clean and uncluttered. Most important, give the readers the information they need. If the federal government announced a new major youth initiative yesterday, that's today's hard news.
Soft news (+/-600 words): This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organizations. As we discussed earlier, the "lead" is more literary. Most of YPP's news content is soft news.
Feature (+/-1500 words): A news feature takes one step back from the headlines. It explores an issue. News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item. Street kids are a perfect example. The stories of their individual lives are full of complexities which can be reflected in a longer piece.
Features are journalism's shopping center. They're full of interesting people, ideas, color, lights, action and energy. Storytelling at its height! A good feature is about the people in your community and their struggles, victories and defeats. A feature takes a certain angle (i.e. Black youth returning to church) and explores it by interviewing the people involved and drawing conclusions from that information. The writer takes an important issue of the day and explains it to the reader through comments from people involved in the story.
Hint: Remember to "balance" your story. Present the opinions of people on both sides of an issue and let the readers make their own decision on who to believe. No personal opinions are allowed. The quotes from the people you interview make up the story. You are the narrator.
Editorial: The editorial expresses an opinion. The editorial page of the newspaper lets the writer comment on issues in the news. All editorials are personal but the topics must still be relevant to the reader.
Young People's Press publishes two types of editorials:
3. Structure for your article
The structure of a news story (hard & soft news & features) is simple: a lead and the body.
The lead
One of the most important elements of news writing is the opening paragraph or two of the story. Journalists refer to this as the "lead," and its function is to summarize the story and/or to draw the reader in (depending on whether it is a "hard" or "soft" news story - See below for the difference between these two genres of news stories).
In a hard news story, the lead should be a full summary of what is to follow. It should incorporate as many of the 5 "W's" of journalism (who, what, where, when and why) as possible. (e.g. "Homeless youth marched down Yonge St. in downtown Toronto Wednesday afternoon demanding the municipal government provide emergency shelter during the winter months." - Can you identify the 5 W's in this lead?)
In a soft news story, the lead should present the subject of the story by allusion. This type of opening is somewhat literary. Like a novelist, the role of the writer is to grab the attention of the reader. (e.g. "Until four years ago, Jason W. slept in alleyways...") Once the reader is drawn in, the 5 "W's" should be incorporated into the body of the story, but not necessarily at the very top.
The body
The body of the story involves combining the opinions of the people you interview, some factual data, and a narrative whi ch helps the story flow. A word of caution, however. In this style of writing, you are not allowed to "editorialize" (state your own opinion) in any way.
Remember:
The role of a reporter is to find out what people are thinking of an issue and to report the opinions of different stakeholders of an issue. These comments make up the bulk of the story. The narrative helps to weave the comments into a coherent whole. Hint: Stick to one particular theme throughout the story. You can put in different details but they all have to relate to the original idea of the piece. (e.g. If your story is about black youth and their relationship with the police you DO NOT want to go into details about the life of any one particular youth). (Think about the five senses)
As a reporter, you are the eyes and ears for the readers. You should try to provide some visual details to bring the story to life (this is difficult if you have conducted only phone interviews, which is why face-to-face is best). You should also try to get a feel for the story. Having a feel means getting some understanding of the emotional background of the piece and the people involved in it. Try to get a sense of the characters involved and why they feel the way they do.
4. Further tips for news writing
Finding story ideas
Keep your eyes and ears open; listen to what your friends are talking about.
Read everything you can get your hands on; get story ideas from other newspapers and magazines.
Think of a youth angle to a current news story.
Research a subject that interests you ask yourself what you would like to know more about.
Talk to people in a specific field to find out what is important to them.
Newsgathering
-Begin collecting articles on your subject.
-Talk to friends and associates about the subject.
-Contact any agencies or associations with interest or professional knowledge in the area.
-Create a list of people you want to interview; cover both sides of the story by interviewing people on both sides of the issue.
-Collect government statistics and reports on the subject get old press releases or reports to use as background.
Interviewing do's and don'ts
-Be polite.
-Explain the ground rules of the interview to people unfamiliar with how the media works - this means that you tell them the information they give you can and will be published. If they do not want any part of what they say published, they need to tell you it is "off the record."
-Tape the interview (so if anyone comes back at you, you have the proof of what was said).
-Build a relationship with the person being interviewed.
-Start with easy questions; end with difficult questions.
-Read the body language of the person you're interviewing and if they get defensive, back away from the question you are asking and return later.
-Don't attack the source.
-Keep control of the interview; don't let the subject ramble or stray from the subject.
-On the other hand, don't let your "opinion" of what the story should be colour the interview. Always remember that the person you are talking with knows more about the subject than you do.
Organizing the information
-Gather your notes, interviews and research into a file.
-Review your notes.
-Look for a common theme.
-Search your notes for good quotes or interesting facts.
-Develop a focus.
-Write the focus of the article down in two or three sentences.
Writing and editing
-Remember you are the narrator, the story teller.
-Don't be afraid to rewrite.
-Be as clear and concise in the writing as possible.
-Avoid run-on sentences.
-Be direct.
-Tell a good story.
-Tell the reader what you think they want to know.
-Always ask yourself what the story is about.
-Read the story out loud; listen carefully.
Normal Steps for Journalism Class:
-Find a topic
-Find an angle
-Collect data/information
-Gather interviews
-Write the story
-Edit (make it as good as you possibly can!)
On the surface, defining news is a simple task. News is an account of what is happening around us. It may involve current events, new initiatives or ongoing projects or issues. But a newspaper does not only print news of the day. It also prints background analysis, opinions, and human interest stories.
Choosing what's news can be harder.
The reporter chooses stories from the flood of information and events happening in the world and in their community. Stories are normally selected because of their importance, emotion, impact, timeliness and interest. Note: all these factors do NOT have to coincide in each and every story!
2. Identify what kind of a story it is
Hard news (+/- 600 words): This is how journalists refer to news of the day. It is a chronicle of current events/incidents and is the most common news style on the front page of your typical newspaper.
It starts with a summary lead. What happened? Where? When? To/by whom? Why? (The journalist's 5 W's). It must be kept brief and simple, because the purpose of the rest of the story will be to elaborate on this lead.
Keep the writing clean and uncluttered. Most important, give the readers the information they need. If the federal government announced a new major youth initiative yesterday, that's today's hard news.
Soft news (+/-600 words): This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organizations. As we discussed earlier, the "lead" is more literary. Most of YPP's news content is soft news.
Feature (+/-1500 words): A news feature takes one step back from the headlines. It explores an issue. News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item. Street kids are a perfect example. The stories of their individual lives are full of complexities which can be reflected in a longer piece.
Features are journalism's shopping center. They're full of interesting people, ideas, color, lights, action and energy. Storytelling at its height! A good feature is about the people in your community and their struggles, victories and defeats. A feature takes a certain angle (i.e. Black youth returning to church) and explores it by interviewing the people involved and drawing conclusions from that information. The writer takes an important issue of the day and explains it to the reader through comments from people involved in the story.
Hint: Remember to "balance" your story. Present the opinions of people on both sides of an issue and let the readers make their own decision on who to believe. No personal opinions are allowed. The quotes from the people you interview make up the story. You are the narrator.
Editorial: The editorial expresses an opinion. The editorial page of the newspaper lets the writer comment on issues in the news. All editorials are personal but the topics must still be relevant to the reader.
Young People's Press publishes two types of editorials:
3. Structure for your article
The structure of a news story (hard & soft news & features) is simple: a lead and the body.
The lead
One of the most important elements of news writing is the opening paragraph or two of the story. Journalists refer to this as the "lead," and its function is to summarize the story and/or to draw the reader in (depending on whether it is a "hard" or "soft" news story - See below for the difference between these two genres of news stories).
In a hard news story, the lead should be a full summary of what is to follow. It should incorporate as many of the 5 "W's" of journalism (who, what, where, when and why) as possible. (e.g. "Homeless youth marched down Yonge St. in downtown Toronto Wednesday afternoon demanding the municipal government provide emergency shelter during the winter months." - Can you identify the 5 W's in this lead?)
In a soft news story, the lead should present the subject of the story by allusion. This type of opening is somewhat literary. Like a novelist, the role of the writer is to grab the attention of the reader. (e.g. "Until four years ago, Jason W. slept in alleyways...") Once the reader is drawn in, the 5 "W's" should be incorporated into the body of the story, but not necessarily at the very top.
The body
The body of the story involves combining the opinions of the people you interview, some factual data, and a narrative whi ch helps the story flow. A word of caution, however. In this style of writing, you are not allowed to "editorialize" (state your own opinion) in any way.
Remember:
The role of a reporter is to find out what people are thinking of an issue and to report the opinions of different stakeholders of an issue. These comments make up the bulk of the story. The narrative helps to weave the comments into a coherent whole. Hint: Stick to one particular theme throughout the story. You can put in different details but they all have to relate to the original idea of the piece. (e.g. If your story is about black youth and their relationship with the police you DO NOT want to go into details about the life of any one particular youth). (Think about the five senses)
As a reporter, you are the eyes and ears for the readers. You should try to provide some visual details to bring the story to life (this is difficult if you have conducted only phone interviews, which is why face-to-face is best). You should also try to get a feel for the story. Having a feel means getting some understanding of the emotional background of the piece and the people involved in it. Try to get a sense of the characters involved and why they feel the way they do.
4. Further tips for news writing
Finding story ideas
Keep your eyes and ears open; listen to what your friends are talking about.
Read everything you can get your hands on; get story ideas from other newspapers and magazines.
Think of a youth angle to a current news story.
Research a subject that interests you ask yourself what you would like to know more about.
Talk to people in a specific field to find out what is important to them.
Newsgathering
-Begin collecting articles on your subject.
-Talk to friends and associates about the subject.
-Contact any agencies or associations with interest or professional knowledge in the area.
-Create a list of people you want to interview; cover both sides of the story by interviewing people on both sides of the issue.
-Collect government statistics and reports on the subject get old press releases or reports to use as background.
Interviewing do's and don'ts
-Be polite.
-Explain the ground rules of the interview to people unfamiliar with how the media works - this means that you tell them the information they give you can and will be published. If they do not want any part of what they say published, they need to tell you it is "off the record."
-Tape the interview (so if anyone comes back at you, you have the proof of what was said).
-Build a relationship with the person being interviewed.
-Start with easy questions; end with difficult questions.
-Read the body language of the person you're interviewing and if they get defensive, back away from the question you are asking and return later.
-Don't attack the source.
-Keep control of the interview; don't let the subject ramble or stray from the subject.
-On the other hand, don't let your "opinion" of what the story should be colour the interview. Always remember that the person you are talking with knows more about the subject than you do.
Organizing the information
-Gather your notes, interviews and research into a file.
-Review your notes.
-Look for a common theme.
-Search your notes for good quotes or interesting facts.
-Develop a focus.
-Write the focus of the article down in two or three sentences.
Writing and editing
-Remember you are the narrator, the story teller.
-Don't be afraid to rewrite.
-Be as clear and concise in the writing as possible.
-Avoid run-on sentences.
-Be direct.
-Tell a good story.
-Tell the reader what you think they want to know.
-Always ask yourself what the story is about.
-Read the story out loud; listen carefully.
Normal Steps for Journalism Class:
-Find a topic
-Find an angle
-Collect data/information
-Gather interviews
-Write the story
-Edit (make it as good as you possibly can!)
Tuesday, February 23, 2010
Tuesday, February 16, 2010
Law and Ethics Notes
First Amendment:
Five areas covered/protected in the 1st amendment;
Press, religion, speech, assembly and petition
The Tinker Standard:
1969- Tinker vs Des Moines school district
-Wore black armbands in 1965 to protest the Vietnam war. Students can't be censored as long as it doesn't "materially disrupt class work or involve substantial disorder or invasion of the rights of others"
The Fraser Standard:
1986- Bethel School District vs. Fraser
-Inappropriate speech for class president
-Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior" they can censor student speech that is vulgar or indecent, even if it doesn't cause a "material or substantial disruption."
The Hazelwood Standard:
1988- Hazelwood School District vs. Kuhlmeier
-Censor stories in student newspaper about teen pregnancy and divorce
-Censorship of school-sponsored student expression is permissiable when school officials can show that it is "reasonably related to legitimate pedagogical concerns."
The Frederick Standard:
-(June 25th, 2007) Morse vs. Frederick
-January 2002, Olympic torch travels through town
-Principal Morse cancels school
-Senior Frederick unveils banner across the street that reads "Bong hits for Jesus"
-Suspended for 10 days
Five areas covered/protected in the 1st amendment;
Press, religion, speech, assembly and petition
The Tinker Standard:
1969- Tinker vs Des Moines school district
-Wore black armbands in 1965 to protest the Vietnam war. Students can't be censored as long as it doesn't "materially disrupt class work or involve substantial disorder or invasion of the rights of others"
The Fraser Standard:
1986- Bethel School District vs. Fraser
-Inappropriate speech for class president
-Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior" they can censor student speech that is vulgar or indecent, even if it doesn't cause a "material or substantial disruption."
The Hazelwood Standard:
1988- Hazelwood School District vs. Kuhlmeier
-Censor stories in student newspaper about teen pregnancy and divorce
-Censorship of school-sponsored student expression is permissiable when school officials can show that it is "reasonably related to legitimate pedagogical concerns."
The Frederick Standard:
-(June 25th, 2007) Morse vs. Frederick
-January 2002, Olympic torch travels through town
-Principal Morse cancels school
-Senior Frederick unveils banner across the street that reads "Bong hits for Jesus"
-Suspended for 10 days
Elements of Libel:
-A defamatory statement, published to at least one other person (other than the plantiff), of and concerning the plantiff. It is a false statement of fact (opinions are not libel) and made with fault. The level of the fault depends on the status of the plantiff.
Wednesday, February 3, 2010
Defining Journalism
Definition:
Define “Journalism” in 1-3 sentences.
The telling of current events that are newsworthy through; Internet, radio, television, magazines and newspapers.
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1. Timeliness- things that are happening now.
Ex: Haiti, health care, weather
2. Significance- The more people that are impacted by the event, the better.
Ex: Haiti, 9/11, election, Superbowl
3. Unusualness- People care about things that are out of the ordinary. (not commonplace)
Ex: Man bites dog, nature disasters etc.
4. Prominence- People care about important and famous people.
Ex: Presidents, movie stars, athletes
5. Proximity- People care about things that are close to them, and that affect them.
Ex: Weather
6. Human Interest Stories- A feel good, heart warming story. (warm fuzzies)
Ex: Someone overcoming adversity, acts of kindness etc
What are the advantages of print journalism?
1. You have control of when you read it (opposed to TV news)
2. You have control over what you read (opposed to TV news)
3. More information and details (in depth) in printing than there are in television.
What are the advantages of broadcast journalism?
1. A picture speaks a thousand word (video is much more engaging to the audience)
2. LIVE TV, being constantly updated about what is going on, live broadcasts etc.
3. Broadcast journalism is much more accessible than other types of media.
Why has online journalism (convergent media) become so popular?
It is the best of both worlds, all the advantages of broadcast journalism are included and people enjoy having more control over when and where they get their information from. We want it now.
Define “Journalism” in 1-3 sentences.
The telling of current events that are newsworthy through; Internet, radio, television, magazines and newspapers.
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1. Timeliness- things that are happening now.
Ex: Haiti, health care, weather
2. Significance- The more people that are impacted by the event, the better.
Ex: Haiti, 9/11, election, Superbowl
3. Unusualness- People care about things that are out of the ordinary. (not commonplace)
Ex: Man bites dog, nature disasters etc.
4. Prominence- People care about important and famous people.
Ex: Presidents, movie stars, athletes
5. Proximity- People care about things that are close to them, and that affect them.
Ex: Weather
6. Human Interest Stories- A feel good, heart warming story. (warm fuzzies)
Ex: Someone overcoming adversity, acts of kindness etc
What are the advantages of print journalism?
1. You have control of when you read it (opposed to TV news)
2. You have control over what you read (opposed to TV news)
3. More information and details (in depth) in printing than there are in television.
What are the advantages of broadcast journalism?
1. A picture speaks a thousand word (video is much more engaging to the audience)
2. LIVE TV, being constantly updated about what is going on, live broadcasts etc.
3. Broadcast journalism is much more accessible than other types of media.
Why has online journalism (convergent media) become so popular?
It is the best of both worlds, all the advantages of broadcast journalism are included and people enjoy having more control over when and where they get their information from. We want it now.
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