Kristen Dugan 2013
34
Dugan Portfolio K R I S T E N 2 1 3
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This is my portfolio for 2013.
Transcript of Kristen Dugan 2013
Dugan
Portfolio
KRISTEN
2
13
May 17, 2013
Renee BurkeYearbook Adviser Boone High School1000 East Kaley StreetOrlando, FL 32806
Dear Mrs. Burke:
It has come to my attention that the Legend yearbook is seeking qualified students for an editor position. I am aware that an editor must be hardworking, skilled in design, photography, and writing, and dedicated to the publication, all qualities that I possess. If you are looking for someone for this position, then please consider the attached resume for your review.
As the Business Manager of the 2013 yearbook, I have shown dedication to the yearbook. I have managed deadlines while completing deposits and advertising the yearbook. I have enjoyed fulfilling the duties of business manager and look forward to continuing a leadership role on staff while putting in the time and energy needed to create a memorable yearbook.
My skills in design, photography, and writing have greatly improved over the course of this year. I feel that with continued practice and exposure to InDesign and Photoshop, I will acquire more advanced skills that will allow me to become a qualified editor. The Legend yearbook provides an opportunity for me to combine my skills and enthusiasm to create an outstanding yearbook, which will help the yearbook be exceptional.
I would love to express my interest in being an editor in further detail with you through a personal interview at a time that is convenient for you. Thank you for your consideration; I look forward to meeting with you.
Respectfully yours,
Kristen Dugan
Enclosed: résumé
K R s e
d g n
i t n
u a2500 S. Crystal Lake Dr.
Orlando, FL [email protected]
(407) 967-7965
OBJECTIVETo improve my skills in design, photography, and writing through obtaining an editor position of the Legend yearbook staff.
EDUCATIONCompleted three years at William R. Boone High SchoolGraduation date: June 2014G.P.A. 3.87 un-weighted, 4.72 weighted. Top 3% of class.
EXPERIENCELegend Yearbook, William R. Boone High School• Aug 2012 – present. Staff member. Interviewed students, wrote stories, took pictures, worked with InDesign and Photoshop, and met deadlines.• Aug 2012 – present. Business manager. Advertised yearbook sales, wrote receipts and deposits, and completed financial reports.
Summer Journalism Institute, University of Florida• July 2012. Yearbook student. Took classes in design, interviewing, and photography and listened to experienced journalists about the field.
RELEVANT HIGH SCHOOL STUDIESJournalism I, Journalism II, English I Honors, English II Honors, Advanced Placement Language and Composition, Television Production I, Television Production II, Television Production IV Honors.
HONORS, AWARDS, AND MEMBERSHIPS• Journalism Honor Roll, 2013• National Honor Society, November 2012 – present.• Spanish Honor Society, Spring 2013 – present.• Spanish Club, Sept 2012 – present.• Spanish II Student of the year, May 2012.• Key Club, 2011 – present.• Junior Varsity Flag Football, 2011 - 2012• Varsity Weightlifting, 2011 – present Most Improved Lifter, 2011 - 2012 season.
REFERENCESDwayne Floyd, Pre-Calculus Honors Teacher, William R. Boone High School, [email protected]
Kelly Morales, Key Club Sponsor, William R. Boone High School, [email protected]
Amy London-Tauriello, English Honors Teacher, William R. Boone High School, [email protected]
K R s e
d g n
i t n
u a2500 S. Crystal Lake Dr.
Orlando, FL [email protected]
(407) 967-7965
SELF-ANALYTICAL ESSAY The sheer idea of journalism popped into my head when in seventh grade I took a career test based on my personality and my top results appeared as being a nanny or journalist. Being the strong feminist that I am, there was no way I was going to stay home with children; that is just too 1950’s for me. So journalism was a solid choice in comparison because I have always been an English oriented student and interested in current events. The idea of journalism flourished in high school, however, not when taking J1, but rather TV Production my freshman year. After a riveting semester of Beginners Volleyball, I took TV Production 1 and learned how to produce videos that pertained to advertisement, current events, and entertainment. I enjoyed the class and felt natural and in my element in the studio, and that is when I took pursuing journalism as a career more seriously. Then, being in Journalism 1 furthered my interest as I learned how journalism influences society and discovered I enjoy interviewing my peers, taking photos, designing, and writing. Over the course of this year, I have learned how crucial time management is when producing a yearbook. The importance of being efficient was made apparent to many of the newbies as we struggled with meeting deadline 1. I have learned that getting ahead is the key to success. Throughout the year I saw myself improving as a staffer by interviewing students prior to a new deadline beginning and completing my body copy before it was due to my section editor. Teamwork was also a very important tool used this year. Often I needed a picture for my page that could only be taken at a specific time. For example, the dissection photo for the labs and presentations page could only be taken first period. I had to coordinate with fellow staffers to get a photo of the dissection because I could not miss first period; it was times like these that teamwork played a major part in completing deadlines and producing a quality page.
Continued on next page
I have remained persistent in following the ethics of journalism. I consider myself a very ethical person but there was one particular instance when I was challenged to do the right thing. For deadline 1, I had the siblings page. Prior to the page getting cut, I had to interview one student numerous times because although he had experienced the great struggles of having a troubled brother next to him in class, his interview consisted of multiple “ummms” and “well, like, I don’t really know.” I so badly wanted to exaggerate his quotes because it would’ve made for a more interesting story. But I remained ethical and continued to re-interview him and put the “awkward silence technique” into practice until I received a quotable quote that showed emotion. I consider my ethics to be one of my strongest qualities and will always practice ethical journalism because I know how important it is to remain truthful and honest.
To sell the yearbook, I promoted the book by word of mouth, reaching out to parents via phone calls, posting about the book on a variety of social media sites, and producing promotional videos. As business manager it was very important to me that we reached our numbers and felt the most pressure when it came to sales. I learned that by personally reaching out to people, you really can sell books and that every sale counts. I also learned the frustrations of not having the support of your staff. I felt very disconnected from the staff regarding the urgency to sell books. I suppose I am still in the process of learning how to encourage others to be enthusiastic about selling the yearbook.
Continued on next page
Many times I have felt overwhelmed with the amount of work that comes with being on yearbook; but, if I have learned anything, it is that hard work pays off. This is the most valuable lesson I have been taught in yearbook and a lesson that will always be useful for me to keep in mind as I take on more challenges in the future. Despite the countless tears and numerous breakdowns that have occurred in Room 224, I will forever be dedicated to the Legend yearbook. I have learned that when you pour your heart and soul into something, the final product will be loved and treasured. Yearbook has become my long sought niche in the daunting high school arena. I will always show 100% dedication to this beloved publication, whether it is during third period on a Monday, an early Saturday morning, or 2:46 AM the morning before the portfolio is due.
REF
LECT
IONS
r 1eflection
I consider Labs and Presentations to be my most significant piece of work in the yearbook. Labs and Presentations is my most significant piece because I took my best photos of the year for this page. The dominant photo is my favorite picture of all the photos I took this year because of the framing and the clearness of the photo. I felt the picture captured the moment and made the page appealing to readers. Although I am very proud of the photos on this page, this page was not easy to complete. I struggled with writing the copy for this page because I ventured away from the original angle of the story and also allowed my personal view on labs effect the quality of my writing. I had to adjust to a more objective perspective when writing for this page which was challenging for me because I disagreed with what I was writing. I had to poll the staff during a Saturday work day to figure out whether or not my views on labs were consistent with the majority of student’s opinions. After my discussion with the staffers and Mrs. Burke, I learned that my original draft was not a correct representation of how students interpreted and felt about labs and had to change most of my copy. The first, more objective draft separated labs and presentations but the final copy integrated the two topics to make for a better story that explained the effectiveness and benefits that labs and presentations offer. This page taught me the importance of remaining objective and to stick to the angle that was initially chosen for a story. I particularly like the photos on the finished product because they are the best part of the page and I am also happy with how the copy turned out after how much I struggled with writing for this page.
r 1eflection
r 1eflection
r 2eflection
I think Seven Types of Learning could still use work. This was the only page that I worked with a partner on and I learned the importance of collaboration while working on this page. Morgan and I worked well together but we could’ve communicated better to be more efficient and complete the page faster. I learned that when working with a partner, it is important that each person is assigned a part of the page and it is made clear when things need to be completed so each person is aware of where the page is going. The work evolved through changing the secondary coverage to an interactive quiz rather than a simple chart. Because there were not enough usable photos for this page, the quiz benefited the page. To improve this page, I wish the dominant photo was more interesting and showed more action. My overall feeling about the finished product is that it explains an interesting concept that many students are not aware of. However, the page could have been better executed by having a better dominant and also a more interesting quiz.
r 2eflection
r 2eflection
teac
hers
use
d sp
ecifi
c lea
rnin
g st
yles
to ca
ter t
o st
uden
ts’ n
eeds
MO
STLY
GRE
ENS:
VIS
UA
L LE
ARN
ERTo
und
erst
and
the
proc
ess f
or a
com
plex
mat
h pr
oble
m, j
unio
r Chr
istop
her F
ox re
ads e
xam
ples
in
his
Pre-
Cal
culu
s tex
tboo
k. I
f you
are
a v
isual
le
arne
r, yo
u sh
ould
out
line
info
rmat
ion
befo
re a
te
st, m
ake
lists
and
colo
r cod
e yo
ur n
otes
. Yo
u al
so
tend
to b
e a
fast
talk
er a
nd to
thin
k in
pic
ture
s.
067
type
s of
lear
ning
066
acad
emic
sde
sign
by
OLI
VIA
REE
S“[
My
mos
t mem
orab
le m
omen
t at B
oone
was
] the
firs
t tim
e I c
heer
ed a
t a fo
otba
ll ga
me,”
sop
hom
ore
MEK
AYLA
HU
DA
K sa
id.
As s
he q
uick
ly sc
ribbl
ed d
own
a de
taile
d di
agra
m o
f the
thre
e es
tate
syst
em, f
resh
man
Ry
lee
With
erin
gton
trie
d to
cat
ch e
very
det
ail
the
teac
her s
aid
so sh
e co
uld
use
her d
raw
ing
as a
stud
y to
ol fo
r the
upc
omin
g te
st.
Stud
ents
use
d in
divi
dual
lear
ning
styl
es to
he
lp th
em to
stud
y pr
oduc
tivel
y bo
th in
side
and
outs
ide
of th
e cl
assr
oom
.“I
kno
w I
can
draw
pic
ture
s to
help
me
rem
embe
r [m
ater
ial],
” With
erin
gton
said
.Th
ere
wer
e th
ree
mai
n ty
pes o
f lea
rnin
g st
yles
: visu
al, a
udito
ry a
nd k
ines
thet
ic.
In
addi
tion
to th
e pr
imar
y th
ree,
ther
e w
ere
seve
n se
cond
ary
lear
ning
type
s, in
clud
ing
bodi
ly, li
ngui
stic
and
intr
aper
sona
l.V
isual
, or s
patia
l lea
rner
s, lik
e W
ither
ingt
on, l
earn
ed b
est f
rom
mak
ing
flash
car
ds a
nd st
udyi
ng co
lor-
code
d ch
arts
. Bo
dily
lear
ners
lear
ned
best
whe
n th
ey co
uld
inco
rpor
ate
mov
emen
t int
o th
e le
sson
s. L
ingu
istic
lear
ners
had
to sa
y, he
ar a
nd se
e w
ords
and
info
rmat
ion
to
unde
rsta
nd co
mpl
ex id
eas.
Intr
aper
sona
l
lear
ners
lear
ned
best
whe
n th
ey st
udie
d in
qu
iet e
nviro
nmen
ts b
y th
emse
lves
with
no
dist
ract
ions
or i
nter
rupt
ions
.Ju
nior
Gre
gory
Bird
was
an
audi
tory
le
arne
r; he
lear
ned
best
whe
n he
hea
rd
info
rmat
ion
or li
sten
ed to
mus
ic.
“List
enin
g to
mus
ic c
alm
s me
whi
le I’
m
stud
ying
. W
hen
I rem
embe
r a so
ng, i
t hel
ps
me
rem
embe
r wha
t I w
as st
udyi
ng at
that
m
omen
t,” B
ird sa
id.
Span
ish te
ache
r Con
nie
Hei
selm
an ta
ught
he
r stu
dent
s thr
ough
impl
emen
ting
a va
riety
of
met
hods
that
appe
aled
to th
e va
rious
type
s of
lear
ners
in h
er cl
asse
s.
Hei
selm
an h
elpe
d he
r visu
al st
uden
ts
thro
ugh
writ
ing
phra
ses o
n th
e bo
ard
and
rela
ting
them
to m
emor
y ho
oks.
Fo
r exa
mpl
e, to
hel
p st
uden
ts re
mem
ber
the
rule
s of r
eflex
ive
verb
s, H
eise
lman
use
d th
e ph
rase
“set
it, a
nd fo
rget
it” f
rom
the
Ronc
o Ro
tisse
rie co
mm
erci
al.
“I n
eed
to re
ach
ever
yone
; not
eve
ryon
e le
arns
the
sam
e w
ay,”
Hei
selm
an sa
id.
In m
arin
e bi
olog
y, st
uden
ts co
nduc
ted
hand
s-on
obs
erva
tions
of c
reat
ures
, allo
win
g ki
nest
hetic
and
bod
ily le
arne
rs to
touc
h an
d fe
el th
e su
bjec
ts.
As s
tude
nts p
hysic
ally
in
tera
cted
with
the o
rgan
isms d
urin
g th
e lab
s, th
ey w
ere
able
to b
ette
r und
erst
and
how
the
spec
ific s
peci
es fu
nctio
ned.
Teac
hers
of d
iffer
ent s
ubje
cts a
lso a
ssig
ned
stud
ents
to g
roup
s for
act
iviti
es a
nd p
roje
cts,
whi
ch a
llow
ed th
e in
terp
erso
nal l
earn
ers t
o be
st co
nvey
thei
r tho
ught
s, as
they
wor
ked
wel
l in
soci
al e
nviro
nmen
ts in
whi
ch th
ey
coul
d ea
sily
inte
ract
with
oth
ers.
“I li
ke th
at e
very
one
cont
ribut
es [i
n gr
oup
proj
ects
],” ju
nior
Ala
ndra
Kel
ly sa
id. “
I thi
nk
it m
akes
the
wor
k le
ss o
verw
helm
ing.”
W
hen
teac
hers
inco
rpor
ated
diff
eren
t le
arni
ng te
chni
ques
in th
eir l
esso
ns, i
t al
low
ed a
wid
er v
arie
ty o
f stu
dent
s to
bette
r co
mpr
ehen
d th
e in
form
atio
n an
d en
riche
d th
e st
uden
ts’ o
vera
ll ex
perie
nces
in th
e cl
assr
oom
. / /
/ co
nten
t by
KRIS
TEN
DU
GA
N
and
MO
RGA
N M
UH
ART
MO
STLY
PIN
KS:
KIN
ESTH
ETIC
LEA
RNER
In A
dvan
ced
Plac
emen
t Wor
ld H
istor
y, so
phom
ore
Han
nah
Paym
ayes
h pl
ays J
eopa
rdy
in h
onor
of h
er
teac
her,
Chr
istin
a Ba
ybay
-Byk
ov, a
ppea
ring
on th
e sh
ow.
If y
ou a
re a
kin
esth
etic
lear
ner,
you
shou
ld
stud
y in
shor
t blo
cks o
f tim
e an
d us
e fla
sh c
ards
to
mem
oriz
e fa
cts.
You
also
tend
to su
ffer f
rom
shor
t at
tent
ion
span
s, an
d yo
u lik
e to
stud
y w
ith o
ther
s.
MO
STLY
BLU
ES:
AU
DIT
ORY
LEA
RNER
In
key
boar
ding
clas
s, fr
eshm
an A
ndre
w
Cha
ntha
vong
use
s the
diff
eren
t mus
ical
not
es
com
ing
from
his
head
phon
es to
per
fect
his
assig
nmen
t. If
you
are
an
audi
tory
lear
ner,
you
shou
ld u
se w
ord
asso
ciat
ion
to m
emor
ize
fact
s and
re
call
key
part
s. Y
ou a
lso te
nd to
read
slow
ly a
nd
spea
k slo
wly
whe
n ex
plai
ning
idea
s.
“I am
a m
oder
ate
[aud
itory
/mus
ical
lear
ner]
. W
hen
I get
stu
ck o
n a
song
, I p
ract
ice
with
one
ha
nd a
t a ti
me
and
then
sw
itch
on th
e ke
yboa
rd.”
AN
DRE
W C
HA
NTH
AVO
NG
, FR
ESH
MA
N
“[I a
m a
] lin
guis
tic [a
nd k
ines
thet
ic le
arne
r].
It do
esn’
t hel
p m
e w
hen
I jus
t hea
r it.
I ha
ve to
re
ad th
e bo
ok, w
rite
the
outli
ne a
nd a
sk fo
r ex
plan
atio
ns to
lear
n th
e in
form
atio
n.”
HA
NN
AH
PAY
MAY
ESH
, SO
PHO
MO
RE
“[I a
m a
] vis
ual a
nd h
ands
-on
[lear
ner]
. I h
ave
to
do s
omet
hing
mys
elf i
n or
der t
o re
mem
ber i
t.”
CHRI
STO
PHER
FO
X JU
NIO
R
photo/Kayla Combs
photo/Renee Burke
photo/Madison Nagle
photo/Kristen Dugan
PUPP
ETEE
R.
In
Pr
iscill
a Ca
rrer
a’s
Span
ish 2
clas
s, so
phom
ore
Kylie
Wall
s pr
esen
ts a
proj
ect
usin
g ne
w v
ocab
ular
y. “T
he
pupp
et
activ
ity
was
in
tera
ctiv
e an
d cr
eativ
e. I
liked
put
ting
a un
ique
qu
ality
to
my
pupp
et,”
Wall
s sa
id.
The
stu
dent
s pr
actic
ed
their
Sp
anish
by
de
scrib
ing
their
pup
pets’
cha
ract
erist
ics.
stim
ulat
es su
cces
s
Wha
t kin
d of
test
s do
you
like
best
?
Wha
t KIN
D o
f lea
rner
are
you
?
STA
RT
multiple choice
essays
oral
I lik
e ha
nds-
on a
ctiv
ities
(suc
h as
scie
nce
labs
).I p
refe
r to
be ta
ught
thro
ugh
lect
ures
.Ch
arts
and
dia
gram
s he
lp m
e le
arn
bett
er.
I ten
d to
read
thin
gs o
ut lo
ud w
hen
I w
ant t
o re
mem
ber t
hem
.
I can
exp
lain
thin
gs w
ell t
o ot
hers
and
te
nd to
be
a na
tura
l lis
tene
r.
I enj
oy m
usic
and
dra
ma
prod
uctio
ns.
I ofte
n sp
eak
with
my
hand
s.
I can
’t si
t stil
l for
long
and
ha
ve to
take
bre
aks w
hile
st
udyi
ng.
I hav
e a
vivi
d im
agin
atio
n.
I lik
e a
quie
t roo
m w
hen
I stu
dy.
I lik
e to
sit a
t th
e fro
nt o
f th
e cl
ass.
I am
goo
d at
sp
ellin
g bu
t fo
rget
nam
es.
yes
yes
yes
yesyes
no
no
no
no
no
yes
yes
yes
yes
no
nono
no
r 3eflection
This is my absolute favorite picture. I feel that pictures in the classroom are often dull but this picture displays good photo composition as the photo follows rule of thirds, has an interesting angle and the framing of this picture makes the photo stand out; I am most proud of the framing in this photo. This is also my favorite picture because the foreground and the student are sharp and in focus. You can see the concentration of the student as he measures the water. The photo ties the whole page together by giving the reader something to look at.
044-004_BRDiaz.jpg
r 3eflection
I took this photo during the American Sign Language club’s dance practice for Brave Aid. The club members were determined to master the dance moves and I believe this photo captures their determination. I like this photo because Maile Suganuma is focused on her American Sign Language dance and oblivious to the camera. In context to the page, this photo shows her individuality in being unique from her siblings through her active involvement in ASL club. This photo fills the frame and shows action.
236-002_ASLdance.jpg
r 3eflection
Shooting bowling was very challenging for me because the bowling alley was very dark and I was limited to where I could take the photos. When looking through my picture, I saw blurry photo after blurry photo of the same action shot of an expressionless face and limp arms. However, this photo stands out to me because you can see the concentration in Cabrera’s face right before he releases the bowling ball. I am proud of this photo because it shows action. This photo also displays rule of thirds as the CVI is clearly to the left of the frame.
146-001_DCabrerabspecial.psd
r 4eflection
I believe I contributed to the 2013 Legend staff in many different ways. I approached all of my deadlines with the determination needed to make my pages the best they could possibly be. I care very deeply and am very committed to this yearbook. I feel this dedication is my strongest asset to Legend as I am very willing to spend many hours working on my page to make it excellent. I spent a lot of time working on my pages because I wanted them to be exceptional. I worked diligently in class and also spent personal time working on the yearbook. For example, during my first weightlifting match, I received a phone call from Allyse Suganuma. I had contacted her earlier for an interview but ended up having to leave a voice-mail. When I saw it was Allyse calling, I grabbed my pen and notebook and dashed outside to take the call and interview her for my story. Despite the noisy, inescapable cheers from the weight room, I had a great interview with Allyse and was relieved to have the interview completed. However, I was actually supposed to be warming up for my lifts during the time of the interview and ended up having my first scratch that meet because I had not practiced during warm up time. But to be quite truthful, having the interview with really good quotes that would enhance my story was a better feeling than performing well at my weightlifting meet. I feel this dedication to yearbook helps the publication exceed expectations because the pages have awesome stories that are well crafted due to the many hours put into them.
r 5eflection
It is no secret that I am an overly sensitive person; in fact, I am convinced that I am secretly John Boehner’s daughter. I am easily upset when my work does not meet my standards or the standards of my superiors. My most difficult hardship this year was containing the frustrations I had with myself. Whether it was not meeting a deadline or getting negative feedback from an editor, I did not handle the situation well. I always get so mad at myself post meltdown because I know that I should be stronger and more confident in myself when things don’t go as planned, but I continue to react poorly. I am hopeful that I will be chosen as an editor next year and I know that as a leader on staff that I will need to be there for the staffers and set a good example on how to deal with the many bumps in the road that arise in yearbook. This is why I feel my biggest hardship was not being able to deal with the other hardships. This hardship needs the most work, not only for yearbook, but for life in general. I need to be collected and calm as an editor rather than breaking down and crying. What I have learned this year is that yearbook offers the best of times and the worst of times and your character is really defined on how you handle the worst of times. I know that there will be many stressful times next year where I will want to just cry, and then apologize for crying, and then cry some more.
Continued on next page
r 5eflection
I am going to work on accepting the mishaps that frequently occur in Room 224 and having the ability to address them with a clear head so I can be a helpful editor. I have learned that everyone makes mistake—my mistakes included not meeting deadline, not writing copy that met the standards of my editors, and not completing deposits correctly. I need to learn from those mistakes so they don’t reoccur and then just move on. This will help me become a great editor and a more emotionally stable person.
r 6eflection
Although it was my goal to meet all deadlines in the second semester, I did not. However, I did improve in pacing myself and working more quickly. I think I continued struggling with meeting deadlines because I did not get the photos I needed until the last minute. I believe next year I will be more efficinet in getting photos for my pages so I will be more successful in meeting deadlines.
r 6eflection
I feel photos are the most important element of a page because photos are what the students care about the most. This is why I made it a goal to take better quality photos. I feel I accomplished this goal. I practiced taking photos on my own time and also reviewed the basic rules to refresh my knowledge on photography. My deadlines in the second semester are more visually appealing because of the high quality of the photos.
My final goal was to work more quickly and I definitely accomplished this goal. I forced myself to do one thing at the time and complete one element of my page before delving into the next so I would not leave work unfinished. This helped me complete my deadlines more quickly and accomplish my final goal.
r 7eflection
Y6. Personality ProfileI would like to submit this piece because I feel the elements of the page accurately depict the student in an interesting way. The photos are a true representation of student, Maile Suganuma and the copy explains her individuality.
Y15. sports action photoI would like to submit this photo because it shows action. I feel shooting bowling presents many challenges and this photo represents that I overcame the challenges.
Y17. academic photoI want this photo to represent me because it is the photo I am most proud of. It represents my ability to take a quality photo by displaying a central of visual interest and framing.
page 44-45
page 146
page 236
D
IS GE
N
d s ie gclubs
n
003
002
club
sde
sign
by
BRIT
TAN
Y HOPE
“You
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er g
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ose
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ents
bac
k. [
I thi
nk] a
n in
stan
t goe
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too
quic
kly,”
sen
ior E
RIKA
QU
ILIN
DO
sai
d.cl
ass
coun
cil
AM
AZI
NG
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DLI
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THIS
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MEE
T A
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FIT
Z K
EY C
LUB
PRES
IDEN
T[ W
hat h
as b
een
your
favo
rite e
vent
?M
y fa
vorit
e ev
ent
has
defin
itely
be
en
the
Ope
ratio
n Sm
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wal
k-a-
thon
be
caus
e th
e cl
ub c
ame
toge
ther
fo
r an
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g ca
use.
[
[
And
this
is w
here
a s
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ad g
oes
that
des
crib
es th
e co
py.
Color Page
Col
or -
Size
9 -
3-03
445:
Boo
ne H
S
Color Page
Col
or -
Size
9 -
3-03
445:
Boo
ne H
S
d s ie gsports
n
003
002
club
sde
sign
by
BRIT
TAN
Y H
OPE
“You
can
nev
er g
et th
ose
mom
ents
bac
k. [
I thi
nk] a
n in
stan
t goe
s by
too
quic
kly,”
sen
ior E
RIK
A Q
UIL
IND
O s
aid.
clas
s co
unci
l
Hea
dlin
e he
re li
ke th
is...
.O
ffica
te m
pore
heni
min
nos
solo
rem
odit
quae
do
loris
qua
tin p
ed e
t et f
ugita
te v
erun
tem
et a
rum
au
t por
iorp
orio
qua
m, i
um im
agna
t ibu
sae.
Am
re
st re
id q
uae
nos v
olor
est,
cons
equi
dol
upta
spis
volo
ri co
rept
atur
res e
st e
um im
e po
repe
r ior
ibea
rc
itis m
aior
ep e
rspi
d et
eni
s dem
et p
rect
um fu
git,
occu
ptat
us v
olup
ta co
re, s
it, q
uam
ear
unto
exp
elen
iae.
Nem
por a
ut la
con
expl
ici a
tem
per n
atur
en e
sequ
idus
.Ve
rovi
tatia
s mai
o. D
is m
inci
mp
edip
ient
e ex
plam
qu
atia
t ios
ant i
n cu
m q
ue d
olup
ta c
upta
ssi s
olup
ta
tect
ur se
que
cum
asp
it offi
c tot
atur
, und
em ip
sam
, se
quas
pero
vol
orem
ped
igen
ihic
ima
xim
olup
tibus
do
lend
ae d
el m
o do
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um n
im fu
giae
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imus
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llene
m v
olup
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e ve
nest
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tibus
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nis
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atio
. Nem
ute
m q
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, aut
aut l
am, c
on re
ratio
vo
lupt
atem
as e
atat
ion
rect
as m
aio
te p
ellu
pt a
quas
pit
volo
rit fa
cia
et, o
ccab
o. Il
lora
te v
el e
sect
ur, q
uibu
s
expl
iqui
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upta
qui i
dele
ctus
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upta
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eum
qua
s ut
prec
tiust
, con
eaq
ui a
ceat
ur au
t mod
item
por
eper
ovita
ip
sa id
icia
mus
sam
facc
ae m
a de
roria
tur r
eius
exp
edit
et au
tend
aest
i sum
unt
is et
vol
orru
m fu
gita
tem
o m
a ac
erfe
runt
, tes
ium
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cias
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lam
sim
poru
m in
non
em
acca
e la
borr
o ea
rcip
i tat
iam
nih
it vo
lum
sint
, non
em.
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chili
que
od u
t mod
i qui
atiu
s ex
eici
et e
xces
enis
volu
ptat
usam
fugi
t, se
quo
eum
eos
sunt
vol
uptib
eati
occa
tiae
di n
onse
qui b
la a
si vo
lo d
olup
tatu
s sum
vel
est,
ute
dolu
t et l
abor
estr
um, v
olum
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tibus
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m ex
perf
erib
us
dem
o to
tate
m si
t int
ior m
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ibus
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que
rem
. Ita
net
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ssim
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m. C
iat p
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rent
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ntiu
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d qu
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.Ri
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ui d
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e m
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sim v
ente
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t pr
a do
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atqu
am re
nus
ers
pero
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onse
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mcv
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m,v
nb m
.cbvm
n,cv
xmbn
cvm
bnc,m
x
LEA
D
IN.
cbxm
bvcx
bmnv
bxcv
mnb
cvm
,nbc
,mvb
,ckn
cvnc
mvn
mcn
vmcn
vmnv
cxv
njvm
cmcn
vvb
mcx
vbm
c,nbc
,vm
nbcm
vnb
n,bc
x
LEA
D
IN.
cbxm
bvcx
bmnv
bxcv
mnb
cvm
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,mvb
,ckn
cvnc
mvn
mcn
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vmnv
cxv
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cmcn
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mcx
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c,nbc
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LEA
D
IN.
cbxm
bvcx
bmnv
bxc
vmnb
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,ckn
cvnc
mv
nmcn
vmcn
vmnv
cxv
njvm
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vvb
mcx
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c,nb
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n,b
LEA
D
IN.
cbxm
bvcx
bmnv
bxc
vmnb
cvm
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,ckn
cvnc
mv
nmcn
vmcn
vmnv
cxv
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c,nb
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n,b
LEA
D I
N. c
bxm
bvcx
bmnv
bxcv
mn
bcvm
,nbc
,mvb
,ckn
cvnc
mvn
mcn
vmcn
vm
nvcx
v nj
vmcm
cnvv
bmcx
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c,nbc
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n,bc
xv,m
ncvm
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vmnb
mcv
,bnc
m,v
nb
m.cb
vmn,
cvxm
bncv
mbn
c,mx
nncv
m.n
ckb,
vmcb
nmc,
vnbc
mvb
cvm
n,b
cmbc
mxn
bmbm
vncb
xvm
nvbm
ncbv
mn.
Free
Throw
with
Mar
shal
l Plu
mle
e
Man
, I ju
st
serio
usly
love
the
Cra
zy K
’s. W
hen
I’m
abou
t to
shoo
t the
fr
ee th
row
and
see
all o
f the
supp
ort i
n th
e cr
owd
I fee
l rea
lly
prou
d to
be
a bl
ue
devi
l. G
O D
UK
E!
“
“
Color Page
Col
or -
Size
9 -
3-03
445:
Boo
ne H
S
Color Page
Col
or -
Size
9 -
3-03
445:
Boo
ne H
S
CPI S
L
W
sIC PL
i t nR I G
teac
hers
use
d sp
ecifi
c lea
rnin
g st
yles
to ca
ter t
o st
uden
ts’ n
eeds
MO
STLY
GRE
ENS:
VIS
UA
L LE
ARN
ERTo
und
erst
and
the
proc
ess f
or a
com
plex
mat
h pr
oble
m, j
unio
r Chr
istop
her F
ox re
ads e
xam
ples
in
his
Pre-
Cal
culu
s tex
tboo
k. I
f you
are
a v
isual
le
arne
r, yo
u sh
ould
out
line
info
rmat
ion
befo
re a
te
st, m
ake
lists
and
colo
r cod
e yo
ur n
otes
. Yo
u al
so
tend
to b
e a
fast
talk
er a
nd to
thin
k in
pic
ture
s.
067
type
s of
lear
ning
066
acad
emic
sde
sign
by
OLI
VIA
REE
S“[
My
mos
t mem
orab
le m
omen
t at B
oone
was
] the
firs
t tim
e I c
heer
ed a
t a fo
otba
ll ga
me,”
sop
hom
ore
MEK
AYLA
HU
DA
K sa
id.
As s
he q
uick
ly sc
ribbl
ed d
own
a de
taile
d di
agra
m o
f the
thre
e es
tate
syst
em, f
resh
man
Ry
lee
With
erin
gton
trie
d to
cat
ch e
very
det
ail
the
teac
her s
aid
so sh
e co
uld
use
her d
raw
ing
as a
stud
y to
ol fo
r the
upc
omin
g te
st.
Stud
ents
use
d in
divi
dual
lear
ning
styl
es to
he
lp th
em to
stud
y pr
oduc
tivel
y bo
th in
side
and
outs
ide
of th
e cl
assr
oom
.“I
kno
w I
can
draw
pic
ture
s to
help
me
rem
embe
r [m
ater
ial],
” With
erin
gton
said
.Th
ere
wer
e th
ree
mai
n ty
pes o
f lea
rnin
g st
yles
: visu
al, a
udito
ry a
nd k
ines
thet
ic.
In
addi
tion
to th
e pr
imar
y th
ree,
ther
e w
ere
seve
n se
cond
ary
lear
ning
type
s, in
clud
ing
bodi
ly, li
ngui
stic
and
intr
aper
sona
l.V
isual
, or s
patia
l lea
rner
s, lik
e W
ither
ingt
on, l
earn
ed b
est f
rom
mak
ing
flash
car
ds a
nd st
udyi
ng co
lor-
code
d ch
arts
. Bo
dily
lear
ners
lear
ned
best
whe
n th
ey co
uld
inco
rpor
ate
mov
emen
t int
o th
e le
sson
s. L
ingu
istic
lear
ners
had
to sa
y, he
ar a
nd se
e w
ords
and
info
rmat
ion
to
unde
rsta
nd co
mpl
ex id
eas.
Intr
aper
sona
l
lear
ners
lear
ned
best
whe
n th
ey st
udie
d in
qu
iet e
nviro
nmen
ts b
y th
emse
lves
with
no
dist
ract
ions
or i
nter
rupt
ions
.Ju
nior
Gre
gory
Bird
was
an
audi
tory
le
arne
r; he
lear
ned
best
whe
n he
hea
rd
info
rmat
ion
or li
sten
ed to
mus
ic.
“List
enin
g to
mus
ic c
alm
s me
whi
le I’
m
stud
ying
. W
hen
I rem
embe
r a so
ng, i
t hel
ps
me
rem
embe
r wha
t I w
as st
udyi
ng at
that
m
omen
t,” B
ird sa
id.
Span
ish te
ache
r Con
nie
Hei
selm
an ta
ught
he
r stu
dent
s thr
ough
impl
emen
ting
a va
riety
of
met
hods
that
appe
aled
to th
e va
rious
type
s of
lear
ners
in h
er cl
asse
s.
Hei
selm
an h
elpe
d he
r visu
al st
uden
ts
thro
ugh
writ
ing
phra
ses o
n th
e bo
ard
and
rela
ting
them
to m
emor
y ho
oks.
Fo
r exa
mpl
e, to
hel
p st
uden
ts re
mem
ber
the
rule
s of r
eflex
ive
verb
s, H
eise
lman
use
d th
e ph
rase
“set
it, a
nd fo
rget
it” f
rom
the
Ronc
o Ro
tisse
rie co
mm
erci
al.
“I n
eed
to re
ach
ever
yone
; not
eve
ryon
e le
arns
the
sam
e w
ay,”
Hei
selm
an sa
id.
In m
arin
e bi
olog
y, st
uden
ts co
nduc
ted
hand
s-on
obs
erva
tions
of c
reat
ures
, allo
win
g ki
nest
hetic
and
bod
ily le
arne
rs to
touc
h an
d fe
el th
e su
bjec
ts.
As s
tude
nts p
hysic
ally
in
tera
cted
with
the o
rgan
isms d
urin
g th
e lab
s, th
ey w
ere
able
to b
ette
r und
erst
and
how
the
spec
ific s
peci
es fu
nctio
ned.
Teac
hers
of d
iffer
ent s
ubje
cts a
lso a
ssig
ned
stud
ents
to g
roup
s for
act
iviti
es a
nd p
roje
cts,
whi
ch a
llow
ed th
e in
terp
erso
nal l
earn
ers t
o be
st co
nvey
thei
r tho
ught
s, as
they
wor
ked
wel
l in
soci
al e
nviro
nmen
ts in
whi
ch th
ey
coul
d ea
sily
inte
ract
with
oth
ers.
“I li
ke th
at e
very
one
cont
ribut
es [i
n gr
oup
proj
ects
],” ju
nior
Ala
ndra
Kel
ly sa
id. “
I thi
nk
it m
akes
the
wor
k le
ss o
verw
helm
ing.”
W
hen
teac
hers
inco
rpor
ated
diff
eren
t le
arni
ng te
chni
ques
in th
eir l
esso
ns, i
t al
low
ed a
wid
er v
arie
ty o
f stu
dent
s to
bette
r co
mpr
ehen
d th
e in
form
atio
n an
d en
riche
d th
e st
uden
ts’ o
vera
ll ex
perie
nces
in th
e cl
assr
oom
. / /
/ co
nten
t by
KRIS
TEN
DU
GA
N
and
MO
RGA
N M
UH
ART
MO
STLY
PIN
KS:
KIN
ESTH
ETIC
LEA
RNER
In A
dvan
ced
Plac
emen
t Wor
ld H
istor
y, so
phom
ore
Han
nah
Paym
ayes
h pl
ays J
eopa
rdy
in h
onor
of h
er
teac
her,
Chr
istin
a Ba
ybay
-Byk
ov, a
ppea
ring
on th
e sh
ow.
If y
ou a
re a
kin
esth
etic
lear
ner,
you
shou
ld
stud
y in
shor
t blo
cks o
f tim
e an
d us
e fla
sh c
ards
to
mem
oriz
e fa
cts.
You
also
tend
to su
ffer f
rom
shor
t at
tent
ion
span
s, an
d yo
u lik
e to
stud
y w
ith o
ther
s.
MO
STLY
BLU
ES:
AU
DIT
ORY
LEA
RNER
In
key
boar
ding
clas
s, fr
eshm
an A
ndre
w
Cha
ntha
vong
use
s the
diff
eren
t mus
ical
not
es
com
ing
from
his
head
phon
es to
per
fect
his
assig
nmen
t. If
you
are
an
audi
tory
lear
ner,
you
shou
ld u
se w
ord
asso
ciat
ion
to m
emor
ize
fact
s and
re
call
key
part
s. Y
ou a
lso te
nd to
read
slow
ly a
nd
spea
k slo
wly
whe
n ex
plai
ning
idea
s.
“I am
a m
oder
ate
[aud
itory
/mus
ical
lear
ner]
. W
hen
I get
stu
ck o
n a
song
, I p
ract
ice
with
one
ha
nd a
t a ti
me
and
then
sw
itch
on th
e ke
yboa
rd.”
AN
DRE
W C
HA
NTH
AVO
NG
, FR
ESH
MA
N
“[I a
m a
] lin
guis
tic [a
nd k
ines
thet
ic le
arne
r].
It do
esn’
t hel
p m
e w
hen
I jus
t hea
r it.
I ha
ve to
re
ad th
e bo
ok, w
rite
the
outli
ne a
nd a
sk fo
r ex
plan
atio
ns to
lear
n th
e in
form
atio
n.”
HA
NN
AH
PAY
MAY
ESH
, SO
PHO
MO
RE
“[I a
m a
] vis
ual a
nd h
ands
-on
[lear
ner]
. I h
ave
to
do s
omet
hing
mys
elf i
n or
der t
o re
mem
ber i
t.”
CHRI
STO
PHER
FO
X JU
NIO
R
photo/Kayla Combs
photo/Renee Burke
photo/Madison Nagle
photo/Kristen Dugan
PUPP
ETEE
R.
In
Pr
iscill
a Ca
rrer
a’s
Span
ish 2
clas
s, so
phom
ore
Kylie
Wall
s pr
esen
ts a
proj
ect
usin
g ne
w v
ocab
ular
y. “T
he
pupp
et
activ
ity
was
in
tera
ctiv
e an
d cr
eativ
e. I
liked
put
ting
a un
ique
qu
ality
to
my
pupp
et,”
Wall
s sa
id.
The
stu
dent
s pr
actic
ed
their
Sp
anish
by
de
scrib
ing
their
pup
pets’
cha
ract
erist
ics.
stim
ulat
es su
cces
s
Wha
t kin
d of
test
s do
you
like
best
?
Wha
t KIN
D o
f lea
rner
are
you
?
STA
RT
multiple choice
essays
oral
I lik
e ha
nds-
on a
ctiv
ities
(suc
h as
scie
nce
labs
).I p
refe
r to
be ta
ught
thro
ugh
lect
ures
.Ch
arts
and
dia
gram
s he
lp m
e le
arn
bett
er.
I ten
d to
read
thin
gs o
ut lo
ud w
hen
I w
ant t
o re
mem
ber t
hem
.
I can
exp
lain
thin
gs w
ell t
o ot
hers
and
te
nd to
be
a na
tura
l lis
tene
r.
I enj
oy m
usic
and
dra
ma
prod
uctio
ns.
I ofte
n sp
eak
with
my
hand
s.
I can
’t si
t stil
l for
long
and
ha
ve to
take
bre
aks w
hile
st
udyi
ng.
I hav
e a
vivi
d im
agin
atio
n.
I lik
e a
quie
t roo
m w
hen
I stu
dy.
I lik
e to
sit a
t th
e fro
nt o
f th
e cl
ass.
I am
goo
d at
sp
ellin
g bu
t fo
rget
nam
es.
yes
yes
yes
yesyes
no
no
no
no
no
yes
yes
yes
yes
no
nono
no
Academics
WH
AT
’S M
INE
Ph
oto
ca
pt
ion
sC
OPY
sec
on
da
ry
W
sIC PL
i t nR I Gpeople
WH
AT
’S M
INE
Ph
oto
ca
pt
ion
sC
OPY
sec
on
da
ry
P
sIC PL
O tH Osports
WH
AT
’S M
INE
Ph
oto
ca
pt
ion
sC
OPY
sec
on
da
ry
P
sIC PL
O tH OAcademics
WH
AT
’S M
INE
Ph
oto
ca
pt
ion
sC
OPY
sec
on
da
ry
V
sIC PL
D EI O
Boone Broadcast Company
Anchored on desk and on sports, directed, and managed technical work
http://m.youtube.com/watch?feature=plcp&v=6OMlCANQpzc
http://m.youtube.com/watch?feature=plcp&v=ELeTWpiakew
bbc
M
ADM IE
itLUsIC PL
http://teacherpress.ocps.net/hilights/2012/10/10/edgewater-defeats-bowling-teams/
M
ADM IE
itLUsIC PL
http://teacherpress.ocps.net/hilights/2012/10/13/boys-bowl-claim-victory-girls-lose-match/
3
201
po
rt
folio
kristen
du
gan
