by Jake DowneyReporter

In science classes throughout Southport, college students help kids out with their work. What high school students may not re-alize, however, is that their participation helps out the college students at the same time. The Graduate STEM Fellows in K-12 Education (GK-12) program works for this outcome here at Southport.

GK-12 has been involved with Southport for over a year now. It puts doctoral college students and college teachers from IUPUI into high school science classes in order to help the kids better understand the subject. This creates what Mr. Terry Lewis describes as seamless curriculum, or easing the transition between high school and college for students.

“It takes it out of just being an academic study,” said Lewis, “…to ‘here’s why it’s im-portant, here’s the research and here is how we’re going to use it.’”

Even though the idea of the program is to help high school students, the doctoral college students come away from the experience with a better understanding of how they’re going to have to teach other people once they obtain their Ph.D.

One such college student is Sarah Berg, a fourth-year student at IUPUI who helps out with Lewis’ class in the mornings. She gets in-volved with class labs and provides a second opinion on subjects.

“(GK-`12) has definitely benefitted me as well,” said Berg. “My public speaking skills

have definitely improved. I am more relaxed in front of a large group of people.”

Even so, she does not forget that the pro-gram is there to help out students.

“It’s a really good experience to get in and interact with high school students and try to foster some of their interest,” said Berg, “and to be able to show them that what they’re learning in the classroom is actually applied in the real world.”

Since GK-12’s inception a year ago, both Lewis and Berg believe that it has served to only help students at Southport. It gives them a chance to have an opportunity that not ev-eryone else has the change to be involved with.

“It’s been real advantageous because (stu-dents) actually get to put a face to a scientist,” said Lewis. “A lot of times you see a scientist in movies in a lab coat. Now they see this young lady that just looks like everyone else.”

by Noelle StraubReporter

Three men walk through the halls during the passing periods, encouraging students to make it to class before the bell rings. Mr. Mark Stevens and Mr. Chris Hawkins are the new Success Coaches. Mr. Scott Evans is Southport’s new home school advi-sor.

“It’s nice to see them out in the hallways and talking with the kids, helping to promote success,” said Ms. Barbara Brouwer.

They all started their new positions the first day of the second semester, and they all have one main goal to accomplish: to help students succeed.

Success Coaches Two new positions were given to Stevens and

Hawkins this semester to assist administrators and students. Their main job is to motivate students to make appropriate decisions. They are Southport’s new Success Coaches.

Not only is Stevens a Success Coach, but he is also Southport’s assistant varsity basketball coach and football coach. Stevens says he personally knows a lot of the students.

“I help make sure seniors get to graduate, get into the right direction, and make sure freshman start off on the right foot and don’t get behind.” said Stevens.

Hawkins is a 2001 Southport graduate, and has the benefit of knowing the building and some of the faculty. Hawkins and Stevens both help with hall sweeps, enforce the dress code and help new stu-dents become familiar with the building.

Home School Advisor As home school advisors are being moved

throughout the schools system, Mr. Hollis Thomas shifted to PTECH, and Evans came to Southport. Evans works with students and their families, en-couraging academic and behavior success. Evans is primarily concerned with the Northern Community students, but he is helping every student he can.

“As the position grows and evolves, you wind up helping as many kids possible,” said Evans. “As a person, when you see someone that needs help, you want to help them out.”

According to Evans, his parents were very sup-portive while growing up. Evans says that having an encouraging family has influenced him to help other families, and he plans to help students and their families work together.

JOURNAL116 10

Check out pictures from One Acts.

See what learning styles five Southport teachers have.

NEWS BRIEFS:Local: Teachers held for child seduction National: Pro-life protestors rally in Texas Global: Earthquake devastates Haiti

Two male swim instructors at Warren Central High School turned themselves into the police for child seduction.

Seth Sexton, 23, and Matthew Brown, 27, are both accused of having sexual relationships with students both under the age of 18. This charge was brought to the teachers after evidence of inappropriate ac-tivity prompted officials to investigate.

Text messages sent from their cell phones led to suspicion and tipped off the police. Parents contact-ed the police with concerns about the instructors.

Sexton is charged with five cases of child seduc-tion and Brown has four. Both are now in police custody. A similar case in Lawrence North occurred only a few months ago.

On Monday, Jan. 13, Pro-life activists congregated in Houston to protest the opening of an 80,000 square foot headquarters for Planned Parenthood that will offer abortions and other services. The protest was led by Lou Engle, Kansas City preacher, who had high hopes of attracting over 5,000 protestors.

The facility won’t be opened for months, but the protestors were there early for the reason that some believe that Planned Parenthood targets minorities for abortion. However, a representative from Planned Parenthood said that only five to seven percent of their patients are there for abortions.

A small group of pro-choice activists came to the demonstration to support the opening of the clinic. Houston police were also in attendance to help con-trol the crowd.

News briefs by Wes Keown.

Information from ABC News. Information from www.nytimes.com.Information from www.wthr.com.

Find out about a former Cardinal’s new life.

On the 12th of January a catastrophic earthquake struck Haiti, one of the least developed and poor-est countries in the world. Early estimates made by the Pan American Health Organization estimates the death toll at 200,000. The earthquake was the worst that the region has seen in over 200 years. An after-shock occurred on the 20th ranking at 6.1 on the Richter Magnitude scale

The country is about the size of Maryland and its capital, Port-au-Prince, has been diminished to rub-ble. Deforestation and excess farming has led to the loss of food in an already poverty-stricken land, with four out of five living in poverty.

Haiti recently dealt with food riots, hurricanes, and political upset in 2008, killing over 800 and making a huge dent in the economy of about $900 million.

THE

| January 22, 2010 | Issue Eight, Volume LXXXVIII | Southport High School | 971 E. Banta Rd., Indianapolis, IN 46227 |

New employees hired to reach out to students GK-12 program benefits both scientists and students

(Left to right) Success Coach Mr. Mark Stevens, home school advisor Mr. Scott Evans, and Suc-cess Coach Mr. Chris Hawkins. Photo by Colleen Siegfried.

Scientist plays teacher: Miss Sarah Berg teaches Mr. Terry Lewis’ Biology II class. Berg is at Southport through the GK-12 program at IUPUI. Photo by Brandon Bushong.

by Emily TheisManaging Editor of Content

Sophomore Katie Freud was get-ting ready to go see “New Moon” this past November when her sister called her into the living room and told her that their family was going to Califor-nia to meet some people. At first, Freud laughed it off and called her sister crazy, but then it hit her. She asked who these people were, and soon broke down, cry-ing ecstatically when she heard the an-swer: She was going to meet the Jonas Brothers.

“I pretty much fell to the floor,” Freud said. “I was pretty excited. There was a lot going through my head – just like ac-tually getting to be able to meet them, because they’re like, my idols.”

The Make-a-Wish Foundation orga-nized and paid for Freud and her family to go on a trip to California from Decem-ber 11-14 to make Freud’s dream come true. The foundation has granted wishes

to over 174,000 children who have life-threatening diseases. Like about 30,000 other American children and adults, Freud has cystic fibrosis, a chronic he-reditary disease which affects her lungs and digestive system. One of her doctors referred her to Make-A-Wish Founda-tion less than a year ago, and after get-ting her wish, Freud remembers leaving the experience feeling empowered.

“I was really happy,” Freud said. “I actually felt like nothing could bring me down at that time, no matter how hard people try. I was on cloud nine.”

Freud says she isn’t always so im-mune to feeling left out because of her disease. These days she basically goes to school and comes home to rest be-cause she wants to avoid getting sick, which happens more often as she’s get-ting older. Although Freud does her best not to let her disease get in the way, she remembers feeling left out from Girl Scout camping trips growing up, and even missing out on the Jonas Brothers

concert she wanted to see last year.

Her trip to see the band at The Grove shopping center in Los Angeles this past December made up for that lost opportunity. Freud and about 20 other Make-A-Wish kids were given a private concert by the Jonas Brothers, and af-terwards they were all led upstairs for a meet-and greet, during which each kid got to talk to the Jonas Brothers sepa-rately. Freud, who also has diabetes be-cause of the damage that’s been done to her pancreas, was glad to get to talk to Nick Jonas about his diabetes and how he deals with it on the road. She remembers being very excited through-out the whole experience, and think-ing “Holy crap. I’m talking to the Jonas brothers,” but was also surprised to find how relatable they were.

“They’re just normal people,” Freud said. “They live a life just like us. They have struggles.”>> continued on page 2.

Student’s dream to meet Jonas Brothers comes true

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CIRCLE CITY CLASSIC>> “Make-a-Wish,” continued from page one

Other than fulfilling her Jonas brothers dream, Freud’s trip also included a limo ride to and from the airports, money for food and sou-venirs and a visit to Universal Studios and Hol-lywood – all with her family by her side. Freud’s sister, Kristen, and parents, Kim and Tim, have been her lifetime support system through her times in and out of the hospital. Although she is generally optimistic about Freud and her condition, Freud’s mother remembers feeling less than confident when she found out that her six-month-old daughter had cystic fibrosis.

“Like any other parent, you don’t want to believe it,” Kim Freud said. “It was very, very, devastating to think that you have a child that you don’t really ever know what’s going to happen... She does pretty normal things. It’s just something that you have to live with every day. You know, you just do the best you can do.”

Juli Miller, Executive Director of the Indi-ana office of Make-A-Wish Foundation and also the volunteer who met Freud in Califor-nia, says that the opportunity to forget this anxiety of illness in the family is the driving force behind the work the foundation does. She works to make each trip special and to make sure the families don’t pay a dime.

Miller says that she is amazed at how many people are willing to help the cause with their time and money, as well as how inspi-rational each kids and their stories can be.

“It was so moving and inspirational to see how excited (Freud) was,” Miller said, “and even returning, the stories that she was still talking about. It’s amazing that music and that these particular boys really made her happy and really were able to lighten her up and get her excited about not having to go the hospital and worry about treatments.”

The future isn’t clear for Freud because her disease could take many different routes as she reaches adulthood, although she hopes that she will grow out of getting sick as often. But Freud and her family aren’t fo-cused on the unclear future – they are taking care of things as they come, and are thank-ful for the blessings they can experience with Freud, like when her wish came true.

“I’m just glad that she got to experience something in her life that made her very happy,” Kim Freud said, “that she would never be able to experience again. It was kind of a once-in-a-lifetime thing for her, and it made her feel good.”

STUDENT LIFE 3January 22, 2010

Students form futsal team for fun, not competition

Fu t -wha t ?

by Jennifer VirdenReporter

Two teams of three players run down the court, drip-ping sweat. They kick what appears to be a regular soccer ball, trying to score a goal. Celebratory high fives are given and smiles spread across the players’ faces. Wel-come to futsal.

Junior Noah Salas heard about a futsal league at a lo-cal indoor sports facility, Indy Indoor Sports Park, and created a team, which has been a tradition for Southport boys in the past. Soccer was already a part of Salas’ life. He has played on the school team and other teams before and wanted to make futsal a part of his life as well.

“We wanted to play soccer, since it’s our off-season,” said Salas, “and futsal is a fun way of doing that.”

Futsal is a sport very similar to soccer, but with a few different rules. The ball is less bouncy, and the game is played on a basketball court, which makes for much tighter boundaries. Normal futsal teams play with five players, but in this league they play with only three.

“It’s a different game,” said Salas. “It’s basically soccer, but the rules are a lot different and it’s way smaller.”

On Salas’ team, Goons 4 Life, he is joined by juniors

Wes Oliver and Jeff Sayler and seniors Christian Del-gado and Kraig Roberts. All of which have played on Southport’s soccer team, except for Sayler. Another team of Southport students, Toon Squad, was also created. It included junior Van Thang and seniors AJ Pollen, Aaron Dickey, Jose Castellanos and Zach Ben Abdallah. The league that the teams played in was a round robin, which means that every team in the league played each other once.

According to Salas, the purpose of playing in this league was mainly to have fun. They still played to win, but the teams were more about the friendship between the players than the game itself. Since the boys on both teams were already good friends, getting along was easy for them. Since futsal games are less intense than normal soccer games, joking around was normal for both teams as well.

“The style is better because it’s a lot more laid back,” said Salas. “The game’s not long, but you can still get a lot of playing time.”

Salas, Roberts and Delgado have all played in the league before, but this is the first time that they have all played together as a team. Also new to futsal was junior Jack Thompson, who was designated coach of Goons 4

Life. His job was different than what most would expect a coach to do. Instead of instructing, Thompson sat on the bench, along with assistant coach, senior Kevin Bachek, and encouraged the team to do well.

“My skills aren’t all there so I just decided I could be a motivator on the team,” said Thompson. “Sometimes they just need someone to yell at them and get them hyped.”

Thompson said that he wanted to be a part of the team because he was good friends with the rest of the players, but he didn’t want to actually play. Coaching was his only other option and he enjoyed it a lot. Participating in this league made for a bonding experience for the boys on both teams, and Thompson was glad he could be a part of that.

Along with being laid back, Salas also said that futsal is easier than soccer in some ways, and described it as “con-densed soccer.” Defense is much easier, but the offense is more difficult because of the smaller playing area.

The ball continues to be kicked around the basketball court, as players try to score goals. Southport boys con-tinue the tradition by playing futsal together. This league was a bonding experience for the players of Goons 4 Life and Toon Squad, and the juniors plan to continue the tradition throughout high school.

#5 ball (bouncier)

11 players

45-minute halves

Outdoors

Off-sides penalty

#4 ball (softer)

5 players

20-minute halves

Indoors

No off-sides

Futsal vs. Soccersdkjal kajsie

Junior Jack Thompson Junior Noah Salas

ENTERTAINMENT

by Tanna Carpenter Reporter

What do you get when you combine Mi-chael Cera and a little sexual tension? Every single teen movie that’s come out recently.

The movie “Youth in Revolt” is no differ-ent.

“Youth in Revolt” tells the story of socially challenged Nick Twisp (Michael Cera) and his journey to get the girl of his dreams. Nick’s story is filled with a lot of family issues along with some run-ins with the law. But after Nick meets Sheeni (Portia Doubleday), she’s all Nick has on his mind.

Instead of just letting the film be a cute teenage love story, we get the story of a boy trying to “become a man” before the police catch up with him. This goal is what leads Nick to create his alternate persona, Francois. Of course, in the end Francois is just a made up person, and all Sheeni ever really needed was Nick.

First off, one thing anyone planning to see

this movie should know is that there are a lot of inappropriate scenes and references. Some of them did have their part in adding to the overall humor in the movie, but some parts weren’t needed or appreciated. I didn’t really feel like the content had to do with maturity, some things are gross no matter your age.

Also, there were a lot of useless events and characters in the movie, which I think took away from its overall plot. When some of the characters first showed up in the movie, I was hoping that they would create some sort of meaningful bond with Nick, or would be the person to completely change the story. But in-stead they were only there for a few jokes and often were put in place to make unnecessary parts of the plot make sense.

Although the end of the story did have a happy ending, it didn’t seem well thought-out and it could have been a lot better. The movie was given a little bit of a moral but it seemed to be a last-minute thought.

“Youth in Revolt” was a typical Cera role, which I found disappointing. I feel like if Cera wants to be taken seriously in the world of acting, he needs to expand his characters and show that he’s not just playing a role he’s com-fortable in. Maybe being something other than the shy guy trying to get the quirky girl would gain him a little more respect as an actor.

Doubleday was refreshing and I really liked her display of Sheeni. I don’t have another role to compare it to, but I do hope that I get to see her in more films soon. Her character was a little odd, but Doubleday played her in a way that made it nearly impossible not to like her.

Although the movie was better than I had originally thought it would be, it wasn’t very memorable. I know I’m not planning on buy-ing it the day it comes out, but it did have its moments. Most of the jokes were stupid, but still funny. A lot of the sexual themes were awkward but, they did help to give me the feel of Nick’s personality.

The ending of the movie didn’t leave me with a real sense of fulfillment and I felt like I needed there to be more content to it. It was a pretty average movie and one that I feel like the typical guy would enjoy.

January 22, 2010

1/22 1/23 1/24 1/25 1/26 1/27 1/28 1/29 1/30 1/31 2/1 2/2 2/3 2/4 2/5 2/6 2/7 2/8 2/9

Edge of Darkness - Movie - Tomas Cra-ven (Mel Gibson) is a homicide detective whose daughter is murdered on his door-step. He proceeds to hunt down the killers and uncover a worldwide conspiracy.

“Linchpin,” Seth Godin - Book - This in-spirational novel intends to push a new generation of workers to be indispensable in the workplace. By showing positive and negative actions now, Godin proves the only way to be a valued member of your job is to do your best all the time.

Legion - Movie - In a future dystopic world, where God loses all faith in the human race, a secluded diner be-comes a battleground with the future of the world at stake. Humanity’s last hope lies with a group of strang-ers led by the archangel Michael.

Green Guys - Movie - In this limited-production movie, four con men come together to pull off the scheme of their lives for a prize of over 10 million dollars. Slowly, as the money comes closer to each of their hands, their greed begins to turn themselves against each other.

Coming Soon... Movie, book and music releases 1/22 - 2/9

All information from www.metacritic.com. Graphic by Lucas Sweitzer.

Entertainer Jamie Foxx releases his third studio album, “Body,” featuring the single “Just Like Me.”

“Body,” Jamie Foxx - CD -

Snatched! - Movie - A bur-

glar runs from being cap-

tured by an evil spirit cre-

ated to hunt him down.

The British dance band releases their fourth studio album, featuring over 20 dance tracks. It will be released digitally.

“One Life Stand,” Hot Chip - CD

by Blake Stebbe Photographer

The Good: Almost ev-erything was great. The

Coffee Shop was pretty spacious, so it wasn’t

cramped like other places. The cool blue and brown walls gave a calming vibe for a relaxing dining experience. Calm-ing music out of a speaker system in the back filled the air. Wi-Fi is free, so bring your lap-top.The service was one of the best parts of the day. They greet you at the door and make you feel warm inside, giving free samples. I sam-pled an acai berry smoothie that was sweet

and good. I also sampled a chocolate-peanut butter Rice Krispie treat with an excellent hint of butterscotch.Their light and airy hot chocolate was to die for, I drank it quickly. Their Caramel Frap-pucino was sweeter than Starbucks, having less of a coffee taste and more of a vanilla caramel taste. The Bad: The pricing seems really high. I paid a little under $10 for The Coffee House Sandwich with Caramel Frappucino. It was cold inside; I was shivering. The high ceil-ings made irritating noises. With the extra space in The Coffee House, it sacrifices the intimate feel that is present in other coffee houses. Their signature Coffee House Sand-wich wasn’t that good.

by Karalie HensleyReporter

The Good: I sunk my teeth into Vampire

Weekend’s new album “Contra.” It was delicious.

Generally, each track had simple beats with bursts of intricate melody that surprise the listener and injected a relaxing, whimsical rhythm. The beat adds pep to steps. Catchy songs leave listeners humming while at-tempting to mimic Ezra Koenig’s hypnotical-ly irregular pitches long after their end, like in the song “White Sky.” “Contra” has a subtle but noticeable increase in instrumental vari-ety. The African influence is displayed well.

The tight harmonies gave a kick that others can’t obtain. Taking the time to listen was in no way a pain in my neck.The Bad: During tracks like “California Eng-lish,” the echoing effect gives the impression of lacking enunciation. I was left wondering what the lead singer just said/sang. In other songs, the listener is greeted by phrases that make no sense. Such things left me wondering if I was listening to rantings of an estranged witch doctor with a soothing voice. At points I had to pause the song, rewind, listen again, give up, and then look up the lyrics. On other occasions, repetition became an easy irrita-tion. Even so, these kinks weren’t even much of a turn-off for me.

by Emily Theis Managing Editor of Content

The Good: “Nightlight” is a parody of the ”Twi-

light,” which for some people would automatically

make it good. But plainly and simply put, this book is funny. Although I enjoyed reading the Twilight books for entertainment, I did find myself laughing at some of the corny lines and over-played ideas, and “Nightlight” had me laughing out loud more as it highlighted those aspects. Belle Goose, the narrator, is hilariously self-centered, impossibly clumsy and completely obsessed with proving that

Edwart Mullen is a vampire, when he’s re-ally not. The genius of this book is the fact that it is funny because of short and witty commentary sentences, not the general idea of making fun of the phenomenon. It was also a quick read: The 150-page “Nightlight” covered most of the basic plot of “Twilight” without copying its 500+ page length.The Bad: The book became less interesting as it progressed. The plot veers a little fur-ther from the beginning’s funny parallels as the story moves, so the parody seemed less pointed and relevant, which made my atten-tion level drop a bit. Some of the jokes also lost their punch, like Belle’s overwhelming pride and conceitedness, because they were a little overdone.

Youth in Revolt

Vampire Weekend

The Coffee Shop

Nightlight

REVIEWS 4

ENTERTAINMENT 5January 22, 2010

VOLUME V by Karalie Hensley

INGREDIENTS:- 3 1/2 cups of flour- 3 teaspoons of soda- 1 teaspoon of salt - 1 cup of softened butter- 1 cup of brown sugar- 1 sup of sugar - 1 egg- 1 tablespoon of milk- 2 teaspoons of vanilla- 3/4 cup of oil- 1 cup of crushed cornflakes - 1 cup of oats- 12 oz. of chocolate chips

DIRECTIONS:1. Cream the butter and sugars

together. 2. Add beaten eggs, milk vanilla, oil

and mix. 3. Sift dry ingredients together.4. Add cornflakes and oats together

and mix.5. Then add chocolate chips. 6. Bake at 350 degrees for 10 minutes.

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easy medium

Do you have a recipe you’d like to share with the rest of the student body? The Journal would like to help you do it. Contact Emily Odle or Lucas Sweitzer in room 400 if you’re interested.

Southport’s Recipe of the Issue with freshman Marley Schueler

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the Journal challenge

TOP FIVE THINGS

TO LOOK FORUpcoming events at Southport or

the surrounding community

Cornflake Chocolate Chip Cookies

TWO. Men’s Varsity Snowcoming Game vs. Columbus North- January 29 tickets $5

ONE. Snowcoming Dance- January 30 WHAT TIME? and how much??

FIVE

FOUR

THREE

TWO

ONE

What: Indianapolis

Home Show 2010 When: Jan. 29 - Feb. 7.

Hours vary according

to different dates

Where: Indiana State

Fairgrounds Cost: $12

What: Owl City Concert

When: Jan. 24 at 7:30

Where: Lucas Oil Stadium

Cost: $74-$275

What: Monster Jam

When: Jan. 30 at 7:00 p.m. Where: Lucas Oil Stadium

Cost: $37-$120

What: Men’s Varsity Snow-

coming Game vs. Columbus

North

When: Jan. 29

Where: Southport Fieldhouse

Cost: $5

What: Snowcoming Dance

When: Jan. 30 from 8:30-11:00Where: Southport Cafeteria

Cost: $5 - *Must have stu-

dent I.D. to purchase a ticket

FEATURES 6 January 22, 2010

by Karalie HensleyReporter

A chorus of baa’s erupt from her students as they mimic sheep, preventing the assignment of home-work along with showing comprehension of their reading lesson. The exercise demonstrates how the class will help each of them from being led like sheep by what the media or government says.

Her classroom walls of decorated with political cartoons while in her cabinet she has action figures representing an important courtroom case. Though they lack feet or other body parts, she uses them to make learning the case more attention-grabbing for her students. Mrs. Bonnie Tempest has a divergent learning style, beating out two other styles by only a few points. But Tempest doesn’t believe learning styles affect teaching.

“It doesn’t matter what my learning style is, I do what I think is going to be interesting to the kids,” said Tempest. “I don’t really think it (teaching) has anything to do with my learning style.”

No student is asleep during her lecture or while they read in their textbooks. Personal learner, senior Nancy Harrison, enjoys Tempest’s methods. Harrison admits to sleeping in her other classes but stays awake during Tempest’s. She believes that Tempest’s learning style is obvious to her students and works to their advantage.

“She’s not normal in her ways of teaching,” said Harrison. “She is just out there. She doesn’t go by the book, she is creative.”

Realistic learner, senior Cedric King loves facts. His learning style is near opposite of his teacher’s, but he is not having much trouble in her class. King doesn’t find it difficult to learn in Tempest’s classroom.

“Her teaching style is universally easy (to understand),” said Harrison. “She is very cool.”Tempest fixes the clothes of her educational action figures and puts them back in her cabi-

net, avoiding coming in contact with her Batman sword that produces combat noises. One of her students questions her why she has the legless figurine along with its companions. She makes a joke about the toy needing a sit-down job. Her few students laugh and go back to their book work.

by Brittany HemphillReporter

Neat stacks of paper adorn her desk, while pens, organized by color, are placed in their respective places. Miss Mahin, a teacher in the business department here at Southport, sits at the desk with a picture-filled bulletin board as a colorful backdrop to the tidy desk.

Miss Mahin is a realistic learner and, by walking into her orderly classroom, it’s apparent.Realistic learners are learners who enjoy organization, order and specific assignments. For

example, realistic legalistic learners prefer step-by-step instructions over open ended ques-tions.

“I am very orderly,” said Miss Mahin, “everything is structured and there’s a place for ev-erything.”

Miss Mahin incorporates her orderly learning style into her own teaching style, as well. Realistic learners are In the beginning of the year, Miss Mahin purchases a folder for every

student in her classes and labels them according to which class they are in. She does this to help her students with organizational skills, which she believes are very important in suc-ceeding within her class.

I think,” said Miss Mahin, “being a realistic learner, I use a lot of the things that help me learn to try and help my students learn.”

Although Miss Mahin incorporates a lot of her own realistic learning style into her teach-ing, she works hard to ensure that activities of other learning styles are included.

“I’m the kind of person that would rather be more free…,” said junior Derek Lane, in Digital Communication Tools with Miss Mahin.

Posters, foldables, pictures and other creative activities are used throughout her teaching to reach out to analyti-cal, personal, pragmatic and divergent learners.

Lane admits to being messy but knows where everything is. “But, she really helps with being and keeping organized,” Lane said, a divergent learner—the opposite of realistic.

Surrounded by organization and order, teaching her students how to be organized and to take some of the positive realistic learning habits with them fur-ther down the line is just a part of how she teaches.

by Rachael DillonReporter

Pencils scribble down a mass array of lines, angles and figures. Numbers cover the chalk-board as Algebra and geometry are taught into the students’ heads. It’s just another day in Mr. Jack Williams’ class.

Williams is analytical, meaning that he likes step-by-step processes and breaking things down. Math can come easily to him, but not for some of his students.

“I have to continue to remember to try to place myself in the shoes of students who don’t learn analytically,” said Williams. “I’m very detail-oriented. I like to break things down. I like to make things work.”

Williams said that a lot of the time students are looking for the bigger picture and are more interested in finding a path that works for them. They would rather not focus on the details. Personal learner and junior Ashley Haseman is just that way, but says that she doesn’t have trouble with the way Williams teaches.

“He explains everything very well and he does it in detail so I understand,” said Haseman.Some students have more difficulty with math than others, but Williams has to works with

these students and be flexible with how they learn. He says that math can be a struggle be-cause there are certain objectives that have to be reached and

with math is such a concrete and sequential subject, it can be hard.

“I have to incorporate student choice into the way that I teach,” said Williams “I have to give students the option. We can do this way, or we can do it this way. What works best for you?”

With the students picking which ways work best for them, many different types of students learn from Williams. Although involving group work, lec-tures and other methods of teaching can be compli-

cated for analytical teachers, including Williams, he said that he is improving at it.

by Rachael DillonReporter

A math class is no place for a nap, but if one would walk into room 260 during a lesson, he or she might see half-a-dozen of the students with closed eyes. But they aren’t sleeping, they’re learning.

Mrs. Michele Rice is a pragmatic teacher, which means that she teaches her lessons in many different ways. This is so people with other learning styles will understand better. When she tells students to close their eyes, it’s not because she’s concerned about their sleeping habits. If the students understand the way she teaches the first time, she tells them to close their eyes while she teaches it in another way.

“You can do things in order or you can do things out of order,” said Rice, “So I try to show the kids all different ways.”

While higher level math’s complex lessons can seem like a foreign language, many of the pragmat-ic learners in Rice’s classes don’t have too much difficulty. Junior Brent Rogers is in her calculus class, and doesn’t have too many problems learning from her.

“She makes it fun to learn,” said Rogers. “She tries to get everybody to understand and teaches it in a lot of different ways.”

Being a pragmatic teacher, Rice says that she likes to see things in different ways, but she still has to be flexible when teaching the material. She gives out typed notes, uses a SmartBoard, and has even been known to stand on her head, anything to get students to learn.

“I’ve always recognized that there is more than one way to do things,” said Rice. “I think I’ve always been pragmatic.”

Being a pragmatic teacher has tons of benefits and with Rice’s ways of teaching, students will continue to close their eyes in math class, while learning at the same time.

by Karalie HensleyReporter

Her eyes scan her over her working students as they work attentively. Connection is key in her classroom. Her approach of teaching differs from others, taking a route that tries harder to show her students she cares for them. Personal learner, Mrs. Kristina Johnson, reflects the way she learns and acts as a person in her technique of teaching.

On average, Personal learners enjoy harmony and working in groups, taking interest in is-sues that are relatable to others. Another take interest is retelling stories and interpretations, and learn well using mnemonic devices such as Please Excuse My Dear Aunt Sally. Interacting and relating with others is usually a preference of Personal learners.

Johnson believes that showing you care about students helps them learn. She enjoys the challenge of teaching students that have opposing learning styles. Analytical Pragmatic learn-er, senior German Diaz, has difficulty on occasion. Diaz says that as a teacher Johnson under-stands without being walked on.

“She is pretty lenient as a teacher but you still gotta do work in there,” Diaz said.Fellow personal learner Mercedes Gulliford knows firsthand about Johnson’s concern for

her students and finds her learning style to be obvious in the way she interact with other students. Gulliford believes that having a Personal learning style helps Johnson connect with her students. During a shaky end to a relationship between Gulliford and another student,

Johnson approached the distraught student, offering a place to talk and help her.

“She actually comes up to you to see if you have prob-lems,” said Diaz. “She likes one on one time.”

Diaz recalls many instances where he has wit-nessed Johnson approaching another student to check if they are feeling all right. Johnson tries hard to make herself available to students who need an adult to help them when they are in need. She sees herself as a person that they can talk to.

“I do think that a lot of my students know that if they needed to talk to someone or they are having

a bad day they could feel free to vocalize that with me,” said Johnson.

Analytical: Mr. Jack Williams

Personal: Mrs. Kristina Johnson

Divergent: Mrs. Bonnie Tempest

Pragmatic: Mrs. Michele Rice

Southport has Style

February 23 2009, Mrs. Marcy Pennington and Mrs. Courtney Worley headed a program that set out to teach Southport students their learning styles, in an effort to better the relationships between teachers and students. After attending The Teacher Leadership Academy, Pennington was inspired by a lesson teaching learning style. After contacting the woman behind the program Southport uses today, Kathleen Butler, she and Worley began to write a grant to the Perry Township Education Fund. After receiving the grant, they began the program that continues to grow today. Here, each learning style is represented, along with an unique teacher feature representing each.

Realistic: Miss Terrie Mahin

FEATURES 7January 22, 2010

Mr. Steve Bowles1967

Ms. Julie Breeden1983

Mrs. Julie Sessions1993

Mr. Dan Jones2001

You were all Southport students once. What made you want to come back to Southport after college?

Mr. Bowles: I went to IU. I rediscovered a liking for reading. I wanted to come back to Southport because it was one of the best schools in the state. It still is a really good school. I just wanted to come back to my old school because it felt like home.

Ms. Breeden: I really enjoyed myself at Southport, and I wanted to come back and work here. When I first got out of college though, there were no jobs… When the opportunity came to back to South-port, it was really like coming home. It was a place I was familiar with. I liked it here. When I came back, teachers came up to me and said “Oh I had you in class.” It was kind of like coming home. It was like seeing a whole bunch of friends you haven’t seen in a while.

Mrs. Sessions: I grew up here. Both of my parents taught here until Perry Meridian High School opened, then my mom was moved over there. I ran these halls when I was four and five years old with

my dad and my twin sister. When I was in nursing school, I came back to substitute teach for extra money. When I got into nursing, I missed being with those kids. So I went back and got my teaching degree, and I knew there was no place I wanted to be other than a high school, and especially Southport because it was my home for 20 something years before I got my teaching degree.

Mr. Jones: After I graduated, I was a valet parking manager for quite some time. The job market for a social studies teacher was fairly slim to say the least. I got a call from Coach Whitlock who I was coaching with, and I came in here, not to work as a teacher, but just to work out and help out. I started feeling very fond of South-port just like I did when I was a student. When they had a job open-ing, I was just hoping I got it. I was fortunate enough that they let me interview for it…. Honestly, I wouldn’t teach at any other place if I had a choice. This would be the place I would choose.

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Scott Maitland: I think the biggest thing that students face is probably tardies. It seems like we’re always hearing about how tar-dies are increasing, and the opening of the tardy room last year. It’s become a big issue. It’s become over the top almost on how much tardies have affected the school. You’re here to learn, and if you can’t get to class on time, you can’t learn.

Ms. Breeden: Kids were tardy to class when I was a student, but it was not the same scale. You used to get a tardy slip. I was never tardy, so I don’t really know how that worked. When I think about the number of kids that are tardy and doing something that was that cumbersome, you can’t imagine that we had very many people that were tardy when I was here.

Mrs. Sessions: We had people that were tardy, and sometimes it was because all four years that I was here, it was under construc-tion. We leave one weekend knowing the route that we would take, and we come back and a whole stairwell would be down, and you’d have to figure out a different way to go. There was a little bit of leni-ency for that. I was tardy once all four years that I was here. I do know that you got a certain amount of tardies before you got sent out. You either got a warning and then got sent out, but you did not get sent out right away.

Mr. Bowles: In 1967, being tardy wasn’t cool. I was tardy once in all my time of high school. It’s just that you didn’t want to be tardy, you wanted to be cooperative.

Ms. Breeden: I think that’s the reason it’s so amazing to us now, that kids are as tardy as they are. I can’t imagine what my parents would’ve said if they called and said “Julie can’t get to class on time.”

Mr. Jones: One of the biggest disciplinary issues when I was in school was the no cussing policy. That was something that I had always thought was just common sense, that you don’t cuss in the school building. That actually made national news, which baffled me. But, I remember that being the biggest issue when i was in school, kids getting in trouble for language. Some of the time it was just something real petty, but at the same time it cleaned up lan-guage in the hallway.

Was that ever an issue when you were in school?

Ms. Breeden: Cussing in school? No, Don’t get me wrong, I know teenagers cuss, but you just didn’t do it at school or where a teach-er would hear you. My parents are really lovely people, but I can’t imagine what would happen if someone had called home to my par-ents and told them I had used fowl language at school.

Mrs. Sessions: We had cussing, but it was deliberate cussing. A student would cuss because he felt like he needed to get a point across, and that was the smartest way to get his point across. I never understood that myself. But today, it is so much a part of the norm that you may look at a student and..they don’t even realize it anymore. Back then, you realized it.

What was the biggest disciplinary issue when you were a student?

Generations of Southport

View the complete discussion at shsnewsbureau.com!

What would you say is better about Southport now?

Ms. Breeden: Well, I hate to think of it in terms of better or worse. I think that there are so many things about it that are the same, you know variations of the same thing. I think that it’s a lot more diverse now, a lot more, different people from different places. I find that fascinating. I think that students easily can have a larger world view than we had.

Mr. Bowles: I want to mention the facilities and how much better they are. I think that this building was built in 1953 as a junior high. When I went to school here, there was no air conditioning. We didn’t have a second gym because girls couldn’t participate in sports. They

had girls intramurals only. The auditorium was just built at the end of my junior year. Our library was just a classroom. The library was built when I was here as well. We didn’t have the pool that we had now, we had a much smaller pool. The facilities have improved greatly. The track back then was a cinder track, that’s what every-body had.

Ms. Breeden: That’s true. The facilities have changed a lot. We were updated from you, but we had to, you know, open the windows in September and all the bees would fly in. We had the little pool, but we had the auditorium.

Four Southport High School graduates and one current Southport High School senior gathered for a round table discussion on January 8, 2010 about how Southport has changed over the years and their overall reactions. All of the Southport graduates are now teachers here currently. Their views vary greatly and show Southport in a different light than just how students may view Southport High School today. Below are highlights of the discussion ques-tions. Discussion conducted by Ali DeHart.

Scott Maitland2010

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Top movie (Domestic Gross): “Avatar”

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(From right to left) Mr. Steve Bowles, Ms. Julie Breeden, Mrs. Julie Sessions, sophomore Ali DeHart, Mr. Dan Jones, and senior Scott Maitland. Photo by Colleen Siegfried.

Q&A with former Southport students and Scott

Scott Maitland is a senior at

Southport. He is a captain of

the speech team and is ranked

tenth in the se-nior class.

OPINIONJanuary 22, 2010 8

It’s one of the biggest decisions I’ll make in my life. Private or pub-lic? Big or little? Debt or no debt?

I am being forced to choose be-tween small, private colleges and large, public ones. Having had both experiences, I am put in an inter-esting position because I feel that each has benefited me equally. If I had been put into private school my entire life, I may have been pressured by the lack of variety in my schooling to find the variety in other places, as many of my former classmates have done. However, had I been put in public school for my entire life, I could’ve been ex-posed to the terrors from which many parents shield children, and may have conformed to them.

Until the sixth grade, “butt” and “stupid” were bad words. I saw my first PG-13 movie when I was 14. I saw my first R rated movie two months ago and I’m almost 18. I was and remain a sheltered child, to say the least.

After 11 years in a small, Chris-tian school, I was thrust into the face of Southport. Here, I faced drugs, sex, and alcohol, and that was only the first day. I learned what pot smelled like and that it wasn’t normal to apologize for bumping someone in the hallway.

In the United States, 49.8 million students ranging from elementary to high school students attended public schools while the number for private was much smaller, sit-ting at 5.8 million. According to www.privateschools.com, the av-erage graduation rate for public high schools for the past years has been consistently between 62-67%. Not surprisingly, the gradu-ation rate for private high schools lied somewhere between 90-95%. A difference this large cannot be solely contributed to factors such as size and selectivity from private schools. It is clear that the private schools are doing something that a public education seems to be miss-ing.

I loved my private school edu-cation. My worries were limited to what color polo I would wear and whether or not I would get a swing during recess.

The real difference of a pub-lic and private education is actu-ally what is taught as acceptable. Each person is different and will react to being sheltered different-ly. Some find that as soon as they catch a whiff of freedom, they can-not get enough of it and turn to all the things that their parents tried so desperately to hide from them.

Others, like me, take the k n o w l e d g e they gained by being shel-tered and ap-ply it to the new things introduced to them.

According to www.wisegeek.com, many of the advantages of private schools include small com-munity atmospheres, smaller class sizes, fewer disciplinary problems, and the option to expel misbe-having students. Also, concerned parents are looked on as paying customers that should be pleased rather than nuisances that need to be taken care of. A study done by the National Assessment of Educa-tional Progress of students in pri-vate and public schools show the majority of private school students perform much better than those in public schools in math and read-ing tests. This causes those stu-dents that are moved from private to public to be farther ahead than their classmates.

Www.educationalgateway.com claims that the advantages of pub-lic education, however, are the high enrollment rates, cost, and a secular education. Here, parents know exactly what to expect their children to learn and if they choose wisely, they may be able to avoid all disadvantages of public schools as well.

For me, a public education al-lowed me to skip the rebellious phase of my life and expand my horizons. I was shown the conse-quences of rebellion by watching my classmates and realizing that I had no desire to be in any state resembling theirs. Also, I learned how to be comfortable and hap-py in my own skin. In my private school, if a student wasn’t a certain type of person, it wasn’t ok. Here at Southport, every type of person is accepted no matter how differ-ent he or she might be.

My whole life I had been told to share my faith and beliefs with others. However, this proved to be difficult while surrounded with students that believed the same thing I did. When I finally moved here I was given the opportunity to do what I had been told through elementary school. Even though I didn’t have “religion class” every morning, I became stronger by go-ing to Southport. Generally, South-port gave me the opportunities I craved to be happy and accepted.

After having the important de-cisions of schooling made by my parents I’ve come to realize that it’s my turn to choose which path is right for me. As both educations have combined to make me who I am today, I just wish I didn’t have to choose between the two halves that make up one Megan.

Today’s the big day. This is the day of the wedding. Everything’s planned. The bride and groom’s friends are there. The groom is standing there, at the front of the sanctuary, watching his beautiful wife waltz down the aisle who is smiling so big that her face hurts and looking so beautiful that his eyes hurt. They’re getting married. “I, _____, take you, _____, to be my husband/wife.”

According to www.divorcerates.org, 40 to 50 percent of first marriages end in divorce. Many people go into marriage expecting the whole thing to be all smiles and chocolate. Marriage and relationships aren’t easy, but they can work with time and effort. Any marriage can work, considering there used to be successful arranged marriages. Marriages have become self-focused, which is the opposite of any relationship, be it a marriage or a high school relationship.

“I promise to love you, only you, and cherish you. I will be a companion to you.” This means that the only person spouses will have a sexual relationship with is their spouse. The same, in a way, applies to a high school relationship. Does this mean anything to anyone? People forget that these words are part of wedding vows, and are also unspoken rules in a girlfriend/boyfriend relationship. Lots of people don’t remember the meaning of these words, and instead think that they can only love and cherish the other until they get “bored.” Some think that it’s okay to go off with that one person that winked at them. Others think that if their partner does the same thing, they’re the worst person ever.

“I will share my strengths, and my achievements.” What this means is that couples are supposed to share what’s going on in their lives with each other. Every good thing in one’s life should also be a good thing in the other’s life.

Couples also need to be there during the hard times to be understanding, loving and supportive. If everyone included the other in every aspect of his or her life, then relationships would work better. People are scared of getting hurt, so they don’t let anyone into their lives. When couples don’t know what’s going on in the other’s life, it makes it impossible to get close to each other. People need to learn to be vulnerable and open.

“I promise to respect you, and be a friend to you.” It seems that lots of relationships nowadays lack in respect and friendship. Couples don’t respect each other. Most of this comes from the problem of self-centeredness. Relationships aren’t just about the other one. True friends are willing to work out their problems and couples need to do the same for each other. Friends love each other’s company, and couples need to do the same.

“For better or for worse, for richer or for poorer, in sickness and in health.” Some people have forgotten how to love each other during the bad times, just as well as the good. The most common reasons for divorces are financial reasons (for poorer), the times when life isn’t perfect (for worse) and because one or both of the spouses are either involved in an outside sexual relationship, lack in communication or lack of commitment. The same things apply to normal boyfriend/girlfriend relationships. Relationships can be badly damaged because of these, but if couples would only stick together during what seems to be the worst time, they would be able to enjoy the good times. Some become overly self-seeking and quit their relationship, but they could’ve kept going and had an even better relationship.

“As long as we both shall live.” This means forever, an eternity, to the end of each other’s lives. Lance Armstrong once said, “Pain is temporary. Quitting lasts forever.” Any pain that might happen is only temporary, but when one quits, it lasts forever.

“I now pronounce you man and wife.” Everyone is cheering and celebrating. It’s the beginning of a new stage in life. Cameras are flashing. Cake is being eaten. This marriage will work if they just remember and apply their vows.

When I get older I want to be a doctor and have a beautiful wife, three kids, a mansion in California, a Ferrari and money, money, money.

What do you want? Or should I ask, what are you doing to get what you want?

Students have this perspective that they can do whatever they want right now and expect that when they get older everything will be fine. This is so wrong. People can’t expect to succeed in their lives if they’re not taking the little things --like school habits, friend choice, family and activities -- seriously. Students do not understand that who they are today plays a role in who they will become later in life.

Students should have dreams. But if they’re not doing anything to make them come true, they might as well stop dreaming, whether they want to be a teacher, vet, doctor or businessman. They can’t be any of these things without taking today seriously.

No one can have a Friday without a Monday. So stop crying about being mad because it’s a weekday. Each day is a day for excellence.

Students should take advantage of the opportunities they have right in front of them. They’re not gaining anything by being the class clown. No one is cool who goes to the “on time, next time” room every day. Smoking dope and getting wasted isn’t doing anything for anyone, besides killing brain cells and denying his or her purpose in life.

What do you think you are gaining by taking your life lightly? Or more importantly, what are you losing?

A couple months ago I received an email from Indiana University, informing me that I had been placed on the wait

list, which means that they haven’t decided if they want to accept me or not. Now, I didn’t rely 100% on getting into IU, but if I had, I’d be screwed. On top of that, I feel like I have excelled in high school, earning a 3.7 GPA and the matched the average score of incoming IU freshman on my ACT and SAT.

My point is, nobody wants to be stuck settling for a school they don’t want to attend, or working the Mickey D’s cash register the rest of their lives, or living a life they aren’t proud of.

It starts with your attitude. Sitting there and complaining about how cold it is outside or how much homework you have solves nothing! Get over it, and focus on the thing that matters: the big picture.

The future isn’t something to joke about. Students may find it easy to goof off now, but one day reality will catch up to them.

So we’re all in agreement. School isn’t the most fun place in the world. At the same time it’s not a prison either. I understand some teachers are strict, homework sucks and waking up at six in the morning – well, I won’t even go there. But it’s what we all have to do if we plan to succeed in this world. The competition in professions and careers is getting harder and harder each year. Unless your goal is to be a bum, do something about it.

The complaining needs to stop. Someway. Somehow. Maybe start thinking a little bit before you start whining, or simply, be a bit more positive in general. These little things in our life aren’t things we should be dwelling on and complaining about. Hold tight to the things that are truly valid to talk about -- and maybe even complain about. But complaining about the things that we all deal with, things we all hate, and things that tick all of us off, isn’t going to satisfy us regardless. There is nothing to gain when complaining about such materialistic things.

Life isn’t a joke. I’m not implying that we can’t have fun, but there is a time and place for everything. We can laugh and act stupid, but at some point we’ve got to put the childish ways aside, and start focusing on the future we desire and what we’re going to do to get there.

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*These are the opinions of the Journal staff.

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Big Bang TheoryA hilarious and educational show

...but really just hilarious.

One-ActsThanks to all involved for a night of laughs!

Ke$haWait... HOW do you say her

name?Oprah’s Last Season

WHAT!? TV without OPRAH!?

StaticIf I really wanted everything I touch to

stick to me, I would bathe in glue.

College Friends LeavingThe visits are never long enough when they’re your best friends.

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Ellen DegeneresLiving proof that being funny and good at dancing can, in fact, get you through life!

Cool status updates from Southport Facebook users.

New DecadeWow! Who knew ten years could

go by so quickly!?

Upperclassmen in PEThe one measly credit standing between

you and graduation.

Cold, Dreary WeatherAs if the end of vacation didn’t depress us

all enough. Thank you, Mother Nature.

This letter pertains to the editorial in Issue 7 of the South-port Journal concerning the SAT not being a good criterion for college admission. I do concede that Miss Siegfried does make some good points, but her argument was rather un-founded and I disagree with it.

The SAT is a standardized test, which means it’s a stan-dard. It’s something that college can use to compare every-one equally. It’s designed to reveal not just the applicant’s knowledge, lexile, and comprehension skills with the same established difficulty level for everyone. I’m not saying ev-

eryone will have the same troubles with the test, but that no one gets a test harder than anyone else’s. Colleges also use the test to determine a student’s test-taking skills, because college is filled with (surprise!) more tests. In fact, these tests you

take in college are generally harder than what you take in high school. It’s not like it’s supposed to get easier after graduation. Colleges don’t just want hard workers; they want smart people who can take tests well.

The SAT is not the only condition for getting into a good college. Colleges like to see challenging schedules, leadership, extracurricular involvement, and academic achievement. Tests are a huge part of high school. Miss Siegfried, if you have a 4.3, then that means you must have some test-taking abilities that give you your good grades. Take those skills and apply them to the SAT. The freshman-level prob-lems that are on the test aren’t just there to agitate you. They’re there because you should be using them all the time in math class.

All in all, the SAT should be considered in college admissions and scholarships, but it shouldn’t be and isn’t the only decision factor. I would suggest a good alter-native to the SAT: the ACT.

Junior Jonathan Goodwin

/Letter

to the Editor

Megan Springer,Features Editor

“Why not go out on a limb? Isn’t that where all

the fruit is?”

Austin Young,Business Manager

“If you ain’t got it, you’d better go get it.”

Stephen Gearhart,Reporter

“O, hai ther!”

Private and public schools provide different benefits

Future success comes from current hard work

‘I do, for better or for worse... if it’s convenient’

Tyler Quear Bowling attracts some weird characters...

Tyler Tullos thinks Preslee Henry needs to stop poking me!! =)

Morgan MacKenzie James My hair is a lush jungle of softness! (:

Preslee Henry thinks Tyler Tullos likes being poked.

The other day in homeroom, I was handed a sheet of paper that detailed our school’s current dress code – all the rules we students already know, but apparently can’t follow, be-cause we’re still getting handed papers about it.

Superintendent Dr. Thomas Lit-tle’s push for professional attire in high school has resulted in “a year to prove ourselves” for students to show that they can handle a dress code. We’ve been threatened with policies and encouraged with incentives all year long, but it seems the administration isn’t quite happy yet. Uniforms are looming on the next few years’ horizon, but despite gen-eral student hate for them, they could actually turn out to be a good thing.

The idea of the current simple dress code is nice: Everybody just be modest and put-together, and we won’t have to worry about treating you like kinder-gartners. But obviously some of the students here seem to be stuck on that playground of disregarding the rules of dress. Sure, it isn’t fair that all students be “punished” with uniforms because of the laziness of some, but how else are the adults in this school supposed to enforce the rules? Teachers are al-ready swamped with work, and it isn’t fair to ask them to be fashion police as well. Anything, including student dress, that takes time and attention away from the aca-demic environment, should be eliminated.

Uniforms bring an atmo-sphere of professionalism to an environment. People are influenced by their surroundings and are more likely to behave prop-erly in a room full of people in business suits than in a room full of slobs. Sure, the change is subtle, but the truth is that there are no giant solutions to the problems in this school that stem from unprofes-sionalism. As obvious as it sounds, any step in the right direction is closer to a solution.

The argument that students shouldn’t have to have uniforms because it infringes on their first amendment rights and it is the way they “express

themselves” is a cop-out. Many business and professional environments in the “real world” require or imply a requirement of certain attire – including the very government positions that

work to protect such rights of expression. And I love to experiment with clothes and have fun with them just as much as the next person, but they certainly do not define me, and they’re not the only way to be an indi-vidual.

Students can express their uniqueness academically: in writing, in art, in music, in

class discussion and through the clothes they wear on the weekends. Requiring students to dress professionally would not rob them of their individuality, but rather encourage this inner individuality to be expressed otherwise. Isn’t this, or shouldn’t it be, one of the main goals of our education – to teach students to think for themselves by to take information and put it together in new ways and expressing this effectively

and academically?Admittedly, the timing is all wrong. The administration is unfortu-

nately pushing for this change in dress during an economic

crisis, which would put an ex-tra financial burden on families who would have to buy many new clothes. This could be fixed with some sort of stipend for families in exceptional need, except for the fact that the district is already scrounging for money be-cause of the governor’s recent budget cut for ed-ucation. And perhaps my

perspective is diluted by the fact that I won’t even be here next year, but that doesn’t prevent me from thinking rationally.

Uniforms aren’t a perfect solution to problems, and perhaps they should be pushed to the back burner until they are more financially practical, but they have benefit. Students should be open to any ideas that could improve their learning envi-ronment. Also, who wouldn’t mind a little less, as our principal so eloquently puts it, “cleavage – both front and back”?

Journalthe

The mission of the Southport High School Journal is to inform the student body of timely events and is-sues that affect their lives while be-ing a voice to the faculty, staff and community.

Student journalists are guaran-teed the First Amendment rights of the Constitution. Staff members will observe the same legal responsibili-ties as those imposed on all news media, thus will refrain from produc-tion of material that:

1. Is obscene, according to community standards;

2. Is libelous, according to the legal definition;

3. Creates a clear and present danger of the immediate material and substantial physical disruption of the school.

The Editor-in-Chief is solely re-sponsible for all content.

Views found in the Journal do not necessarily reflect the opinions of the Journal staff or faculty, staff or the administration of Southport High School or the Metropolitan District of Perry Township.

Staff

Editor-in-ChiefLucas Sweitzer ‘11

Managing Editor of ContentEmily Theis ‘10

Business ManagerAustin Young ‘10

Photo EditorColleen Siegfried ‘10

News EditorShivani Parikshak ‘11

Extras EditorKinsey Goff ‘11

Student Life EditorAdrienne Wagner ‘11Entertainment Editor

Emily Odle ‘11Features Editor

Megan Springer ‘10Opinion Editor

Natalie Ullrich ‘11Sports Editor

Aubrey Rudisill ‘10Graphics Editor

Wesley Keown ‘11Staff Artist

Karalie Hensley ‘11Staff

Brandon Bushong ‘11Jess Bratton ‘10

Tanna Carpenter ‘11Ali DeHart ‘12

Rachael Dillon ‘11Jake Downey ‘11Jordan East ‘10

Stephen Gearhart ‘11Brittany Hemphill ‘12

Wesley Keown ‘11Clayton Leslie ‘11Blake Stebbe ‘10Noelle Straub ‘12

Jennifer Virden ‘11Adviser

Mr. Mike KlopfensteinPrincipal

Ms. Barbara Brouwer

Are you opinionated? Students, staff and community mem-bers are welcome to write a Letter-to-the-Editor that will be published in The Journal when space is available. Let-ters-to-the-Editor must be received five days prior to publication date. Submis-sions should be short and concise, not exceeding 300 words. They are subject to editing for content, grammar and length. All letters must be signed. Per-sonal or unfair attacks of businesses or individuals will not be published. Bring all submissions to room 400 or address an envelope to Mr. Mike Klopfenstein and take it to the Main Office. Submis-sion may also be e-mailed to journal@

msdpt.k12.in.us.

The Journal reserves the right to reject any advertisement or Letter-to-the-Editor. Anonymous letters

will not be published.

OPINION 9The Other Day...School uniforms are not from the devil

AP courses not always the best choice

The Southport Address

Our school pushes Advanced Placement (AP) classes like nothing else. We get handed sheets about the positives of taking AP classes and en-couraged to take as many as possible. They want every student to take as many AP classes as they possibly can, for good reasons: AP courses pre-pare you for college-level workloads and give the obvious advantage of coming into college with credits, which saves both time and money, which for some could make a difference in their college decisions. But, over the past few years, we’ve reached a mentality that unless your se-nior schedule is packed with AP classes, you’re not going to do well in college. AP is starting to be advertised less as an advantage to those who do take it, and instead a disadvantage to those who don’t.

As juniors (and some sophomores) sign up for their classes next year, we want them to defi-nitely consider AP – but don’t rule out other op-tions that may be just as useful. There are other classes at Southport (such as Spanish IV and V) that, although they are not AP classes, will appro-priately prepare you for college work – or, if the

college you are going to has school-wide place-ment testing, you might test out of a few classes just based on the knowledge you already have – sometimes even more than you would if you had taken an AP course.

Also, some high school students here simply aren’t ready to handle college-level work yet. If you’re struggling a lot with your current non-AP schedule, take that into consideration before you sign up. As with all these choices, weigh your de-cisions carefully. Talk to the teachers who teach the AP course you’re thinking about taking. Some AP classes are structured to focus on the college-level work, while other courses just focus on literally passing the test. Take this into consider-ation before signing up for six AP classes – the workload of which would be terrible.

The fact that Southport offers AP classes is a great commodity and privilege to Southport stu-dents, but just because we offer them does not mean every student should take them. It’s okay to not have a senior year packed with AP classes – as long as you are doing what will prepare you most for college.

The Southport Address is an editorial that represents the consensus opinion of the three leaders of the Southport publications: Jess Bratton, Bureau Chief of the SHS News Bureau, Morgan McClellan, Editor-in-Chief of the Anchor and

Lucas Sweitzer, Editor-in-Chief of The Journal.

Managing Editor of Contentwith Emily Theis

Mission Statement

January 22, 2010

Kar

a(do

esn’

t)lie

by Karalie Hensley

?The

Head-scratcher

“The Colts winning the Superbowl.”freshman Jonah Meier

“Elementary school and nap time were the best parts of the last 10

years.”junior Jessica Biggs

“The Colts winning the Superbowl.”senior Clara Sommers

“Electing a black president.”sophomore Anita Mwanza

“Getting a job at SHS! And the Colts winning the Superbowl.”

Bookstore Manager Mrs. Betty Grelle

Headshot Template

Headshot Template

Headshot Template

Headshot Template

Headshot Template

What was the best part of the past decade?

”“Students should be open to any ideas that could improve their learning environment.

PHOTOS 10 January 22, 2010

One Acts: student-led productionsThe annual One Acts returned to Southport on Friday, Jan. 8. Each production was approximately 10 minutes long and all eight of them were chosen, directed, casted, constructed and run by students. All pictures were taken at Southport during practice for this event.

(above left) Repulsion: Freshman Crystal Lopez and sophomore Genevieve Clayton discuss an amputated finger that they found on a park bench during their skit on Friday, Jan. 8. (above right) Getting Ready: Sophomore Sally England puts on the final touches of her stage makeup for a final practice before the show on Friday, Jan. 8. Photos by Colleen Siegfried.

(above) Cheer Time: The girls in the One Acts yell out their cheer before production night on Friday, Jan 8. Both the boys and the girls have a cheer that they go through before the night begins. Photo by Colleen Siegfried. (right) Driving School: Junior Hay-lie McLinn teaches senior Nathan Laswell how to drive during their skit on Wednesday, Jan. 6. (below) Instruction: Mrs. Barbara Whitlock talks to seniors Kristen Cory, Adam Franke and Brandon Reed on Wednesday, Jan. 6. Photos by Brandon Bushong.

(left) A Family Affair: Senior Nick Reinhart helps his sister, freshman Andie Reinhart, while their mother fixes her hair on Friday, Jan. 8. Photo by Colleen Siegfried. (above) Leadership: Seniors Jason Gill and Michelle LaMarca discuss their skit with junior Sam Doughty on Wednesday, Jan. 6. (below) Road Rage: Sophomore Cecilia Salas screams at other drivers during her skit on Wednesday, Jan. 6. Photos by Brandon Bushong.

(above) The Mullet: Senior Becky Lemerande sprays senior Sarah Stewart’s hair into a mullet for their skit on Friday, Jan. 8. Photo by Col-leen Siegfried. (right) Pyramids: The actors make a pyramid for their one act on Wednesday, Jan. 6. Photo by Brandon Bushong.

by Stephen GearhartReporter

“Five. Six. Seven. Eight.” Cheerleaders have played a role in Southport’s history since the early 1900s. It’s always been their job to keep everyone happy and excited about the game.

Now, some of Southport’s cheerleaders have received the opportunity to compete instead of being at a game for the sake of the team and their fans. Competitive cheerleading gives Southport’s cheerleaders a chance to win something themselves.

Twelve of Southport’s cheerleaders are now also on a competitive squad. Cheerleading competitively usually takes place in February, October and during the summer. Southport’s new competitive cheer squad was going to possibly compete in a competition in February. If they would have chosen to compete, they would have lost money, so they decided to just start competing in either the summer or next year. It is unclear as of now if the competition squad will continue this season. The squad may perform its competition routine at half-time of the

Snowcoming game.“I’d like to be in more of the competitive,”

said head coach Mrs. Anita McClellan. “I want to make a better representation of true cheering. It gives us something to look forward to.”

At these competitions, the cheerleaders will compete in one of two divisions. The first division is called the Performance Division, which is more like a dance routine. The second division is called Game Time Division, which has three subsections: sideline, fight song and time out dance.

McClellan is also excited to see how the experience learned by these cheerleaders will be applied next year. She hopes that this whole experience will fire them up for next year and possibly get more girls into the program.

“I think that it’ll be very different from just cheering at games,” said senior Sara Miller. “It’ll also be different seeing other squads. Since I’m a senior this year, it’ll be good to learn how to be more of a leader.”

McClellan says that around 50 percent of high schools have a competitive cheer squad. Her goal is that by this summer, Southport can join the competing half.

SPORTS 11January 22, 2010

How To...dunk a basketball

by Aubrey RudisillSports Editor

The four steps to dunking a basketball, according to an interview with senior Mike Ramey:

1. The approach: Begin to dribble towards the basket with speed. Most people take two or three steps for a dunk. While taking your steps to get set, begin to palm the basketball.

2. The set: After your steps, plant your feet to get set for the jump. Most people jump off

one foot, but others find it easier to jump higher off of two. Lower your body and arms so that your center of gravity is low. Then swing your arms up and prepare to jump.

3. The jump: Push through your feet and jump as high as you can. While jumping, you are going to extend your arm with the ball towards the basket. If you are using two hands, it is an option to bring the ball behind your head.

4. The dunk: You can either dunk with one or two hands. To dunk, slam the ball through the net as hard as you can.

Photos by Colleen Siegfried.

Former Cardinal adjusts to new lifestyle

Cheerleaders plan to compete, improve program

2

by Clayton LeslieReporter

When junior Andrew Oliver left for IMG Sports Academy in Bradenton, Florida last August, he wasn’t sure what to expect. All Oliver knew was that he was going to be playing with the junior national soccer team, which was his dream come true. Oliver would soon discover that playing at this heightened level of competition would require a new lifestyle.

The IMG Academy is a boarding school where students live and breathe their sport every day. According to Oliver, the days are structured in a way that improves the individual’s play. Oliver says that because of this, he now has less time to himself.

“Things are different here,” said Oliver. “I deal with it though. It’s just a lot harder. I have to think about how this is necessary.”

Oliver says at IMG Academy, soccer is top priority, which leaves little room for free time. The students wake up near 7:00 a.m. for breakfast, which is followed by an 8:15 a.m. soccer practice. Some days include weight training sessions that require earlier wake times. Lunch follows the practice, and then students have school until 5:00 p.m.

There are some opportunities for free time at the facility, but they are structured in ways that fit neatly into a day’s schedule. According to Oliver, free time is organized into an online sign up-page. On this page, students can pick from a variety of planned events, ranging from mall trips to beach outings. Oliver says that he was not allowed to leave campus for the outings until he turned 16 on January 1. He says that this setup was hard to get used to, because his life outside the academy was not as structured.

“There isn’t much variety in my life anymore,” said Oliver. “This is just how it is now.”

Besides the complications of a completely new lifestyle, Oliver says that even soccer has become different. Being on the national team means playing against international teams, which Oliver says can be nerve-wracking. According to Oliver, he is playing the best-of-the-best from

all over the world, which makes it harder for him to get focused before games.

Oliver’s mother, Mrs. Jeanie Oliver, knew that the academy would be a good experience for Oliver, even if it did take some getting used to. The school year has been equally hard for her, considering Oliver’s absence.

“Whenever I worry about him or start to miss him,” said Jeanie Oliver, “I just have to think about how the experience will open so many doors for him in the future.”

Oliver understands that the experience is good for his future, but the lifestyle remains difficult to get used to for him. Oliver says the hardest part is not being able to see anybody at home for long periods of time. To combat this type of stress, Oliver says that he often uses text messaging and Facebook to keep in touch with friends in Indiana. From time to time Oliver also uses Skype, a video chat service, to talk to his closest friends and family members. Although Oliver says he is enjoying his experience, he keeps thoughts of home in the back of his mind.

“I keep a countdown until holidays and for when I officially come home,” said Oliver. “I always have that countdown.”

Offensive Hustle: Former Southport junior Andrew Oliver takes the ball up the field against a Greenwood defender at Mary Bryan Elementary School on Monday, Aug. 17. Oliver left for IMG Sports Academy in Bradenton, Florida later that month. Photo by Michelle LaMarca.

Ra Ra Ra!: Coach Anita McClellan helps her squad perfect their routine. The competition squad will be working towards competing this summer. Photo by Brandon Bushong.

by Clayton LeslieReporter

Junior Brandon Iaria knew that he wanted to help his teammate, junior Van Thang, when Thang was awarded his athletic patches for soccer and all-conference at the team banquet.

“When he went up to receive the (awards) I knew we all should try to buy him his letter jacket,” said Iaria.

Thang says that he would not have been able to buy the jacket himself until his senior year due to expenses.

Iaria talked with other varsity teammates in secret in order to keep it a surprise. Many team members chipped in, as well as parents that Iaria had contacted. Soon, enough money was collected and Iaria was able to purchase the jacket. Iaria showed Thang the jacket, in order to convince Thang to give up his patches so they can be attached to the jacket.

“He gave it to me, I was so confused,” said Thang. “I was so surprised , I was happy.”

Soccer team helps teammate buy letter jacket

13 4

Van Thang, junior

Photo by Colleen Siegfried.

by Kinsey GoffExtras Editor

Sophomore Brian Boucher goes through the team warm up, listens to “A Day to Remember,” visualizes the match and jump ropes. Finally, the team huddles around him yelling his name, and he steps foot on the mat.

“If I don’t get myself prepared before a match, I’ll wrestle like crap,” said Boucher. “Even if the whole team is trying to get me pumped up, it’s up to me.”

Sports depend on a lot more than strength, Boucher proves this. No matter how strong he is and how much talent he has, a lot of his success comes down to whether or not he is mentally prepared. According to Dr. Valerie Weesner of Strategic Sports Psychology, great deal of how athletes perform in any setting is based on their attitude, focus, motivation, goals, management of their anxiety and other mental skills.

During a meet last year, Boucher had been under the assumption that he wouldn’t have to wrestle and would win by forfeit. Boucher hadn’t really warmed up and his head wasn’t in the match. According to him, he wrestled poorly because he wasn’t mentally prepared enough to compete.

According to Dr. Valerie Weesner of Strategic Sports Psychology, if athletes have specific routines that they can count on then it will help calm their nerves because their body and mind know what to do because it’s been so practiced.

“It’s important to recognize what concerns are getting in the way of a successful performance in order to determine the best way to address it,” said Weesner. “Having a routine can also help. For example, a basketball player who bounces the ball three times prior to taking a foul shot or a runner listening to certain music prior to a race.”

Senior Jamie Marsden watched in horror while Kim Pack, 2009 Southport graduate, smacked the diving board after attempting to do a

reverse one and a half dive. This was Marsden’s sophomore year. She has refused to do this dive in a competition since and she has only attempted it in practice three times.

“Every time I get on the diving board and am about to do a reverse one and a half, I just picture Kim Pack smacking the board,” said Marsden. “I can’t get over the mental block.”

“When an athlete has a mental block in diving, she likely sees the negative outcome of hitting the diving board in her head,” said Weesner. “She will likely need to use some anxiety management techniques along with visualization in order to see herself being successful at the dive. Visualization, when done well, is extremely helpful in performing skills correctly and safely.”

Coach Ms. Laura Schroeder has Marsden go through all the movements of the dive on “dry land.” This means that Marsden will go onto a mat and do every part of the dive either standing or laying down and work on keeping her core tight and doing the basics right.

“The only reason divers ever hit the board is because they get too confident and forget about the basics,” said Schroeder. “If your core is tight and you’re focusing on the basics there is no reason you should ever hit the board.”

Schroeder also does exercises with the cross country team to work on their mental strength. A few days before the Semi-State meet, Schroeder has the team go into a dark room while she tells them certain breathing techniques and body positions to calm the team and get their brains focused for the race.

The focus she’s referring to isn’t limited to just cross country, diving and wrestling. Every sport has a mental aspect, some more than others. The same amount of determination an athlete has with their first step onto the mat, board or court, has to flow through their head through the entire competition.

SPORTS January 22, 2010

“If they give away all their momentum, they’re going to get fried.”

“It won’t be difficult in the least to know where to point the finger... at Jim Caldwell.”

Now, raise your hand if you heard any of these types of comments in the last few weeks regarding “The Decision” to rest the Colts starters. Keep your hand raised if you agreed and or contributed to the arguments.

It’s okay if your hand is up. So is everyone else’s.I wonder what all of those football analysts and reporters are

thinking now as the Colts dismantled the Baltimore Ravens last week and are one win from reaching the Super Bowl.

“The Decision” to pull their starters with a one point lead against the New York Jets, only two weeks away from regular season perfection was the bashing topic of nearly every sports talk show.

Think about it: What did the 2007 Patriots get when they went undefeated and ultimately lost in the Super Bowl? A trophy? A cool t-shirt? What they did get is the label of being the team that was undefeated and lost the Super Bowl. That is what people remember about that team. Why would any Colts fan want that?

This Caldwell guy has led the Colts to a 14-2 regular season record and a spot in the AFC Championship this weekend. As a rookie. And all everyone wants to do is complain about not going 16-0.

Did anyone happen to catch the Patriots last regular season game (which was meaningless because their playoff spot was already clinched)? Pro-Bowl wide receiver Wes Welker tore both his ACL and MCL in his knee and was out for the remainder of the season. What would all the critics be saying if that had happened to the Colts?

Colts fans, Let it go.Caldwell’s decision cost the Colts absolutely nothing, except

for a POSSIBLE run at 16-0. In no way was it guaranteed that they beat the Jets OR the Bills the next week. For the measly 5-10 Bills, this meaningless game now becomes their Super Bowl. To knock off the undefeated Colts would be huge in such a horrible season.

The debate has turned into countless rants about the loss of integrity by all parties involved in “The Decision.” The Colts didn’t quit, Caldwell didn’t quit and the organization didn’t quit. They just have the big picture in mind.

Coach Caldwell, who received votes for coach of the year, told his players all week that the starters would have roughly three quarters to put the Jets away. And no matter if they were blowing them out or winning by one point, he was pulling the plug.

The Colts squandered scoring opportunities, and at the appointed time, Caldwell pulled the plug, as promised. Both Manning and most of the other players were disappointed and sulked on the sideline as children often do when their parents

make decisions that are in the long-term interest of all concerned. Most players, like children, are often focused on the short term, on the here and now.

The organization pays the coaches and managers to make these types of decisions. That’s why players have coaches, coaches have general managers and general managers have owners. And that’s why fans are fans.

Would 16-0 have been great? Absolutely-- But only as an event, as a story to cover, as just another milestone this popular and great franchise could check off. On the other hand, for a team that has piled up impressive statistics but has continually underachieved in the playoffs, a Super Bowl win is the only win.

From the Colts’ perspective, the big picture is not an undefeated season, and a “perfect” season is a Super Bowl victory, not a 16-0 REGULAR SEASON.

Colts fans need to look at bigger pictureO n t h e E A S T S i d e With Jordan

East,Reporter

12

Mentality plays big role in athletics

?An interview with a sports hypnotist

From an interview with Jim Guerci (The Peak Performance Guy). The mind-body relationship is a powerful one. Every thought that arises in the mind generates a physical response in the body. Thus, the first step towards improving the physical-self is by involving and training the mind. Mental training and visualization begins the process of making the body feel fit and healthy to perform well.

Q: What is the point of sports enhancing hypnosis?

A: “Sports hypnosis deals with the underlining going on with sports, such as your conscious mind takes over and is working against what your goals are. 90 percent of your day is unconscious when you walk, talk and drive you don’t have to think. The stuff that happens when you are having a mental block is mostly done unconsciously.”

Q: What is the benefit of being hypnotized?

A: “One is really getting to the root of the matter of what is really holding you back. Also, it reinforces the importance of confidence in the competitive levels of sports.”

Q: What technically is hypnosis?

A: “Sports hypnosis is really there to enhance performance. It allows athletes to compete at the next level. Another thing I work with is what I call the injured athlete, (who) at some point during their career suffered an injury and has now made up in their mind that they can’t make it back.”

Q: Does hypnosis work on everyone?

A: “Yes, there are different ways it can be done and some work better for others. The more intelligent and creative a person is, the easier it is for the person to be hypnotized. There are two factors that measure whether you are in hypnotic trance: One is single focus thoughts, and two is loss of time or warping of time.”

Q: Does it enhance just the mental part of sports?

A: “If you think of something empowering your body does become stronger. Physically, emotionally and mentally it will help.”

Interview conducted by Aubrey Rudisill.

Top 12 most mental sportsThe sports are ranked on the ability to overcome fear. Example:High-board divers, race-car drivers, ski jumpers. According to ESPN.com

Auto Racing1. 7.

9.10.

8.2.

5.6.

3.4.

Rodeo: Riding

Ski Jumping

Boxing

Skiing: Alpine

Diving

11.12.

Horse Racing

Rodeo: Wrestling

Bobsledding/Luge

Gymnastics

Football

Brian Boucher,Sophomore

Surfing

Head Games

Photo illustration by Colleen Siegfried, Lucas Sweitzer, Emily Theis and Blake Stebbe

Into the Subconscious

Jamie Marsden, senior