Officials: Ecstasy is back, and it's laced with meth

From Kevin Bohn and Kelli Arena
CNN

ALBANY, New York (CNN) -- Nick, 16, says ecstasy is rampant in his high school, with kids often mixing the drug with meth and other substances.

More than half of all ecstasy seized in the United States last year was laced with meth, authorities say.

"You just have to know the right person. It's about as easy as any other drug. You just gotta ask for it," says Nick, who asked that his last name not be used. "It's easy to get."

Law enforcement officials say stories like these highlight a disturbing trend they're seeing across the country. Most alarming, they say, is not only is ecstasy back after years of decline, but most of the time it's laced with meth.

More than 55 percent of the ecstasy samples seized in the United States last year contained meth, according to the Office of National Drug Control Policy, compared with 44.5 percent the previous year. And the drugs are coming in at rapid pace from Canada. Watch ecstasy's pipeline into U.S. »

Almost 5.5 million pills of ecstasy were seized in the states bordering Canada in 2006 (the most recent year for which full statistics are available) -- an almost tenfold increase since 2003, top drug enforcement officials say.

"They drive them in. They bring them in by boat. They bring them in by plane. They bring them across by people just carrying them across their back much like the southwest border," says Ed Duffy, an assistant special agent in charge for the Drug Enforcement Administration's northern region.

Because meth is less expensive than ecstasy, mixing the two saves producers money, but it also makes it more dangerous, officials say.

Ecstasy can cause sharp increases in body temperature and can result in liver, kidney or heart damage. When laced with meth, officials say, the combination can cause more severe harm because meth can damage brain functions, as well as lead to an increase in breathing, irregular heartbeats and increased blood pressure. The National Institute on Drug Abuse says meth -- or methamphetamine -- is a "very addictive stimulant drug."

Law enforcement officials say European countries cracked down on ecstasy production in the early 2000s and manufacturing moved to Canada. And now, Asian gangs in Canada have been smuggling the chemicals needed to make ecstasy from China and India, officials with the Royal Canadian Mounted Police tell CNN.

Finished pills are then pushed in vast quantities into the United States, a flow that's difficult to stop because of the vast, largely unpoliced border, officials say.

Those on the front lines in Canada and the United States say they are working closely and sharing intelligence to try to stem the flow. Canadian officials also say they have a good relationship with Chinese law enforcement.

The Mounties have created teams across Canada focused on identifying the criminal organizations producing ecstasy and meth and say they have shut down 17 labs in the past year.

"The labs that we're finding now are what you refer to in the United States as super labs. We call them economic-based labs," says Raf Souccar, assistant commissioner of the Royal Canadian Mounted Police.

Each lab produces more than 10 pounds of ecstasy in one batch, he says. "It's not your mom and pop operation. It tells me that it is criminal organizations that are, yes, more sophisticated and producing it for profit as opposed to producing it to fuel their habit."

It's then finding its way into schools, like Nick's in Albany, New York.

"I have been seeing an increase in pill use among the teens in general," says Greg Reid, a counselor at Equinox Community Services Agency, which sponsors drug counseling and other activities for youth in Albany.

"They do something called 'pharming' where they throw a bunch of pills into a bowl and kind of choose or take out the pills they want."

Ecstasy pills are often among the drugs of choice in the bowl.

"I have seen that increase in the past two years," Reid says. "Ecstasy ... can be very dangerous, especially if you don't know what it is getting mixed with."

National Endowment for the Arts Announces New Reading Study

Follow-up to Reading at Risk links declines in reading with poorer academic and social outcomes

November 19, 2007

		Contact: Sally Gifford 202-682-5606 giffords@arts.gov

Washington, DC -- Today, the National Endowment for the Arts (NEA) announces the release of To Read or Not To Read: A Question of National Consequence, a new and comprehensive analysis of reading patterns in the United States. To Read or Not To Read gathers statistics from more than 40 studies on the reading habits and skills of children, teenagers, and adults. The compendium reveals recent declines in voluntary reading and test scores alike, exposing trends that have severe consequences for American society.

"The new NEA study is the first to bring together reliable, nationally representative data, including everything the federal government knows about reading," said NEA Chairman Dana Gioia. "This study shows the startling declines, in how much and how well Americans read, that are adversely affecting this country's culture, economy, and civic life as well as our children's educational achievement."

To Read or Not To Read expands the investigation of the NEA's landmark 2004 report, Reading at Risk. While that report focused mainly on literary reading trends, To Read or Not To Read looks at all varieties of reading, including fiction and nonfiction genres in various formats such as books, magazines, newspapers, and online reading. Whereas the earlier report assessed reading among adults age 18 and older, To Read or Not To Read analyzes reading trends for youth and adults, and readers of various education levels. To Read or Not To Read is unique for its consideration of reading habits alongside other behaviors and related outcomes including academic achievement, employment, and community involvement.

Among the key findings:

Americans are reading less - teens and young adults read less often and for shorter amounts of time compared with other age groups and with Americans of previous years.

• Less than one-third of 13-year-olds are daily readers, a 14 percent decline from 20 years earlier. Among 17-year-olds, the percentage of non-readers doubled over a 20-year period, from nine percent in 1984 to 19 percent in 2004.¹
• On average, Americans ages 15 to 24 spend almost two hours a day watching TV, and only seven minutes of their daily leisure time on reading.²

Americans are reading less well – reading scores continue to worsen, especially among teenagers and young males. By contrast, the average reading score of 9-year-olds has improved.

• Reading scores for 12th-grade readers fell significantly from 1992 to 2005, with the sharpest declines among lower-level readers.³
• 2005 reading scores for male 12th-graders are 13 points lower than for female 12th-graders, and that gender gap has widened since 1992.⁴
• Reading scores for American adults of almost all education levels have deteriorated, notably among the best-educated groups. From 1992 to 2003, the percentage of adults with graduate school experience who were rated proficient in prose reading dropped by 10 points, a 20 percent rate of decline.⁵

The declines in reading have civic, social, and economic implications – Advanced readers accrue personal, professional, and social advantages. Deficient readers run higher risks of failure in all three areas.

• Nearly two-thirds of employers ranked reading comprehension "very important" for high school graduates. Yet 38 percent consider most high school graduates deficient in this basic skill.⁶
• American 15-year-olds ranked fifteenth in average reading scores for 31 industrialized nations, behind Poland, Korea, France, and Canada, among others.⁷
• Literary readers are more likely than non-readers to engage in positive civic and individual activities – such as volunteering, attending sports or cultural events, and exercising.⁸

"This report shows striking statistical links between reading, advanced reading skills, and other individual and social benefits," said Sunil Iyengar, NEA Director of Research and Analysis. "To Read or Not to Read compels us to consider more carefully how we spend our time, since those choices affect us individually and collectively."

While no single government agency or entity can solve the problem of declining reading rates, the NEA national reading program, the Big Read, is one response to these findings. The Big Read is designed to restore reading to the center of American culture by providing citizens with the opportunity to read and discuss a single book within their communities. In 2007, nearly 200 communities nationwide are participating in the Big Read, reading one of 12 classic American novels such as Fahrenheit 451 by Ray Bradbury and Their Eyes Were Watching God by Zora Neale Hurston. The NEA presents the Big Read in partnership with the Institute of Museum and Library Services and in cooperation with Arts Midwest. For more information, visit www.neabigread.org.

To Read or Not To Read assembled data on reading trends from more than 40 sources, including federal agencies, universities, foundations, and associations. Primary sources include the U.S. Department of Education, the U.S. Department of Labor, the Henry J. Kaiser Family Foundation, the University of Indiana, Bloomington, the University of California, Los Angeles, and the Organisation for Economic Co-operation and Development.

NEA Office of Research and Analysis
The NEA Research Division issues periodic research reports and briefs on significant topics affecting artists and arts organizations. To Read or Not to Read is available in print and electronic form in the Publications section of the NEA website, www.arts.gov.

About the National Endowment for the Arts
The National Endowment for the Arts is a public agency dedicated to supporting excellence in the arts, both new and established; bringing the arts to all Americans; and providing leadership in arts education. Established by Congress in 1965 as an independent agency of the federal government, the Arts Endowment is the largest national funder of the arts, bringing great art to all 50 states, including rural areas, inner cities, and military bases.

_____________________

1. U.S. Department of Education, National Center for Education Statistics (NCES)
2. U.S. Department of Labor, Bureau of Labor Statistics, American Time Use Survey (2006)
3. U.S. Department of Education, NCES, The Nation's Report Card: Reading 2005
4. U.S. Department of Education, NCES, The Nation's Report Card: Reading 2005
5. U.S Department of Education, NCES, National Assessment of Adult Literacy (2007)
6. The Conference Board, Are They Really Ready to Work? (2006)
7. Organisation for Economic Co-operation and Development, Learning for Tomorrow’s World: First Results from PISA 2003
8. National Endowment for the Arts, The Arts and Civic Engagement: Involved in Arts, Involved in Life (2006)

http://www.nea.gov/news/news07/TRNR.html

Registration for 2008-09 courses is open

Attention classes of 2009 - 2012:

Registration for next year's courses is now open. You must register by Feb. 20, 2008. You must turn in a printed copy of your course request that is sign by you AND your parent/guardian.

For more information, please log in to your Infinite Campus account or go to the high school web page for details.

If you have any questions regarding which courses to take, your current accumulated credits, and/or the registration process, please contact your guidance counselor or one of the building principals.

A Dangerous Transition: High School to the First Year of College

BUFFALO, N.Y. -- Increases in young women's drinking during the transition from high school through the first year of college can have dangerous physical, sexual and psychological implications, according to a report out of the University at Buffalo's Research Institute on Addictions.

The good news is that during the first year of college, when many young women increase their drinking, the majority (78 percent) of the 870 incoming freshmen women who participated in the study did not experience any victimization. The bad news, however, is that among the 22 percent of women who were victimized, 13 percent experienced severe physical victimization and 38 percent experienced severe sexual victimization.

The research results were published in the January 2008 issue of the prestigious Journal of Studies on Alcohol and Drugs.

"This is the first study that we know of that has compared risk for physical and sexual assault among college women based on changes in drinking during this transition period," said Kathleen A. Parks, Ph.D., principal investigator on the study. "Clearly, abstaining from drinking is a protective measure. However, young college women should be aware that becoming a new drinker or increasing one's drinking during this transition increases the likelihood of victimization."

The study showed that among women who drank alcohol during the first year of college, rates of physical and sexual victimization were substantially higher compared to women who did not drink. In addition, the odds of first-year college sexual victimization significantly increased with each pre-college psychological symptom (i.e., anxiety, depression) and each pre-college sexual partner a woman reported.

Interestingly, researchers found that the changes in drinking patterns during the high-school-to-college transition influenced risk for physical and sexual victimization in different ways.

About one fourth (27 percent) of the women reported that they abstained from drinking in the year prior to entering college. During the first year of college, only 12 percent continued to be abstainers. Among these abstainers, less than two percent reported physical victimization and seven percent reported sexual victimization.

Compare this with drinkers, seven percent of whom reported physical victimization and 19 percent, sexual victimization.

Being a new drinker during the first year of college (15 percent of the women) increased the likelihood of physical, but not sexual, victimization. The researchers speculated that new drinkers' social and physical inexperience or lack of tolerance for alcohol and its effects may increase women's impairment when drinking and subsequently, their vulnerability to potential perpetrators or dangerous situations. Perhaps, the physically disinhibiting effects of alcohol for new drinkers may cause them to be more reactive, possibly verbally aggressive, or more likely to call attention to themselves, thereby putting themselves at risk for physical aggression in social drinking situations.

Continuing drinkers were defined as those who drank the year prior to college and during the first year of college. Of these women, more than half (57 percent) increased their drinking during the first year at college. They drank considerably more than new drinkers on multiple measures of alcohol consumption, including heavy episodic drinking -- four or more drinks per occasion -- and were at greater risk for sexual victimization.

Of the continuing drinkers, 26 percent reported decreasing their drinking and 16 percent reported not changing their level of weekly drinking.

These findings suggest that a later onset of drinking may be protective against patterns of heavy episodic drinking and some of the associated negative consequences.

"Young women who had a history of physical victimization and greater psychological symptoms, and who began drinking during the first year at college had an increased likelihood of experiencing physical victimization," explained Parks. "Women who had a greater number of psychological symptoms, more sexual partners and increased their weekly drinking had an increased likelihood of experiencing sexual victimization during the first year of college."

Parks is a senior research scientist at RIA and a behavioral psychologist with extensive experience studying women's substance use, misuse, and victimization. The other research team members included Ann M. Romosz, project director, Clara M. Bradizza, Ph.D., senior research scientist at RIA and research assistant professor of psychiatry in UB's School of Medicine and Biomedical Sciences, and Ya-Ping Hsieh, Ph.D., data manager and analyst for the study.

Incidents of sexual victimization were predicted by different factors than incidents of physical victimization. According to Parks, "The significant predictors of sexual victimization were psychological symptoms during the first year at college, number of consensual sexual partners and increased drinking. Women who have more consensual sexual partners are more likely to encounter a sexually aggressive individual and are more likely to experience sexual victimization. At the same time, women who increased their drinking are more likely to be behaviorally and cognitively impaired and less likely to recognize, avoid or defend against sexual aggression. "

Women who increased their drinking experienced nearly five negative alcohol-related problems during the first year at college. Those problems included a variety of consequences such as inability to do homework or study for a test, passing out or fainting suddenly, engaging in consensual sexual activity that was regretted afterward, physical assault, sexual assault, theft or robbery.

Parks encourages development of prevention programs that emphasize the risks of drinking and heavy drinking in social situations for women. Women with a history of drinking before entering college are at greatest risk for escalating their drinking and experiencing more negative consequences and sexual assault.

The study was funded by a $1.8 million grant from the National Institute on Alcohol Abuse and Alcoholism.

The Research Institute on Addictions has been a national leader in the study of addictions since 1970 and a research center of the University at Buffalo since 1999.

The University at Buffalo is a premier research-intensive public university, a flagship institution in the State University of New York system and its largest and most comprehensive campus. UB's more than 28,000 students pursue their academic interests through more than 300 undergraduate, graduate and professional degree programs. Founded in 1846, the University at Buffalo is a member of the Association of American Universities.

http://www.buffalo.edu/news/9136

College admission decisions

Do not fret if you still have not heard from a college regarding your application. Here's what you should do:

1. Confirm the date that everything was mailed by your guidance counselor.
2. Call the school to confirm that your file is complete. If it is not, ask to see if they have completed opening mail. Many schools are still opening mail from late December. See this Washington Post article for details.
3. a. If your file is complete, ask for an estimated date for a decision. Do not pressure them, do not discuss other answers you have received. Then the waiting continues...
3. b. If your file in incomplete and they have opened all of their mail, contact your counselor to resend the missing pieces.

Remember - all colleges have different policies regarding notifying students of admission. Some do so on a rolling basis, some have a set mail date (e.g. April 1). Do your research on your individual schools so you are aware.

Report Cards

3rd grading period report cards were sent home with students on Wednesday, January 23. If you did not see a copy, please contact the Guidance Office and we will send one home.

You are able to access student grades online at any time. Go to the district web site to find out more information.

Millions of youths use cold meds to get high

Number who abused OTC medications similar to LSD use, officials say MSNBC News Services
updated 9:07 p.m. ET, Wed., Jan. 9, 2008

WASHINGTON - About 3.1 million people between the ages of 12 to 25 — or about 5 percent of the age group — have used over-the-counter cough and cold medicine to get high, a U.S. government survey found.

In large doses, cough syrups and cold pills can be used to induce hallucinations, “out-of-body” experiences or other effects, officials said.

This type of abuse has been known for years, but the 2006 survey, conducted by the Substance Abuse and Mental Health Services Administration or SAMHSA, sets out the best numbers to date quantifying the problem, officials said.

In recent years, the Drug Enforcement Administration has cited the rising popularity of cough syrup cocktails — prescription codeine-laced cold medicine mixed with soda or sports drinks. With names like "Syrup," "Purple Drank" and "Lean," these concoctions first gained fame in Southern rap circles. As the trend spread to fans, teens started using the more readily available over-the-counter versions of cough suppressants.

Today's report, based on interviews with almost 45,000 people ages 12 to 25, provides a snapshot but don't show whether this type of drug abuse is rising, falling or staying the same.“The survey tells me that parents need to be very concerned about the over-the-counter medicines that they have in their medicine cabinet,” Dr. H. Westley Clark, director of SAMHSA’s Center for Substance Abuse Treatment, said in a telephone interview.
“And young adults need to be concerned about the effects that over-the-counter cold medications and cough medications have on their functioning.”

The abuse was highest among whites — at levels three times that of blacks. Overall, the level of abuse of these drugs is comparable to levels of use of LSD, methamphetamine or the drug ecstasy in this age group, the agency said. Among those ages 12 to 17, abuse of these drugs was most common among girls, while it shifted to young men among those 18 to 25. Nearly 82 percent also had used marijuana, the agency said.

Among those surveyed who said they had misused one of these cough and cold medications in the past year, about 30 percent said they used a NyQuil brand product, 18 percent used a Coricidin product and 18 percent used a Robitussin product.

The cough suppressant DXM is found in more than 140 cough and cold medications available without a prescription. When taken in large amounts, DXM can cause disorientation, blurred vision, slurred speech and vomiting.

"While increasing attention has been paid to the public health risk of prescription drug abuse, we also need to be aware of the growing dangers of misuse of over-the-counter cough and cold medications, especially among young people," said Terry Cline, the agency's administrator.

The Associated Press and Reuters contributed to this report.

© 2008 MSNBC Interactive

College Drinking Games Lead to Higher Blood Alcohol Levels (HealthDay News)

Women at themed events also drank more heavily than male peers, field study finds
-- Madeline Vann

SUNDAY, Jan. 6 (HealthDay News) -- The first on-the-scene study of college drinking behavior shows that parties with drinking games result in higher blood alcohol levels, while themed parties encourage college women to drink more heavily than men, new research suggests.

Previous studies of college drinking have relied largely on individual behavior and self-reports of drinking habits. Researchers at San Diego State University and the University of Michigan have determined that environment and party activities also affect drinking behavior.

"Most studies use survey methods that require people to recall their drinking behavior -- days, weeks or months prior -- and such recall is not always accurate," corresponding author J. D. Clapp, director of the Center for Alcohol and Drug Studies and Services at San Diego State University, said in a prepared statement. "By going out into the field and doing observations and surveys, including breath tests for alcohol concentrations, we were able to mitigate many of the problems associated with recall of behavior and complex settings."

The team observed 1,304 young adults (751 men, 553 women) at 66 college parties over the course of three semesters. The parties all took place in private residences close to an urban public university in southern California. The team noted party environment, surveyed attendees and collected blood-alcohol concentrations.

The researchers found that playing drinking games, having a personal history of binge drinking, attending a party with many other intoxicated people, and attending a themed event all predicted higher blood alcohol levels. The researchers expressed surprise over the finding that women at themed events drank more heavily than their male peers.

Students who attended parties with the intention of socializing and people who attended larger parties drank less alcohol.

"From a methodological standpoint, our study illustrates that is possible and important to examine drinking behavior in real-world settings," Clapp said. "It is more difficult than doing Web surveys and the like but provides a much richer data set. Secondly, environmental factors are important. Much of the current research on drinking behavior focuses on individual characteristics and ignores contextual factors. Yet both are important to our understanding of drinking behavior and problems."

The team plans to expand its research to other environments, including bars.

The study was published in the January issue of Alcoholism: Clinical & Experimental Research.

More information
To learn more about alcohol abuse, visit the National Institute on Alcohol Abuse and Alcoholism.

Sending out transcripts

Seniors, please remember that it can take up to five school days to process a transcript, and that you MUST turn in a transcript request form. If you have any questions, please talk to your counselor.

Final Exams and semester Early Dismissal

Reminder for all students:

January 10 - Final Exams during blocks 3 through 6
January 11 - Final Exams during blocks 1 and 2; Early dismissal immediately after second block (11:00AM)

FAFSA 2008-09 now open

The Free Application for Federal Student Aid (FAFSA) for the 2008-2009 school year is now open. To complete the form, visit the FAFSA web site at http://www.fafsa.ed.gov. If you prefer to mail in your form, you may print out a .pdf version at http://www.federalstudentaid.ed.gov/docs/en-bwPDF_FAFSA_20071818.pdf.

The Guidance Office has paper copies of the worksheet, but not the form that can be mailed in to the federal government.

If you would like assistance completing your FAFSA, please contact the Guidance Office to set up an appointment with our LEAF advisor.

Happy Holidays!

Have a safe and happy holiday season. Enjoy your time away from school. I will see you when school resumes on January 3, 2008.

Eating Habits and the Holidays

As I look at the plate of cookies and two doughnuts on my desk, and think about the three packages of truffles at home (all of which are gracious holiday gifts, and I am very appreciative), I can't help but consider how much weight I will add to my frame over the holidays. We all hear about weight gain during this time of year as we celebrate and indulge with our family and friends. Keep in mind that having your weight continually yo-yo is not healthy. During your teen years, develop some healthy habits that you can carry with you into adulthood.

Here are some resources:
Kids Health - Healthy Eating
Ask the Dietitian
Make Healthy Eating a Habit
Caring for Kids - Promoting Healthy Eating Habits
WebMD - Children's Health
Readers Digest - Healthy Eating Habits for Kids
Healthy Holiday Eating Habits

Teen Driving Safety

Teenage drivers have some of the highest accident rates. As we begin to see the white stuff hitting - and sticking to - the ground, please practice safe driving.

Do NOT use your cell phone while driving.

Do NOT text message while driving.

Keep the radio volume to a low level so that you can hear things happening outside of the vehicle.

Scrape off ALL of your windows and defrost them COMPLETELY before pulling out of your parking space or driveway.

Just because it doesn't look icy doesn't mean it isn't. Learn more about black ice.

Here are some resources to help our students become better drivers, especially in Ohio winters.

National Safety Council - Family Guide to Teen Driver Safety
Child Development Information - Driving Safety for Teenagers
Teen Driving
CDC - Teen Drivers Fact Sheet
Edmunds - Teen Driver Safety Series
American Academy of Pediatrics - Parenting Corner - Teen Driver
I Promise Program
Allstate - Help Your Teen Become a Safe Driver
Ohio Teen Driver Coalition
Weather.com - Driving in Snow and Ice
Ohio Winter Driving Safety Tips
ODOT Winter Driving Tips

FAFSA .pdf available

If filing online for financial aid is not for you, the .pdf version that can be printed and mailed in is now available. Check it out!

http://www.federalstudentaid.ed.gov/fafsa/fafsa_options.html

Scholarships

Are you looking for alternate ways to fund your college education? Make sure you check the list of scholarships available through the Guidance Office. A printed copy is available; you can also check online.

Do not limit your search to the scholarships we receive. Check out Fastweb or Broke Scholar or one of the many other scholarship search programs on the Internet.

Do NOT pay for a scholarship. If you think it's too good to be true, it probably is. If you are concerned that the scholarship may be a scam, come see me and I will help you investigate. For more information on how to spot a scam, go here.

College Deposits

It's beginning to look a lot like... college decision letter time. When you receive an acceptance letter, many times the schools will request that you mail in a deposit to confirm your attendance. This can be a confusing situation, especially as you receive numerous letters, and I will attempt to clarify some of the points.

1. Do NOT deposit at multiple schools. Perry HS is a member of the National Association of College Admission Counseling (NACAC). We agree to follow their ethics codes (Statement of Principles of Good Practice), which states a student will not deposit at multiple schools. From a different perspective, this can get very expensive.

2. You do NOT have to deposit before May 1. If a college requests your deposit by a different deadline, TELL ME. They are in violation of the ethics codes if they do not grant an extension until May 1. You may have to request an extension in writing, which I suggest you do so that you have a copy for your records.

3. You must deposit by May 1. If you do not, the school may give your spot to someone else.

4. If you deposit before May 1 and change your mind, you may request in writing prior to May 1 for a refund of your deposit.

Still confused. I bet. It can be a very confusing process. Come see me or call me, and I will help you with your individual questions.

PSAT scores are in

If you (sophomore or junior) took the PSAT, your scores are in the Guidance Office. We've had the news on the announcements and made an announcement during lunches, but still have many in the office. See your counselor to receive your test booklet, score report, and a lesson on how to read and use the information.

Having Boys as Friends Can Boost Young Girls' Drinking Risk (HealthDay News)

http://health.msn.com/health-topics/addiction/articlepage.aspx?cp-documentid=100184658&gt1=10710

Study in twins finds a strong link
-- Robert Preidt

MONDAY, Dec. 17 (HealthDay News) -- For girls, especially, having friends of the opposite sex during adolescence can raise the likelihood for alcohol use.

Researchers at Virginia Commonwealth University analyzed data on 4,700 twins in Finland.

They focused on the association between friendship characteristics and alcohol use and the extent to which genetic and/or environmental factors influenced similarity in drinking behaviors among adolescents and their friends.

"Our findings suggest that girls may be more susceptible to their friends' drinking and that having opposite-sex friends who drink is also associated with increased drinking," corresponding author Danielle Dick, now of Virginia Commonwealth University, said in a prepared statement. Dick was an assistant professor at Washington University in St. Louis at the time of the study.

"Furthermore, genetically based analyses suggest that the correlation between adolescent/friend drinking was largely attributable to shared environmental effects across genders," Dick said.

Parents need to be aware of their children's friends and how they spend their time together. "This awareness is particularly important for girls, and when the friendship group consists of members of the opposite sex," Dick said.

The study is published in the December issue of Alcoholism: Clinical & Experimental Research.
"Those who design and implement [drinking] prevention approaches should take gender into account as a potentially critical moderator of prevention outcomes," Kenneth J. Sher, Curators' Professor in the department of psychological sciences at the University of Missouri, said in a prepared statement.

"We need to better understand the 'why' of sex differences in risk in order to shed important light on the nature of risk processes," Sher said. "For example, are girls potentially more 'vulnerable' to peer-related effects at this stage of life because they are likely to be more intimately involved with their closest friends that are boys? That is, does gender simply serve as a 'proxy' of a variable such as intimacy or closeness during this time of their lives?"

The Nemours Foundation has more about kids and alcohol.

FREE Scholarship Search Book

The Student Loan Funding Network has put a FREE ebook on their website - Scholarship Search Secrets. You can print the book using the Adobe Acrobat reader. Go here to check it out:

http://www.studentscholarshipsearch.com/ebook/

January 2008 - Events and Dates to Remember

Jan. 1 - Winter Break - No School
Jan. 2 - Winter Break - No School
Jan. 3 - First Day Back to School
Fall OGT scores posted
Jan. 4 - ACT Registration Deadline (for Feb. 9 test)
Jan. 10 - Freshman (class of 2012) registration evening
First day of semester exams (3-6 blocks)
Jan. 11 - First semester ends
Second day of semester exams (1-2 blocks)
Students dismissed at 11:00AM
Jan. 14 - Staff Development Day - No students
Jan. 17 - Sophomore (class of 2011) registration evening
Jan. 18 - Report cards distributed
Jan. 21 - Martin Luther King, Jr. Day - No School
Jan. 23 - Open House
Jan. 26 - OMEA Solo/Ensemble Contest
Midwest Talent Search - SAT
SAT Test
Jan. 29 - SAT Registration Deadline (for Mar. 1 test)

Divorce and the holidays

Planning holiday gatherings can be difficult in the best of situations. When a divorce has occured, it can complicate things even more. Students do not frequently speak up about the stress of the holidays, particularly those students who travel between different parent's houses for the holidays.

Here are some resources on divorce that I have used when working with students.

Children and Divorce
Counseling Corner: Children and Divorce
DivorceInfo.com
Helping Children Through Divorce
Kids in the Middle
The Ultimate Divorce Guide

See my past blog on working with kids and holiday stress.

Study: All-nighters Hurt Grades

"Students who rely on working at night to improve their grades might want to sleep on that strategy: a new survey in the U.S. says those who never study all night have slightly higher grades."

http://www.msnbc.msn.com/id/22259233/

Financial Aid Night

Thank you to everyone who attended my Financial Aid Information Night last night.

If you were unable to attend, do not fret! We recorded the presentation, and it will air on Channel 22 beginning next Thursday. Check the listing information for times. We are also turning it into a podcast and will put a link on the Guidance Home page. I will let you know when that is complete.

I refer to several handouts in the presentation. Copies are available in the Guidance Office.

Leadership Development Opportunity

The Lima Family YMCA is pleased to offer teens finishing 9th grade to 12th grade a two-week service learning experience June 12-26, 2008 on the Cheyenne River Reservation in South Dakota. The program is designed to promote leadership development through service, youth-to-youth interaction, and cultural experiences with the Lakota people. An informational meeting will be held Thursday, January 29 at 7:15. Please see you Guidance Counselor for more information.

Facebook and MySpace

I read an article yesterday on the CNN web page about a group on Facebook that worries me. This group encourages women to post pictures and videos of themselves when they are inebriated and, many times, in not-safe situations. When I viewed the group closer (yes, I have a Facebook account - I'm not that old), I came across pictures of high school students. For fear of seeing a picture of one of my students, I stopped viewing the page. But I can't stop thinking about what I saw.

Please consider the following:

1. The web is PUBLIC. IF you post to a public page (and most Facebook and MySpace groups are public), ANYONE can view the information. Before you post, please think: what would my parents think? my grandparents? my employer? my children? There are sites that archive everything on the Internet. Don't think that just because you erased something it can no longer be viewed.

2. Employers and Colleges are on Facebook and MySpace. They read your postings. Indeed, they can - and do - Google your name. I have read about students who are not getting into college because of their postings. It is not an urban legend. Refer to #1 - it is PUBLIC.

3. There are predators on Facebook and MySpace. We say this over and over again. Protect yourself. Do not give detailed personal information. Set your pages to private. Do not add friends just because they sent you a request.

4. Our student handbook (pages 39-43, 48, 81-83) outlines that cyber-bullying is punishable. We know that there are and have been groups that target other students. Again, refer to #1 - it is PUBLIC and ARCHIVED. If we see it, we are obligated to pursue it.

So you have/want a Facebook/MySpace page and want to make sure you are safe with the information you post.

1. Do NOT put identifying information in a public place. This includes your last name, address, phone number, IM, and/or email address.

2. Before you join a group or post anything, consider what someone who does not know you would think if they saw the information, particularly a college admissions counselor or an employer.

3. Read what people post on your wall/comment spaces/bulletins frequently. Remove offensive and/or questionable items. Ask the sender to stop posting them. If they don't, remove them from your list of friends. A lot is gleaned from looking at your associates.

4. Consider the pictures that you let people take of you. Would you want everyone on the planet to see it? If not, don't be in the picture.

5. Think before you hit "send" for a text message, IM, or email message. This information is easily posted by other people.

If you have any questions, don't be afraid to ask. I understand the draw to social networking sites, and enjoy them. There are safe ways to participate, and I can't help you make these decisions.

Scholarships and Financial Aid

We have a great variety of scholarship applications available in the Guidance Office. A list is available in print and online. Scholarships are not the only form of financial assistance available. To find out more about financial aid, please attend our Financial Aid Information Night this Thursday, December 13, 2007 at 7:00 PM in Goodwin Theatre.

College Application Reminder

Seniors - if you have an application that needs to be mailed prior to January 4, you must turn it in NO LATER than Wednesday, December 12.

College Mail

Are you still waiting for information regarding your college applications? I have had many students come down to say that they have not heard anything from their colleges.

You are not alone! The volume of mail received by colleges during November and December is astounding.

For example, this is from Holy Cross:

This is a picture of the mornings mail being opened and sorted. Look at the pile! And look at the recycling bin.

Or from Dartmouth - and this is just Early Decision!

This is the box that an admission counselor at Johns Hopkins plans to take home to read:

Please do not worry if you have not heard anything. If you would like to contact the office of admission at your college, first see your counselor to find out the exact mail date of your application.

Anger Management Strategies

We see lots of students who have a difficult time managing their reaction to their emotions, particularly anger. It is natural and healthy to experience and express anger. However, many students have not learned how to express their anger acceptably.

Here are some strategies for expressing anger:

1. Relax before reacting. Think about the situation. Breathe deeply, from your gut. Count to 10.
2. Don't jump to conclusions. Improve your communication skills so that you know you understand the other person before you react.
3. Move. Go for a walk. Leave the room (with permission if you are at school). Do something creative, like paint or play your musical instrument.
4. Talk to someone who is not in the situation, like a counselor or a friend to sort out your feelings.
5. Script a response. Having this written out can keep you from saying something you do not mean or that you would regret.

Resources:
American Psychological Association - Controlling Anger Before it Controls You
Mayo Clinic - Anger Management

Holiday Coping Tips

As we enter the winter holiday season, the excitment builds - time with family and friend, gift giving and receiving, good food, and, of course, time away from school. While many students look forward to the holidays, there are some who dread the season because of the accompanying stress. Just as adults feel stress when "change" enters their life, children can experience difficulty adjusting to the many changes that accompany the holidays. Children need to be taught how to adjust to the different daily schedule and the rush of new people in their environment.

There are many resources to learn ways to help students cope with the holiday rush.

The Mayo Clinic - Stress, depression and the holidays: 12 tips for coping
Psych Central - Nine Ways to Beat the Bah-Humbugs
Psych Central - Holiday Coping Tips
American Psychological Association - Coping with Holiday Stress
Coping with the Holidays After a Death of a Loved One

If you or someone you care about needs help working through the stress associated with the holidays, please seek out a counselor. We are available to help, and can refer to outside agencies if additional help is needed.

College Applications

The last day to turn in college applications to guarantee they will be mailed prior to winter break is December 12. We will NOT be processing applications over break. If your application due date is between December 21 and January 4, you MUST turn your application in by December 12. If you have any questions, please see your counselor ASAP.

Cleveland Clinic Summer Internship

• Are you interested in a career in science or healthcare?
• Are you a current 10th or 11th grade student who will be 16 years old on or before June 1, 2008?
• Do you have a strong interest in science and math or the arts?
• Is your GPA 3.5 or better?

If so, see your counselor regarding the Cleveland Clinic Summer Internship. The 9 week PAID internship will give you insight into a career in healthcare as you work alongside a Cleveland Clinic health care professional on meaningful research projects. We have had several students participate in the past, and they have had great things to say about the experience.

Applications are due February 8, 2008. You must apply online at:

http://www.clevelandclinic.org/CivicEducation .

Tips for Taking the ACT

Tips for Taking the ACT
(from actstudent.org)

• Carefully read the instructions on the cover of the test booklet.
• Read the directions for each test carefully.
• Read each question carefully.
• Pace yourself—don't spend too much time on a single passage or question.
• Pay attention to the announcement of five minutes remaining on each test.
• Use a soft lead No. 2 pencil with a good eraser; do not use a mechanical pencil, ink pen or correction fluid.
• Answer the easy questions first, then go back and answer the more difficult ones.
• On difficult questions, eliminate as many incorrect answers as you can, then make an educated guess among those remaining.
• Answer every question. Your scores on the multiple-choice tests are based on the number of questions you answer correctly. There is no penalty for guessing.
• Review your work. If you finish a test before time is called, go back and check your work.
• Mark your answers neatly. Erase any mark completely and cleanly without smudging.
• Do not mark or alter any ovals on a test or continue writing the essay after time has been called or you will be dismissed and your answer document will not be scored.
  

Internship Opportunity

Attention 10th and 11th grade students who will be 16 on or before June 16th:

If you are considering a career in healthcare and/or are good in science and math with a 3.5 g.p.a. or higher, please see your counselor for information about the Cleveland Clinic Summer Internship. This is a 9 week PAID summer learning experience!!!! Students work 40 hours a week and can earn PSEO college credits through Kent State University. Application deadline is Feb. 8, 2008.

So-called "Senioritis"

December is here - we are almost in 2008! While we all (staff included) share in the excitement of the New Year, PHS staff do not recognize "Senioritis" as a valid excuse - for anything!

I have received numerous requests to change second semester schedules - not something that we recommend! If you have been admitted to a college and change your schedule, we MUST inform the college of the change. They may change their mind about wanting you in their entering class.

I have also heard, "well, it doesn't matter - it's not like anyone is going to see my grades for my senior year." WRONG! We send out mid-year and final transcripts. Also, included in your transcript is a copy of your report card. So even if you get a B on your transcript, they may see your failing final exam grade.

How can we work through senioritis? Be educated on the "causes" and symptoms. Also, be vigilant in not accepting it! For example, if you (as a parent) went to work and said, "Oh, I didn't do that because it's not like it matters, no one outside of here is going to see the information," would you still have a job? I wouldn't! School - especially senior year - is to prepare our students for future employment. We need to make sure we maintain our expectations.

What is "senioritis"?

According to wikipedia, "Senioritis is a colloquial term used in the United States and Canada to describe the decreased motivation toward studies displayed by students who are nearing the end of their high school careers. By definition, Senioritis is not due to the direct physiological effects of a general medical condition such as hypothyroidism or insomnia but is typically said to include: slowness, procrastination, apathy regarding school work, a feeling of entitlement or privilege and a tendency toward truancy, malingering or feigning illness in order to avoid presence in a school setting, cognitive impairments, and changes in sleep patterns. Many high school students find themselves in a type of lame duck situation: their plans are made and a new chapter in their life is about to begin, so finishing the current chapter (the current term separating them from graduation) becomes just a formality or "holding pattern." Even though high school seniors tend to be the bulk of the victims, high school juniors and sophomores are also known to have it.

Senioritis usually results in a withdrawal from school-related extracurricular activities and school spirit events and a reduced concern for social acceptance, instead focusing on graduation (and the end of compulsory school) in June and/or acceptance to college in September. It can also manifest as increased social and extra-curricular activity, which comes at the expense of academic duties, with the student preferring to "have fun" rather than work academically."

What to watch for:

• declining grades
• declining motivation
• constant commenting, "Well I'm a senior now..." or "I'm 18 - you can't do anything about it."
• declining participation in activities
• increased sleeping, watching tv, video game use
• increased socializing OUTSIDE of school and school activities
• increased contacts from teachers
• request to drop a class or change a schedule for second semester

Why it is important to monitor:

1. College Applications: When students are admitted to college, it is based on their FINAL grades. Admission can -- and has -- been rescinded based on final transcripts.
2. Employment: Even if a student isn't attending college, they will still have to work. Their decreased performance in high school will be seen by employers and will impact job interviews.
3. Scholarships: Do you need help paying for college? Again, it is the FINAL GPA that counts. We have had several students who have lost scholarships based on their final GPA.

For more information, see:

College Board - What to do about senioritis
Time Magazine - How to Combat Senioritis

Financial Aid Information Evening

The PHS Financial Aid Information Night is Thursday, December 13 at 7:00PM in Goodwin Theatre. We highly recommend that all juniors and seniors -- AND their parents -- attend this informational meeting to learn more about obtaining financial aid for college. IF you have any questions, please contact the PHS Guidance Office.

Fall Play

The Fall Play is this weekend. See your peers perform in The Effect of Gamma Rays on Man-in-the-Moon Marigolds. The play is Friday and Saturday evenings.

Preventing Plagiarism

All Perry High School juniors and seniors must complete a research paper for their English classes. The paper is a necessary component to pass the class and, thus, graduate. Unfortunately some of our students over the years have tried to turn in work that was not original, yet claim it as theirs. Plagiarism - using someone else's words or ideas and representing them as your own - is not tolerated. For 5 years I have presented in the English 11 classrooms regarding plagiarism, and every year it still occurs. Indeed, just three days after I presented this year, two students in the class turned in work that they claimed they had written; a very quick search online proved otherwise.

Writing a research paper for the first time can be very difficult. And scary. Call me crazy, but I like doing research and I like writing research papers. I have had to use many citation formats and have found it difficult keeping everything organized. That's when I asked for help, and I encourage all of you to do the same.

Some ways to ask for help:
1. Visit your teacher during zero block or after school and discuss your issue
2. Use the Resource Room during lunch and ask for assistance
3. Come see me during the day or before or after school
4. Turn in a rough draft of your paper for your teacher to read
5. Use various print and Internet resources (see below)

Do not be afraid to advocate for your needs. High school is the perfect time to learn this skill. We do not expect perfection; in fact, we expect you to need help. That's why we are here!

There are some fabulous resources that can be used to help you understand plagiarism. My favorite is plagiarism.org; in fact I use many of their worksheets when working with classes. The language and examples are very clear.

I learned today from Wikipedia that the word "plagiarism" derives "from the Latin "plagiarius," meaning "a plunderer" or, an older term, "plagium," meaning "kidnapping," or possibly "plagiare," which is "to wound"" (Wikipedia). Plainly speaking - in plagiarising, you are stealing someone else's work or idea, which hurts both them and you.

When you enter college, you will learn the committing plagiarism can be grounds for failing a class or expulsion from the school. Many colleges publish their own tips for avoiding plagiarism for student use. Some examples are UNC, Purdue, Indiana University, and Georgetown.

If you question whether or not your action is, in fact, plagiarism -- which is a specific form of academic dishonesty or cheating -- please ask for help before you turn it in to your teacher for a grade. If you have any questions regarding plagiarism, please ask.

Financial Aid Podcast

I was searching through educational podcasts on iTunes yesterday and found a daily podcast on Financial Aid tips. "Financial Aid Podcast" by Christopher Penn is a short daily tip by the Student Loan Network. It is FREE! The topics are very informative.

Each podcast details at least one financial aid topic, news updates, and one scholarship. The titles of each session are very descriptive, so it is easy to pick topics related to your needs and interests.

Yes, I took the ACT in June

Yesterday I had the opportunity to present to peers at the Professional Education Symposium on my experience regarding taking the ACT as an adult. I thought as students and parents you might be interested in hearing about it.

I read an essay in the Journal of College Admissions (NACAC) about a college counselor in New York who took the SAT when the format changed. Since the majority of our students take the ACT, I decided to begin with that test, especially with the addition of the writing test.

I registered to take the June 2007 test. It had been over 10 years since I took the ACT "for real," and I was nervous. First, I do not look like I am in high school, so will I stand out? Second, will anyone there know me (um, yes...)? Third, will I remember the material (I did, thankfully, from teaching the ACT Prep class)? And, fourth, what will happen when people hear that I took the test?

The morning of the test I slept in (okay, not in high school terms, but in my world) until 6:45, showered and threw on clothes that I thought would help me blend in - jeans and a sweatshirt. I arrived at the test center at 7:30, checked in, and waited. And, as I was waiting, I realized that one of my students (MG - you know who you are!) was taking the test in the same room. Now, I purposely registered to take the test 45 minutes from Perry so that I wouldn't chance taking the test with one of my students. But it all worked out okay.

The test was very long. I'm glad I brought a granola bar and bottle of water for the 5 minute break. I am also glad I borrow a good calculator to use, as my calculator is from high school (read - before graphing calculators were affordable). Also, I brought 5 pencils, which came in handy, as the room's pencil sharpener was not functional. And the test room was FREEZING; my extra sweatshirt was very useful.

I found parts of the test to be very familiar (Reading, English and Writing) because so much of my job and personal interests involve using these skills daily. The math and science reasoning sections were a very different story. I ran out of time on the math section and had to utilize my "letter of the day." I did well on the science section, but the time came in at the wire. If I had not learned the ACT Prep skills for teaching the class here at Perry, I do not think I would have been prepared for the math or science sections.

And now that the test is over, what will people think? First, I am met with disbelief. Why would you take the test? What were you thinking? Did you send the scores anywhere? Second, they want to know my score. And I show them, but I remind them that I have a bachelor's and master's degree. But I refuse to show students, as it becomes a contest. All I tell them is that I beat my score from high school.

Taking the ACT as an adult opened my eyes to Test Anxiety, which was the focus of my Tuesday presentation. If you are interested in receiving a copy of the presentation, please send me an email and I will gladly forward on the powerpoint.

I encourage all teachers, counselors, administrators, and college admissions counselors to take the ACT and SAT. You will gain so much insight on the process of testing and the pressure that our students feel about one single morning in their lives.

Auburn Visit Day

Attention Sophomores (and parents of sophomores):

As you learned at our Auburn presentation on Friday, November 2, there will be an opportunity to visit Auburn Career Center and tour two programs on Wednesday, November 14. You MUST turn in your permission slip AND choice of programs sheet (both are available in the office if you need a new copy) NO LATER THAN MONDAY, NOVEMBER 12.

We CANNOT bring students who turn in their forms after this deadline. Auburn needs to prepare for your visit, and our deadline to them is the 12th.

If you have any questions, please talk to your counselor.

Remembering Marcia Cook

The halls of Perry High School are a sea of pink t-shirts in rememberance of Marcia Cook. Mrs. Cook passed away earlier this year of cancer. A staff team had been established last year to walk in the annual Komen Northeast Ohio Race for the Cure. The "Tough Cookies" designed a shirt to honor Mrs. Cook; many staf members purchased the shirts, and many students expressed an interest in also owning a shirt. Today we wear our shirts to remember the strength and courage that Mrs. Cook demonstrated, and her dedication to her family, friends and our students.

Auburn Career Center Visit

Attention Sophomores:

Auburn Career Center will be visiting on Friday, November 2, 2007. All sophomores will attend a presentation given by an Auburn representative. This presentation will cover the admission process, the available programs, and an upcoming visit day at Auburn Career Center.

You received an informational mailing at home that includes your application. If you are interested in attending Auburn, you must complete this application. If you did not receive an application, please see your counselor.

Virtual College Fair

CollegeWeek Live is hosting a Virtual College Fair on Nov. 13-14 from 3PM-11PM. 100+ colleges have signed on to participate. Check it out!

http://collegeweeklive.com/index.html

Teens: Meth is accessible, has benefits (AP)

Kids believe drug is ‘easy’ to get, makes them feel ‘very happy,’ survey finds
The Associated Press
Updated: 6:06 p.m. ET Sept 18, 2007

WASHINGTON - Nearly a quarter of teens say it would be "very easy" or "somewhat easy" to gain access to methamphetamine, a survey released Tuesday shows.

One in three teens also believes there is only a "slight risk" or "no risk" in trying meth once or twice, according to the study by The Meth Project, a nonprofit anti-drug group that produces gritty ads to show the perils of meth abuse.

And about one in four teens said there are benefits to using meth. Twenty-four percent of teens agreed with the statement that meth "makes you feel euphoric or very happy," while 22 percent said meth "helps you lose weight" and 22 percent said it "helps you deal with boredom."

Lawmakers and government officials said the survey highlights the need for an aggressive public education campaign to inform kids about the dangers of the highly addictive stimulant.

"For kids, meth is death," said Dr. Julie Gerberding, head of the federal Centers for Disease Control and Prevention. "And if we really want to do something about improving the survival of our adolescents and help them become healthy adults, we've got to tackle this problem head on."
Gerberding praised The Meth Project's two-year anti-meth ad campaign in Montana, which is credited for helping reduce meth use in the state by 45 percent since 2005. The ads use graphic images to portray the drug's ravages on young people.

By contrast, meth use among teens nationally remained unchanged over the same period, according to the annual drug use survey released last month by the Health and Human Services Department.

Getting to kids at an early stage is crucial, Gerberding said. Of the teens who have tried meth, 77 percent reported they used the drug when they were 15 or younger, the survey showed.

On the positive side, a majority of teens — 76 percent — voiced "strong" disapproval with trying meth once or twice, about the same level as those who disapproved of trying cocaine or heroin.

"What this survey shows us is that we have more work to do," said White House drug czar John Walters said. "These attitudes are troubling. We still have too many kids who say they can get their hands on this poison."

The White House Office of National Drug Control Policy began a meth prevention ad campaign earlier this month. The print and broadcast ads — including four produced by The Meth Project — will appear in eight states where meth use remains high: Alaska, California, Illinois, Indiana, Iowa, Kentucky, Oregon and Washington.

Walters said prevention efforts appear to be having an impact. He pointed to a report last December from the National Institute on Drug Abuse that showed meth use among teens declined 50 percent from 2001 to 2005.

The survey for The Meth Project was conducted by GfK Roper Public Affairs & Media and questioned 2,602 junior and senior high school students ages 12-17 at 43 schools across the country.

© 2007 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

URL: http://www.msnbc.msn.com/id/20842489/

Teen smokers 5 times more prone to drink (Reuters)

New report spotlights how nicotine affects adolescent brains
Reuters
Updated: 3:55 p.m. ET Oct 23, 2007

WASHINGTON - Teenagers who smoke are five times more likely to drink and 13 times more likely to use marijuana than those who are not smokers, according to a report issued on Tuesday.

The report by Columbia University's National Center on Addiction and Substance Abuse presented further evidence linking youth smoking to other substance abuse and spotlighted research on how nicotine affects the adolescent brain.

"Teenage smoking can signal the fire of alcohol and drug abuse or mental illness like depression and anxiety," Joseph Califano, who heads the center and is a former U.S. health secretary, said in a telephone interview.

The report analyzed surveys conducted by the U.S. Substance Abuse and Mental Health Services Administration and other data on youth smokers. Most smokers begin smoking before age 18.

Smokers ages 12 to 17 are more likely drink alcohol than nonsmokers — 59 percent compared to 11 percent, the report found. Those who become regular smokers by age 12 are more than three times more likely to report binge drinking than those who never smoked — 31 percent compared to 9 percent.

Binge drinking was defined as having five drinks or more in a row.

Asked whether smoking is causing these other behaviors or is just another risky behavior occurring alongside the others, Califano said, "There's no question that early teenage smoking is linked to these other things. Now whether it's causing it or not, I think the jury is probably still out on that."

Smokers ages 12 to 17 are more apt to meet the diagnostic definition for drug abuse or dependence in the previous year — 26 percent compared to 2 percent, the researchers said.

The report noted that marijuana is the most widely used illicit drug among teenagers, with government data from 2005 showing 7 percent of those ages 12 to 17 used marijuana.

Of these, current cigarette smokers are 13 times more likely to use marijuana than those who do not smoke.

The younger a child is when he or she starts smoking, the greater the risk, the Columbia team said.

Children who start smoking by age 12 are more than three times more likely to binge on alcohol, nearly 15 times more likely to smoke marijuana and almost seven times more likely to use other drugs such as heroin and cocaine.

Teenagers who smoke also have a higher risk of depression and anxiety disorders, the study found.

The report cited scientific studies showing the nicotine in tobacco products can produce structural and chemical changes in the developing brain that make young people vulnerable to alcohol and other drug addiction and mental illness.

This includes effects on the brain chemicals dopamine and serotonin and changes to brain receptors associated with an increased desire for other addictive drugs.

(c) Reuters 2007. All rights reserved. Republication or redistribution of Reuters content, including by caching, framing or similar means, is expressly prohibited without the prior written consent of Reuters. Reuters and the Reuters sphere logo are registered trademarks and trademarks of the Reuters group of companies around the world.

URL: http://www.msnbc.msn.com/id/21440637/

Red Ribbon Week

"The purpose of the Red Ribbon Campaign is to present a visible commitment to a safe, healthy and drug-free lifestyle. The campaign is designed to accomplish the following:

• to create awareness concerning the problems related to the use of tobacco, alcohol and other drugs
• to support the decision to live a healthy, drug-free lifestyle.
  

Red Ribbon Week began in 1988 in honor of DEA (Drug Enforcement Administration) Agent Enrique "Kiki" Camarena, who was kidnapped and killed in Mexico in February of 1985. Agent Camarena, then 37, had uncovered a multi-billion dollar drug scam in which he suspected officers of the Mexican Army, police forces and government. As he left his office one day, five men appeared at his side and kidnapped him. His body was found one month later in a shallow grave; he had been tortured and beaten.

The first Red Ribbon Week was proclaimed in 1988 by the U.S. Congress in support of Agent Camarena and the cause he gave his life for -- combating drugs. The week is marked by the wearing of a red ribbon to send the message: Live drug-free!

National Red Ribbon Week is the last week of October. SADD chapters are encouraged to celebrate Red Ribbon Week to symbolize their commitment to a healthy, drug-free lifestyle and to create awareness of the problems related to the use of tobacco, alcohol and other drugs. (http://www.sadd.org/campaign/ribbon.htm)"

Perry High School has set up a display of 6,000 red ribbons on the west side of the building to represent the 6,000 students annually killed in car accidents. Classes will visit the display on Tuesday. Please join our students and staff in conversations regarding safe driving for all of our students.

College costs up again this year (AP)

College costs up again this year
Report: Average increase of 6.6 percent forcing students to borrow more
The Associated Press
Updated: 11:16 a.m. ET Oct 22, 2007

Average tuition and fees at four-year public colleges rose 6.6 percent this year, again outstripping increases in financial aid and pushing students into more borrowing. Community colleges once again did the best job keeping the lid on prices.

In-state students at four-year public schools are paying $6,185 this year, up $381 from last year, according to the nonprofit College Board's annual survey of college costs, released Monday. At four-year private colleges, tuition and fees rose 6.3 percent to $23,712.

The published price is not the real price for many students. Onaverage, accounting for grants and tax breaks, full-time studentsare actually paying $2,577 this year to attend four-year public universities. That's $209 more than last year.

However, even the net price is still rising much faster thanoverall inflation. The net price at public universities is $560higher, in 2007 dollars, than a decade ago. The five years haveseen prices rise 31 percent above and beyond the general inflationrate for other goods and services — the worst record on collegeprices of any five-year period covered by the survey dating back 30years.

Prices at two-year colleges, which educate about half ofAmerican college students, rose 4.2 percent to $2,361. Accounting for aid, their average net cost is only $320 per year.

A companion report released on trends in student aid shows thatover the last decade, increases in grant aid — money students don't have to pay back — have covered only about one-third of the increases in private college tuition and half the increases at public four-year schools.
While borrowing from the government is still far bigger,students are footing more and more of the bill with private loans from banks and student loan companies. Undergraduate private borrowing grew 12 percent to $14.5 billion in 2006-2007. The rate of increase in total private borrowing for education has slowed, but borrowing has increased tenfold over the last decade.
Including room and board for students living on campus, charges for public four-year colleges were $13,589, or 5.9 percent higher than last year. At private four-year schools, total charges rose by the same percentage to $32,307. George Washington University in Washington, D.C. recently attracted attention for becoming the first major university with a published price, including room and board, of more than $50,000.

However, the percentage of college-goers who pay such large sums is fairly small. Fewer than 10 percent even attend colleges with tuition and fees higher than $30,000, according to the CollegeBoard, and many of those students receive financial aid. About 56 percent of students at four-year colleges attend schools listing a price under $10,000, and about one-third attend schools charging under $6,000.

© 2007 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
URL: http://www.msnbc.msn.com/id/21420361/

Early Action - Restrictive

I borrow this from Donnelly Fenn of Future Focus Educational Services in Ashland, Oregon.

Early Action allows students to apply to a college early, have their application reviewed and decsion made early, but not have the binding decision as with Early Decision. Several of the schools that use Early Action (EA) have a restrictive EA program. Here is Mr. Fenn's list:

"Latest news on Restricted Early Action (REA) vs. Single Choice Early Action

Boston College now defines their REA as: "Boston College does not permit students to apply under our Early Action program if they are applying to a binding Early Decision program at another college. Students are free to apply to other Early Action (non-binding) and Regular Decision programs. Yale University states: "If you are an applicant to Yale under the Single Choice Early Action program, you may not apply to any early admissions program that notifies candidates in December, whether or not that program is binding. You may still make applications to any other schools you wish for a regular spring decision, and you have until May 1 to tell us whether you are accepting an offer of admission. “Single Choice” means that you must sign an agreement on your application stating that Yale is the only early admissions program to which you are applying. Stanford University states: "At Stanford we believe early admission should be guided by the principle of first choice; as a result, our Restrictive/Single-Choice Early Action program requires that you file only one early admission application.” Although NACAC has defined REA as interpreted by Boston College (according to the BC counselor I spoke with), both Yale and Stanford interpret it differently. The best advice I can give you is to contact or research online the Early Decision/Action policies of each college or university regarding this most confusing of admission policies. "

Vocabulary

As seniors turn in college applications, I take the time to review essays for basic editing needs. I have seen some terrific essays. However, I have seen some where some vocabulary boosting may be needed. I do NOT suggest breaking out the thesaurus every time you write. Yes, it is a very useful tool, and I do utilize it. People who know you will see a disconnect between your writing and speaking if you rely on a thesaurus. Instead, work to increase your vocabulary.

READ. Reading increases your vocabulary. Read whatever you can - the newspaper, news websites, magazines, editorials, books, flyers, etc. Reading keeps you abreast of what is happening in the world, and you will learn new words without even knowing it.

WRITE. Work on your editing skills. When you re-read your writing, does it sound like you need some variety? Concentrate on using a new word each day in your writing. Start small. Remember that it takes practice to become a good writer, and it takes practice to introduce new words into your vocabulary.

SPEAK. Now that you have learned some new words, use them conversationally. Have a vocabulary partner that has a similar goal. Yes, it's a cheesy idea, but it works. And it can be your new inside joke. Try to keep track of how many times a day you use the new word. It takes 21 times to build a habit.

RESOURCES. Are you looking for resources to increase your vocabulary? There are many websites that offer a word-a-day function.

Wordsmith - You can sign up to have a word emailed to you every day.

Merriam-Webster - The dictionary giant introduces a word every day, uses it in a sentance, and gives a fun fact about the origin of the word.

New York Times - The newspaper introduces words used in their publication, and has an audio feature to assist in pronunciation.

Why should I work to increase my vocabulary?

READING. Just like reading heps build your vocabulary, you will also need to know the words you encounter. As you proceed with your education, you will encounter more words that are not used in daily conversation.

WRITING. A strong vocabulary will help you express yourself through writing. And you will be writing papers, letters, etc., for the rest of your lives!

SPEAKING. Job interviews, college interviews, cocktail parties, boardroom meetings, dates -- you are judged by your verbal communication. There will be times when you will desire the skills to impress your audience. Practice now.

COLLEGE AND JOB APPLICATIONS AND RESUMES. Stand out from the crowd. The competition can be fierce. Give a concrete example of your abilities to admissions counselors and future employers.

OGT reminder

Reminder -- the OGT will be given to juniors and seniors who need to pass sections next week. If you need the test, you have already received a reminder notice. If you have any questions, please let your counselor know.

Some OGT Tips:
1. SLEEP!! Get a good night's sleep before the test.
2. Eat breakfast before the exam. You will need a lot of energy, as the test is long.
3. Pace yourself. You have 2 1/2 hours to complete each portion of the test. Take time to review your answers.
4. Take the test seriously - it is a requirement for graduation in Ohio.
5. Remember your intervention tips.

Good luck to all!

Did You Know?

This is a wonderful video on TeacherTube about technology, education, and the global economy. It motivated me... I hope it motivates you.

Test Anxiety

Many students approach us regarding test taking skills and test anxiety. There are quite a few resources on the web that can help you prepare for standardized exams, as well as exams in your classes.

What is test anxiety?
"Test anxiety is actually a type of performance anxiety - a feeling someone might have in a situation where performance really counts or when the pressure's on to do well. (kidshealth.org)"

What Causes It?
"All anxiety is a reaction to anticipating something stressful. Like other anxiety reactions, test anxiety affects the body and the mind. When you're under stress, your body releases the hormone adrenaline, which prepares it for danger (you may hear this referred to as the "fight or flight" reaction). That's what causes the physical symptoms, such as sweating, a pounding heart, and rapid breathing. These sensations might be mild or intense. (kidshealth.org)"

Remember, some anxiety isn't always a bad thing. We need to help you manage your anxiety when it hinders your performance.

Here are some basic tips to help manage or relieve your anxiety:

1. Be prepared. Do not cram the night before.
2. Develop study habits early. Do not wait until your senior year or until college (like I did) to learn how to study. Ask for help now!
3. Get a good night's sleep before the exam. Eat breakfast that morning.
4. Budget your time -- when you study and while you are taking the test.
5. Think positive thoughts. You CAN do this. Really.
6. If you lose focus during the test, stretch. While sitting in your seat, close your eyes, stretch your arms to the ceiling, and concentrate on breathing slowly.

Here are some suggested sites:

Study Guides and Strategies
University of Illinois Counseling Center
University of Buffalo Student Affairs
Teen's Health - Test Anxiety

And don't think test anxiety is limited to high school or college students...
Test Anxiety - PRAXIS

If you would like more information, please see your counselor. We can help you manage your anxiety.

Report Cards

Report Cards were distributed to all students with 6th block classes yesterday. If you do not have a 6th block class, please come to the Guidance office to pick up your report card.

Parents - Yes, your child received their report card. Also, if they had an I (Incomplete), F, or under 2.0 GPA they are ineligible and received an ineligibility notice.

If your child does not have this information to give to you. Please call the Guidance office and we can send you a copy.

Homecoming

Have a safe and fun Homecoming weekend!

Friday

5:30 -- Meet for parade
6:00 -- Parade begins
7:00 -- Game

Saturday

7:30 - 11:00 -- Dance

SAT Tips

Be well-rested and ready to go. Get a good night’s sleep before the test.

Eat Breakfast. You will be at the test center for several hours and are likely to get hungry.

Don’t forget your Photo ID and SAT Admission ticket.

Bring two No. 2 pencils and a good eraser. Mechanical pencils and pens are not allowed.

Bring a calculator and a set of fresh batteries.

Bring snacks. You will get a short break at the end of each hour of testing time. You can eat or drink any snacks that you have brought during these breaks. The snacks must be in sealed containers and cannot be consumed during testing.

Arrive at your test center no later than 7:45. They will not wait for you to arrive to begin testing. If they begin before you enter the site, you will not be allowed to take the test and you will not get your money back. Testing should be completed between 12:30 and 1:00 PM.

Cell phones, ipods and other electronic devices are not permitted in the testing center. Having such a device during testing will invalidate your test.

Also, be sure to answer carefully. Negative points are given for incorrect answers on the SAT.

ACT and SAT Registration dates

I have had many students ask about ACT and SAT registration. Here is the basic information:

ACT
fee = $30 or $44.50 with writing by Regular Dealine
fee = $49 or $63.50 with writing by Late Deadline
Test Date Regular Registration Deadline Late Registration Deadline
October 27, 2007 October 1, 2007 October 2–October 5, 2007
December 8, 2007 November 2, 2007 November 3–15, 2007
February 9, 2008** January 4, 2008 January 5–18, 2008
April 12, 2008 March 7, 2008 March 8–21, 2008
June 14, 2008 May 9, 2008 May 10–23, 2008

SAT
fee = $43 by regular deadline
fee = $65 by late deadline
Test Date Regular Deadline Late Deadline
October 6, 2007 September 10, 2007 September 14, 2007
November 3, 2007 October 2, 2007 October 11, 2007
December 1, 2007 October 30, 2007 November 8, 2007
January 26, 2008 December 26, 2007 January 4, 2008
March 1, 2008 January 29, 2008 February 7, 2008
May 3, 2008 April 1, 2008 April 10, 2008
June 7, 2008 May 6, 2008 May 15, 2008

Welcome LEAF!

Perry is working with the Lake/Geauga Educational Assistance Foundation (LEAF) this year. LEAF is a private non-profit educational information/assistance organization. It is specifically designed to serve the planning preparation and financial needs of prospective college students who have demonstrated the aptitude and desire to succeed. LEAF works with every public high school in Lake and Geauga counties.

This assistance will be available as students plan programs of education beyond the high school experience in a range of settings from entrance into technical skill acquisition training programs to enrollment in college and university settings.

We are very excited to be working with LEAF. Our contact is Barb Meinen. Mrs. Meinen will be at PHS every Tuesday and is available for student and parent appointments. Students can sign up in the Guidance Office for an appointment during a free block or their lunch. She is located in the Main Office, in the office labeled, “College Consulting.” It is Mrs. Meinen’s goal to meet with every senior. Please encourage your students to visit with her, as she has a wealth of knowledge regarding financial aid and continuing education.

Please let your counselor know if you have any questions regarding LEAF, and help us welcome Mrs. Meinen!

Application Component: Secondary School Report

As seniors begin to process their college applications, they will notice that some schools require the completion of a Secondary School Report (or Guidance Counselor form). This report details the student's rank, GPA, difficulty of curriculum, and a recommendation letter from the counselor. The top of the form must be filled out by the student, including the signature, indicating whether a student "does" or "does not" waive their right to review the form and/or recommendation letter.

Several of the Ohio Public schools require the completion of a brief chart detailing your four-year curriculum. These schools are the University of Akron, University of Cincinnati, Cleveland State University, Kent State University, The Ohio State University, and Wright State University. Miami University requires the Common Application (www.commonapp.org) which requires the Secondary School Report.

If you are applying online, you may have to print out this form. YOU have to print it out; we are unable to do so. Also, YOU have to complete the top (student portion); we will not.

If you have any questions regarding the form, please do not hesitate to ask.