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.