February 2011

Volume 14 Number 4February 2011

BuccaneerBulletin Oswego High School’s Student Voice

Photo By MoNék CulleN

Are Teachers OK as Facebook Friends? Page 3

Teens and Their Faith Page 4

Editorial

February 2011Buccaneer Bulletin

2

Editor-in-ChiefJasmine Davis

Managing EditorFaith Whitely

Layout EditorMeghan Carl

Chief PhotographerMonék CullenArt DirectorErin McIntosh

Business ManagerKatherine Robinson

Senior WriterKathryn Whelsky

Entertainment EditorTina BuckinghamClublicity Editor

Shaughnessy DarrowAd Representative

Jeff WallaceSports Writer Christina Dehm

Reporters Morgan Pratt Rebecca Pratt

Heather Rounds Marcus WolfWebmaster

Madison Rhoades

Oswego High School’s Student Voice

The Buccaneer Bulletin, a member of the Empire State School Press Association, and The Quill and Scroll, is published periodically by the

students of the Oswego High School, 2 Buccaneer Blvd.; Oswego, New York 13126; (315) 341-

2200.It is intended as a vehicle to inform, educate,

and entertain the student body.Printing services are provided by The

Palladium-Times. Opinions expressed are those of the students and do not necessarily reflect those of

the administration or the advisers.

Check us out on the web at: www.buccaneerbulletin.wordpress.com

Buccaneer Bulletin

AdvisersBill Reeser

Mike McCrobie

Drawing BoardDrawing Board

. . .To the winners of the 2011 Scholastic Art Awards from Oswego High School. This is a very competitive art competition with over 4,500 entries from CNY, in which only 800 total pieces are selected to exhibit. Our local winners were:• Fine Art Portfolio Gold Key Awards: Chelsee Brockwell, Jenna Hotchkiss• Gold Key Award for Drawing: Chrissy Abare• Silver Key Awards: Austin DeMott for Design, Sarah Brown and Haley Annal for Drawing,

and Jenna Hotchkiss for Mixed Media• Honorable Mentions were awarded to Megan Mahaney and Cassidy Barney for Drawing,

Sarah Brown, Katherine Robinson and Rebecca Krass for Design, Jenna Hotchkiss for Photography, and Chrissy Abare for Design & Digital Art

Congratulations to these students!

. . .To the Oswego City School District and Rivers’ End Bookstore who were presented with the Community Investor Award at the 95th Annual Meeting of the Oswego-Fulton Chamber of Commerce for their efforts with the Oswego Reads initiative. This award, as designated by the Chamber, is given to individuals or organizations who have given substantial investment and commitment to the improvement of the community. Congratulations to all faculty, staff, students, parents and community members who were involved with this unique school/community effort.

www.buccaneerbulletin.wordpress.com

Cartoon by Erin mCintosh

. . . To whoever keeps ripping the sports articles off the wall outside of room 136/137. The articles are meant to boost Buccaneer spirit and instill pride in our students’ accomplishments. The person or persons who continuously tear down the pictures should stop defacing the wall and learn to get some school spirit themselves.

Editorial 3

In Our View . . .

Tim Edgar

“ I think its fine to be friends with teachers. I’m friends with some people who sub sometimes and things seem to be working out fine between us.”

Senior

“Should students be ‘Facebook friends’ with

their teachers?”

What’s Your Opinion?Teachers as ‘Facebook Friends?’ Why Not?

February 2011Buccaneer Bulletin www.buccaneerbulletin.wordpress.com

What’s Up With That?

As high school students and staff members of The Buccaneer Bulletin, most of us are active Facebook users. We check our pages daily to keep up with what our “friends” are doing and the latest news, which is usually really just the latest gossip or drama. We have thousands of “friends” who may or may not be our real friends in life. Whether they’re classmates, family members, or friends-of-a-friend, we accept them as our “Facebook friends.” But now that the clientele of Facebook has vastly expanded, what about our teachers? Is it ethical or acceptable to have teachers as“Facebook friends?”

We at The Buccaneer Bulletin think it’s perfectly acceptable.

All students have experienced a day in class when their teacher begins to go on a tangent about his or her personal life. Whether it’s about their kids, spouse, or hobbies, teachers just seem to always bring little personal details into their classrooms. Students get to know their teachers personally--and why shouldn’t they? We spend five out of the seven days a week together. In the beginning of the year, teachers always have students fill out index cards with their personal information, the same information that’s available on our Facebook account. Why shouldn’t we be able to see their information as well?

If we could, we would be friends with some of our teachers. After all, we do see them every day and get to know them very well over the course of a year. We would like to see pictures of their spouses, children and hobbies that we hear so much about. It’s not like they don’t share that kind of information with the class anyway.

The reason why Facebook friendships with teachers are often disapproved of is because many people are posting inappropriate photos or comments on the social networking site. If students knew they could be friends with their teachers, then this might prevent them from sharing certain information

If our college admission counselors, prospective employers, student groups and grandparents can be our Facebook friends, then why can’t our teachers? Teachers are people too. Many teachers at OHS already have Facebook accounts. Some of them are friends with their students, and some of whom are not. Each one of these professionals has his/her own personal reasons for being (or not being) friends with their students. But we believe that the more teenagers who begin to see that Facebook is now a site for “everyone,” the more they may realize that it’s not just their peers who are viewing their profiles, but the adults they interact with daily in school.

Your Guess is as Good as Ours

Kaitlyn Holloway

“No, It’s not professional on the teachers’ parts, and it’s just plain weird. No one should know their teacher on a personal level.”

Senior

Cooper Harse

“No because often teachers and/or students have inappropriate content posted on Facebook or have content posted about them.”

Senior

Mrs. Kapuscinski

“No! Students don’t think before they post too much information. I don’t want to know what they did or what party they want to go to.”

Substitute Teacher

For those of us who have observed the school construction over the past few years, we can breathe a sigh of relief that it’s just about over. No longer do we hear the pounding of jackhammers in our classrooms or see clouds of concrete dust filling our hallways. And OHS looks fantastic. We have a beautiful cafeteria to dine in and host after-school and evening activities. Our science wing and additional classroom space makes this a better place to learn.

But there remains some unfinished business. The photo above is an approximately nine foot by three foot piece of plywood in the main hallway outside of the library. It’s not tile or concrete or anything other than a piece of wood. So, let’s figure out what it is. The student who submits the most creative explanation to the question: What’s Up With That? will win a gift card to the River’s End Bookstore. Just to get you in the spirit, we thought it might be a burial ground for students who never graduate, a hidden door, like the one where the Green Hornet hides his car, Black Beauty or even a bunker for Principal Hartwell to stay in just in case of a nuclear attack.

Anyway, you have until March 1 to submit your clever suggestion to Editor-in-Chief Jasmine Davis at [email protected]. Be creative. Have some fun. Good luck!

photo by Monek Cullen

Look around any house of worship regardless of the religion, and one is likely to find many middle-aged and elderly members of the congregation. But there are many young people in today’s society who are just as strong in their faith.

Just by looking at the teenage population, it can be said that teens have mixed feelings towards religious beliefs. Thinking and decision-making can be affected by how a teen is perceived by his/her fellow peers, so in a world where attending church and having a faith has many negative and positive portrayals in the media and culture, it’s not odd for easily influenced teens to have these mixed feelings as well.

Yet, there is still a considerable number of teens who attend and serve in their churches or youth groups as a part of their weekly routines. Eve Simmons, a junior at OHS, stated, “I used to go to church every Sunday. I would go with my grandmother after my grandfather died to keep her company, but I haven’t gone since high

school really because of my busier schedule.”

To those who regularly attend services, church is a welcoming and peaceful place where any individual can go to worship God, pray, or where the confused can go to seek answers. A regular church-going teen is Rebecca Smith, an OHS senior, who attends the New Covenant Community Church located on East Oneida Street. She volunteers her time regularly to serve in the nursery or work on the church’s worship team. “I enjoy seeing others in my church encouraging each other, and always being there for someone in need. Without God and the people in my church, I’d probably be really depressed or in a lot of emotional turmoil,” she stated.

Another OHS senior, Emily Fultz also shared a bit about her church and faith. Emily attends St. Paul’s Roman Catholic Church where she is a lector Eucharistic minister. A Eucharistic minister is an individual who assists in handing out communion (the bread, representing the body of Christ, and the wine, representing his blood). Being

involved with her church has changed Fultz. She stated, “Its cliché, but it makes me a better person. I feel as if I should be giving something back (to the church).”

Faith is the belief in something that cannot be seen. Whether you follow Christianity, Judaism, Islam, Atheism, or another, many teens have found faith and solace in one form or another.

Feature

February 2011

4

Buccaneer Bulletin www.buccaneerbulletin.wordpress.com

Many Oswego Teens Find Solace in Their Faith By Erin McIntoshArt Director

OHS graduate Brittany Delahunt reflects recently at St. Paul’s Church.Photo by Monék cullen

Around the middle of January and the end

of June, students dread the upcoming Regents exams. Some students study diligently, some study occasionally, and some don’t study at all. No matter how hard they study, taking these tests is inevitable. A couple of these tests, however, are not the same as the tests from the past. Some have undergone recent changes in their development.

One of the exams that has undergone changes is the English Regents exam. Students take the Comprehensive English Regents exam in their third year of high school English, no matter what English classes they are enrolled in, according to Mrs. Eve Phillips, English teacher and leader of the English Department. The exam used to be a six-hour long exam that took two days to complete, but this year, the exam has been shortened to a three-hour exam that only takes one day to complete. The test still has four sections to it, like the exams of the past, but the sections have been changed. The first part of the exam consists of a listening passage read to the students and ten multiple choice questions. The second part consists of two passages and multiple choice questions. The third section has two readings, some multiple choice, and two constructed responses. The fourth part of the exam contains a Critical Lens essay, like English Regents exams in the past.

“It is an awful lot shorter. It’s half as long and is a lot less demanding in terms in writing. You used to write four well-developed responses, now you have two short responses and one that is well developed,” said Phillips. She did not completely agree with these changes. “I would have preferred two well-developed responses. I would prefer that one of them had been based on task one or task two; those would be more data driven, as opposed to literary responses.”

English teacher Mr. Isaac Kain has both positive and negative viewpoints about the new Regents format. “I think changing it from two days to one is more beneficial to students and graders, as long as the appropriate assessment is there.” He also agreed with keeping the critical lens essay. “I think they kept the essay that evaluated students’ abilities most appropriately, so I’m glad they kept the critical lens essay.” However, he doesn’t agree with having multiple choice questions. “Personally, I don’t think we need multiple choice. Written articulation is a more valid assessment.”

English teacher Mr. Elden Phaneuf likes the fact that the exam is shorter. “Young people’s attention spans seem to be shorter, so a shorter exam seems to be good.” However, he believes the exam could be even shorter and still carry out all of the important

state standards. He believes that students can do just one essay and a few multiple choice questions. On the other hand, he still has some concern about the exam. “We’re teaching them skills that don’t really apply to part three as readily as to part four.” There have also been some recent changes in the math Regents exams and in the Regents classes students can take as well. According to math teacher and Math Department leader Mrs. Michele Lloyd, there are no more math A and math B Regents classes. Math A included integrated algebra material and some geometry. Math B consisted of some geometry material and algebra 2/ trigonometry material. The last math A Regents exam was administered in January of 2009 and the last math B Regents exam was administered in June of 2010.

Currently, there are three math Regents courses. Those classes are integrated algebra, geometry, and algebra 2/ trigonometry. Lloyd agrees with these changes. “I think it’s a lot easier for kids to study one year’s worth of material, rather than a year and half’s worth.”

However, the one thing Lloyd would change about the math Regents exams is how they grade them. An integrated algebra exam is graded out of eighty-eight points and the geometry and algebra 2/ trigonometry exams are out of eighty-six points. They rank the points earned as a percent achieved on the exam. “We would rather see them graded on a 100 point scale, rather than the rating scale,” stated Lloyd. However, if a student were to receive thirty out of eighty-eight points on an integrated algebra exam, that student would receive a sixty-five on the exam.

A similar thing would occur on the other exams. “They’re getting a higher grade than what they really earned,” stated Mrs. Lloyd.

Math teacher Ms. Jennifer Bernard has both positive and negative viewpoints about the new math Regents classes. “I like it better as three, one-year classes rather than two, one-and-a-half year classes.” However, she believes that the number of topics within the classes can be shortened, but the topics themselves would be studied in a greater depth of

understanding. “I would focus on a few things more in-depth and not teach so many topics.”

Math teacher Sarah D.G. Hill has a major problem with the math Regents exams. That problem is the scale that curves the students’ grades. “There are kids in math courses who have not demonstrated a true mastery of the previous math course.” She asked representatives of the Board of

Regents about this at the New York State Education Department during a session two years ago. “We were told we teach for standards, not for curriculum. Many New York State math teachers were disappointed in this response,” she said Hill prefers when students receive a score that wasn’t curved by a scale. “It needs to go back to where the student scores out of 100 and the students get what they get. It needs to do away with scaling and go back to where the students

Features

February 2011

5


Students Statewide See Changes in Regents ExamsBy Marcus WolfReporter

“We were told we teach for standards, not for curriculum. Many New York State math teachers were disappointed in this response.”

Mrs. Sarah HillOHS Math Teacher

The January 2011 Regents exam schedule reflects the fact that the Comprehensive English test, that was previously a two-day, six-hour examination has been shortened to one, three-hour sitting. Some changes were also made to the mathematics curriculum which is reflected in the new integrated algebra, geometry, and algebra 2/trigonometry tests.

Buccaneer Bulletin Photo illustration

continued on page 7

I’m sure that every once in while, every high school student finds him or herself thinking that if only they were at a different school, surrounded by different people, that their life would be completely different. I’m no different. While high school hasn’t been a glowing experience for me, it hasn’t been horrible either. But I always wondered what it would be like for me if I picked up and moved to a different school, just for a day or two. Would I change, just like my schedule inevitably would? Would my life be better, worse, or the same?

In order to test this theory, I went to a different school for a day. It wasn’t a private school or a boarding school or anything, just another regular old public high school, with regular kids and regular teachers. So for one day, I was a student at G. Ray Bodley High School. The rivalry between OHS and G. Ray Bodley is a pretty well documented one; football, basketball, track, in every type of sport you can think of, the two schools battle one another. Students in both schools bash each other mercilessly, so I was a little bit worried about letting people in Fulton know that I was from Oswego High School. Fortunately, nobody made a big deal about it, and I was free to discover how different two high schools could be.

The answer is, unfortunately, not all that different. There were cliques, girls walking around exclusively in North Faces and Uggs, their hair piled on their heads in expertly messy buns and ponytails. ‘Emo’ kids, wearing eyeliner and ankle-length trench-coats, jocks wearing team sweatshirts and sweatpants, swaggering down the halls with their hands in their pockets.

Just as there were the same types of students, there were the same classes too. Social studies, math, economics, English, and AP classes of all shapes and sizes as well as music programs, individual art studies, P.E. and (Physical Education or Pure Evil?). G. Ray Bodley has its own school paper too, although theirs publishes on a daily basis, one page at a time.

Even though I was assigned a specific schedule, I kind of struck out on my own, exploring the building and ducking in and out of classes. Kids swore in the hallways, girls giggled and gossiped, teachers rolled their eyes and tried not to pay too much attention.

I started off the day in the newsroom of Fulton’s RaiderNetDaily, where I perused their paper and talked to the resident journalism students. Then I snuck into the library – which was freezing cold, thanks to the school’s over-zealous use of air conditioning. A kid asked me what I was doing there and I told him I was on a secret investigative report of the inner workings of the G. Ray Bodley crime ring. He didn’t seem to buy my story, but he did wink at me and drop a cheesy line, so you can rest assured in knowing that all, and I do mean all high school guys are dorks.

I interviewed a few G. Ray Bodley High School students in the hallways, and most of their answers to my questions were nice, but brief. Things like, “Uhh… our school is okay. It’s probably just like your school.” They were right, mostly. A few other students had different takes though. During a period where I was wandering around, I ran into senior Drew Harmon, who escorted me to an unlit classroom during his lunch period where there were a few other people gathered, watching ‘Bones’ and arguing with their teacher over whether or not Booth and Brennan were finally going to realize they’re madly in love. “G. Ray Bodley is getting an article written about it? Oh my God. Tell everyone that we’re gangster.” Let me just say that Drew Harmon is the most hilarious, adorable white boy you will ever meet. Just as I was writing ‘gangster’ down on my notepad, Harmon started up again with, “Ew! This cupcake is moldy! Don’t tell anyone that we’re moldy!” Note: The cupcake wasn’t from the cafeteria or anything. It was from another senior, McKenzie Swart’s locker. And it was an absolutely delicious cupcake--until we realized it was covered in fungus.

“G. Ray is just like Oswego, I

think,” stated junior Sadie Adamy. “It’s school. No one really wants to be here, but we’re trying to make it as fun as possible, y’know?” I do know, in fact. And from my day at Fulton High School, I deducted that their students do have a lot of fun. I visited an art class where kids were using clay, and overhead a conversation between two sophomores about how a sculpture that was supposed to be a dog, instead looked like a ‘rotting strawberry with a mustache.’ I went to a trigonometry class which … wasn’t fun at all, actually. But the English class afterward in which the seniors were reading Lord of the Rings was definitely a good time. I talked to a lot of students as well as teachers about the differences between OHS and

Bodley, and the only one that really stood out was Bodley’s integration of an ‘advisory period’ during all their other periods.

Third period at Fulton is only twenty minutes long, and during it, students are given the opportunity to get help with their homework, tend to things regarding counseling and college, and just do anything in general. I thought that was a pretty good idea, since because of the advisory period, students didn’t need to go to their counselors to make appointments; they were just there and readily available for students. On Fridays, some of the teachers bring in food for their advisory students to eat (and who isn’t cheered up by breakfast pizza or cake?).

The Fulton High School schedule has ten periods on it, instead of nine like ours, because of the short advisory period. One thing I noticed that kind of annoyed me was how students from Fulton called their classes ‘bells.’ “I have geometry fourth bell; I have physics tenth bell,” and so on. There were so many bells rattling around at all times that I often found myself being pushed along with the crowd in the hallway, not sure which way I was supposed to go or what ‘bell’ it was.

“We have some good clubs, and there are some cool teachers. There’s crap in the vending machines, but what do you expect with all the health-conscious nonsense going around now,” Bodley senior McKenzie Swart complained through a mouthful of the cafeteria’s macaroni and cheese. “I don’t think your life changes just because you go somewhere different. I think that you just need to change it yourself. You can surround yourself with different people, but the only important one to change is you. If that makes any sense.” I thought it did, personally, so I wrote it down and stole some macaroni and cheese.

In the end, my visit to G. Ray Bodley High School was pretty uneventful. Nothing amazing or horrible happened; it was just like a regular day at school, except for the halls were filled with a lot more unfamiliar faces. As much as I wish that just going someplace else could transform you into a different person, I think McKenzie is right. No matter where you go, you’re always going to be the same old you, unless you’re determined to change it. Only you can choose who you’re going to be. Not your high school, or your gender, or your race. If you’re somewhere you don’t want to be, then leave--but you have to work on yourself to be a better person as well.

As I was walking out the main doors of the rival high school after the last bell had rung for the day, a lanky senior named Dylan Rizzo waved at me from across the hall, yelling over the din of hundreds of students shuffling towards their buses. “I hope you had a good day!” he exclaimed before walking down the hallway.

Looking back, I made some friends; I learned some things; I had fun. So, yes. I’d say that I had a very good day.

Columns

February 2011

6


Traitor Raider--Kathryn Visits Rival High School

Photo IllUstratIon By KatherIne roBInson

Throughout the day I, like, hear people constantly saying the word “like.” Almost every time something, like, comes out of someone’s mouth, like, almost halfway in the sentence, they use the word “like.” Even I do it. I don’t know about anyone else, but I really want to, like, break this bad habit.

According to Dictionary.com, there are, like, many uses for the word “like.” We can use “like” as a way to, like, state the similarity between things. We can use it instead of the word “approximately.” We can use it in a way that’s, like, predicting something. We can even use it at as a way to state things, you know? But how do most of us in the school use the word “like?”

Like, we seem to use “like” when we can’t think of what to say next. It’s as if we’re, like, saying “like” to, like, fill a pause. It’s almost like we don’t think about what we are going to say, but say it anyway, constantly. The technical term for using “like” in this way, as in a way of uncertainty, habitually, or to fill a pause, is called an interjection, according to Dictionary.com.

I think the reason why this, like, bothers me is because of something that, like, happened at my best friends’ house. My family and I were at their house

and we were talking. One of my two best friends was saying something and she said “like” a lot, like way too much. Eventually my father said, “Try saying a sentence without using the word ‘like’ in it.” She tried very hard, but it was impossible for her to not say “like” in a sentence. Every time she, like, said a sentence, the word “like” kept coming out of her mouth.

It’s a bad habit that many teenagers, if not, like, all of us do. I don’t know how it, like, started, but I hope we can find a way to, like, end it.

I’ve also noticed that, like, adults are starting to have this bad habit too. It’s almost like our bad habit is rubbing off on them because they’re around us so much. I’m not sure, but I think that, like, they didn’t

say the word “like” as much as we do when they were kids.

Also, I’ve noticed that girls use the word “like” more than guys. I don’t know why they do, but they just seem to, like, say it more often. Maybe it’s because they have a lot to, like, say.

One of the things that I, like, believe caused this is our loose upbringing, inside and outside of school.

When our parents and our grandparents were kids, they were, like, raised to talk in a more formal, like, way and life was more, like, strict for them. Our parents are, like, more lax with us. The parenting methods just, like, changed over the past years.

We also appear to show a lack of respect towards our elders. We speak to them as though they were, like, our age (which isn’t necessarily a bad thing), but sometimes disrespectfully. Maybe, this might also be, like, a cause of why we say “like” so much. Our own informality is causing us to say more things that we don’t, like, think about.

The origin and cause of, like, why we say “like” so much is a mystery to me. One thing I know is that I am going to try to, like, stop using “like” so much.

I’m starting to, like, annoy myself because I’m, like, unable to control myself from using the word “like,” you know?

Going forward, I am going to, like, to restrain myself from

using “like” so frequently. It might be an interesting challenge. Try it--just don’t replace your overuse of “like” with the number two and three on the annoying interjection list--the words “y’know” and “OK.”

Editor’s Note: Marcus used the word “like” over like 50 times in this column!

Columns

February 2011

7


Why Can’t we, Like, Stop Saying the Word ‘Like’?

“Like we seem to use ‘like’ when we can’t, think of what to say next. It’s as if we’re, like, saying ‘like’ to, like fill a pause. It’s almost like we don’t think about what we are going to say, but say it anyway, constantly.”

get a true percentage and have it as part of their average,” stated Hill.

Many positive comments about the changes in the English Regents exam came from students who took it last month. “It puts a lot less pressure on kids who aren’t good at writing,” said eleventh grader Zack Jadus. Eleventh grader Schuyler Gardner also liked the changes. “I think it was a lot easier for the students to take a shorter exam.” Eleventh grader Katherine Hennessy also agrees with the change in length. “I think the Regents we took this year is a lot easier, because it’s shorter.”

There were a couple negative opinions about these changes. “I thought that changing it from six hours to three hours was better for the students, but it makes it harder for the English teachers, because of the changes in the grading rubric and the deadline of the grades,” stated eleventh grader Scott Gioia.

There were mixed opinions from students about the math Regents exams. Gioia agrees with the changes. “I think it was a move

forward for Oswego High School, because there are now fundamental classes for courses like algebra. It also helps students strive to do better.”

Jadus, however, seems to prefer the old classes. “I would probably have a better chance at passing the course if there were two different subjects. I would have a much better chance of completing the tasks before me.”

Sophomore Derek Syrell had mixed feelings about the changes. “It’s a good thing because people have more choices and they can match their skill level more easily, however, it’s a bad thing because the old classes used to have more variety in them, allowing students to have a better chance at being good at some aspects of the course and passing it.”

There are many different opinions about the redesign of the Regents exams. However, whether people agree with the changes or not, they are in place, and students and teachers will have to adjust. But when the tests are completed each January and June, all can enjoy a sense of relief.

Continued from page 5

Changes in the Regents Exams in Effect

Buccaneer Bulletin

Homemade Hot Chocolate What is a better way to spend your day off than with an extra creamy mug of homemade hot chocolate and a good book? Ingredients * 1/3 cup unsweetened cocoa powder

* 3/4 cup white sugar * 1 pinch salt * 1/3 cup boiling milk * 3 1/2 cups milk * 3/4 teaspoon vanilla extract * 1/2 cup half-and-half cream * Marshmallows

Directions 1. Combine the cocoa, milk sugar and pinch of salt in a saucepan. Bring this mixture to just under a boil. Watch that it doesn’t burn in the bottom of the pan. Remove from heat once hot and add vanilla. Divide between mugs. Add the cream to the mugs of cocoa to cool it to drinking temperature if desired. Don’t forget the marshmallows!

Ice Skating

In Oswego, there are many rinks featuring

a “free skate,” “open skate,” or “family

skate” such as the Campus Center at

SUNY Oswego, Cullinan Rink behind

Kingsford Park Elementary School,

and the Crisafulli Rink at Fort Ontario.

During the evening when these activities

are featured, ice skating is a good way

to spend your time. If you don’t have

ice skates, you can rent them from the

Campus Center skate shop.

Things to do at home on a Snow Day * Play Video Games * Music--Play it, listen to it, write it!

* TV--Most of us have hundreds of channels

* DVDs * Board Games * Cook/Bake * Order Take Out * Arts & Crafts * Computer * Texting * Puzzles * Reading--seriously!

SNOWNOPOLY


February 2011

Arts and Crafts

Living in Oswego, our elementary

school teachers always found an

appropriate craft to suit our climate.

Turning a simple white coffee filter

into a six pointed snowflake was

a very simple craft enjoyed by all,

and just like the snowflakes we see

outdoors, no two snowflakes are

alike!To make a snowflake, fold your coffee

filter in half. Fold it in half again,

and then fold it in half once more.

Using scissors, cut off the pointed

top from the folded filter. Then cut

out small unconnected triangles and

half-circles from along the edges of

the folded filter. Carefully unfold your

coffee filter to reveal a unique paper

snowflake. To add onto the craft

project, you could further personalize

the snowflake by adding glitter and

then display them around your home.

Things to do at home on a Snow Day * Play Video Games * Music--Play it, listen to it, write it!

* TV--Most of us have hundreds of channels

* DVDs * Board Games * Cook/Bake * Order Take Out * Arts & Crafts * Computer * Texting * Puzzles * Reading--seriously!

Things to do outside of home on a snow day

* Bowling at Lighthouse Lanes

* Restaurants--It’s

fun to go out to lunch

* Shopping at the mall or locally in town

* Movies. Take in a snow day matinee

* Snow Angels bring out the kid in all of us.

* Skiing (downhill or cross country)

*Snowboarding

* Shovel snow for some extra cash

* Photography. Snow scenes of the lake

* Skating

SNOWNOPOLY


This year’s OHS musical that received rave reviews for last weekend’s performances was Oliver. Playing the lead role was twelve year old, Will Bandla.

Despite his youth, he’s not new to the theater, though. He’s had parts in the Oswego High School productions of Les Miserables, and Beauty and the Beast; the Oswego Children Theater’s productions of Sleepy Hollow and The Wizard of Oz. This spring, he will star in Kingsford Park Elementary’s production of Peter Pan.

When faculty directors Mrs. Eve Phillips and Mrs. Veronica Shaver were deciding on a play, they discovered that Oliver was the first play each of them had directed at the beginning of their careers. They thought it’d be fun to do it again, but together this time, in their last year of teaching at OHS.

With Oliver being a young boy, they planned on a short high school-

aged girl auditioning for the role. When they discovered that the girls they had in mind were no longer short and no boys had a soprano voice they could use, they offered Bandla an audition, already knowing his talents from previous shows.

Mr. Scott Bandla, Will’s father, an English teacher at OHS, is thrilled for his son. He loves that his son has the opportunity to participate in theater productions like this.

The younger Bandla loves all three aspects of the theater, the acting, dancing, and singing. He hopes to some day pursue a career in the arts on Broadway and in movies.

Entertainment

February 2011

10


OHS Students Share the Stage with Young OliverBy Madison RhoadesWebmaster

Whether rehearsing on stage, or taking advice from his teachers and mentors, twelve year old Will Bandla, who played the lead in last weekend’s OHS musical Oliver demonstrates his passion and commitment to performing.

Photos by tina buckingham

Walking the Plank

February 2011

11


Both Mrs. Shaver and Mrs. Phillips are fantastic. I have never seen two teachers so involved and dedicated in making students better and making their productions look fantastic. They’re practically family to me. It’s amazing to be a part of their last show and I hope we can send them out with a bang.

BB: What is your biggest fear?JE: I would have to say screwing

up and failure. If you screw up or you fail while you’re a teenager, your whole life can be messed up. With failure, it could result in not getting into a good college and not being able to get a good job.

BB: Do you have a pet peeve? JE: I would have to say lint. I

hate lint! It sticks on clothes and jackets and I legit just flip out when it happens.

BB: Even though you’re a junior, do you have any plans for where you might want to go to college?

JE: I’m really looking into SUNY Fredonia or SUNY Potsdam, I’m not really sure yet.

BB: Do you know what you’re planning to study?

JE: Yes, I really want to go to college and major in Music Education or Music Performance and possibly minor in theater.

BB: If you could go to dinner with anyone dead or alive who would it be?

JE: My grandmother. She recently passed away. It would be nice to have a good conversation with her like we used to.

BB: What three things would you bring to a desert island?

JE: A beach towel, a cold twelve pack of Mountain Dew, and my iPod.

BB: Who would you want to be if you could be someone for a day?

JE: I’d love to be Yo Yo Ma for a day, just to see what it’s really like to be a truly skilled musician.

BB: Your favorite subject in school?

JE: Math, but I’m not doing too well in Algebra 2/Trig this year.

Buc Bulletin: What’s your full name?

Josh Ewig: Joshua Frank Ewig

BB: What is this year’s OHS musical?

JE: This year’s musical is Oliver by Charles Dickens.

BB: What role do play?JE: Fagin, he’s an older man who

runs a gang of pick pockets to earn money for a living.

BB: How many years have you been doing the school musical?

JE: This is my third year.

BB: Have you had any other theater experiences?

JE: No, the only theater I have done is the musicals here at the high school.

BB: What is the favorite musical that you have been a part of?

JE: I’ve enjoyed the other two shows but I would have to say that this one is my favorite.

BB: What else are you involved in?JE: I played varsity volleyball

this year. I also play basketball and baseball. I am part of the symphonic orchestra; I am in both All County Chorus and All County Orchestra this year. I also just became a base for chamber singers.

BB: How did you react when you got the part of Fagin?

JE: I was so overjoyed, but had a little mini heart attack from the fact of me actually getting a part.

BB: What have been some of your challenges with this character, if any?

JE: I think the biggest problem I’ve had so far is really embodying the character’s personality. He can be really sweet and calm and then something can happen and he can be in attack mode in seconds. The way he carries himself is really hard to get into.

BB: Both faculty directors are retiring this year; how does it feel to be part of their last musical?

JE: this year, I feel extremely honored to be a part of this show.

BB: Something you want to do before you die?

JE: I want to go explore the world. I’d really love to at least go to Italy and Germany before I die.

BB: Favorite teacher? JE: My favorite teacher is Mrs.

Shaver. She really pushes me, which is frustrating sometimes, but it’s because she cares about my abilities. She is a great teacher and a really good role model.

BB: If you could change something

about OHS what would it be?JE: I would let the students

actually make their own schedules and decide what periods they take what classes. I’ve always had problems fitting my classes in because of orchestra and chorus, but Mrs. Roman always helps me out. I just think if we had a list of

when classes are offered like the counselors do, we could make our schedules to make everyone happy.

BB: Do you have a favorite sports team or teams?

JE: The New York Jets, New York Yankees, New York Rangers, Penn State Nittany Lions, and Syracuse Orange. I love sports!

BB: Do you have an especially memorable childhood story?

JE: When I was younger, in elementary school, my family was trying to find the right dog to adopt. When we went to one house that had a German Sheppard-Black Lab mix, the family brought the dog out to meet us and he ran up to me and licked me on the cheek as soon as he saw me. From that moment on, he was my best friend.

--Shaughnessy Darrow

Photo by Erin Mcintosh

Multi-Talented Josh Ewig ‘Walks the Plank’

Arts & Entertainment

February 2011

12


“Music is a defining element of character.”--Plato

Some of the most creative people who have walked our Earth were those who devoted their lives to music. Prodigy or not, these people spent countless hours working hard at achieving musical excellence. OHS senior, Evelyn Horan, is well on her way to making a name for herself in music, showing the dedication and hard work that could very well make her remarkable.

Exposed to music since birth, thanks to her parents, Horan has grown up loving anything musical, playing the flute since fourth grade and the piano since she was just five years old. She recently was awarded first place in the All County Scholarship Competition in music and was also chosen for Conference All State for flute this year. Horan has been a part of All County since elementary school and was accepted into the Syracuse Symphony Youth Orchestra this year. “Being a part of these groups and school groups has been a huge inspiration and privilege because it not only teaches me how to be a better musician, it also teaches me life lessons and allows me to learn more about myself each day.”

Inside of school, Horan takes part in wind ensemble, marching band, symphonic orchestra, and jazz ensemble. With these activities, she has had the opportunities to play flute solos in her group concerts, sing in the marching band show, and star in the jazz ensemble singing a song by artist, Norah Jones, with the accompaniment of the band. Outside of OHS, Horan spends her spare time playing the guitar, piccolo, flute, and piano. Flute is her favorite to play, however, “because it has so many different

textures and sounds that you can produce. People think it’s easy and girly, but it takes a lot of air and control to play well,” commented Horan.

This musician has an extensive background in performance, playing in more shows and concerts than she can count. Her high school classmates have witnessed her musical talents and know that not only does she play multiple

instruments, but is also a vocal musician. Horan enjoys writing original lyrics and composing her own music, which is more than even some professional musicians with record deals can say. Her favorite original lyrics from one of her songs are, “Wake up and put on your happy face, just remember to keep your beauty and your grace.’ Because I try to live by that motto every day, being happy and graceful about things in life is important to me,” said Horan. McFly and Lady Gaga have led her inspiration alongside retired OHS band instructor, Bill Palange.

Along with music, Horan likes anything that includes her maximizing her creative potential such as jewelry making and redesigning old clothing. She knows that without music however, that she would not be the person that she is today. “I would be dead . . . or a robot. Music is how I express myself to people without really saying anything. I just play music and that’s like talking for me,” commented Horan.

She plans to make a career out of singing and songwriting and possibly land a record deal after high school. Although her parents were not as serious about their music pursuits, they do all

they can to support their daughter’s aspirations and goals. “They’re all really happy for me and very supportive. They all want to be my manager if I become famous, other than my mom, who wants to be on the beach,” joked Horan. Other than college and a record deal, her life goals just include living as a successful musician, enjoying each

day, being happy and not caring what others think. To other younger or novice musicians with goals similar to hers, Horan has just one piece of advice, “Just enjoy it, whether you’re serious about it or not.”

Artist of the Month

By Tina BuckinghamEntertainment Editor

Evelyn Horan

photo Courtesy oF dan rounds

There I was, dripping of sweat, out of breath, pushing myself to the limit. Then it occurred to me that I was at Zumba. Zumba! I’m an adolescent male making his way through high school and I was following the footsteps of 30 to 40 middle-aged women in a dance studio? That doesn’t sound right. In fact, it sounds fairly odd. It just shows how far this young columnist will go to step out of his comfort zone and get a column idea.

Due to my journalism responsibilities, I attended a Zumba class. I walked in with the mindset of, “This is going to go either very well, or horribly wrong.”

When I came out of the bathroom after changing into my workout clothes (no, not a leotard), I realized that my mindset should be, “God help me.” Like a liberal at a Republican convention, I was being stared at and clearly whispered about by every woman in the studio. I guess it’s uncommon for a young guy like me to be in such an environment. It occurred to me that this wasn’t “dance class,” it was the Valley of Death.

This “Valley of Death” is formally known as Zumba. This Latin-inspired fitness program combines upbeat music and rhythmic dance steps to form an “addictive” workout. From personal experience, I can tell you it’s a legit workout. I kid you not, by the end of class, I was completely gassed. Not only was I exhausted, but extremely frustrated and intimidated, by the middle aged and older women partaking in this particular class who knew every single step, jump, clap, and do-dad in the entire routine. They were like pros, and I was completely botching it up. If the class was spinning to the right, I was most likely spinning left. If the class was crouching down, I would be in midair. I stuck out like a sore thumb. Meanwhile, all the girls my age from the dance studio were watching me. Now I’m not one to care for what people may think, but when it comes to girls, it’s a whole different story. From that point on, I decided to suck it up.

I thought of macho inspirational speeches like, “Win one for the Gipper,” and “When the going gets tough, the tough get going.” I had to refocus on my motive--to see what the buzz is about Zumba. After I discovered the wonderful world of feminine B.O. (and yes, women do perspire), I noticed everyone else’s enthusiasm and excitement towards the class.

“It’s a wonderful experience for me to be able to exercise with my peers in an exhilarating and extremely beneficial way. I love Zumba,” explained Zumba dancer Barbara Klein.

Nowadays, I find it rare to see older women finding the time or the motivation to exercise, and as a health junkie, I thought it was cool to see them enjoying themselves.

So, for me to take a step outside the box and try Zumba was

embarrassing, frustrating, and a humbling learning experience.

I now know that teenage guys

should not participate in Zumba and I’m aware that even in this day and age, people are finding ways to enjoyably exercise without having to think of it as a chore. Respect and props out to all the “Zumba women” out there, especially my Zumba classmates on that January evening.

Column

February 2011

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Zumba: Not Just Your Mother’s Workout!

Photo by First last

Photo by Marykate torbitt

So for me to take a step outside the box and try Zumba was embarrassing, frustrating, and a humbling learning experience.

Buccaneer Bulletin columnist Jeff Wallace, surrounded by women of all ages, experiences a Zumba workout recently at Miss Kelly’s Dance Academy.

Gimpy. Accident-prone. Klutz. These things I hear on a daily basis.

People have told me I need to live in a plastic bubble, and that’s probably not a bad idea. I’m better known for getting hurt on the tennis courts than I am for my won-loss record; I’m more commonly known at my dance studio as the girl with the bum knee, than the former dance teacher’s daughter.

I spent more time on the bench this past tennis season than I did playing. And for the last two years, I’ve been in and out of dance for weeks to months at a time.

Constantly being injured is incredibly frustrating. Anyone who’s ever been pulled out of his or her sport or activity for being injured knows how that feels. I just happen to feel that same frustration multiple times per season.

It’s reached the point where I mark events by what was injured when something happened: this happened when I tore my hamstring; that happened when I hurt my back. I should probably get a deal on physical therapy appointments by now; the longest I’ve ever been out of therapy was about two months in between injuries.

This year has been especially frustrating for me. As a senior, this is my last year to do a lot of things: my last year to play tennis for the school; my last year to play Powderpuff Football; my last year to dance. I

played tennis over the summer and for about two and a half weeks once the actual season started. Then, I popped a tendon in my wrist which took me out of the rest of the season. I even missed out on my one and only Senior Night. Because of the popped tendon in my wrist, I didn’t get to play Powderpuff, either. There were also complications with dance. Of course this would be the year that my teacher would want to incorporate handstands into the dances.

After a few weeks in physical therapy and several trips to the hospital, my wrist healed, but not in time for tennis or Powderpuff, both of which were incredibly important for me to participate in during my senior year.

Of course, being the stubborn child that I am, I didn’t adhere to any of the precautions my doctors told me to take when I was at dance; I wasn’t even finished with physical therapy when I re-injured my knee.

Because of my apparent inability to listen to doctors and my physical therapist, I have been out of Phys. Ed. for the entire year so far, and it doesn’t look like I’ll be getting to go back anytime soon. Some people might think I’m crazy for wanting to go back to Phys. Ed., but there

are only so many topics a girl can cover in makeup papers before she runs out of ideas to write about. And this is the last year for me to hear Mr. McCaul yelling “Ohkie, ohkie,

ohkie!” or for me to play pickle ball. And, to be quite honest, I don’t think I’ve run the mile since sophomore year.

But being allowed to go back to gym class also means that I can go back to dance, which is one of the most important things to me. I don’t remember when the last time I danced a full year without injuries was, and sitting in the corner of the studio

watching, isn’t exactly fun.I’ve kind of accepted the fact that

I’m always going to be hurt, which isn’t a fun thought to have rolling around in my brain. But my constant injuries have definitely taught me a

lesson in patience; if I try to jump back into things with both feet after being pulled out for a few weeks, there’s a really good chance I’m going to pull a muscle.

However, patience is still a virtue that I lack, so I still tend to jump back into things with both feet…sometimes sooner than I should.

But, this time, I’ve made a promise to myself. Once I can go

back to everything, I promise to take it slowly. Missing out on everything my senior year has been quite the punishment for having the misfortune of being accident prone.

So here’s hoping that I can finally go back to Phys. Ed. Here’s hoping that I can

go back to dance sometime in the near future. And here’s hoping that someone invents a plastic bubble for me to live in because, right now, I think that’s the only thing that has a shot at saving me from myself.

Sports

February 2011

14


Always Injured: Confessions of a Teenage Gimp

By Christina DehmSports Writer

Samantha McCarrick is all smiles in this photo despite being on crutches as a result of an injury sustained during the Lady Buccaneers’ basketball season. Anyone who has been on crutches knows that it’s a workout in itself trying to navigate the halls of OHS.

Photo by meghan Carl

It’s reached the point where I mark events by what was injured when something happened: this happened when I tore my hamstring; that happened when I hurt my back. I should probably get a deal on physical therapy appointments by now; the longest I’ve ever been out of therapy was about two months in between injuries.

Injuries athletes receive during their seasons can result in a few weeks on the bench and be incredibly frustrating. Suffering injury after injury and being eternally stuck on the bench is even worse.

Gym class…I mean “physical education” as the P.E. teachers would call it, is one 43 minute period which includes changing, waiting for students who are running late, attendance, explanation of rules, gym time and getting dressed back into your school clothes. Honestly, by the time you actually get to the gym and start playing, you have about twenty minutes of activity.

I realize that P.E. is mandatory in most schools throughout the United States for a reason, that reason being the obesity epidemic in this country. However, not everyone is an oversized couch potato.

Student athletes work very hard to be a part of a team they are on. In order to even be on a team, they have to sign a code of conduct, be a ‘well behaved’ student and keep all of their grades above an 80 percent.

High school students who are involved in sports conduct a very busy lifestyle; it’s a balancing act of their own life and their activities.

The Christian Brothers Academy girls’ swim team holds double sessions at the end of August that are challenging practices held for two hours, six days a week. Courtney Finkbeiner, a sophomore at CBA stated, “Because of swimming, I know how demanding it is to participate on a varsity team.”

If the average student athlete is like me, I wake up, go to school for 7 hours, have practice for 2 hours, go home, eat dinner, go to work for 2 hours, drive home again, do my homework (even as a senior) and try to get to bed before midnight so I can have at least 6 ½ hours of sleep.

Game days are even worse. Not having practice after school gives me a small window of time to eat and do my homework before I have to be back at school for the game, to warm up beforehand, participate, and yet again, go home, and go straight to bed.

I think a study hall would be perfect for athletes instead of P.E. class. Not only does it not make sense to send athletes to gym when they have intense practices all season, but it also increases the athletes’ chances of being injured. An extra class period to get homework done and have a chance to review material may not seem like a lot, however there is no reason for a student who participates in a sport to risk getting injured while playing a game of mat-ball, ohkie-ball, or any other P.E. activities.

Let’s just look on the bright side of athletes being in a study hall. Gym class will now be an opportunity for P.E. teachers to spend more time with ‘non-sports participants.’ Students who do not participate in sports may feel more comfortable in P.E. without the athletes present. They may feel intimidated to try new things or put forth effort in front of the kids who excel in sports. These students who do not take part in any sports may not know the proper exercises or the correct ways to work out, get in shape, and train, like the student athletes do because they go over these skills every day in practice. Having athletes not present during gym class gives the teacher more one-on-one time with these other students.

Now for the negative side; I find it really disturbing that you only need 3 years of math or science credits to graduate, but you have to have 4 years of P.E. credits to graduate high school. What’s more important--raising a nation of idiots or a nation of chubby kids? It sounds to me like P.E. is more important than a math class or science lab.

The Science, Technology, Engineering, and Mathematics (STEM) Education Coalition are the fields of the workforce that are viewed as indicators of this nation’s ability to sustain itself. More time should be spent in these areas instead of gym class, considering the United States, as a whole, is falling behind in the academic areas of STEM compared to other nations around the world.

Throw all of the teen obesity statistics at me that you want, but in reality, how often do you have P.E. class--twice or three times a week, adding up to maybe 60 minutes of actual activity?

BREAKING NEWS: P.E. CLASS IS NOT GOING TO STOP OBESITY!Our obesity numbers are never going to go down unless kids get into a

workout routine outside of school. If you want to combat teen obesity, ban video games, limit TV viewing to an hour a day, go outside to play, but don’t make high school athletes participate in P.E. class.

Point/Counterpoint

February 2011

15


Should Oswego High School Athletes be Exempt from Physical Education Classes?

“I think this is completely ridiculous that student athletes are allowed to be exempt from P.E. class. Aren’t athletes supposedly the ones to set a good example for the other student? To be role models?”

Morgan PrattReporter/Columnist

The number of states allowing students to substitute Physical Education class by participating interscholastic in sports has grown from 27 to 32 since 2006, according to Paula Kun, a spokeswoman for the National Association for Sport and Physical Education.

Wouldn’t an athlete want to spend extra time getting exercise during the day to improve his or her performance in their after-school sports? Instead of taking another 45 minutes out of your free time outside of school to get some physical activity to keep in shape, why not just do it in the seven hours you’re in school.

I think this is completely ridiculous that student athletes are allowed to be exempt from P.E. class. Aren’t athletes supposedly the ones to set a good example for other students? To be role models? You could say that they have less time to do their homework because their sport takes up a lot of their after-school time, but for kids who have a full schedule; along with homework, and have clubs they do after school, you would equally say they barely have time for anything else either.

All students within a school should be held to the same standards. Especially when spots are exclusive to people who want to play, even if they are not considered good enough. Football players and hockey players are not going to be doing the same skills at practice, and they certainly won’t be doing the same physical activity as students taking a P.E. class. Let’s be consistent and require all students to do the same P.E. skills whether it’s running the mile or learning to swim.

People who play sports outside of school, such as figure skaters or dancers would not get the same benefits of opting out of P.E. as athletes who play a school sport. Wouldn’t that be unfair to those people? They may do as much physical activity at their practices or rehearsals as someone on a school team.

There are many problems with allowing school athletes to opt out of gym class. This should not be allowed and I hope that this never happens in New York State or in the Oswego City School District.

Meghan CarlYES!

NO! Morgan Pratt

Oswego High School’s Student Voice Volume 14 Number 4 February 2011

Buccaneer Bulletin Sports

Athlete of the Month

jAKE mETCALF

Oswego High School Senior, Jake Metcalf, took his first steps on the basketball court when he was just five years old. Every year since then, he has worked tirelessly to be the outstanding player he is today. From playing on school teams to travel teams, Leprechaun League, city league, and AAU, Metcalf plays year-round. In his final season as a Buccaneer, his hard work and dedication have paid off. Metcalf shines on the court as a leader and dominant player.

Metcalf began playing basketball because of his father, who had always played. Ever since he was young, Metcalf has been dedicated to the game. He never minded giving up weeks out of his summers to go to training camps, or weekends during the school year for tournaments. Going to practices and games has never been a “chore” for him because no matter how hard he’s working, he’s always having fun. Whether it’s because he’s spending time with the people he’s closest to or simply because of his love of the game, he looks forward to playing his hardest.

The six-foot-two-inch tall Metcalf plays guard. A guard’s job on the court is to direct the offense, drive to the basket, and get open on the perimeter. “I’ve been a guard since I first started playing and now that I’ve gotten taller, it’s nice. Height has definitely given me an advantage in the position,” he stated.His favorite move is the inside-out/cross-over, which he says works almost every

time and allows him to drive right to the basket. Although Metcalf has had many coaches throughout the years, his

favorite so far has been Brian Mangano, one of his travel coaches. “He knew the game of basketball really well. Mangano was a

positive and likable coach. He always kept me motivated to play,” said Metcalf. He says his proudest moment on the

basketball court was during a college exposure camp when he dunked for the first time in a game.

Metcalf’s vocal presence and leadership on the court made him a captain for the team this year. Varsity basketball coach, Brian Haessig stated, “Jake Metcalf has done a tremendous job this year as our most experienced returning player. He has been a positive, strong leader for our team. He has been an outstanding role model for our younger players by being a team player first, and his unselfish play has made his teammates better. He has been a pleasure to coach.”

Senior teammate Corey Galletta praised Metcalf as captain and teammate. “Metcalf is a vocal captain and is always trying to pick up his teammates on the court. When he is playing to the best of abilities, the team comes together,” said Galletta.

Midway through a tough season, the team is working hard to finish strong. “We’re playing against

Auburn again, and we’re looking to be able to beat them this time around. We need eight wins to make

sectionals. There are games that are winnable, but there’s also a lot of tough teams left on the schedule.

We need to keep working hard to reach our goal and make sectionals,” said Metcalf.

Metcalf is undecided on whether he will continue to play basketball in college; it will depend on the college he chooses to attend. No

matter where he decides to continue his education though, the lessons he learned on the basketball court will continue take him far in life. Once a Buccaneer, always a Buccaneer.

By Jasmine DavisEditor-In-Chief

Editor’s Note: In last issue’s Athlete of the Month, the Oswego High School varsity boys’ swim coach was incorrectly identified as Mr. Josh Lerch. Mr. Rick Klein has been the OHS boys’ swim coach for the past nine seasons. We are sorry for any confusion this may have caused.

February 2011

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