Marcos De Niza High School - Libro de Oro Yearbook (Tempe, AZ)

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Getting to School Getting to school. Everyone has to do it, but their methods of doing so greatly dif- fer with students' ages and grades. For example, the majority of freshman and sophomores either skateboarded, biked, walked, or hitched a ride from parents or friends who drove. As students entered the end of their sophomore or the start of their junior years, driving permits and licenses were acquired which meant a new or used car, depending upon generosity of one's par- ents or the students' ability to get a job. When the students finally did get a car, it opened a whole new world of freedom. Because of the variety of ages, distances from home to school, economic status and other variables, students approach- ing school were seen walking, biking, skateboarding, emerging from buses or trying to find a parking place. But no mat- ter how students arrived at school, most ended up running to their classes. Above: Healther Gentry and Amy Savillina walk home after a long day at school. Right: Scooters are a popular form of transportation for students. L7f V ff l 24 - Student Life

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'fa as Two students stop to grab a book from their locker between classes. Locker Life ave you ever noticed the extreme v W Wdixfjerence between the juniorfsen- ichfr lockers and the freshmenfsoph- omore lockers? First, the most obvious difference is the swarm of people at the freshmenlsophomore lockers. Another is the differences in that the juniorfsenior lockers' are more frequently used. Fresh- men and sophomores are restricted to us- ing their lockers during certain times of Below: Eric Thomas, Jason Williams, and Shane Ryder guard the combination to their lockers while other stu- dents pass by. Far left: Adele Smith and Sherri Hyde provide an exam- ple ofthe push-shove antics which occur when students attempt to get books from the lockers between classes. Left: Common items of a Marcos de Niza students' lock- ers. At lts Best the day-before school, after second hour,.during lunch,eandlast of all after school. According to security guard Tony Chavarria, Marcos has made this rule to keep thieves from infringing on the lower classmen and the items kept in their lock- ers. As you can see, these are just a few of the main differences between the two locker buildings. ml. W Zff ! WQfQf7f4 Student Life - 23

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Q r ar Above: D.J. Floddewig stops to show his newest way of getting to school. Above right: Bill Wong skateboards his way to school. 3' Left: Bill Hagen shows off his classic Camero. Below: Jenny Haynes and Joe Wewell show another method of getting to school. fl .r 'i 5 'Sy' M: 'v it it 'r-'giw Qt-1 i Z . iz '.A:fA9-1 S8111 ' if , Q.. ' fx Foiculty vs. Students ifferent forms of transportation were a reflection of the faculty and stu- dents' personalities. Looking at Marcos' two parking lots, a difference be- tween them was evident. A quick comparison of the teachers' parking lot and the student lot revealed that cleanliness of the cars was notice- able among the faculty, whereas the stu- dent parking lot had a greater number of dirty cars. Another difference was the style of cars. Many cars in the faculty lot were station- wagons or vans, or vehicles needed for families. The student parking lot, howev- er, had a greater number of two seaters and compact cars. The next main difference was the number of options which students and faculty put on their cars. For example, lowered pick- ups that were all white or red were not a common sight in faculty parking lots. This was largely due to personal tastes of each generation in modes of transporta- tion. Bumper stickers were another item that identified cars, owners and their per- sonalities. Some students had a variety of stickers such as No Bozos, Powell Per- alta, Skate to Die, and even Motley Crue, or Ozzy Rules, in the faculty lot, however, stickers such as Save the Whales, Have you Hugged a Teacher Today, or even Marcos de Niza stickers were in evi- dence. Student Life - 25