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Page 11 text:
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Riding the crest of the wave of publicity couldn’t last forever — the second year at the Thomas Jefferson High School for Science and Technology was definitely ebb tide in comparison to the space finalist com- petition, presidential visit, and the opening that made the 1985-86 school year a hot news item. That first year reporters lurked behind every corner, and stories ran across the country about how extraordinary the school was. Creating a first year magnet school at- tracting the brightest kids in Northern Virginia was no modest achievement. The school was in the limelight for an entire school year. This year, however, the lights dimmed. The community was still interested in the ac- tivities pursued at the school, and scant media coverage was present, but the School Publicity Drifting Away for Science and Technology was not so new anymore. It had entered into the realm of familiarity instead of its first year fascina- tion. Out of the lights of the flash and televi- sion cameras, the school did not lose its charm, but paled compared to the spec- tacular year before. This is not to say that the first year was unworthy of such attention — great things happened. Yet significant events at the school were to be expected this year, and they were handled without the gaping amazement of press and public. A wave must always splash down, and the 1986-87 school year seemed to be the surf. It was sur- rounded by ripples of intense excitement, but had lost the majestic force of the first year’s wave. by Anees Shaikh David Norton leads the pack in track.
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Page 10 text:
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The art of mentoring is evident here at Jefferson. Teachers frequently stay after school to help students. Featured here are Dr. John Liebermann and student. re Opportunities Available While working in million dollar labs would be beyond the wildest dreams of most high school students, it was routine experience at TIHSS T. Five new tech labs with corporate sponsors opened in ‘86-'87; the chemical analysis, spon- sored by Versar; optics and physics, by Atlantic Research; computer aided graphics, sponsored by TRW; industrial robotics, sponsored by Gould; and micro-electronic labs, by IBM and Dynalectron; providing the big bucks needed for construction and the incredible array of equipment. Since the labs were always free for our use with excellent teachers to assist us, it was remp- ting to take these facilities for granted. But the teaching staff continued to amaze us with the in- credible oppurtunities available to Science and Tech students. In science and computer classes, teachers plac- ed a special emphasis on supporting other courses’ curriculums with lab work. Biotechnology learned skills were used in various labs in science classes. Even the Foreign Language Department used the labs to help con- nect technical advancements with the different languages. Students wrote and acted out skits in the television labs, using only their foreign language to do so. Tech. labs were just another way Of pulling a diverse school together. Researching a feature article which appeared in the Washington Post, staff — by Mike Widener writer D’Vera Cohn discusses the pros and cons of Science and Tech.
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