John Wesley North High School - Aurora Yearbook (Riverside, CA)

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WT ' the first week of Typing IA, Stephanie Cam Spt-i-ml effects and optical illusions were popular in uses the repetition method to learn the with HOP students. This work, by Charles (C.C.J v. First semester typing courses con- Kulheth, demonstrates just one of many techni sted mainly of repetitive exercises. ques taught through the course. Timed writing is a familiar term with all typing students. Trying to better her time in a five minute timed writing, Angel Broehl concen- trates intently. rop, work experience, business education 171

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Venture Out! For many students, the Regional Occupational Program was an answer to their dreams. It trained them in a marketable skill and gave them a head start for a good job. Preparation in fields such as photography and graphic designs were emphasized in the class located on campus. Though it could not guarantee job placement, the program served as an excellent stepping stone for the future. Students were taught how to prepare job resumes, portfolios, and job interviews. Some people took this class as a hobby. Others took it to see if they want a career in a certain field. Here they could take a course for credit and learn about a field, remarked ROP instructor Jim Marshall. I ' ve gotten two very successful jobs in photography and graphic designs. The only reason I ' ve had them is because of ROP. My ROP training has had a very good influence on my future, concluded Adrian Valdez. Whether students enrolled in Typing IA to survive the requirements of typed papers in college, or ventured into more advanced courses such as job training, the business department was equipped to handle students ready for a career in the business world. Our society is changing toward business. More and more students are taking my typing class. Typing really gives students a crack at a good job, remarked Mr. Stalder. Earn credits and make money? Only Mr. Collopy ' s work experience program could handle this idea. Working students signed up with Mr. Collopy at registration for the program and sent in regular progress reports from their employer. Assisting his students in graphic designs, ROP Working behind the counter in the i instructor Mr. Marshall gives Arvis Spencer center Mr. Collopy checks the progress and Jaime Valencia his opinion on the place- r eport of one of his work experience ment of a picture for a project. students. These reports were required at regular intervals. 170 academics

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Real World Comes Alive For some students, electives offered a change of pace and many new rewards . . . With this ring, I thee wed . . . The bride and groom stood nervously in front of a packed room 323. This was the scene of a mock-wedding that took place near the end of the semester of the Marriage and Family class. The wedding gave everybody in the class a good idea of how much work it takes to get married, commented Dawn Goerner. It reminded me not to do it again for a while, she added with a laugh. When do I get to drive, Mr. Sarina? The number of people who asked this question each day slowly dwindled down as the semester progressed. A group of four people in each of the three driver education cars started their training sessions on the average of once a week. The yellow slip was awarded to the student after they completed their behind-the-wheel portion of driver education. I was finally able to get my permit only a week before I could get my license, stated Holly Sager. The biggest reward came at the end of the semester, though. It was the ticket to independence, alias the green slip. My poor car, I hope it doesn ' t fall off, said Liz Boren as she watched her Toyota Corona suspended in mid air on a lift in her Auto I class. Students could volunteer the use of their cars for demonstrations if they dared. It ' s a good way to find out what ' s wrong with your car for free, said Boren. When no volunteers were available, the old stand-by driver education cars were used as examples. 172 academics