North High School - Norwica Yearbook (Davenport, IA)

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Faith in Counseling is not the only interest that keeps Jean Borgstadt busy. 4'I'm interested in politicsg I've served on the city council and plan to stay politically active. I serve on the plan and zone board now. She does indeed have faith in the Wildcat goal. North has much potential - all the elements are orth here to achieve this goal - enthu- siasm, energy, leadership, and support. At this stage of my life, I accept who and what I am. One of my favorite persons is the apostle Paul. I like him for his faith, wisdom, courage, energy, and strength as well as weakness in displaying his human tendenciesfl Sharon Hester Donald McGee Guidance

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Double checking her tight schedule, Mr. Donald McGee tries to accomodate Georgia Markey. Photo: R. Shah. -in A01 Getting s started The birds are chirping, the brilliant sun is gleaming in your sleep-layden eyes - just another summer day. Whoops! No, not quite. lt's back to school registra- tion. Time to replace freedom and relaxation with rules of a different nature and regimentation of a diverse form. The day: Monday, August 12, 1985. The time: 8:30 a.m. The place: North High School, the Home of the Wildcats. During the next five days, the doors opened to enroll 1061 students. For the opening year, the sophomores dominat- ed the count tally and the seniors were the smallest class. Yet it was still upper- classmen power that pervailed. Throughout orientation hours, be- 'Guidance wildered students searched unsuccess- fully for their classrooms which were blocked off sometimes by partitions because of the waxing floors for opening day. Students also viewed the transform- ed gymnasium to discover a panorama of bold blue and gold, rather than the previous green and gold of the Vikings. Talking with counselors they veri- fied schedules, reviewed grade points, and acquainted themselves with new counselors. At the activities window they paid service fees of 317.50 for West and Central students and 3520.50 for new students. They also were able to pur- chase official North High T-shirts, order yearbooks, and buy activities tickets. Afterwards they renewed old friendships and meandered through the halls somewhat as if in the Land of the Lost or the Twilight Zone as they sought out familiarities. Gradually the newness subsided as classes began and students settled into rescheduling conflicts, applying for scholarships, and perusing course bro- chures in the Guidance Office. It was within those offices that they were able to discuss not only classroom conflicts, but also personal problems. Many stu- dents viewed their counselors with the confidentiality of a friend, not just another authority figure.

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Reaching new heights The brains. The intellects. These labels don't reflect just anyone's person- ality, but rather a select group of our students. Along with the many other first's this year, the Gifted and Talented program also initiated a few changes. For a different aspect on the class, two options were presented to interested members. In option one, instructor Dan- iel Tuffree met with students in a classroom situation for a credited course. But some individuals chose option two in which they weren't required to attend class, yet they received privileges to participate in outside activities such as college visitations, Model U.N., and job shadowing. Although enrollment wasn't high, the students received many challenges while competing against each other. Gifted and Talented gives me the opportunity to work with other gifted students in such activities as Mock Trial and Governor's Day to propose answers to local and international problems, commented Dani Shelton about her experiences. Task force member, Kara Waggoner brainstorms the problem of endangered species during Future Bowl. Photo: P. O'Donnell. Hope in Future Academically and athletical- ly, head of the Gifted and Talented program at North, Daniel Tuffree busies himself in self-development projects from building,' his per- sonal library and reading its con- tents to Nautilus weight condi- tioning. He admires a long list of people all of whom manage to contribute significantly to the larger society with their special talents and capabilities - whether they be scientific, political, artis- tic, or economic. Because of the 'gtremendous impact in the development of the ability to conceptualizef' Tuffree was greatly influenced to become a teacher by Professor Patrick Alston from the University of Iowa. Agate