Sacred Heart Academy - Clelian Yearbook (Hamden, CT)

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-sl' Q -PA sm, X -f-tfg .1-' Y if ' -gk 1. , ' -. R v 45 S that bend arises the final challenge Beep, beep. l'Does any- one have a Bank Street Writer? Beep, beep. These were the noises that could be heard coming from the Computer Room. No matter what time of day one passed by it, the room was always buzzing with people. The computer room was more crowded than ever, as many teachers required as- signments be done on a word processor. The PFS Write or Bank Street Writer made mistakes things of the past. Plow one could correct an error with the Below: With Sr. Susan Marie Hol- kemper, Andrea Gayle, Shelly Pen- dergrass and Kita Condon observe a mushroom. press of a button, making the art of writing much ea- sier. Very often a scream of frustration could be heard from the Computer Room when a machine refused to do what student wanted it to. Gften, the unlucky girl would be convinced that the computer was out to get her. Problems were usually resolved with the help of a fellow student, and the girl would printout her final copy without further trou- ble, but not without swear- ing she would never touch another computer again for the rest of her life tor at least until another assign- ment came upl. 32223325 12 risk? Curriuclum IJ 4.3 Presenting Where s my eraser? Ma l need typing pa per . . . What does she mean prove it ? . . . UAaghVH Tension, frustration, and sheer anxiety often filled the minds and bodies of students who were forced to write research papers. A staple of many classes, they were a constant fixture in the lives of students. Davm Cragliardi commented that, lt was better to have begun writing the research paper in our freshmen year because it allowed us to find out our weak- nesses and strengths so that we could improve with each year. Though not necessarily the classic type of research assignments, chemistry and algebra papers did give students an entirely new perspective on the analyt- ical side of research and writing papers. Denise Sim- monds revealed that l'lt gave me a chance to re- search and find out things about a subject l normally would show no real interest in.

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Ouch! It hurts. Horrid monsters followed in the wake of the bitterly cold winter. Chilly winds carried a variety of 'interest- ing' maladies. No one was safe from the angry, search- ing mobs of germs and vir- uses. They hunted every breathing student, waiting to ruin health and grade average. Yes, there was no doubt about it -- it was cold season again. No one liked the feeling of being sick. From the dreaded common cold to mono to injuries, it wasn't a wonder- ful experience. The missed days of school never made it any easier. With 75-min- ute classes, making up the work was not a simple task: it was, in fact, sometimes a tremendous burden. For the sole purpose of not missing those classes, many girls came to school sick, aggravating the prob- lem. Long-term illnesses were especially tough on stu- dents. Michele Santopietro, who suffered from mononu- cleosis, said with a sigh, I thought because l was out for so long teachers would go a little easy on me, but by the end of the marking period it felt like l was fall- ing farther and farther be- hind every day. Many stu- dents felt this way. With each day that was missed, one needed three to catch up on tests, homework, and classwork. All this was hap- pening simultaneously with students nursing their sneezes, sniffles, and coughs. lf a cold should have erupted again, the ag- grevation returned and stress remained! Presenting Before anyone dared to venture to an exotic foreign country he or she had to know some of that coun try s language What better way to have learned it than by preparing and performing language skits? According to French teacher Mrs Elaine Lamboley The use of mini dialogues encouraged students to use the language naturally in a real setting Students worked in groups to perfect the skits thereby benefit ing from peer interaction and correction Students learned best from their peers These skits were of ten done by groups of two or three using a specific selection of vocabuaiy and a healthy dose of imagi- nation. Skits also gave students the opponunity to learn and be entertained at the same time. Spanish stu- dent Anna Antonucci reflected, Skits were educa- tional and funny because your friends portrayed dif- ferent people and it helped you learn more skills. Whether planning to travel to a foreign country or not, learning a new language by performing skits was an interesting way to gain some exposure to culture. Above: Sitting on the floor in room nine, Tricia Sorrentino cuts out pictures for an exercise in Sr. Ger- aldine's Religion class. ??K5i11 Curriculum

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Utilizing skill Students display artistry The belief that God has given everyone a special talent was evident here. Talents of students ranged from artistic abilities in drawing or photography to academic giftedness in po- litical science or languages. The great diversity of talent enabled students to partici- pate in outside activities or programs which were spe- cially suited to their needs. Award-winning artist Chris- tina Ruenhorst, worked this past summer drawing out- lines for pictures in a series of coloring books. 'll would Left: ln preparation for a physics lab, Jo-ann DiSantis and Connie lazzetta go over their class notes. Below: Knowing the thrill of victo- ry, Diane Carroll rejoices at the success of her latest program. love to become an artist, but l'm worried about the financial status, Christina commented, i'l'm also in- terested in politics. No one had ever said that you can only have one talent. Photography was also an area of interest for some. Angela Cappetta, planning a career in the field, took photography lessons at Al- bertus Magnus for two se- mesters, after finishing all the art classes at SHA. Debbie Eichler began to explore her future in what she hoped would be her ca- reer. She took an eight week summer course in ar- chitectural applications at Syracuse University in New York. She attended drawing classes, made models and designed a house. ri 'ff- .4 + ay 1, vs fr .. l. s q Above: When concentrating on her studies, Mary Grace Santagata enjoys the peace and quiet of the library. Eeek! No time. Penelope Procrastinator sat down and began study- ing for her test, realizing she had 16 pages of notes to review. Why do l always wait until the last minute? , she thought to herself. The teacher had told her about the test four days before, but Penelope had not both- ered to start studying. Hours passed and her vi- sion became blurry. l'll just close my eyes for a sec- ond, she said. The next thing Penelope knew, her mother was tapping her shoulder. Are you sleep- ing dear? No Mother, re- plied Penelope, Nl was just resting my eyes. Penelope decided to crawl into bed for a few short hours of sleep. The next day, Penelope trudged off to school to take the test she could have aced if she had stud- ied harder, or at least earli- er. As Penelope left the room, she swore to herself, Next time, l'm going to start studying sooner. wtf 15 FW Curriculum