J

A
N 2
U 0
A 1
R 7
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Contributing Writers

Yellow Jacket
Times
Maryan Abdikadir
Briana Anderson
Deijha Arnold
Gia Carney
Demonie Crumes
Imani Cunningham
Kariya Edwards
Spechelle Goodwin
Nadyea Hall

Inside this Issue

Alanis Harris
Bailey Holland
Christina Hyde
Hajiya Issa
Tomya Jones Highlighted Students Class of 2017 We Need More Plus Size Models
Marcara Jordan Ms. Compton Does ISIS Have Anything to do with Islam?
Raven Luster The Coach Becomes a Dean Are We Too Dependent On the Internet?
Jazmin Mack
New Theatre Teacher Privacy and Confidentiality
Tamerrea Macklin
Stepping Out of the Box Are Locker Searches the Right Thing to Do?
Paw Ray Moo
Caletta Richards
Do Schools Put too much Pressure Should the Government Regulate Our Diet?
Darrean Rose Cutting College Expenses Abortion: Remaining Legalized
Tracy Scott What are You Doing to be Career Its Finally Over
Sada Wane NJROTC Should Criminals be Community Activists?
Duchess Warfield All the Reasons Im Not Who Gets the Meds?
Nazariah Wright Punishment or Free Time? Who Should Pay?
Sports Mean More Manage Your Dental Care
The Worst Game in History Home Care vs Nursing Home
I am America Please Dont Tell My Parents
Advisor The Princess that Changed My Life Physician Assisted Suicide
Anne Rodier
The Lack of Minorities on Broadway
Submissions:
Anne.rodier@jefferson.kyschools.us

CHS is THE Premier School in Town!

 Central Hall of Fame
Duchess Warfield

Central High School, the self-acclaimed premier magnet school in town, with so many awards, accomplishments,
a 100% graduation and college acceptance rate, has so many great students! With almost every honorable African
American Louisville successor in our hall of fame, many of our now much more diverse senior class are aiming for this
honorable mention, as well.

Central High School, formally known as Louisville

Central High School Magnet Career Academy, was founded in
1870. It was the only public high school in the city for African
Americans up until 1956, when the Supreme Court made a law
desegregating public schools. Central is the birth place of some
of Louisvilles greats, for instance, our most famous alumni is
the famous boxer, Muhammad Ali. They make the foundation
for Centrals rich history.

Centrals historically black population has become more

diverse. Now with our more diverse makeup of students, our
more hall
of fame will Well Known CHS Alumni
grow in
diversity, too. Our students now come from over 30 countries - Muhammad Ali, World Heavyweight
places like El Salvador, Sudan, and Viet Nam. These students also Champion and boxing legend
speak 33 different languages, like Swahili, Wolof, Oromo, and Dari. Lyman T. Johnson,
With students coming from all over the globe, we have new world integrated University of Kentucky in
1948
perspectives. They want to leave their marks on the school by
Lenny Lyles, 11-season NFL player,
making it into our hall of fame, along with some of the greats before mostly with the Baltimore Colts
them who were predominantly black. Bob Miller, NBA basketball player for
the San Antonio Spurs
The class of 2017, our current senior class, has made
Darryl Owens, Kentucky State
remarkable strides in the time they have been at Central. They are Representative
headed to college with big scholarships and full rides; theres no Greg Page,
question that our students are bright. Along with academic former WBA Heavyweight champion
achievements, we also have athletic accomplishments, our football Corey Peters, NFL player with
team went to state this year after winning 5 championship titles in 6 the Atlanta Falcons
years, our soccer team went to state this year, and our basketball Maurice Rabb, Jr., African-
team is racking up win after win. American ophthalmologist.
D'Angelo Russell, NBA player with
Central has a tradition of great students who become great the Los Angeles Lakers, playing
adults once they leave. All of them deserve a place in our hall of college ball for Ohio State
C. J. Spillman, NFL player with
fame. Central High School Magnet Career Academy is one of the
the Dallas Cowboys
oldest schools in Louisville still in operation. With our rich history
Source
and promising future, Central students can look forward to
becoming a part of its history. Read on to meet a random sampling
of some of our fabulous seniors from the class of 2017.
 Hannah Wooderson
Savannah Winston
Always goes beyond
what is expected Mock Trial Team LaNasia Graham
member
Conscientious Dresser

LaNasia Graham

Conscientious Dresser
Reondra Johnson Brittany Jewell
Has a Beautiful Smile President of the
Robotics Team
Kayla Burage

National Honor
Society member

Loves to help others

Adridna Gomez
Jazmin Mack
Always tries to be
Raiden Anderson
herself Is Really Funny
Dedicated to

Wrestling & Boxing

Precious Hereford

Spechelle Goodwin G.O.A.T. of the 2k17

Girls Basketball Team Janae Cofield
Tries to make
everyone feel good National Honors
Society member

Natalye Gividen
Haley Stevens
Janae Cofield Is a Great Writer
Manager of Football &
National Honors Wrestling, Yearbook
Society member Staff, Orchestra member
 Miqael Branch

State record for longest

punt 77 yds, totally Demetrius Boyd
2341 yds punting Makes everyone
smile
Amber Greenwell

Outstanding Academic
Achievement & Member
of CHS Bands Mykiah Morris

Is Outspoken
Charity Stoner

JCTA Student Exemplary

Scholarship winner
Christopher Encarnacion

Member of the Soccer Ryann Bush

Team that brought the
King of the Bluegrass Broke school record
trophy home for 300 meter
hurdles Tracy Scott

Musical Theatre
actress

Chauncey Gilbert
Thelisia Beasley Guin
Im one of a kind!
CHS Basketball Team
Member

Brianna Prayer
Jasmine Scott
Loves to help others
4.0 all 4 years,
cumulative GPA of 4.25

Jonathan Neal
Winner of 2
Community
Humanitarian
Jawan Bomar
Cory Johnson Awards
Founder of the CHS
Running Back for CHS
Poets of Society Club
Football Team
 Miqael Branch

State record for longest

punt 77 yds, totally Demetrius Boyd
2341 yds punting Makes everyone
smile
Amber Greenwell

Outstanding Academic
Achievement & Member
of CHS Bands Mykiah Morris

Is Outspoken
Charity Stoner

JCTA Student Exemplary

Scholarship winner
Christopher Encarnacion

Member of the Soccer Ryann Bush

Team that brought the
King of the Bluegrass Broke school record
trophy home for 300 meter
hurdles Tracy Scott

Musical Theatre
actress

Chauncey Gilbert
Thelisia Beasley Guin
Im one of a kind!
CHS Basketball Team
Member

Brianna Prayer
Jasmine Scott
Loves to help others
4.0 all 4 years,
cumulative GPA of 4.25

Jonathan Neal
Winner of 2
Community
Humanitarian
Jawan Bomar
Cory Johnson Awards
Founder of the CHS
Running Back for CHS
Poets of Society Club
Football Team
Mrs. Compton; the New Assistant Principal
Kariya Edwards

As some of you may know, we now have an amazing new staff member
here at Central High. Actually, shes not new to the school, but shes new to the
current students. Mrs. Compton is an amazing woman, both at school and at
home, where she has an amazing husband, three wonderful children, and a dog. I
was given a great opportunity to interview her, and it was wonderful.

Edwards: Before we get into details about your work life, tell me a little about you
and your family.
Compton: My husband and I are first generation college students. We have three
beautiful girls; Alex- 16, Asari- 7, and Aaliyah- 6. Prince, our family dog, is 8
months old.
Edwards: What did you do professionally before becoming the A.P at Central High
School?
Compton: In 1997, I started teaching at Moore High School. I was also a teacher at
Doss High School and a teacher recruiter at the Board of Education. In 2004, I was
the counselor at Moore; in 2009 I became the counselor here at Central, and in
2014 I became the A.P at Noe Middle School. Now Im here, in 2016, as the new
A.P for the juniors.
Edwards: Besides having worked here previously, what made you return here?
Compton: Its simple. I love the administrators, staff, and especially the students. I
feel very effective here at Central.
Edwards: Since you told us that you have three amazing girls, would you consider
enrolling your Children at C.H.S?
Compton: My oldest daughter, Alex, is a very talented dancer and wants to
further her career in that field, so she attends Manuals YPAS for dance. My
youngest two girls, Asari and Aaliyah, I would enroll them without hesitation.
They already participate in the student life that takes place after school. They
stand on the sidelines with the cheerleaders at the games they attend and you
can catch them helping out at all the school events. You can maybe catch them in
the yearbook from two years ago.
Edwards: What would you like to tell the community about Central?
Compton: I would like to tell the community how rich Central is. When I say rich, I
mean rich with tradition, rich with academics, rich with student life. Just overall a
great place to be.
Edwards: To end, what special message would you like to send to your students?
Compton: The message I would like to send is the fact that I do what I do for you
all. My goal is to have all of my students be successful. I live for high expectations
for all the students enrolled in Central, not just the ones I work with. Never let
your situation define who you are, and thats for everyone.
Mrs. Compton has a great mindset and we should look forward to great
things because of our new Assistant Principal at Central High School.
The Coach Becomes a Dean

Dairrean Rose
You may know him as Dean Founder, but his name to most of
us at Central is Coach Founder. Even Dean Founder still sees
himself as Coach Founder.
Rose: How is your new job different from your old job?
Dean Founder: The job doesnt change me; the only difference
now is that Im wearing a tie.
Since most kids
arent use to having
a dean, the big
question is what
Coach Founders
new role is.
Dean Founder: I
handle the text
books, lockers, and
passes. I also
mentor and
discipline the
students.
Rose: What is your
message to the
freshmen?
Dean Founder: Freshman year is your foundation. Start out by
giving your all, and you will do well through your whole high
school experience.
Rose: What made you decide to accept the job as Dean?
Dean Founder: When I was teaching, I went home every day
wondering about how I could help the school instead of just
one class. As a Dean, I can do that, and thats the main reason I
took the Dean position.
Rose: Although there are a lot of teachers that have been at
Central for a while, they can still be given some advice. What
would you tell them?
Dean Founder: Not all change is bad.
Rose: What would you tell the new teachers?
Dean Founder: Youre a mentor not a friend, however, building
relationships with students is important.
Rose: Youve gone from CHS student to CHS teacher to CHS
Dean. How does it feel to make Central such a focused part of
your life? What are your goals for the future?
Dean Founder: It gives me a different perspective than others
because Ive seen Central from a lot of different angles. I always
knew I wanted to pursue my career at Central High School. My
only goal for the future is to finish my career at Central,
although I would love to be promoted as in AP before my
career is over.
New Theatre Teacher Briana Anderson

This year, in my Theatre 2 class, I was expecting to see

my theatre teacher from last year, but I was shocked to see a
new teacher. At first, I was a little skeptical about the teacher,
but over time, learned she was pretty cool. Having a new
teacher meant learning new things, like Social Justice Theatre,
and new exercises to use; were still learning new things as
time goes on. It was nice getting a chance to know more
about her through my interview. Meet Ms. Papailler.
When she was just fifteen years old, she started acting.
She went to J-town High School and graduated from the
University of Louisville with a Masters of Fine Arts in Theatre.
She also got a graduate certificate in African American Theatre
from the University of Louisville. Ms. Papailler started teaching
in 1999; thats when she got her first teaching job at a YPAS in Louisville. Her last job was as a professor of Acting,
Directing and Theatre for Social Change at Georgia College. She has also acted in many plays, including A Raisin
in the Sun and Gem of the Ocean. She has also acted at The Kentucky Repertory Theatre, The National Black
Theatre Festival, Stage One Childrens Theatre, Juneteenth Legacy Theatre, Blue Apple Players, Pleiades Theatre
Company for Women and Pandora Productions.
She is cofounder and producer of Juneteenth Legacy Theatre for the past thirteen years. Their mission
statement is to entertain, educate, enrich, and to empower communities through the telling of stories about
the African American experience in historical and contemporary contexts. She wants people to feel the
African American experience as they are watching performances. She wants them have a new outlook on
theatre and the African American culture when the show is all over. She has directed at University of
Louisville, University of Louisville Studio Theatre, Spalding University and Sacred Heart School for the Arts.
I asked her for a word of advice to students who want to become an actor, and she told me its to
develop focus and discipline, in addition to seeking out opportunities to get as much experience on stage as
possible, to be healthy as possible and to keep healthy habits. At Central, she wants to help develop a
premiere theatre program. We all look forward to seeing the spring play at the end of the school year!
Im looking forward to the rest of the school year in Theatre class. I know were going to be learning
new things that may change the way I feel about theatre.
Stepping Out of the Box
By Maryan Abdikadir

Many of us are scared to get out of our comfort zones and try new
things, but we dont realize that sometimes we have to
challenge ourselves and just go for it to get to the top and
achieve new things. It may be a struggle, but its all worth it. I felt
this way before, and I was surprised at how much I was able to
change by trying new things.
After I graduated from 5th grade, things changed for me. I
wasnt going to school with any of my elementary friends
that I has come to be so close with over the years, so that made me feel lonely
and sad. I lost my communication skills since I didnt want to make any new
friends or talk to people that I barely knew. It got worse in 8th grade. I was
beginning to make some really cool friends in 7th grade, but I
had to move and go to a new school where I wasnt familiar
with many of the kids who had known each other since the
beginning of school. Months went by and doing the same
thing wasnt getting me anywhere, so I told myself that things
will change for me in high school, that I will step out of the
box and just go for it.
High school came and I was more than excited to start over and leave behind all
the mistakes of middle school. I was nervous, but I didnt let that get in my way. I
started talking to others and met some really cool people, and even my best
friend. She understands me really well and I can be myself around her without
any judgements. I started participating and being involved more in extra-
curricular activities, and I think thats one of the best changes. I didnt feel like an
outcast anymore, and I liked that.
You just have to go ahead and take risks and try to do new things, rather than stay
in that same old box and let spider webs grow.
Its normal to be afraid to try new things or
change your ways, but sometimes its for the
best and it can change your life to do so.
 Do Schools Put Too Much Pressure on Kids?
By: Hajiya Issa

All parents want their kids to do well. But unrealistic expectations not only have
potentially damaging long-term psychological effects, they can hurt kids academically in the
here and now. Thats according to a new study that finds getting kids to do well is even more of
a tightrope than we thought. Some pressure does help children achieve more, but expecting the
unachievable only makes them do worse. Kali Holloway says on November 26, 2015

Schools are putting too much pressure on kids. I say this because kids have many classes
and each teacher makes them do so much work like they dont have any other classes. For
example, I have a project in Spanish class after I just finished one; I have an essay to write for
my dental class; and I have to do a short story project for English. They are all due around the
same time. If you push a student, they do well in school; if you push them past their limits, they
do worse. Teachers should understand that the students have a lot of work to do, and at least give
us more time to do the big assignments like projects and essays. When students dont have enough
time to do their work, they get stressed, and most of the time, they dont do well or they dont get
to turn it in at all, and some teachers dont accept late work.
Kids worry about their grades, especially when they are stressed and have a lot of work to
do. Then they procrastinate, and get a bad grade. The reason for all this is because they have so
much work and they stress out about what work they are going to do first, and they end up
procrastinating. Then they get bad grades and they get in trouble at home because their parents
expected better from them, but they just couldnt turn all of their work in on time because they
had too much.
If students are going to be able to be successful, teachers need to remember that students
have other classes that have other work, so they need to lower the amount of work they give to
students.

Homework should be relevant and purposeful, said Denise Pope, a senior lecturer in Stanford
University's School of Education and director of Challenge Success, a project with schools to counter
the causes of adolescent academic stress.

The most valuable homework is that which is perceived by students to be meaningful, while simply
providing "busy work" does nothing, she said. A research paper she co-authored, "Hazardous
Homework?" analyzes the effects of homework on students. Among the findings:

"Any student who is doing more than 3 1/2 hours of homework a night is actually at risk for higher
stress levels and poor mental and physical health," Pope said.
https://ed.stanford.edu/in-the-media/what039s-right-amount-homework
 Cutting College Expenses
Duchess Warfield
College is something that almost every students dreams about, but often ends up not
going because its just too expensive. Kids coming from one income homes, or living in poverty,
struggle to be able to go to college because they are unaware of to how to get into college. The
often feel like they cant get in because of their family income or poor grades, so they dont
even try. What many dont realize is that there are actually a lot of opportunities for students
who dont have much money. To learn more about those opportunities, I contacted our school
guidance counselor, Mr. Linton. He gave some valuable information that should clarify a lot of
the common questions asked about college expenses and the ACT.
What should an underclassman do now to insure they will qualify for the bigger scholarships?
Take ACT in 10th grade. Study for ACT via after school tutoring, tutoring at local libraries or
online at ACT.org.
What GPA is too low to get scholarships?
Below 2.5
What extracurricular activities/ community service bring in the most scholarships? How do
students get involved?
Sports (see Mr.Brinshurst for more information)
Are there signup sheets within the school that students can have access to for things
involving scholarships or activities? If so where are they?
The counsels office has list of local scholarships for seniors. There is also a list of 200 websites
for minorities in the counsels office.
How many fee waivers are there for the ACT? How many times should you take it?
You can take the ACT two times total on fee waiver, but you should take it three to four times
as the score can fluctuate as much as two points, and colleges accept the best score.
For the college essays, should they show more personality or be more serious and straight to
the point?
The purpose of the essay is to get to know you as a person
and a student, so you should show them who you are by
telling your story, but be sure to still answer the prompt.
Are there any scholarships that students can apply for as sophomores?
There arent really any scholarships that you can apply for as a sophomore, but create a profile
on sites such as fastweb.com to begin your research.
Can a students GPA make up for a low ACT score?
A students GPA can somewhat make up for an ACT score. If an ACT score is close to what is
required, then the higher GPA helps. For athletics the eligibility from NCAA/NAIA is determined
by both GPA and ACT score.
When should students start applying for scholarships?
At the end of junior year (summer) or fall of senior year. Students will need their transcript that
includes grades and ACT scores from the junior year.
What else should I know about scholarships/college expenses?
1. Grants- they are based on financial need
- Dont have to be paid back
- Must file for FAFSA
2. Student loans- must be paid back after college
3. Scholarships- College, Local, and National
- Are based on ACT/GPA, and financial need (which is your income and
government support)
Overall, when it comes to college expenses, there is a lot more to it than just being rich
or poor. There are plenty of scholarships and grants that can take away, or even eliminate, the
cost of college. Also, being a well-rounded student, not only by doing decently in school but
also participating in extra-curricular activities, can get a lot of the school fee out the way. What
you do in high school, from now till the end of your junior year, can really help you get on the
right track to not having to pay for college. As long as you apply for grants and scholarships and
dont slack off, you will have a much better chance of getting money for college. Small things,
like taking the ACT as many times as possible, can really help; taking the ACT prep class your
junior year to prepare can benefit you and get you into the college of your choice.
-Assessment of skills and
knowledge of business

-Assessment of skills
and knowledge of
business
 The Centrals Naval Junior Reserve Officer Training Corps
(NJROTC) by Cadet Lieutenant Tomya Jones
The Navy JROTC has a well-defined structure of organization. Each person in the unit has an individual
job that is part of a larger task, which is part of a much larger mission. This lesson introduces you to the major
concepts of command within the military, it shows you the various U.S. Navy and Navy JROTC enlisted and
officer ranks, and it presents a typical organizational structure for a JROTC cadet company.

The Central High Magnet Career Academy NJROTC has a pyramid of authority within the program. For
NJROTC and the military, this pyramid of authority includes individual and group responsibility. In the Central
High Magnet Career Academy, this pyramid works along with the ranks and structure of the Cadet Company.

I would like to introduce to some and present to others, the 2017 NJROTC company staff:

Cadet Company Commander- Cadet Lieutenant Commander Brandon McClain

Cadet Executive Officer Cadet Lieutenant Michael Fields
Cadet Operations Officer- Cadet Lieutenant Junior Grade Mary Barr
Cadet Supply Officer - Cadet Lieutenant Junior Grade Zyon Smith
Cadet Assistant Supply Officer Cadet Ensign Aaron McKinney
Cadet Administration/Communications Officer- Faizia Amiri
Cadet Public Affairs Officer Cadet Lieutenant Tomya Jones
Cadet Training Officer Cadet Lieutenant H.K. Moo
Cadet Color Guard Commander Cadet Ensign Brooklyn Hickerson
Cadet Rifle Team Commander- Cadet Ensign Kanyah Malone
Cadet Athletic Officer Cadet Ensign Chauncey Gilbert
Cadet Company Chief Petty Officer- Cadet Master Chief Precious Hereford

Finally, the Central High Company NJROTC Program has a span of control. Our span of control is the
number of immediate subordinates one commander or leader can effectively control, supervise, or direct.
Maximum and minimum limits of control vary with the conditions under which the unit operates, and the
complexity of the functions performed.

Our span of control is the heart beat of our NJROTC Company body, listed below:

Class 1B- Platoon Commander Cadet Ensign Jermaine Beaver

Class 1B- Assistant Platoon Commander- Cadet Senior Chief Jaweun Wood
Class 1B- Platoon Mustering Petty Officer- Cadet Chief Petty Officer DeAhntey Mudd
Class 4B- Platoon Commander Cadet Ensign Destiny Wiley
Class 4B- Assistant Platoon Commander- Cadet Senior Chief Kiriya Edwards
Class 4B- Platoon Mustering Petty Officer- Cadet Chief Petty Officer DZiyah
Class 1A- Platoon Commander Cadet Ensign Brooklyn Hickerson
Class 1A- Assistant Platoon Commander- Cadet Senior Chief Ahmad Williams
Class 1A- Platoon Mustering Petty Officer- Cadet Chief Petty Officer Shania Summers
Class 2A- Platoon Commander Ensign Jasmine Moore
Class 2A- Assistant Platoon Commander- Cadet Senior Chief Jalaute Johnson
Class 2A- Platoon Mustering Petty Officer- Cadet Chief Petty Officer Jasmine Moore
Class 3A- Platoon Commander Cadet Ensign Ronasia McAbee
Class 3A- Assistant Platoon Commander- Cadet Senior Chief Ta Nay Price
Class 3A- Platoon Mustering Petty Officer- Cadet Chief Petty Officer Dairrean Rose
 Our objective is to enroll our cadets in much more than a class-they have joined a program that will help
them to become better students, to be a more responsible person, to develop leadership skills for future use and
to make them better citizens. All it takes is their commitment, motivation, and dedication to the program.

Cadet Lieutenant Tomya Jones

Cadet Public Affairs Officer

What does the NJROTC program do?

Promotes Patriotism
Develops informed and responsible citizens
Develops respect for constructed authority
Develops a high degree of personal honor,
self-reliance, individual discipline and
leadership
Promotes an understanding of the basic
elements and need for national security
Provides information on the military services
as a possible career
Promotes community service
Develops leadership potential
Provides an alternative to gangs
Promotes high school completion
Provides incentive to live healthy and drug
free
This is an aircraft carrier. It carries approximately 5,500
officers and enlisted men. The aircraft carriers flight
deck is about 4.5 acres, and it has a deck below. It
weighs 100,00 tons. The ship can go up to 35 mph, and
carries approximately 80 aircraft. The construction cost
of the Abraham Lincoln, seen above, is approximately
3.1 billion dollars.
The Navy just announced that the $13 billion
supercarrier USS Gerald R. Ford the most advanced
and expensive aircraft carrier every built will be ready
for delivery by April.

http://www.thefordclass.com/

Video Newport News Shipbuilding Completes Installation of 14 Million Ft. of Electrical

and Fiber Optic Cable on Gerald R. Ford

3-D Product Model

Gerald R. Ford (CVN78) is the Navys first aircraft carrier to be completely designed using
a 3-dimensional product model. Newport News Shipbuilding utilized the latest and most
advanced computer tool capabilities and functionalities for visual integration in design,
engineering, planning and construction.

Every piece part is created in 3-D model at full scale which includes structure, various
equipment, piping systems, machinery, electrical, wireways, gauges, pumps, berths,
medical and galleys. At any given day, hundreds of designers, engineers, planners and
construction representatives were in the model designing, creating and planning every
feature of the ship.
 How are Ships Named?

Battleships (BB), by law, were named for states, except for USS Kearsarge (BB-
5).
Battlecruisers (CC) under the 1916 program were to receive names of battles or
famous ships. When cancelled under the Washington Naval Treaty, two were
converted to aircraft carriers (CV), and this became the standard for them, with
the exception of USS Franklin D. Roosevelt (CVB-42), USS Wright (CVL-
49), USS Forrestal (CVA-59), and USS Kitty Hawk (CVA-63); some had names
evoking flight (e.g., Wasp, Hornet).[2][3]
"Battlecruisers" or Large Cruisers (CB) under the 1940 program were named for
United States Territories.
Cruisers, both light and heavy (CL and CA), were named for cities in the United
States and Territories, with the exception of USS Canberra (CA-70).
o After the first nuclear-powered guided missile cruiser, USS Long
Beach (CGN-9),[4] CGN's of the California and Virginia classes were named
for states. (USS Bainbridge and USS Truxtun were commissioned as
frigates).
Destroyers (DD) and destroyer escorts (DE) were named for Navy, Marine
Corps, and Coast Guard heroes.
o Destroyer Leaders (DL) were likewise named after naval heroes; these
were reclassified as cruisers or destroyers in 1975.
o Frigates (FF), formerly ocean escorts, were also named for naval heroes.
Submarines (SS and SSN) were either given a class letter and number, as in S-
class submarines, or the names of fish and marine mammals.
Oilers (AO and AOR) were named for rivers with Native American names,
and colliers named for mythical figures.
Fast combat support ships (AOE) were named after US cities.
Ammunition ships (AE) were named either after volcanoes (e.g. Mauna Loa) or
words relating to fire and explosions (e.g. Nitro and Pyro).
Combat stores ships (AK, AF, and AFS) were named after stars and other
heavenly bodies.
Minesweepers (MS) were named for birds, or after "positive traits,"
e.g. Admirable and Dextrous.
Hospital ships (AH) were given names related to their function, such
as Comfort and Mercy.
Fleet tugs (AT) and harbor tugs (YT) were named after American Indian tribes.
The first forty-one nuclear ballistic missile submarines (SSBN) (called "boomers")
were named after historical statesmen considered "Great Americans."
https://en.wikipedia.org/wiki/United_States_
ship_naming_conventions_Ford
 All the Reasons Im not Picking a Certain Career
Paw Ray Moo

Doctor (Surgery): I want to be a doctor when I was little and still do but when I look at the education I need to
finish and know, the work is going to be super hard and I am over here already tired of school. One reason
why I dont want to be one anymore is that I hate having to pay debt and becoming a doctor will cost me a lot.
Borrowing money is easy but paying it back it kind of hard because today some of my teacher are still paying
their debt and I feel like theyre not going to be alive for long, I didnt mean it like that but some teacher are
really old and still havent pay all the money they have borrow for college and I dont want to end up like
them.

Teacher: I say no for teaching. I really cant imagine seeing the same students in class every day. What if I cant
stand some student and still have to deal with them every day?! Besides, I prefer a quiet environment.

Lawyer: at some point in my life wanted to be a lawyer when I watch movies about lawyer but I dont like
competing with another person in front of the jury and the judge. I dont want to make a mistake and fight for
the wrong person. I dont want that mistake to haunt me for the rest of my life. I dont want to be a lawyer
because it like the client and his or her family depend on you and I dont want to disappoint those people by
losing in the case.

Business: I like business but Im not really a business person. I dont feel comfortable talking to people I dont
know. I know theres a lot of different kinds of business, and I want to do something that helps others, but this
isnt the career for me.

Dentist: I hate teeth. I really hate the idea of having to deal with them day after day.

So how am I going to make a decision?

This is a hard decision because right now I

dont know what I really want to do. Luckily,
Jefferson Community and Technical College
offers a course in which, Students will
develop academic plans that align with
career and life goals. This will help me
figure out what career I want.

According to Taylor McGovern USellis,

Associate Director of Admissions at Jefferson
Community and Technical College, JCTC
offers over 100 sections of the FYE (First Year
Experience) 105 class with many different
professors. The course syllabus in included
below..
 FYE 105 Achieving Academic Success
Syllabus
Fall 2016
Jefferson Community and Technical College

COURSE DESCRIPTION
FYE 105 Achieving Academic Success - Introduces new students to strategies that promote academic, interpersonal, and
intrapersonal success in the college environment. Aims to foster a sense of belonging, promote engagement in the
curricular and co-curricular life of the college, and provide opportunities for students to develop academic plans that align
with career and life goals. (3 credit hours)

COURSE RELATIONSHIP TO COLLEGES MISSION AND GOALS

This class supports the colleges mission for attainment of regional and statewide educational goals through data
informed and inquiry driven strategies to increase retention rates and completion of credentials (Associate Degrees,
Diplomas and Certificates).

ONLINE SYLLABUS AND COURSE INFORMATION

From the JCTC home page, click on the Blackboard link and log-in to Blackboard, select FYE 105 from your course list.

REQUIRED TEXT/MATERIALS
Textbook: FOCUS on Community College Success: Jefferson Community & Technical College
Edition, by C. Staley, ISBN: 9781305765603. Additional required materials will be available in Blackboard. Students are
responsible for having assigned text and materials at all classes.
Other Materials: Pen, notebook for taking notes; folder for class materials

STUDENT LEARNING OUTCOMES AND ASSESSMENT SPECIFIC TO FYE 105

Upon completion of this course, the student will be able to:
1. Develop an educational plan that leads to a career path.
2. Research and understand career choices.
3. Research and understand transfer options.
4. Locate and utilize campus resources.
5. Demonstrate use of information technology (KCTCS email, Blackboard, Student Self-Service/Peoplesoft, and
college website).
6. Develop self-management skills.
7. Develop strategies for academic success.

Learning Outcomes that will be assessed this semester:

Learning Outcome #1: Demonstrate use of college resources (minimum of three).

Inadequate -
did not take Inadequate -
CATEGORY assessment took assessment Adequate
Demonstrate use Student utilized 0-2 Student utilized 3
of college college resources college resources
resources

Learning Outcome #2: Develop an educational plan that leads to a career path.

Inadequate - Inadequate - TOTAL

CATEGORY did not take took assessment Developing Adequate (should
 assessment match #
of students
who
completed
Outstanding course
from
above)
Develop an Student did not meet Student Student met Student met with
educational with an advisor and completed an with advisor advisor,
plan that leads did not complete an Academic and completed completed an
to a career Academic Program Program Plan an Academic Academic
path Plan leading to a leading to a Program Plan Program Plan and
desired career path. desired career leading to a registered for
path (did not desired career upcoming
meet with an path. semester.
advisor).

STATE-WIDE GENERAL EDUCATION LEARNING OUTCOMES BEING TAUGHT OR STRENGTHENED

IN THE COURSE: In addition to the course and discipline specific learning outcomes listed above, this course also
support the colleges general education goals; upon completion of this course, students will be better able to: Find,
analyze, evaluate, and cite pertinent primary and secondary sources, including academic databases, to prepare speeches
and written texts.

CORE COURSE CONTENT

I. Academic & Career Planning
A. Career exploration and research
1. Goal-setting
2. Investigating career options
B. Educational plan including transfer information and alignment with career choice
1. Differences in higher education choices
2. Developing an academic plan (educational plan)
3. Academic Program locations
4. General education courses
5. Transfer requirements and general education certification
C. Academic advising

II. Self-Management Skills Development

A. Personal and academic financial information
1. Personal budgeting
2. Financial literacy
B. Self-Responsibility/Self-Management
1. Time management
2. Personal discipline
C. Diversity
D. Health and Wellness
E. Critical thinking

III. Campus Information/Orientation to College

A. Campus resources
1. Campus environment (roles of offices, personnel)
2. Campus maps
3. Participation in campus events/activities/organizations
B. College etiquette
1. Classroom
 2. Email
3. Instructor/student relationships
C. Policies and Procedures (Syllabus/Student Code of Conduct)
D. College vocabulary
E. Technology/Electronic Resources
1. Blackboard
2. Email
3. Website
4. Student self-service/online registration process
5. Online instruction/modes of instruction

IV. Strategies for Academic Skills Development

A. Attendance and persistence
B. Testing and test anxiety/Memory
C. Note-taking/study skills
D. Self-Analysis
E. Informational literacy
F. Motivation and attitude
G. Skills required for success in online classes

ATTENDANCE POLICY
Class participation and attendance is vital to successful completion of this course. Participation is defined as being
actively involved in the course activities. Your presence is expected at all class meetings. If you are more than 10 minutes
late, the door to the classroom will be locked and you will not be allowed to attend class. The late policy does not apply
during adverse weather. If Professor USellis is more than 15 minutes late to class, you may leave and attendance will not
be counted against you.

If you miss class, it is your responsibility to get notes from a classmate or to check Blackboard for instructions. Students
who miss more than the equivalent of two weeks of class (4 classes) will not receive a passing grade, unless the instructor
approves additional class absences on an exceptional basis.

Required Student Participation in Attendance Policy

If a student misses a class session(s), he or she should notify the instructor in person, by email, in writing, office
voicemail, or through Blackboard. Failure to notify the instructor is an automatic unexcused absence, and the absence
cannot be made up. The instructor will be the final arbitrator of whether the absence can be made up and/or if the absence
is an exception.

Attendance Policy for Religious Holidays

Any absences due to observance of religious holidays need to be approved in advance by discussing the absence with the
instructor. Requests for extended time to turn in assignments or to make-up exams must be made in advance of the due
date.

STUDENT EVALUATION
Evaluation and Grading Criteria
Grades that can be earned for this course are A, B, C, E, W, and I. For more information on grading, visit:
http://legacy.kctcs.edu/catalog/
NOTE:
D grades will not be given for this course
I grades are only given in extenuating circumstances and only at the discretion of the instructor.
All JCTC students may request a drop/withdrawal by sending an email from their KCTCS email accounts
to the Records Office (jf-records-office@kctcs.edu). This email must come from a KCTCS student email
account, include the students KCTCS ID3 and the course in question and include any necessary
documentation/approval from the instructor. If you stop attending class and do not officially withdraw
from this course, you will receive a grade of E. The last day to withdraw from this course without an
instructor signature is
 If you are on financial aid, check with the Financial Aid Office to determine how withdrawing from this
course will affect your financial aid. Students may request a withdrawal from their instructor after the
mid-term date until ...

Grades will be based on the assignments identified in the course schedule. A breakdown of the assignments and
their total value is listed here:

Intro. Essay/Syllabus Agreement 10 Midterm Exam 100

Chapter 1 Mind Tap Assignment 5 Budget Exercise 40
eResources Etiquette 10 Chapter 5 Mind Tap Assignments 31
Chapter 2 Mind Tap Assignment 1 10 Reflective Reading Journal 10
Campus Resource Pres./Wksht. 20 Part 2 of Career and Education Plan 75
Vision Board 15 Chapter 11 Mind Tap Assignments 16
Quiz 1 50 Quiz 2 70
Chapter 2 Mind Tap Assignment 2 10 Chapter 10 Mind Tap Reality Check 10
Student Resource Fair Hunt 20 Diversity Project 10
Self-Assessment Results 30 Chapter 12 Mind Tap Assignments 20
Exercise 6.4 10 Part 3 of Career and Education Plan 100
Presentation on Part 1 of Career Plan 20 One-on-One Conferences 30
Part 1 of Career and Education Plan 75 Attendance* 5
Chapter 4 Mind Tap Assignments 33 Extra Credit TBD
Time Monitoring 10 TOTAL 835

NOTE: As a requirement for this class, each student will be required to meet with an academic advisor at a
minimum of one meeting during the semester.

Points are assigned to completed assignments only. Assignments turned in incomplete will not receive any points.
Assignments turned in one class session late will have points deducted: two (2) points deducted from homework
assignments; ten (10) points deducted from major assignments (budget and Career and Education Plan). A late final
project will receive a Zero (O) for a grade. Assignments turned in more than one class session late will not receive any
points. Missed quizzes/exams cannot be taken at a later date. A missed quiz/exam on the date given/due will be recorded
as a Zero (0).

Grading scale
100 90 A
89 80 B
79 70 C
69 or below E

PROTOCOL FOR STUDENT COMPLAINTS

If a student has an issue or complaint concerning an instructor or course, the student should first speak with the instructor.
If the two are unable to resolve the issue, the student may then carry the complaint further according to the following
protocol. Instructor Coordinator of FYE course (Maria Galyon, 213-2216) Marlisa Austin, English & Humanities
Division Chair Dean of General Education & Transfer Studies (Dr. Randy Davis, 213-2122)
STUDENTS WITH DISABILITIES: Students Needing Special Accommodations
Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this
course must contact the Access*Ability Resource Center (ARC) on the appropriate campus as soon as possible. Please
DO NOT request accommodations directly from the professor or instructor. If you require assistance for an emergency
evacuation, notify your instructor and the ARC.

Downtown, Technical, and Carrollton Campuses

Terri Martin
Chestnut Hall, Room 319
(Office on Downtown Campus)
(502) 213-2375
terrif.martin@kctcs.edu

Southwest, Shelby, and Bullitt County Campuses

Nancy Birkla
Chestnut Hall, Room 319
(Office on Downtown Campus)
(502) 213-2375
nancy.birkla@kctcs.edu

Students with Hearing Loss or Deafness

Venetia Lacy, Coordinator of DHHSS
(502) 213-4218/VP (502) 416-0489
venetia.lacy@kctcs.edu
http://jefferson.kctcs.edu/en/Current_Students/Deaf-Students.aspx

DISRUPTIVE BEHAVIOR
Classroom behavior that seriously interferes with either
1. the instructors ability to conduct the class or
2. the ability of other students to profit from the instructional program will not be tolerated.
When a students behavior in a class is as seriously disruptive as to require immediate action, the instructor has the
authority to remove a student from the class. Disruptive class behavior includes, but is not limited to, verbal or physical
threats, repeated obscenities, unreasonable interference with class discussion, making/receiving personal phone calls,
pages, or texts during class, leaving and entering class frequently in the absence of notice to instructor of illness or other
extenuating circumstances, and persisting in disruptive personal conversations with other class members. Students
engaging in these activities may be marked absent and/or asked to leave. Referrals may be made to other departments or
administrators if needed.

All cell phones or other electronic devices must be turned off and put away during class. You must request an exception
from the instructor to this policy for any emergency situation prior to the start of class.

Students are expected to be respectful, meaning that they should dress, act, and conduct themselves appropriately.
Students should not bring children to class. Disciplinary issues will not be tolerated and the instructor as well as
other students in the class will be treated with respect. Please be considerate of the other students with you in this
course. Such things as arriving late, texting/playing with cell phones or other devices, wearing earphones during
class, talking in class, cell phones, pagers, etc. can be disturbing and can interfere with the concentration of others.
These will not be tolerated in this class. If your behavior becomes a problem/distraction, points will be deducted from
your grade and you will be told to leave and you will not be allowed to return until you have spoken with the Dean of
Students. If you do not leave willingly, JCTC Security will be called and you will be escorted out of the classroom.
 PLAGIARISM/CHEATING

All academic work, written or otherwise submitted by a student to an instructor or other academic supervisor, is
expected to be the result of the students own thought, research, or self-expression. In any case in which a student
feels unsure about a question of plagiarism involving his or her work, the student is obliged to consult the instructor
on the matter before submitting it. When a student submits work purporting to be the students own, but which in
any way borrows ideas, organization, wording, or anything else from another source without appropriate
acknowledgement of the fact, the student is guilty of plagiarism. Plagiarism includes reproducing someone elses
work, whether it is a published article, chapter of paper from a friend or some file, or other. Plagiarism also includes
the practice or employing or allowing another person to alter or revise the work which a student submits as the
students own, whoever that other person may be. Students may discuss assignments among themselves or with
another instructor or tutor, but when the actual work is done, it must be done by the student and the student alone.
When a students assignment involves research in outside sources of information, the student must carefully
acknowledge exactly what, where, and how the student has employed them. If the student sues words of someone
else, the student must put quotation marks around the passage in question and add an appropriate citation of their
origin. Plagiarism or Cheating can result in dismissal from the course and/or college. See the following Websites to
help understand what constitutes plagiarism and cheating: https://owl.english.purdue.edu/owl/resource/589/02/

Also see JCTCs Student Code of Conduct for policies regarding academic integrity:
http://www.kctcs.edu/~/media/System Office/Academics/StudentCode2010.ashx

College Academic Support Services

Library and Learning Commons: Library services and resources are available at the Downtown and
Southwest Campuses and electronically at http://www.jefferson.kctcs.edu/en/About_Us/Library.aspx . The
Learning Commons on each campus (http://jefferson.kctcs.edu/en/Current_Students/Tutoring.aspx) offers
tutoring and academic support services.

NON DISCRIMINATION STATEMENT

The Kentucky Community and Technical College System is an equal educational and employment opportunity institution
and does not discriminate on the basis of race, religion, color, sexual orientation, gender identity or expression, national
origin, age, disability, family medical history, or genetic information. Further, we vigilantly prevent discrimination based
on sexual orientation, parental status, marital status, political affiliation, military service, or any other non-merit based
factor.

Printed with permission of Taylor McGovern USellis

 Punishment or Free Time
Duchess Warfield

When people do wrong they should be punished. This has always been the system of
justice; it has been dumbed down to become less harsh for lessor crimes, all the way down to
the school systems Code of conduct? But does it really work?
Though the punishments already established in
school are supposed to be a way for the students to
learn their lesson for whatever they did wrong, a lot of
the time, the same students are right back in the same
situation. Some students consider ISAP as a good way
to get out of class. How do you fix it? How do you
ensure that students will actually try to act better in
the future? How can we keep them from doing the
same thing over and over? Obviously you cant change
all students, but with such harmless punishments that
arent working, and havent been for years, we should
at least consider finding an alternative. To find out
more about this problem, I talked to one of the
Centrals APs, Mrs. Compton, to see what the
administration thinks about school discipline.

Do you feel that the current disciplinary

actions address all infractions of our students?
Yes. I do feel that as an administrative team we handle each referral
individually for each student situation. We form relationships with our
students, allowing us to make informed decisions.
Do you feel that students deserve worse punishments based on how many
times they have gotten in trouble in the past?
No, but if a pattern of the same behavior exists, we need to build in
consequences to help support a detour from the negative behavior.
Sometimes that may be projective actions.
How many detentions can a student get before other actions are taken?
It depends on the behavior that originates the detention. Again we look at
each situation.
Do you feel ISAP is an appropriate substitute to missing an hour long detention?
YES!
Do you feel there are any good alternatives to ISAP or detention?
Yes, dont do those behaviors that lead to either one because the best
alternative is no referrals!
In conclusion, the school disciplinary system may not be as effective as hoped for but
there is only so much you can do. Its clear that the administration takes each individual
situation into account to consider the consequences. The real solution, though, is to just try to
avoid trouble. But if you do, you can be that the administration is not going to let you
continuously do the same thing over and over, and there is no guarantee that you will get the
punishment you expect.

http://www.freeimages.com
 Sports Means More than Good Grades
Demonie Crumes

Some athletes care more about sports more than academics, and some athletes care more
about academics than sports. Yes, there are athletes that are smarter than other athletes, but
for the ones who arent as smart, should they be punished for it? When an athlete struggles
with concepts in one of their classes, should he or she be forced to give up what they excel in?
No athlete should be punished for not understanding; its wrong and its not fair!
Athletes are naturally proud and competitive; why would they purposely fail or not try
to meet the required benchmarks. For those athletes who cant rely on academics, why deny
them doing the thing that they actually can do? If they arent allowed to play in high school,
they may not maintain the skill they need to play in the future. If a D is a passing grade, then
why do athletes have to have Cs to play?
Sports are important, in a lot of ways, to a lot of people. I started playing football
because my mom made me. I was always in trouble and she needed me to do an after-school
activity, to get me away from people and places that could lead me astray. She chose football
because she knew that it was a time consuming sport. It kept me alive and out of jail, on the
one hand, and it has helped me learn mental and physical discipline. Telling an athlete to stay
home doesnt mean that he will stay home. Drugs and gangs, and all kinds of other things
could catch their eyes if they dont get to play their sport.
Athletes become really embarrassed when they are not allowed to play because they
are failing academically. Other players joke on them and call them dumb, and its not cool at
all. The team suffers because they lose a player. Nothing is worse than letting your teammates
down. The failing player is ashamed and feels let down by his teachers and coaches because
they can make him a winner not of the game, but of a high school diploma and so much
more.
A player should not be punished
for not understanding. Keeping an
athlete from playing is not going to
make him suddenly become really
smart in class. Not playing will kill his
self-esteem and motivation to stay in
school and prepare for a good future.
We have to stop this bad practice now.
The Worst Game in History
Christina Hyde

Goalkeeper are you ready? I respond with yes, but mentally

Im not ready for this game. We are playing the second best team in
the state, and this is only our second year having a girls soccer team,
so we are all completely inexperienced. I knew we were doomed from
the jump when they were on our schedule this year, because last year I
had watched them play and they demolished their opponents. Just like
many, Im afraid to fail and Im very competitive and when things dont go my way or as I hope; sports wise my life starts
to turn upside down, which Is something I dont want to happen. As that game day finally arrives, I pray that it will be
canceled, but it is not, and as we walk to their stadium, I am already wishing to click my cleats three time like Dorothy
and return home.
After the whistle blows, the game begins and they are already charging towards us. They pass up our first
defender within a second; and I yell to tell my teammate, who is my last defender, to step up to the girl; it is too late and
the shot is already taken. During that shot I try to focus on the ball coming towards me, but my mind is still in the mist
of yelling at my teammate, and as I try my best to dive for the ball, I hear the words I dread hearing ,Gooooaaallll. My
dive for the ball was too late, and the goal was scored. Within less than a minute in the game, we are already scored on,
and I am already starting to get nervous about the next 39 minutes left in the half that we have to go.
No girls team I have ever played could shoot from a distance and especially not very well. I ve been trying to
ignore their skill level and focus on trying to make as many saves and goals as I can, but as the goals start coming back to
back, it is getting harder and harder to hold back the tears and the frustration that are beginning to form. Hearing the
fans and opponents laugh and cheer, with my teammates staring me down after trying to coach me in my position does
not help my emotions either. As our teams strongest player, captain and goalie, I feel as if everyone depends on me not
to give up, to become superwoman and save the game. However, I could not; I have failed them and myself. I know
everything I am going through is common for a player during a game, but it does not stop me from being upset and
aggravated at myself.
The time passes horrendously slowly, at least that is how I feel. Within the first ten minutes, they have already
scored six goals. At 20 minutes, the score is 10 to 0 and they are the ten. As a first time soccer player, I know when 10
points are scored and the other team is still at zero, its declared as a mercy rule and the game will be over. However,
what I do not know is that since we still have 20 minutes left in the first half, we must finish it before the game will be
declared over. With a sigh of relief, I grab my items by the goal and walk away. I hear the referee call to me that the
game is not over because we have to finish the first half; my heart drops and shreds into a million pieces. I tried my
hardest to contain myself for the first 20 and I dont know how I am going to do the last without wanting to break into
tears.
Even though the game tore me apart, for the most part, I stood strong, for a final score of 15 to 0. While I did
make some great saves, I also lost many potential saves. Like when I embarrassingly fell into the goal twice after
catching the ball. As angry as I am at my teammates for giving up after the first goal when I had worked my butt off the
whole game, I cannot stay mad long, because all I can think about is how embarrassed I am, and how all the people who
were telling me, good game, are the ones who laughed at me during the game. As soon as I get home, all the tears Ive
been holding back let go. It takes my mom a couple of hours to convince me to calm down and let everything go,
especially if I want to sleep. As much as I hated this game, I feel as if it was a good learning experience for me. When I
look back I realize I have to keep calm and contain my emotions when things are going downhill, and stop thinking Im
going to save the day like Im a superhero. When I do this, I tend believe I am going to save the game; I get my hopes up,
and thats what destroys me the most. When I do reflect, I know to focus more on my job than instruction from my
teammates. I have learned not to let my emotions get the best of me, how to keep myself calm, and step up to lead
better when I see my teammates falling behind, instead of getting angry. Whether it is in my next game or in life, this
game has taught me something I will never forget.
 The Princess That Changed My Life
By: Gia Carney
The only way to get what you want in this world is
through hard work, said Princess Tiana. You dont
need a charming, and heroic, moron prince to ride in
on a white horse to save you. You dont need a
lifesaving, oversized fairy godmother that looks like
Blanche Deveraux from the Golden Girls to
magically make you perfect, or a once in a lifetime
shooting star for your dreams to come true. It takes
your hard work and dedication. Thats one of the
reasons Disney Princess Tiana has had the greatest
influence on my life. Shes not like those typical,
clueless, and trophy wife princesses. She has brains,
beauty, and independence; as a young girl, I needed
to see that, because society tries to force down our throats the idea that women are just an accessory, like
an expensive watch, to make men look stronger.
In the Princess and the Frog, Tiana never gave up on her dreams. She worked double shifts to
accomplish her aspiration of opening up her own restaurant. I can relate to that, because I have a dream
of being an entrepreneur and starting my own clothing business. Tiana has taught me that if I want
something, I have to get up off my lazy bum, and go get it. Whether Im in college or perusing my
career, Im going to use that same perseverance that Tiana had in the movie to challenge myself to
achieve my goals. She didnt let anyone get in her way of achieving greatness.
Tiana was also beautiful, but she didnt depend on that to get what she wanted. Thats such an
important life lesson, because I have seen too many women using their looks and not what is in their
heads to be successful. When I was growing up, women would always tell me that I have to use what my
mama gave me to get what I want. In todays world, too often women feel like they have to dumb
themselves down and show off their bodies to get ahead. As
a little girl, my grandma would always tell me to keep my
mouth shut and act like a lady. Tiana teaches us to be bold
and speak out for what we believe in. Tiana lets you know
thats its ok to not always be fashionable. She isnt always
dolled up like the other princess; she is just herself with her
kinky nappy hair, dark skin, wide nose, and big lips.
Seeing a Disney princess that looks like that made me more
confident in my own skin.
Princess Tiana had the greatest influence on me
because she he is courageous, clever, and confident. Even
though, as a little girl, I didnt understand how much she
would change my life. Now that Im older, I can truly say
that she has inspired me to love myself, not give up on my
dreams, and to be independent.
 I am America

I am America. I am the part you wont recognize. But get used to me. Black,
confident, cocky; my name, not yours; my religion, not yours; my goals, my
own; get used to me.
This was said by Muhammad Ali, one of the most known athletes and civil
rights/religious activists. This quote is accurate and powerful to black citizens
and other minorities in America who are being judged.
It defines me the most because I am a confident black female who will speak
up if I am talked down to or seen as unequal to another race. The w ord cocky
in the quotation identifies me as outspoken and
braver than some blacks in the nation who fear
the majority race. I believe people should show
appreciation towards African Americans and
what our ancestors created, instead of
expressing hate. I can relate strongly to what
Muhammad Ali said, because people should
worry about themselves more than others.
Judging someone about important traits they
carry, such as name, religion or goals in life, isnt
going to bring money or success. Its just going
to make the hater a racist individual who is stuck
in their old ways and cant stand to see people
of the opposite skin color succeed in life.
If you are from America, you should have the
same rights as whites, and be looked at as a
human being, not as an ethnicity. I am black; get
over it; I have goals just like you.

Caletta Richards
 The Lack of Minorities on Broadway
Tracy Scott

You just dont fit the description is why we see lack of color and gender in the thespian community. Profiling
on Broadway is most defiantly unfair in a community that is skill and personality based. As a fellow thespian,
and a minority female, I understand the hardships of the industry. But when play writers like William F. Brown
who wrote The Wiz or when KeKe Palmer gets casted as Cinderella the black community get ridiculed and
grilled in media and this hurts! Keke said to essence magazine I hate saying it was a huge deal that I was the
first African-American to ever be a part of this musical, Its great, but I also want people to feel like its
crazy, because it shouldnt always be this way. In an industry that first starts out as a craft that you practice and
build up skill for, it should not matter about the color of your skin. It truly hurts when you go in front of a
director, pour you heart and soul into and audition and you dont even receive as little as an callback to be in the
ensemble. All of this struggle because of your appearance.

When The Wiz aired live on NBC, the comments were outrageous some asking questions like, Whyd they ruin
a classic story by changing it and having an all-black cast? or I just learned there is a black version of The
Wizard of Oz called, The Wiz. Oz is supposed to be set in Kansas with white characters. Isnt the real
problem that people didnt want to explore the Urban Black culture that the Wiz portrayed? The directors,
actors and stage crew worked very hard on the show and were very proud of the outcome, both the message and
artistically. This musical broke the barrier of Broadway's aversion of works with an all-black cast. However,
this show had a point to prove that the industry mainstream does not always have to have a set color, tone,
speed and style.

Maybe it just has not sunk in the two highest earning musicals are based around minorities and their
homelands. Hamilton, a show about Alexander Hamilton and other political figures casted as minorities to add a
sense of Hip- Hop and RnB to tell the story of Hamiltons life and death make $177k dollars a week. The
Disney Classic, The Lion King a story of a young lion cub and his trials and tribulation in the safari usually
brings in about 6.2 billion worldwide but African Americans still get no respect in this industry!

I know there are those purists who argue that the show should stay as original to the playwright as possible. But
if the director can find money to produce his or her version of the show, he or she is free to interpret it in any
way he or she pleases. What about diversity? A director should want the crowd feel represented when they see
the show. If the world is a melting pot of different shapes and colors, why wouldnt we want to display that in
everything we do?

WE NEED MORE MINORITES IN MUSICAL THEARTE TO STOP THIS TREND. We need to diversify the
stage and share the spotlight with the world; share the passion of musical theater with everyone. It doesnt
matter what color ones skin is; if one truly loves a hobby, they will shine no matter what. And that is what
audiences expect when they go to a Broadway show!

Here are links with more information about All-Black Cast Broadway shows:

Ain't Misbehavin' (musical) Passing Strange

Black Nativity The Piano Lesson
Bring in 'da Noise, Bring in 'da Funk Porgy (play)
Cabin in the Sky (film) Porgy and Bess
Carmen Jones Purlie
Clorindy: The Origin of the Cakewalk Radio Golf
The Color Purple (musical) Raisin (musical)
Dreamgirls The River Niger
Eclipsed (play) Sarafina! (musical)
The Emperor Jones Seven Guitars
Fences (play) Shuffle Along
Four Saints in Three Acts Timbuktu!
The Hot Mikado (1939 production) Treemonisha
In Dahomey Two Trains Running
It Ain't Nothin' But the Blues Voodoo Macbeth
Jitney (play) The Wiz
King Hedley II Your Arms Too Short to Box with God
Mule Bone
Once on This Island

Source