Reds High School Media Day is an afternoon focused on exposing high school journalists to the behind-the-scenes role of the media in Major League Baseball. The students spent the afternoon at on-field pre-game batting practice, meeting with Assistant Director of Media Relations Larry Herms, touring the Reds press boxes, and watching a complementary Reds game.  Coldiron, a long time Reds fan, said getting an inside look at the Great American Ballpark was an exciting and informative experience.

“It was amazing to see everything up close and also really surprising to see all of the work that goes into running and promoting a baseball game,” Coldiron said. “One of the definite perks of working for the Reds is getting to work with fascinating people. Todd Frazier came over during the batting practice and talked to us, which I really appreciated. He was a really genuine guy and it was awesome to have this opportunity to meet him.”

Coldiron also enjoyed talking with Herms, who gave the students insight and advice on working in sports journalism. Herms began his career as an intern, and Coldiron took note of how Herms stressed the importance of taking those opportunities.

“[Herms] really taught us how important internships are, and also how important it is to be tech-savvy and keep up-to-date with social media,” Coldiron said. “Another piece of advice that I thought was interesting was that being bilingual gives you a big advantage since many of the Reds’ players speak Spanish. It definitely made me reconsider how I might be able to incorporate a lot of my different classes into a job in media.”

Photography
Photography teacher Ellyn Whiteash’s Photography II class participated in the Artists Reaching Classrooms Program, in which they visited the Taft Museum in search of inspiration. Their goal was to choose a piece of photography to recreate. Their tour guides reviewed the replicas and chose six McNicholas students’ photos to enlarge, professionally mat, and frame. These photos were then displayed at an art exhibit at the Public Library of Cincinnati.

“I enjoyed learning about the relationship between art and society and practicing new techniques as I tried to recreate the photo I chose,” senior Kathryn Scheidler said. “I like learning out of the classroom because I get more experience and I can see how my classes apply to my life down the road.”

Government
AP US Government teacher Michelle Semancik’s classes had a chance to participate in the Close Up Program. Based on essays they wrote, six of her students were chosen to travel to Washington, D.C. for a week in March. Throughout the week, the students learned about the opinions of other students across the nation through daily debates, how the government works by holding a mock Congress session, and the roles that government leaders play by having discussions with Ohio Senator Rob Portman and Representative Brad Wenstrup.

“I liked how instead of just reading the information, we were actually seeing it,” junior Kristen Rehl said. “We weren’t just reading about the Senate; we saw it and experienced it.”

Journalism
Each year, two journalism students are invited to participate in the Reds’ High School Media Day. The event, which usually takes place in late April or early May, gives students the opportunity to tour the Reds’ press department. Senior Maddie Scott and junior Hayley Coldiron, attended this event on May 6, along with Journalism teacher and Director of Communications Angie Noble. They learned about the importance of internships and tips for advancing in the media field through a student-led interview with Reds’ Assistant Director of Media Relations Larry Herms in the official Reds’ press room. Herms advised the students to stay up to date with social media sites like Twitter and Facebook and to remember what they learned in foreign language classes because being media savvy and bilingual will give them an edge in the interviewing process. The students were also taken on a tour of the Great American Ball Park press box and scoreboard control room, where they learned about the behind-the-scenes work that takes place during each game.

“Going to the Reds’ High School Media Day was really fun, but I also feel like I learned a lot too,” Scott said. “As a Reds fan, it was exciting to see part of the batting practice and meet one of the actual players [Todd Frazier], and as a journalism student, it was interesting to talk to professionals and see the press box. I now have a much better understanding of everything that actually goes on in a media-based job.”

Genetics
Regina Goines’s AP Biology classes attended an annual Genetic Update Conference. The speaker, Sam Rhine, discussed the future of genetics and recent discoveries. One topic Rhine covered was the discovery that 99% of each DNA sequence, which geneticists previously believed had no significant function, has had a purpose in organisms this whole time. Students also learned about various biotechnology techniques and theories that geneticists are currently studying.

Junior Andrew Pearson found the presentation to be very enlightening. “It was interesting to see a more in-depth look at how genetics is applied in modern medicine and treatments,” Pearson said.

Surgical Procedures
Five students attended a live surgery viewing at The Christ Hospital in October. They watched the stomach surgery on a projector, listened to the surgeon explain his techniques and how they affected the patient, and asked him a series of questions afterwards. Senior Nicole Moser, who aspires to be a nurse in the operating room, enjoyed the event. “It was cool to actually see a live surgery. I liked seeing the different techniques the surgeon used so I’ll be familiar with them when I learn them in college” Moser said. “It helped me to know what to look forward to and what I’ll be doing in the future.”

The Academy of World Languages is a magnet school in Evanston that educates students from many diverse backgrounds. They come from 84 different countries and speak over 60 languages. At least 40% of the students are learning English as their second language. Havlis goes once a week and works with the second grade class. He said found out about the Academy through his aunt, Sue Doll, who is an Intervention Specialist at the school.

Havlis says he has a really good experience working with the students, acting as a mentor and a tutor. “I tutor the kids in whatever subjects they need. A lot of time I’m helping them with math or going over flashcards” he said. “It’s nice to help the kids, because a lot of them don’t really have a role model to look up to.”

Doll said Havlis has made a difference in a lot of student’s lives through his work there. “Max is dedicated volunteer who shares his time and talents, and the students look forward to him visiting every week. Max has a spirit that reflects a positive attitude, not just a smile on his face but in the amount of effort and energy he has put forth.”

Havlis says he goes back every week not only because he enjoys his work as a tutor, but also because he feels he should be there for the students as a friend. “I know some of [the students] are too used to people leaving them. I stick around, because I want them to know that people care about them.”

“This is my last chance to leave my mark on the school,” said junior Will Mehring. “I’m excited for college, but I don’t want to move on yet.

Now that the juniors are preparing for their final year, they have to start thinking about college and their future. Many have already begun taking their ACTs and SATs. Over the summer they’ll be visiting colleges and working on their resumes. Once school starts, many students are taking AP classes to get ahead. Their thoughts are consumed by majors they could study and what to do with the rest of their lives. College applications can be due as early as November. Students will be filling out forms, writing essays, requesting letters of recommendation, and applying for scholarships. Once their acceptance letters arrive, they have to make the final decision of what college is best for them.

Many McNick students are worried about the busy year that is ahead of them. Out  of everything, the overwhelming majority of students said they were most worried about their college decision.

“I’m nervous about applying for colleges because I’m not sure where I want to go, or where I’ll be accepted. It’s a big decision,” said Kennedy.

Corrie Sheshull said the college search can be a little overwhelming. “I’m very nervous for the whole college process,” Sheshull said. “There are just so many to choose from.”

Guidance Counselor Nancy Aniskovich said that choosing a college is an important decision that most students get stressed over. She said the best way to know a college is “the one” is to visit the campus. “The way a campus feels is very important. It’s all about the right fit. You don’t know if it’s the right fit until you’re physically there.”

Senior Ben Schmidt encouraged the juniors to apply to lots of different colleges, even to schools that seem out of budget. “Apply everywhere that sounds interesting to you. Try not to let money decide where you apply. The more expensive schools usually give really big scholarships, even if you’re not at the top of your class,” Schmidt said. He said the college he is attending, St. John’s University in New York, costs about $50,000 a year, but he got over $30,000 in scholarships and financial aid. “Also, get your work in early. The sooner you turn [your scholarship and financial aid forms] in, the more money you get.”

Getting into college and choosing the right one isn’t as daunting a task as it can seem. It’s all about working hard and taking advantage of the opportunities available, so that colleges can see how great each student is. Once each student finds the right school, they’ll know. As Aniskovich said, “There are over 4,000 colleges in the U.S. There is a right school for everybody.”

“I think I’m home for less time during summer vacation than I am during the school year,” religion teacher Paula Yerke said.  “There really isn’t a weekend that isn’t booked for me.  I’ll be travelling to Miami, Chicago, and spending some time with my family in our cabin in the Smoky Mountains… I prefer to kick back and relax during my break!”

Yerke certainly isn’t alone in using her summer vacation for a little rest and relaxation.  Science teacher Regina Goines enjoys staying at home during break, catching up on hobbies such as gardening, reading, and quilting.

When he’s not spending his free time with his kids, English teacher  Jeff Mulvey stays active in the school community as a coach for the McNicholas football team.  “I love being out there coaching the boys,” Mulvey said.  “But all of my extra time is going to be devoted to my kids, whether it’s spending the day with them at King’s Island, or taking them downtown to see a Reds game.”

Spanish teacher and track coach Kyle Jepson has a rather interesting to-do list.  “Over break, I hope to make my own cheese, perfect a recipe for strawberry jam, and train for a marathon,” Jepson said.  “I also plan on publishing a novel I wrote two years ago and taking my son to his very first Reds game,” Jepson said.

Cross-country traveling is another common theme amongst the plans of McNicholas teachers.  English teacher Meloney Feldkamp will be attending the College World Series in Omaha, Nebraska for the seventh year in a row, with her husband.  Health/P.E. teacher  Cheryl Heise has planned a family cruise around the Caribbean,  math teacher Stacy Berling and her new husband will be heading to the Dominican Republic, and math teacher  Mary Honkonen will be journeying down the east coast before heading across the U.S. to spend a week in Tucson, Arizona.

Though McNicholas teachers will find some time to relax, studies such as the one conducted by the New Jersey Press, show that summertime isn’t actually much of a vacation for teachers at all.  About 67% of the survey’s respondents reported that they worked a second job over the break.

When she’s not teaching, math teacher Stacey Berling takes up a job as a pharmacy technician, something that she’s been doing since her own high school days.  Photography teacher  Ellyn Whiteash runs her own business as a day-of wedding coordinator, and math teacher  Jack Kaniecki has spent his last five summers serving tables at Arthur’s in Hyde Park (though this year he will be busy taking care of his newborn son, who is expected later this May).

Ceramics and Architecture teacher Melissa Gaskins is a certified trainer at BodyMindBalance Cincinnati, where she teaches gyrotonics and gyrokinesis.

“I like to stay busy over the break,” Gaskins said.  “When I’m not working, you can find me on any given lake, practicing for Paddlefest 2013, which I’ll be competing in this summer.  If I’m not on a board, chances are I’ll be in a kayak, unless it’s raining, in which case I’ll be working in my home art studio or planning a road trip to destinations unknown!”

No matter what teachers have planned for the upcoming break, it’s a common consensus among McNick students – they deserve it.

“High school’s especially difficult when your twin brother is a straight-A boy-genius,” sophomore Laura Paquette joked of her brother Joe.  “We weren’t all that competitive before high school, but things have definitely changed.”

During their freshman year at McNicholas, the Paquette’s landed on the same team for track and cross country.  “Originally, it was my idea to join the team,” Laura said.  “But when my mom found out, she thought it’d be a good idea to have Joe try out too – he hated it!  I guess it just goes to show you, twins are two totally different people.”

Joe added, “I always feel like I have to match or exceed whatever my sister is doing.  Laura and I try not to participate in the same sports or extra-curriculars anymore, because it just leads to us trying to out-do each other.”

Laura, who no longer participates in McNicholas track, now spends much of her time with the Art Department, while Joe focuses more on schoolwork and creative writing.

Rivalry aside, twins can learn from each other’s mistakes and accomplishments, and often learn to help each other excel, whether in schoolwork, sports, or other extra-curriculars.  In the McNicholas theatre department, for example, seniors Samantha and Matthew Gabbard shared the stage in this year’s production of Grease; Samantha was stage manager while Matt took on the principal role of Danny Zuko.

“It’s a really cool thing to be able to work alongside someone you’re so close to,” Matt said.  “Sammy wasn’t involved in theatre until junior year, and before that, I never felt as if I had someone to really talk to about rehearsals or shows.  Sure, she’s stage manager and I’m an actor, so you’d think there’d be some competition there, but there isn’t.  I learned a long time ago that Sammy’s the boss onstage, and it’s turned into something we can laugh about when the show’s over.  Personally, I think we’ve only grown closer in our friendship.”

Sisters Abby and Maddie Mitchell are junior twins who compete in the same sports. Both have qualified to the state meet for McNicholas diving, and both joined the McNicholas volleyball team freshman and sophomore years. But when junior tryouts arrived, only one of the two made the cut.

“This year, when we both tried out again, I didn’t make it, and she did.  Getting cut was one of the hardest things I’ve ever gone through,” Abby admitted.  “I wasn’t really jealous of her; I was just disappointed in myself for not doing as well. It was really hard on me, but I try not to let that show.”

Despite competing in athletics, the two remain not only siblings, but also best friends.

“You always have someone there for you, no matter what,” Abby said.  “It might sound cheesy, but it’s true. I have someone who is in the same classes, dealing with the same issues, and going through the same things as I am. It’s nice to have someone who has a very similar life as you because it’s like a second opinion or view of my own life. I know I’ll always have a best friend who is there for me because I have Maddie.”

When twins are able to find common ground in schoolwork and activities, a sense of camaraderie can certainly ensue. “Having my twin at the same school makes me work a little harder so I can always be at my sister’s pace,” Maddie said.    “At this point in my life, I can’t imagine living without my twin by my side!”

Rita Beckman:

“Through McNick, I’ve discovered that I’m really into service and helping people. The Appalachia retreat was the experience that really served as a turning point for me, and I also was able to get a lot closer to some of my classmates through Kairos,” Beckman said.

Sarah Bouley:

“My freshmen year I was so shy and scared to branch out; now I feel way more outgoing and comfortable getting involved. If I could give my freshman self advice, I would say not to take McNick for granted and to appreciate it for what it is,” Bouley said.

Rachele Deluca:

“I went into high school thinking I’d be playing soccer all four years, and then I found theatre,” Deluca said. “Theatre is where I felt at home, and I knew it’d be something I was part of for the rest of my life.”

Courtney Dunne:

“Since freshmen year I’ve taken on a lot more leadership roles, and started auditioning for theatre productions. I’ve definitely become more confident and looking back I only wish I’d gotten involved sooner,” Dunne said.

Kevin Fagin:

“Junior year was when my involvement picked up, and then senior year it really took off with Kairos and soccer. I was also really quiet coming into high school, so the last four years I’ve made a lot more friends,” Fagin said.

Daniel Poole:

“I actually think I look pretty good with the afro going there, I might even go back to it,” Poole said. “But if I could change one thing freshman year, I would make myself take Foundation Art so I could have eventually joined Art NHS.”

Brent Rudolph:

“Well, for starters, it’s pretty obvious I grew a lot. I think I was around five feet freshman year,” Rudolph said. “If I could give my freshman self some advice, I would definitely tell myself to try harder in school and be less weird.”

Corey Shrader:

“Back in freshman year I literally did nothing, and now I’m involved in Eco Club, liturgy choir, Rocket Report, Battle of the Bands- basically just way more stuff,” Shrader said. “Also, I think I’ve solidified some of my most important moral principles and learned a lot more about myself and how relationships work.”

Grant Witte:

“Now I’m actually active in the community, socializing, and going to social events,” Witte said. “I think both my personality and outside appearance have changed.”

You can go your own way

While there is nothing wrong with meeting up with hometown friends for lunch on campus, Class of 2005 graduate Rachel Heyl does not advise students to dorm with them. “Don’t dorm with friends. Let the university pick for you,” Heyl said.  “It will allow you to make new friends and not lose your current ones.”

Nina De Salvo, Class of 2011, warns students to avoid awkwardness in the laundry room if possible. “If you don’t know how to do your own laundry, learn it now! It was embarrassing how many people I had to teach how to sort and wash clothes,” De Salvo said.

Many students are used to having their own room, and dorming can be a huge adjustment. Ashley Schneider Neltner, Class of 2007, wants to remind students that they can always fall back on their family for support. “Don’t forget to call home from time-to-time, especially if those at home send you care packages,” Neltner said. “When all else fails, you can always rely on your family.”

Hanging tough, staying hungry

College students are constantly on the go, which makes fast food a tempting option. Michael Humphries, Class of 2007, warns against taking advantage of the convenience of fast food too often. “Eating Chipotle more than 6 days in a row is a really bad idea,” Humphries cautioned. “Vary your diet just a little.”

Kelsi Corcoran, Class of 2009, also knows that choosing the right food for the right situation is important. For late night study sessions, she suggests energy drinks and comfort food. “Red Bull and Velveeta Mac and Cheese help with all-nighters!” Corcoran said.

Empire state of mind

As easy as it may be to stick with people who are similar, alumni encourage students to engage with people who are different. “Attend as many groups and activities as you can, especially those with which you believe you disagree,” Gary Rose, Class of 1982, said. “You will learn much more by discussing things with folks whose opinions differ from yours than by discussing things with people who share your opinion.”

Maggie Ingram King, Class of 2005, thinks that college is the perfect time to explore new things and learn about yourself in the process. “Take classes on subjects that sound interesting to you, even if they aren’t part of your major, volunteer in the community, learn to play an instrument. It doesn’t matter what it is, just do it. Exploring is half the adventure,” King said.

Dylan Barth, Class of 2009, wants to discourage students from ruling any opportunities out, whether they are big or small. “Some of them won’t work out in your favor, but all of them will teach lessons that will later define your character,” Barth said. “College is fast, and can be measured by the experiences you had when you got out of your comfort zone.”

Come sail away

Donna Radloff Burns, Class of 1988, encourages students to study abroad, no matter how daunting it seems. “It will set you apart in your professional endeavors,” Burns said. “Your experience in the global market will make you a phenomenal asset to any organization.”

Class of 2005 graduate Molly Dineen agrees that studying abroad is an excellent experience, but advises students to gather information about the studies early on. “Start to explore your options starting the first year,” she said. “Many wait too long to make it happen.”

How well do students really know their school custodians?  They walk the halls alongside students and teachers, often spending more time around campus than anyone.  The McNicholas Maintenance Staff works tirelessly each day to keep the school in good and working order, but to students, little is known about who they really are.

Building and Grounds manager, Mike Woodruff, first began his career at McNicholas on a day he fondly remembers: Dec. 9, 1991.  “Immediately, I was struck by the overall atmosphere in the school,” Woodruff said.  “Not only did I know it was going to be a generally fun place to work, but I knew that the staff and students were going to welcome me into what would be my first job with a school.  I felt like I was learning right alongside the students!”

Growing up on a farm in the river town of Moscow, Woodruff received his diploma from New Richmond High School, and went on from there to pursue his home-grown tradition of farming.  It was also in this small town that he and his wife were married and chose to raise their three daughters with the same values and lifestyle that Woodruff learned from an upbringing in the countryside.

“I come from a farm family, and I wanted to be able to share that kind of lifestyle with my own wife and kids,” He said.  “So when I’m not working at McNick, I’m busy running a chicken farm with my family, spending time with my five grandchildren, or working on one of my favorite hobbies, hydroponics – the art of soil-less gardening,”

During his time spent at McNicholas, Woodruff has been there to see multiple generations walking the halls of the school.  According to him, students’ attitudes and sense of respect have improved drastically over the years.

“I never expected it, but kids in this school are much more considerate now than they used to be,” Woodruff said.  “Back in my early days on the job, it was different… they certainly took a lot more time to clean up after!  But today, they’re not a problem at all.  If anything, I’d say that they’ve only been acting kinder to our staff.”

Early in the morning, often before students and faculty arrive at McNicholas, Woodruff and his crew are hard at work, making sure everything is in order.  “I arrive every day at 6 a.m., and leave around 3:30.  Some days I’m here earlier, and some days I work late; weekends are flexible for our staff.” Woodruff explained.

Maintenance worker Fred Ervin, who began working at McNicholas on July 26, 2010, takes the night shift, working from 2:30 to 11:00 each day.  Ervin says the most rewarding aspect of his job is being around the staff and students.

“It’s a wonderful, always positive atmosphere to be able to work in,” Ervin said.  “The faculty members are a joy to be around, and even though I don’t see much of the students, they’re always kind and courteous to the members of our staff,”

Ervin, who grew up in Loveland-Miami area, enjoys spending his spare time attending concerts working with cars of all makes and models.  “Being in maintenance, I’ve taken an even bigger interest in keeping up with vehicles,” He said.  “My career has really helped me expand my horizons.”

Members of the McNicholas Maintenance Crew work long hours, yet gain little recognition from the students they clean up after.  Don’t be afraid to say ‘thank you’ every once and a while – they deserve it
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Students’ scores serve as comparison points when colleges look at applications. “High schools vary greatly in grading scales and the difficulty of their curriculum,” Director of Guidance and Academic Services Lizanne Ingram said. “These tests serve as a common unit of measure for colleges.”

These standardized tests provide one of the biggest factors that college acceptance staffs consider. “Some argue that some students don’t test well, but these tests tend to be a good predictor of college success,” Ingram said.

While some colleges require their applicants to take one of the tests specifically, or both tests, most colleges will accept scores from either. This means that students can find which test they score better on and focus on preparing for that one.

To find out which test is best for you, read the following points and tally up how many of each apply to you.

• I did well on the PLAN test.

• I did well on the PSTAT.

• I am a fast reader.

• I have an extensive vocabulary.

• I am very opinioned and very persuasive.

• I need a lot of mental breaks when I am testing.

• I am a good science student.

• I have very good reasoning skills.

• I am a good guesser.

• I am an adept writer, even when I am tired.

If you identify with more underlined traits, then you would rather take a test focusing on science knowledge and mathematics expertise.  The ACT is a better fit for you, so sign up for the ACT.

If you have more italicized traits, then you are more confident in taking a test that emphasizes reasoning skills and vocabulary.  The SAT is probably a better test of your personal skills, so sign up for the SAT.

Junior Hannah Dries has taken the ACT and SAT in the past few months. “I prefer the ACT because the test seems more organized,” Dries said. “Plus, I liked having the writing portion at the end so I didn’t have to worry the rest of the test. I could just knock the first sections out.” However, Dries liked that the SAT offered more mental breaks. She plans on taking both tests in the future.

According to the official ACT website, the main difference between the ACT and SAT is the structure. The ACT tests subject matter and what a student has learned throughout high school, while the SAT is broader and tests reasoning skills. Also, the ACT has five sections – English, Mathematics, Reading, Science, and an optional Writing Test. The SAT has three sections – Critical Reasoning, Mathematics, and a required Writing Test. However, the SAT is taken in ten intervals with breaks in between, while the ACT is taken only has four or five intervals, depending on whether the student takes the writing portion or not.

Starting in 2005, the SAT has required students to take the writing portion. The first section of the SAT that students take is the writing portion.  For the ACT, students end the test with the writing portion. In both writing portions, students are tested on their ability to offer an opinion on a particular subject and support their opinion with evidence and facts.

In addition, the SAT penalizes students for wrong guesses, while the ACT score is calculated based on the number of correct answers only. Another difference students will find is that the SAT has an emphasis on vocabulary, and the ACT tests trigonometry in addition to the SAT’s algebra I and II and geometry.

Based on ACT statistics from the past five years, McNicholas students score higher than the state benchmark, as well as the average scores of all Ohio students.  The benchmark score is 18 for the English section, 22 on Mathematics, 21 on Reading, and 24 on the Science. The average composite ACT McNicholas and state scores are displayed below:

The next SAT test dates are May 4 and June 1, and the next ACT test date is June 8.