Out of more than 3,000 students who undertook a rigorous exam process, Yale emerged as one of 20 students from across the U.S. who now make up the 2010 U.S. Physics Team.
The team training camp, which is a crash course in the first two years of university physics, is an integral part of the U.S Physics Team experience. Yale will attend the training camp for his senior project. Students at the camp have the opportunity to hear about cutting edge research from some of the community’s leading physicists. At the end of the training camp, five students will be selected to travel to Croatia for international competition, where more than 400 student scholars from 90 nations will test their knowledge in physics, competing with the best in the world.
The U.S. Physics Olympiad Program was started in 1986 by AAPT to promote and demonstrate academic excellence.
Putting their own spin on the annual senior prank, the class of 2010 pulled off a stunt for the ages: a petting zoo in the middle of the quad!
The seniors started with two simple questions: How can we turn the senior prank tradition into a community-builder? How can we channel mischief toward a gift of generosity?
After several brainstorming sessions they had an epiphany: Petting Zoo! Quad!
During an Upper School assembly, a handful of seniors secretly zipped around putting down hay, erecting a tent, fencing off an area, and bringing in animals.
The hoax, funded entirely by the class of 2010, was a huge success. Weeks of planning paid off when hundreds of students and teachers passed by the surprise menagerie smiling and congratulating the seniors on their inspired idea. And the seniors thoroughly enjoyed bringing preschool, kindergarten, and first grade students to their magical on-campus surprise!
Click on any photo below to begin the slideshow of seniors and their first grade buddies at the petting zoo.
Our caravan of minivans was greeted with a beautiful rosy sunrise early Tuesday morning as we headed out of town en route to the Malheur Wildlife Refuge. Student’s handled the long hours in the car well, entertaining themselves and training their eyes to look at the tiny details that make desolate Eastern Oregon fascinating. We arrived at the Field Station, our home away from home for the next few days, and settled into the dorms before exploring the surrounding areas. Around us we could see the snowy Steen’s Mountains, high buttes and low plains, and Malheur Lake. The sun set to a chorus of coyote howls. After dinner we played several wild games of hide and seek and cops and robbers under the brilliant stars before going to bed for an early start the next morning.
We woke early the next morning (some would consider this still nighttime) to meet the naturalist who would teach us about the birds of the area. Some of us had an easier time getting up than others, but luckily nobody was left behind. The naturalist took us along a dirt road way up on a butte in hopes of finding a sage grouse lek (a gathering where males strut to impress females). Each van had a radio so our naturalist could tell everyone about the places we were seeing, and the birds we would hopefully see. After several miles he stopped us and as we peered out the window in the pale dawn light, the puffy white chests and radiating tail feathers of sage grouse appeared. We had found the lek! We listened to the clucking noises they made and watched as the birds strutted around. Our naturalist was so knowledgeable about the area and the birds and we were lucky to have him with us.
As we drove back to the Field Station we kept our eyes open for other animals. We saw some smaller birds and deer, but we were really hoping to see wild horses. We knew that of all the places we would visit, this was the only one we might have a chance to see them. As we got closer & closer to the main road our hopes of seeing the horses dropped. Suddenly, a voice over the radio announced that the first van had spotted wild horses! They were beautiful. A herd of pronghorn stood next to them, providing scale to the huge horses. The pronghorn raced off, but the horses stayed, and we got to watch them for some time as the stallion gathered his herd and studied us.
Viola Vaughn, founder and executive director of the nonprofit 10,000 Girls (http://10000girls.org) in Kaolack, Sénégal, West Africa, will speak at Catlin Gabel on Wednesday, April 7, at 12:45 p.m. in the Middle School Commons during her tour of the United States.
Vaughn is an American with an Ed.D. from Columbia University who received a CNN “Hero” award in 2008. She is a social entrepreneur who has built 10,000 Girls from an idea to a vibrant program currently serving 2,567 girls in 10 towns and villages in rural Sénégal. She periodically tours the U.S., speaking and participating in conferences to raise awareness of her organization's success in helping West African girls succeed as students and entrepreneurs. During her time in Portland Vaughn will also speak at Portland State University.
10,000 Girls has two primary programs: after-school education and skill-building, helping girls stay in school and complete their educations; and entrepreneurship, teaching a craft or trade and business basics to older girls who have already left school and need life skills to become self-reliant. The educational component provides tutoring and resources to help girls succeed in school. Older girls, who are no longer in school, learn sewing, baking, and other marketable skills, creating products such as dolls and table linens, which they sell locally and online. The girls also grow, harvest, and produce hibiscus, which they transform into tea and hope to export to the U.S. as Certified Organic. The girls in the entrepreneurial program have decided to donate nearly 50% of their earnings to the program, making 10,000 Girls entirely self-sustainable. In Sénégal – where 54% of the citizens live below poverty and 48% are unemployed – 10,000 Girls transforms the lives of participating girls and their families.
The dynamic Viola Vaughn, a long-time resident of Sénégal, dramatically describes the challenges and joys of running 10,000 Girls and speaks with passion about her organization's mission. She can relay fascinating stories, including how she convinced banks to open accounts for young girls, a first in Sénégal; why the girls chose to bake and sell cookies to raise money (like America's Girl Scouts); and the what poignant questions the girls pose at summer Democracy Camps in Sénégal.
In Portland, Violla Vaughn hopes to connect with individuals and organizations interested in the education of girls, as well as with businesses that might want to sell 10,000 Girls' products. She will also encourage individuals intending to volunteer for 10,000 Girls in Senegal.
Classes, groups traveling near and far, and individuals are publishing on the website to share their work with the Catlin Gabel community or other specific audiences.
Any student, teacher, or staff member can maintain an individual blog or contribute to a group blog on the Catlin Gabel website. Some blogs are open to everyone visiting our website. Most blogs require login.
You can always find blogs from the Quick Links menu. Happy reading!
Links to specific blogs
Middle and Lower School teachers use classroom pages more often than student blogs. The function is similar.
Lower School French
Competing against high schools many times the size of Catin Gabel, our Blue Team prevailed at the state competition. Congratulations to co-captains Eli Coon and Becky Coulterpark, and team members Talbot Andrews, Conor Carlton, Nina Greenebaum, Andrew Hungate, Grace McMurchie, Kate McMurchie, Megan Stater, and Leah Thompson.
Many thanks to volunteer coaches Bob Bonaparte '73, Nell Bonaparte, Cheryl Coon, Jim Coon, Barb Gazeley, Anushka Shenoy '09, and Pat Walsh.
From the Winter 2010 Caller
Passion: playing the violin
Interests: robotics, soccer
I really like challenges. I love to be challenged in every way possible. Music and robotics keep presenting challenges to me.”
From the Winter 2010 Caller
Passions: Synchronized swimming
Interests: rock & mountain climbing, dance, gymnastics
K: Catlin Gabel’s arts program, especially theater, has helped me realize how I can better get across emotions, which is important in our sport. I’ve learned dedication, focus, and good time management from synchronized swimming, and that really helps me here in school, too.”
From the Winter 2010 Caller
Interests: music, visual arts
Fencing is not the only thing in life I think about. I want to go to the Olympics, but right now it’s not my whole life. In a few years, maybe it will be, but not now. My life is about school, friends, music, fencing, and family. It’s a good life when you go to a really good school and love everything you do.”
From the Winter 2010 Caller
Catlin Gabel students are a fascinating and inspiring group of young people who manifest their engagement with the world in equally fascinating ways. We spoke to students from 2nd to 12th grade about the pursuits they really, really love—and here are excerpts from what they said about where their interests take them, and how Catlin Gabel teachers support those interests and help feed their curiosity. Explore their stories below.
By Lark P. Palma, PhD, Head of School
From the Winter 2010 Caller
Animals were my first great passion—and my parents allowed me to have them if I cared for them well and showed responsibility. I was filled with the same passion when I first played school in my room, lining up all of my stuffed animals and dolls, assigning arbitrary grades from A to F and relegating some to smart status, some not so smart. At school I watched with rapt attention how my teachers would teach us. At home I would either try to do it the same way or try to modify the techniques that didn’t work for my little class.
It was not until I became a teacher myself that I understood that, as someone with a passion for teaching, I could go beyond what’s expected and work with students to realize their own personal goals and passions. I finally saw that the very best model for teaching and learning centers on the relationship between the student and the teacher. What happens collectively as a class is important, but the one-on-one time a student and teacher have together is the most critical element.
It was a breakthrough for me when I realized that and learned—thanks to Roland Barthes, John Dewey, and others—that children are not receptacles for knowledge from adults, but teeming petri dishes of their own ideas and imaginations. How little my teachers in the fifties and sixties understood that—although teachers in Ruth Catlin and Priscilla Gabel’s schools certainly did get it.
Catlin Gabel is a school where teachers are drawn to teach, and we select them to do so, because they understand how children’s minds work, and they want to be surrounded by colleagues who feel the same.
This Caller is filled with stories of alumni and students who have pursued interests, passions, and yes, even obsessions. Graduates who fall into this category are legion, and the students and alumni represented here are just a small sample. Why would a school of this size produce so many people who lead with their passions and know themselves well enough to do that?
For one, Catlin Gabel provides an unfettered, free-ranging approach to solving problems, approaching assignments, and celebrating process over product. I learned to be a good rider because I studied my horse, paying heed to her temperament and the look in her eye, and treating her in a way that reflects that knowledge. In the same way, the students profiled here, whether involved in a sport, an academic pursuit, or an art, learn the value of deep concentration and focused attention. For example, visual artists, like the ones you’ll read about, see relationships among all disciplines, in color and in shapes, and takes those elements to create an original. But mostly, we at Catlin Gabel encourage students fully and unabashedly to follow their passions. And of course, there is the child herself, who has the gift inside. Parents, teachers, and the overarching ethos of the school only undergird those passions.
Alumnus, alumna, or current student, their uniqueness binds us all together and makes for a very, very interesting place to teach. Enjoy these stories.
We set out for the mountain on a warm, sunny Saturday morning, ready for anything. We arrived at Teacup Lake, packed our day-packs, and slathered on sunscreen. Who knew summer arrived in February?! There were several beginner skiers and they all picked up the sport easily, quickly wanting to take the most difficult trails and ski down hills. The first big hill we went down was intimidating at first, but we all skied down it, and were proud of ourselves at having accomplished that. We lunched in a sunny patch with a spectacular view of the mountains.
Both the blue and white mock trial teams had a great day at the 2010 regional trial. The Blue Team advances to state to compete against the best teams in Oregon. This year’s case, State v. Lane, is a criminal case where the defendant, a rap artist, is charged with inciting a riot and arson.
Congratulations to Catlin Blue team members Talbot Andrews, Conor Carlton, Becky Coulterpark, Eli Coon, Nina Greenebaum, Andrew Hungate, Grace McMurchie, Kate McMurchie, Megan Stater, and Leah Thompson.
Catlin White team members include Rohisha Adke, Amanda Cahn, Rachel Caron, Audrey Davis, Layla Entrikin, Brian Farci, James Furnary, Mira Hayward, Thalia Kelly, Jackson Morawski, Grant Phillips, Charlie Shoemaker, Henry Shulevitz, Curtis Stahl, Lynne Stracovsky, Terrance Sun, Karuna Tirumala, and Michael Zhu.
The world looked on in horror when the January 12 earthquake rocked Haiti. Immediately, Catlin Gabel students of all ages got to work organizing fundraisers to help the devastated island. Alumna Caitlin Carlson ’00, communications officer for Mercy Corps, came to campus to talk to about the essential need for cash in the coming months. We set up a web page aimed at inspiring students and consolidating our community efforts. Student-led bake sales and the Lower School read-a-thon raised $28,000 for Haitian earthquake relief. Our contributions will make a difference in Haiti: $16 provides a child’s "comfort kit” that includes a blanket, sketchpad, crayons and toys, $43 buys 110 pounds of rice, and $75 equips a Port-au-Prince resident for two weeks of recovery work.
The Information Technology department now has an Amazon Kindle available to families for overnight checkout to evaluate whether or not they might wish to purchase one. The IT office is located in the upper level of the Vollum Humanities Building. Please email IT@catlin.edu if you wish to reserve the Kindle.
At this time, we do not anticipate formal school adoption of the Kindle or other electronic book reader, but we would like to support families that are interested in them.
Some Kindle features
The Kindle and other e-readers use a new kind of screen called "digital ink." As opposed to conventional display screens, digital ink screens do not use a backlight. The screen is easier on the eyes than a laptop screen and remains visible in bright daylight. Because the Kindle is not backlit you can't use it in the dark without an additional light source.
The Kindle does a good job increasing text size, changing screen direction, and altering the number of words displayed per line.
The Kindle can store up to 1,500 books at one time. It can display documents in the Amazon, Word document, HTML, text, and PDF formats. It can also play MP3 and Audible files. Some file formats require conversion through Amazon's email system.
The Kindle can read the text on the screen aloud but it does so poorly and really isn't useful as a text-to-speech tool.
The Kindle includes some bookmarking and annotation features.
Note taking was difficult. It was uncomfortable to use the small keyboard to add text.
The battery lasts a long time—up to two weeks if you don't make extensive use of the wireless browsing capabilities.
The Kindle includes a web browser and wireless connectivity that uses the same 3G network used by cell phones. There is no charge for the wireless connectivity at this time. The Kindle must be registered in order to use the wireless capabilties.
Books sold by Amazon for the Kindle are sold in a proprietary format that can only be read using Amazon software. Currently, that software is available for the Kindle, Apple's iPhone, and Microsoft Windows. Amazon is working on software to read Kindle format books on Mac OSX and Blackberries.
Once you register your Kindle device with Amazon, you may purchase additional texts with one click. This could be a liability if you lend your device to someone else.
Some colleges, including Reed, have experimented with using these devices in their instructional program. We do not yet know whether these colleges are planning large-scale adoption. Read about Reed's experiment.
Other e-readers include the Barnes & Noble Nook and the Sony eReader. Reviewers suggest that they each have their pros and cons.
The Kindle may prove useful to students who seek the convenience of an e-reader or benefit from the additional features such as changing text size. These devices are an example of an emerging technology, and we will watch their capabilities as the technology matures.
Larry Hurst will deliver the Esther Dayman Strong Lecture on this topic on Tuesday, Febraury 16, at 7 p.m. in the Cabell Center. Free and open to the public.