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Teachers across the Plymouth-Canton district have to attend professional development lectures, which takes away important instructional time in class. While this is commonplace across all educational systems, Plymouth-Canton has taken a leadership role in spending a lot of time and money developing their teachers, hoping to be a role model in the professional development sphere. While this might be beneficial for some teachers, it may be questionable as to why teachers need to continue developing after being at P-CCS in some cases, for decades. Regardless of how beneficial it is for teachers, the amount of money and time spent on taking teachers out of classrooms is far too high.

 

Monica Merritt, interim superintendent of P-CCS, explained the importance of professional development. “Just like students, teachers must be involved in continual learning opportunities in order to remain current in their professional requirements. We consider the time spent for teachers to learn as valuable time as well. We try to minimize the amount of time any one teacher is required to be out of his or her classroom, but sometimes it cannot be avoided.”

 

The abundance of professional development causes teachers to miss valuable instructional time in order to attend these required sessions. One instance that this happened was during the week before final exams (week of January 18) when several teachers were held out of final exam review sessions to attend teacher training sessions on the Jane Schaffer writing format. Instead of reviewing for final exams, some students found themselves with uninstructed class time, which is common when teachers are pulled out of their classes. When teachers are out of class, students lose valuable educational time that could be spent learning the material that is required instead of watching a movie or doing busy work. When regular teachers are in classes, students learn the material more effectively, and are more prepared for tests.

 

When asked how plans are formed, Kimberly May, the Director of State and Federal Programs for the district said, “We develop our PD plan according to our state allocation and we have to submit a plan utilizing our entire allocation to (Michigan Department of Education (MDE) for approval before we can begin implementing our plan.  We are allowed to carry over funds to the next year in the event we are unable to execute the entire plan.” While a plan is submitted to the Michigan Department of Education for approval, should they be the ones approving how the money is spent? While professional development is important on some levels, particularly for newer teachers, the timing of teacher training sessions and the frequency of them during important times including test days is quite disappointing.

 

Another issue with professional development sessions is the cost. Carlos Lopez, a member of the Teaching and Learning committee, said that training sessions are paid for by Title II grants given to school districts by the government, and that the process would be handled by the grants and procurements director. There is, however, no such position in the district.

 

According to the Michigan Department of Education (MDE), the school district receives $345,984 from the state as part of Title II. Seven districts (Detroit, Flint, Saginaw, Pontiac, Kalamazoo, Grand Rapids, and Lansing) received over $1 million, while  22 districts (out of approximately 900 across Michigan) received more Title II money than Plymouth-Canton.

 

This also does not include the cost of substitutes. Along with paying teachers while they are attending the workshop, despite not being in the classroom, Plymouth-Canton spends $77 for a full day substitute who works for 1-10 days for the district according to the Professional Education Service Group (PESG) website; however, the wages vary based on the teacher’s time in the district. General fund money may also be used in supporting professional development, yet it is unclear how much of that money was used in professional development this school year. Wayne-Westland and Milford pay $90 per day, Grand Rapids and Livonia Franklin pay around $85 per day and Howell pays $75 per day for substitutes, making the average more than what Plymouth-Canton pays its substitutes. However, the number of substitute teachers that Plymouth-Canton pays on professional development days, often exceeds the number other districts pay, making the total cost higher, despite the lower sub pay.

 

Board member Mike Maloney said, “I do think that ongoing professional development for our teachers is important for them.  I'd like to see more public discussion about this topic, to try and get consensus on the most appropriate amount of training, and the topics covered.” 

 

Professional Development Keeps Teachers Out of Class

 

By: Chris Robbins

Sports Editor

Updated May 11, 2016

Tuesday, May 3, 2016

The sudden change for P-CEP juniors took place this past April 12 with the testing of the new, redesigned SAT. The new test trudged its way to the Park’s campus and had the juniors at its mercy.

 

Personally, moving from Texas and having the SAT be a yearly thing to prepare for, I felt more confident than those who realized they were taking the test a week before the test date. With people preparing for the ACT for years instead of the SAT, it was just sad to know that their hard work went to waste with the new SAT in place for years to come. I heard teachers preaching that they would teach SAT strategies and that they would help us before the test; however, this did not happen and I feel that the juniors of P-CEP were let down.

 

The test wasn’t bad itself. It had the typical Reading, Writing & Language and Math sections, which are expected in most standardized tests.

 

The essay was rhetorical, which is in contrast with the ACT, which has a persuasive essay.

 

I found that the math section was my weakest, which can probably be said for a large percentage of the juniors who took it. The math was worded in a way that caused confusion to the test taker, especially the non-calculator part. The calculator section was more focused on actual math rather than on the non-calculator section where it was all rules and remembering math concepts. The math wasn’t necessarily hard, just figuring out what it was asking you to solve was the challenge of the section.

 

The reading section consisted of passages which had questions ranging from specific to broad. This was easy but the most time consuming, as I barely met the time of 65 minutes and finished right when time was called. The writing was typically easy, which was probably thanks to the English structure class I’m currently taking to improve my grammar. Although, even with that, the SAT seemed to try to trick those taking the test with multiple answers seeming to be correct.

 

Overall the SAT is difficult if you don’t know what you’re doing or how to approach the test. Taking the test was expected of me when I first entered high school in Texas. Here, it just became expected after September and even then, nobody seemed to take it as seriously as the ACT.

 

The hardest thing other than what was actually on the test, was keeping focus after each section. Standardized tests have the reputation of tiring students out because of the constant testing of material over long periods of time. The SAT, just timing the sections themselves, was three hours long, which is insanely long. Classes at P-CEP aren’t even an hour, yet College Board and the State see no problem in students taking a three to four hour test. The time caused me to tire out quickly as the constantly remembering and answering the material covered on the test and overall just made the test drag on even longer than it actually was.

 

Confessions of a Teenage Austin Girl: SAT Edition

 

By: Janet Nava

Staff Writer

On June 9, 1969, Dr. Donald MacArthur testified before a House of Representatives subcommittee on department of defense appropriations for 1970. Along with two military officers and three other scientist, MacArthur asked for funding for the development of a new type of biological weapon, a synthetic retrovirus that would be resistant to all forms of treatment. To date, there is only one such virus in existence: the Human Immunodeficiency Virus, or HIV.

 

Dr. Macarthur was a senior researcher at the US Army Chemical and Biological Weapons Lab. In his testimony, he claimed that the army could develop this synthetic virus within “5 to 10 years,” given adequate funding, of course. The committee awarded the project 10 million dollars.

 

In 1979, the first cases of what we now know to be HIV appeared among homosexuals residing in New York City. It could be a coincidence that the virus emerged at the tail end of Macarthur’s projected 5 to 10 years, or it could be a hint of something far more insidious.

 

The exact origin of HIV remains a mystery. The prevalent theory comes from Dr. Robert Gallo, who claimed that HIV originated in monkeys as the Simian Virus, jumped species on three separate occasions in the span of less than a century, was passed to Haitian teachers working in Central Africa who in turn brought it back to Haiti, where it was spread to male prostitutes who then spread HIV to the states through white gays. Even Gallo admits that his theory is, at best, an educated guess, and it certainly doesn’t take an MD to see that it is thinly pieced together.

 

Even if the virus were somehow able to evolve into an entirely new organism within the span of a century and bounce between species like a biological ping pong ball, why would it have been discovered first in New York gays instead noticed running rampant through Central Africa? Unless evolution has a fast forward button, the only explanation for these consistencies is that HIV is a synthetic virus, which our friend Dr. MacArthur already assured us is possible.

 

Dr. Gallo, the Co-“Discoverer” of HIV and author of the mainstream explanation for the origin of HIV worked as a cancer researcher out of Fort Detrick, Maryland, home to the US Army’s biological weapons program since its inception in 1943. Could it be that Gallo’s theory served as a sort of Warren Commission, complete with its own brand of “magic bullet” impossibilities, designed as a smokescreen to cover up the true origin of the HIV virus?

 

In Nov. 1978 the government gave between 1040 and 1083 non monogamous gay men between the ages of 20 and 40 a free Hepatitis B vaccine. Two months later, in January of 1979, the AIDS virus first emerged. In 1981, up to 50 percent of men given the vaccine had begun exhibiting symptoms of AIDS. By 1983, 64 percent were diagnosed with AIDS. The rates in following years remain unknown, classified under the pretense of “national security.”

 

Many, including Dr. Robert Strecker, prolific investigator into the true origin of AIDS, believe that the vaccinations contained a proto HIV virus, released to study dispersal patterns, then quickly spiraling out of control. Gay men, Strecker speculates, were chosen because of their propensity to spread fluids through unprotected sex. Perhaps the government underestimated these men’s promiscuity, or perhaps they discounted the effectiveness of the virus. Many even think that it was intentionally released into gay communities in an act of genocide, a theory popularized in 1997 by Dr. Alan Cantwell Jr.

 

It is hardly incomprehensible that the US government could test harmful biological agents on unwitting, marginalized citizens after looking at the Tuskegee Syphilis Experiments and countless other instances of the government being at least complicit in human experimentation. The US Army’s own biological weapon program engaged in more than 300 open air tests of pathogens between 1950 and 1969, resulting in at least one death.

 

On top of this, on Feb. 2, 1987, the Philadelphia Daily News reported that Colonel David Huxsoll, Chief of the United States Army Medical Research Institute for infectious diseases, commented on behalf of the Defense Department that his department had “experimented with HIV as a biological weapon, and found it ineffective.” Would it be possible that they found it ineffective because it was impossible to control, quickly escaping the group they intended to study into the general American heterosexual population?

 

In the same year the pentagon, in an attempt to undo Huxsoll’s blunder, released that Defense Department labs were searching for a cure for AIDS, which would be ironic considering the DOD’s plan to require AIDS victims to wear identification not unlike the infamous yellow Stars of David that emerged in Germany more than a half century ago. Why would they want to cure a disease that they were counting on to create a civil emergency in order to declare martial law and take control of a country that was becoming “far too democratic,” as worded ominously in a leaked report from earlier that year. The DOD had no interest in curing AIDS, only in cleaning up their own mess.

 

Apart, these scraps of evidence seem circumstantial. But, together they begin to form a disturbing whole, a pattern of denial, misconduct and a government that shows total disregard, perhaps even contempt, of its citizens. The only thing that remains certain is that the facts of the HIV/AIDS outbreak simply do not match the official narrative.

 

Since its introduction, the AIDS virus has claimed more than 32 million lives. Regardless of whether or not HIV/AIDS was a creation of the US military, our government does not deny that it currently has massive stores of bioweapons all around the world. If the government deemed HIV safe enough for human tests on American civilians, imagine what else they have in store. Anthrax, the Bubonic Plague, Influenza, all modified to be deadlier than ever, biological weapons of mass destruction that could very well be even more dangerous than their nuclear counterparts, a Pandora’s box waiting to open. Thirty-two million could easily pale in comparison to the potential billions waiting to be murdered by America’s silent killers.

Was HIV/Aids Caused by the US Government?

 

By: Benjamen Henderson

Opinion Editor

Tuesday, May 17, 2016

Tuesday, May 3, 2016

Now that the year is ending, it is time for any senior to have any last minute hurrahs or pranks that they feel must be done. However, for all of you underclassmen, we feel some tips and tricks about the Park should be given and heeded. So it’s time for you to sit down and listen to some advice from the people who have gone through four years of P-CEP.

 

Freshmen: Incoming freshmen have probably been warned of the dreaded freshman backpack. A freshman backpack is when all of a student's binders, folders, textbooks and miscellaneous items make a backpack so heavy and large that is difficult to walk and hard to carry. Nearly every high school student knows about this and is warned to avoid over packing their backpack yet some people still do. It’s actually fairly simple to avoid having the dreaded freshman backpack by taking a few precautionary measures. First, students will need to learn how to organize their binders so that they aren't so cluttered, large and filled with useless material. Binder tabs are great ways to keep things organized and keep things in order. If binders are organized, the likelihood that a student will have a heavy binder and backpack can decrease.

 

Another way is to empty binders and make your backpack lighter after each chapter in your classes and store it in a safe place at home. In addition, students can also use their lockers as places to store books, binders and other items so their backpack size decreases.

 

Having one large binder for all of your classes can effectively make the backpack size smaller. Having one large binder as compared to 6 smaller binders will keep things organized, easy to access and get rid of the freshman backpack.

 

Next, take your classes seriously. This isn’t middle school any more, you actually have to pay attention and put some work in to your classes to pass or else face the dreaded summer school. It is in your best interest to avoid taking summer school.

 

Sophomores: With one year already under your belt, sophomore year is definitely time to start exploring what P-CEP has to offer, both athletically and club wise. There are nearly 100 clubs at P-CEP for students to join and learn, grow and explore their interests. If there isn't a club, then students have the luxury of making their own. Other than joining clubs, students can join a variety of sports, both non-cut and cut. According to the National Center for Education Statistics, students who participate in extracurricular activities are likely to have better attendance, a higher GPA and better social skills than those who don't participate in extracurricular activities.

 

It’s a great idea to expand your interests throughout your high school career so in your future you can have a better idea of what you enjoy doing. When applying to colleges towards the end of high school, admissions advisors like seeing that you took the time to be social and try extracurricular activities. Sophomore year is the perfect time to begin seeing what the Park has to offer, so why not join clubs and sports if you haven't already?

 

Challenge yourself with classes. There will be classes where we absolutely hate the subject or are convinced that the teacher has some nefarious agenda against you, but just stick with it and give it your all; it will not only get you to pass the class but will teach you a strong sense of tenacity, a trait colleges enjoy in people.

 

Juniors: This is the perfect time to start thinking about your future. You may blow off the counselors, but they do have a point. Take junior year as a time to prepare for your life in the world. Find out what you want to do with your life, think applying to as many colleges as you can and find out what you can do at the Park to improve upon yourself.

 

Junior year is also the year of the big standardized testing you will undergo. Now we all must stick through it to survive those dreadful days; however, preparing and studying for these tests can, and will, be key for your life after high school. The higher the score you can get, the more those colleges and universities to pay attention to you, plus it will help you qualify for scholarships.

 

Seniors: With only a year left it's time to start making the best memories before your childhood ends and you become an adult. Football and soccer games in the fall, basketball games in the winter, and baseball games in the spring are the most popular sporting events at P-CEP. Other than sports games, there are many exciting things students are invited to attend. School plays, Mr. Park, homecoming, prom and others are the year’s biggest and craziest events.

 

Socially, senior year is meant to be the most exciting because of how close you are to your childhood ending. Next year you’ll be in college taking hard courses and working vigorously at jobs or internships, so it is important to take advantage of the freedom you have during senior year. With lots of freedom and new opportunities comes the possibility of stupid mistakes. Make sure that in your time of making the memories of a lifetime that you also think wisely of your actions. Regret is something you can't take back, so don’t do something stupid and have a senior year full of regrets. Make your last year of high school count, but do it in a smart and fun way.

 

And on a final note, don’t take all blow-off classes. Yes, I know you have just spent eleven years taking classes and learning things that you didn’t want, and finally you get the freedom to choose an easy class for an easy ‘A’, and you tell us to not do that. We know; but don’t forget that after senior year you’re going to have all that knowledge you have learned and are hopefully going to apply it to your life. So how beneficial would sleeping through all of your classes really be after high school?

 

As this year draws to a close, please do remember these excellent tips. These come from those who have been there and done that before you. It would be in your best interest to remember them before moving up a grade. Think of this as our last hurrah to you as departing seniors.

Tips for Every Grade

 

By: Jonathan DeClaire and Alec Middleton

Staff Writers

Monday, May 23, 2016

Mind control, brainwashing, truth serums - none of these could possibly exist outside of science fiction novels. Or could they? The US government certainly thought so.

 

“Project Artichoke” was launched in 1953, a collaboration of the US Army, Navy, Air Force and FBI to develop new means to “manipulate human behavior.” It followed many of the routes pursued in “Project Paperclip,” its precursor that started in 1945 from collaboration with Nazi Scientists by the Joint Objectives Agency. But, the project did not last long. A new force was rising in the world of national security, a force that would soon hold a practical monopoly on America’s particularly morally questionable endeavors.

 

CIA Director Allen Welsh Dallas opened project MKUltra on April 13, 1953. The project was headed by Sidney Gottlieb, and it was aimed at developing new methods of behavior control and modification. The scale of MKUltra was beyond vast. The CIA used north of 80 separate institutions, providing funding through proxies. Of these 80, there were 44 universities, multiple hospitals, several prisons and even pharmaceutical companies.

 

MKUltra was made up of nearly 150 different sub projects, researching the effects of various narcotics, most notably LSD, extreme sensory deprivation and isolation, verbal and sexual abuse, hypnosis and by some accounts, even torture. Although LSD was deemed too unpredictable by project administration in 1962, this did not stop the CIA from continuing to develop the drug to a point where it could cause even more powerful hallucinations.

 

Scientists also experimented with the use of barbiturates, amphetamines and the forced addiction and withdrawal from heroin and morphine. Additional, less successful experiments were conducted with Sodium Pentothal as a “truth serum” and a joint project with the US Navy to develop a subsonic frequency that could erase memories.

 

Downsized several times throughout the 1960’s, MKUltra was finally closed in 1973 by CIA director Richard Helms. Later that year, Helms ordered all documents destroyed as a result of what he told a senate subcommittee was a “burgeoning paper problem.” In 1977, 20,000 documents that were not destroyed 4 years prior were released by a FOIA request. One can only imagine some of the more interesting tidbits had been destroyed. Are we really to believe that the documents were not intentionally destroyed in 1973?

 

Many, including journalist Naomi Klein, suspect that what has been released was only to throw investigators off of the true outcome of the project: a consistent method of behavior modification and perhaps even a way to manipulate or “erase” memories. It is not a matter of believing or not believing. MKUltra is a matter of historical fact. The undeniable proof of MKUltra is exactly what has drawn me to it. If the government really did pursue these “extreme possibilities” of mind control and brainwashing, the prospect that the government continues to conceal the extent of their military research becomes much more palatable. Some questions remain; however, most of these questions have been lost to history, but it would be unreasonable to assume that MKUltra has not found itself a more secretive, perhaps even more insidious, successor.

Can the Government Control Minds?

 

By: Benjamin Henderson

Opinion Editor

Summer is just around the corner and everyone is getting excited to have time to spend in the sun or basically anywhere but school. But, soon enough it will be mid-July and you may have run out of things to do. There are many activities in Michigan that are fun and easy in the summer that are either overlooked, or just never considered.

 

For example, there are many activities that you can do at Kensington Metro Park in Milford alone. At Kensington there is a Turtle Cove aquatic center with water slides, a lazy river and a pool. Outside of the center is a grille that serves food and beverages, and it’s only $10 a person. There are also bike trails at Kensington Park, stretching over eight miles long, but bring your own bike! If you are looking to cool off after your bike ride, there are a lot of fun options to spend time in the lake. The park has boat rentals available for paddleboats, canoes, kayaks and row boats. In addition to these activities, there are options for bird watching, disk golf, running, horse trails, beach volleyball and soccer, or just relaxing in the sand with your friends.

 

Another favorite summer activity of mine is miniature golf. Some great putt putt courses near to Plymouth-Canton are SportWay in Westland, Glo-Golf in Canton, Garden City Miniature Golf and Paradise Park in Novi. All courses are within ten miles!

 

If you are not much of a sporty or outdoorsy person there are still a lot of activities available to you. Creatopia is a fun place in downtown Plymouth where you and your friends can go and make unique keepsakes. Or there’s Painting Escapes in downtown Plymouth where you can take classes.

 

And of course, along with all these activities there’s always the neighborhood pool, the movie theatre, bowling, and if all else fails, Netflix!

Unique Summer Activities

 

By: Jordan Anheuser

Staff Writer

Tuesday, May 31, 2016

Reading assigned books has been a part of our academic career since elementary school. Back then, no matter what school you attended, you read fairly happy books: ones with a hero and a villain, a struggle and an outcome. Take Matilda by Roald Dahl for example; Matilda was an overly smart five year old girl who was always mistreated by her parents. The story continues with a mean teacher and a good one and by the end of the story, Matilda has faced and overcome an obstacle and lives happily ever after. This pattern of bubblegum, happy, sunshiny rainbow books have lived on through our middle school years until everything we’ve ever chosen to read was deemed shallow and childish once we reached high school.

 

During freshman year in many World Literature classes all around Plymouth Canton Educational Park, students were introduced to “Romeo and Juliet,” “Things Fall Apart,” and “The Odyssey.” Sophomore year American Lit books included “Their Eyes Were Watching God,” “The Great Gatsby,” “The Crucible” and “To Kill a Mockingbird.” While all of these books are critically acclaimed and are said to be essential pieces of reading material, many people believe that the books are “too violent” and “inappropriate” for school settings. They’re not wrong. Almost all of these books include mentions of violence, racism, sexism, and sexual abuse, but with a sheltered reading history and a cookie cutter mentality with what we can and cannot read, I think that it’s necessary that students at P-CEP broaden their horizons and step out of the comfort area of books that we enjoy reading.

 

People say you don’t know romance until you read romantic English poetry and I think the same goes with fiction books. I believe that you will never experience sadness, grief, and types of persecution until we’ve read these assigned books. It doesn’t matter if you can connect to the situations that the character is in at the moment you read it, you never know if one day you’ll come across a similar event and think back to the book that you read in your sophomore high school class and think, “How did the character in that story handle this situation? Can I learn from them?”

 

I’m a firm believer that the books we read in our English classes are not just full of violence and other problematic topics, but that they are important to our growth and development as readers and as people. Regardless of whether or not students enjoy reading assigned books, these pieces of literature are important to furthering our education and teaching us lessons that we can apply to situations that happen in our lives down the road.

The Importance of Language Arts Books

 

By: Claire Heise

Staff Writer

Wednesday, June 1, 2016

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