There are about 6,912 languages around the world being taught, read, spoken and written. With so many languages circling around the globe it is inevitable that there would be miscommunication. However, one language is often overlooked and although it is not a spoken language it can be communicated to other people unconsciously – the art of body language.

Body language can be as simple as moving your hand toward your mouth or picking at your sleeves, everyday little habits, yet it gives people a better look at your character or your mood.

Some of the most overlooked body language is how people use their legs and their posture. Even though the legs can often be overlooked, they  the exclamation point in a conversation or when hanging out in a group. Mostly they show whether a person is open and comfortable with the people around them or if they are negative and uncertain. Sometimes the legs can even reveal if a person is actually focusing or if they are daydreaming. For example, as Matthew McKay states in his book “Messages: The Communication Skills Book” when a person’s feet are pointing

in a specific direction, that is usually where their mind is focusing. When a person is speaking with someone and are interested in what is being talked about, that person’s dominant foot is pointing toward the other person. And if the person wishes to leave the conversation, the dominate foot points away. Whereas a person stands near someone and their feet are set firmly and far apart, they are showing that they are aggressive in nature, and usually dominate. When someone is sitting down or standing up and they are crossing their legs, it shows that they are submissive, defensive or close minded. The most common use of legs are when people are shaking or twitching their foot whether they be sitting or standing. This constant state of motion in the legs usually means anxiety or impatience. Moving up on the body language scale, people notice arm or hand movement a lot more than they notice leg motions. Gregory Bateson, a famous anthropologist, stipulates in his book, “Communication: The Social Matrix of Psychiatry”, that the use of arm or hand body language is mostly used for defensive tactics that the brain subconsciously sends to our arms and hands. For example, when someone crosses their arms over their chest, it mostly means that the person feels threatened or nervous. If someone’s arms are

crossed over their chest and they are making fists with their hands, it means that they are feeling extreme hostility toward someone or something. If someone only has one arm crossing their body and holding the other arm it represents a distressful moment or that they are insecure. Interestingly enough, when two people are hugging and one begins to pat or tap the back most people see it as affection when in reality it is used when the person wants the embrace to end. Ray Birdwhistell, the founder of the study of kinesics (study of human body language), wrote that he first noticed that people use their hands a lot more when they talk about something they are passionate about or trying are to elaborate on. The hands are more broadly used than any other

body part when people are trying to convey their feelings. For example, when a person shows their palms toward another person this shows that the person is unconsciously inviting trust, and when the palms are hidden, it means that the person isn’t willing to trust the other person. If the palms are faced downward when someone is outstretching their hands, it shows that the person feels superior and dominating. The most powerful body language we perceive are the eyes; they convey our thoughts and emotions a lot more than people might think. If one is talking in a conversation and they look up and to the right then usually it means that they are embellishing or using their imagination. If the eyes go to the lower left corners of their eyes they are searching

their memory, and when a person avoids eye contact altogether ,they are showing that they are either not willing to show their emotions, or are lying. And usually when a person hears something that they do not believe, they raise their eyebrows. Cambridge University Press printed a paper called the “ Pupillary System” which asserts that the most interesting part of peoples’ eyes are the pupils because they are uncontrollable; you cannot fool people easily with them. For example, when a person feels sexually aroused or excited, their pupils will dilate; and

when they feel angry, their pupils will become smaller involuntarily. The most recognized eye movement is the wink; the wink is associated mostly with attraction and affection for a certain person. Being aware of body language can help if someone is trying to succeed in social situations such as job or college interviews, the work environment, or being introduced to a new person. Body language can be as simple as moving your hand toward your mouth or picking at your sleeves, everyday little habits, yet it gives people a better look at your character or your mood.

Body language facts

1. Pulling on ones ear usually means indecision

2. Repeatedly shifting body weight from foot to foot a

gesture that generally indicates mental and physical

discomfort.

3. When talking with someone and the persons legs are

crossed toward the person they are talking to they are

interested in the conversation or the person (does not

have to be a sexual interest.)

4. When someone touches or slightly rubs their nose

usually they are doubtful of what they are being told,

or if they are the one talking and touching or rubbing

their nose then they are most likely lying.

5. When someone is clasping their hands behind their

back, generally it is out of Anger, frustration, or

apprehension.

Source: center-for-nonverbal-studies.org

Whatwill it be called? iSlate? iTablet? Something else? Will it even be announced? If so, will it float or bring about world peace? Well, questions are starting to be answered, as Steve Jobs has finally unveiled the iPad. At 0.5 inches thin, weighing in at 1.5 pounds and with a 9.7-inch IPS display, it’s a glorious piece of machinery, meeting up to many expectations. There will be three different models, with 16, 32 and 64 GB of flash storage, and you can find more of the specs here. You can play games on  it, type on the on-screen keyboard, check out the iBook store and read newspapers, among many other features. If you thought the iTouch was the bee’s knees, just wait, the iPad is perfect for all those wonderful technology lovers.
This new sleek and shiny product from Apple is hitting the shelves in late March, but stores are accepting reservations for those who are just too excited to wait in line on opening day.

Environment: The iPad supports going green by reducing environment usage by having a mercury and arsenic-free LCD screen display and by using recyclable aluminum and a glass enclosure. It is also free of PVC (poison plastic, polyvinyl chloride) which may cause future health risks.

Battery Life: When fully charged, the iPad can get up to 10 hours of surfing the Web or watching videos. However, in order to charge it you’ll need to get a computer dock since the iPad does not have any USB output. The battery is built in, which means it has to take a trip to the Apple store in order to be fixed.

Positives: Of the many great features the iPad has to offer, there are several that really stand out, such as lighting fast Internet access with built-in Wi-Fi, and a microphone with an amplified speaker for perfect sound quality. The iPad also has a highly responsive multi-touch screen, which allows Web pages to be seen as they were meant to be seen – one page at a time, with vibrant color and sharp text. So whether it’s looking at a page in portrait or landscape, you can see everything at a size that’s actually readable. Scroll through a page just by flicking a finger up or down on the screen. Or pinch to zoom in or out on a photo. There’s also a thumbnail view that shows all open pages in a grid, to quickly move from one page to the next.
The large screen makes the iPad ideal for watching all kinds of videos: from HD movies and TV shows to podcasts and music videos. Not only can iTunes and the App Store be accessed, anything else on the Internet can also be.

Negatives: Unfortunately, the iPad comes with several flaws. No Flash support or USB connectors. No camera and no multi-tasking, meaning there is no way two apps can run at the same time. Another limitation is the relatively bulky adapters that are needed to connect the iPad to cameras or USB devices. Also awkward is the use of the touch keyboard, which typing longer texts, becomes rather complicated unless you have a flat surface to type on. If necessary, you can also buy an additional keyboard for around $30.
Although the iPad has a number of productivity applications, including e-mail, calendar, and iWorks, it doesn’t really function as a computer. You can’t have a browser window open at the same time you’re typing a document or working on a spreadsheet. That said, the iPad isn’t positioned as a computer, so if you want productivity, stick to a laptop.

From stencil work to “blistering,” junior Ben Rabine is almost exclusively self-taught in the art of spray paint.

After seeing a video of someone spray-painting on YouTube his freshman year, Rabine “thought it looked kinda cool” and began searching for more videos. He was inspired to start this form of art, and decided to try it out, going off on what he saw on YouTube.

The process of his works depends on what he wants the outcome to look like. “Most of my paintings are planned out ahead of time… so if there are stencils I have to do, I have to cut all those out ahead of time.” The types of stencils he uses differ based on what he’s painting, “I use a lot of lids because I have a lot of circles in my paintings.” He also uses stencils with specific shapes, such as a cross or Bob Marley’s head. The most stencils he’s ever used before on a piece were five layers on his work “Bond, James Bond.” Each work also varies on the length of time it takes to complete, due to complexity and amount of color needed to achieve certain effects. “I’ve done paintings as quick as five minutes and as long as maybe two or three hours. If there’s stencils involved these can take maybe up to 15 hours after you edit and cut them.” Another technique he’s worked with is “blistering,” which involves intentionally lighting the spray paint on fire in brief bursts.

With all the different types of art someone could do, why did Rabine choose spray paint art? He doesn’t know the answer to that question himself. “It just really interested me. I thought, you know, ‘who does that?’ so I just wanted to pick it up for myself. Since then I’ve gotten into a lot of other types of art.” The beauty of art is that it’s all loosely connected, and for the most part, widely adaptable. Rabine is currently enrolled in Linda Bennitt’s drawing class, Tim Cashman’s photography class, and Angelo Comeaux’s digital photography class. Last year he took Bennitt’s studio art as well. From taking up spray paint, Rabine was introduced to other mediums, such as chalk pastel (which he really enjoys), charcoal, ink and watercolor, and pencil drawings.

Rabine also sells his works every now and then. “It’s pretty sporadically,” Rabine explained. “I think my first painting I sold was about two months after I started; my neighbor came over and wanted to buy one for her daughter and that’s what really kept me going. It inspired me to where I thought, ‘Hmm, maybe I’m good at this.’ That next summer I did a live paint show in Hoquiam… [the audience] could ask questions and buy them.” Along the way Rabine has met a lot of interesting people through spray painting. “People are just really weirded out by [spray paint art] and are pretty intrigued by it.”

Rabine is constantly creating new pieces, but only when the temperatures are moderate. “The paint’s really affected by temperature. In the winter I usually don’t spray paint.” Due to the nature of his art, he has to work in well-ventilated areas such as an open garage; the prime time to work on his art is during the summer, when it’s not too hot, or the spring. Since he’s started painting, Rabine has created about 250 paintings, but not all make it to his collection of masterpieces. “Some I keep and some I throw away because they’re not up to my standards.” Though the number of pieces he’s completed up to this point is extraordinary, “I’m trying to find it [a particular style of art],” he says. “I’m working to get there, I guess.”

So how does this exceptionally talented artist choose what to paint if he doesn’t have a particular style? “Basically whatever’s inspired me right then in the moment, like maybe a musician or famous person. I’ve done a lot of paintings with Jimi Hendrix or other famous musicians; or a lot of cityscapes, or basically wherever I find my inspiration.” That’s what makes the pieces so wonderful; you can feel the passion and love when you look at the art Rabine has created. As with anyone, certain music stirs emotion and envelops the mind with creativity and ideas. For Rabine, two singers stand out among thousands. “I definitely have set playlists for when I paint. I really like the Classic Crime, I listen to them a lot; and I really like Kid Cudi, and so I listen to a lot of his music; he’s probably my favorite.”

Rabine plans to pursue his artistic talents through college (an art school), yet he’s not sure about what medium he wants to focus on. “I know art is definitely something I want to pursue; I’m still deciding if I’ll pursue spray paint art. I mean there are a lot of impracticalities with it.” Aside from the impracticalities, “Everyone has his or her thing and art is the one that I just really like.”

There are high hopes for Ben Rabine, an artist with a unique talent; an artist who is inspired by many things; an artist who is passionate about and dedicated to his work; and an artist who knows that sometimes life can be hard, and obstacles can get in the way.

“I used to not be very artistically talented at all,” Rabine smiled. “I would just sketch and doodle, but if you follow something you really like, then you can get there.”

#33 Teryn Bouché

Position: guard

Grade: 12

Varsity experience: Freshman, junior, and senior years (9,11,12)

Personal goals for the season: “To always give 110% whether at practice or in a game.”

Goals for the team: “Win more games than last year and to play as a team and know where everyone is on the court without having to think about it. And dedication, always.”

Pre-game ritual: “Listening to music with Cori. I used to listen to “Hey, Steven” by Taylor Swift, before every game.”

Interests: “I love to read and going to the [Broadway] theatre. I love watching musicals!”

Favorite movie: “Phantom of the Opera… the one with Gerard Butler.”

Favorite basketball memory: “Probably playing on my rec team when I was younger because now I’m playing on the same high school team with [those girls].”

Most anticipated game: “Meadowdale. We came so close to beating them in over time last year. I want them to be scared of us”

Idol or mentor: “My dad because he’s really patient about the game and got me into it. He supports me with everything and is always there to help me and encourage me.”

Favorite basketball player: “I like Lauren Jackson, but it’s really hard to say.”

#22 Corinne Pingul

Position: guard

Grade: 12

Varsity experience: 4 years

Personal goals for the season: “My personally goals are to be a good role model for younger players and to get everyone involved in the game.”

Goals for the team: “Working to play like a unit, and to understand each teammates playing styles and bring what they have to the court.”

Pre-game ritual: “Listening to music with Teryn.”

Interests: “I love to dance, sing and recite lines from movies.”

Favorite movie: “Any movie that has good quotes cause there’s just too many!”

Favorite basketball memory: “Freshman year when I would trip while doing lines. I got the nickname “Mop” for sweeping up the floor.”

Most anticipated game: “Meadowdale because I really wanna beat them; We always come so close.”

Idol or mentor: “Eleanor Roosevelt.”

Person who got you involved/interested in basketball: “My dad. He sighed me up in kindergarten; been my coach since I was a little kid.”

Favorite basketball player: “I don’t like pro players. I prefer college teams and there’s been too many good players to pick one.”

Favorite basketball movie: “Heart of the Game.”

#24 Mindy James

Position: guard

Grade: 11

Varsity experience: 3 years

Personal goals for the season: “To cheer the team on cause I’m injured, and to get more wins than last year.”

Goals for the team: “Get more wins than last year…”

Pre-game ritual: “I listen to my iPod to pump up; usually something country.”

Interests: “Softball, hanging out with friends, family, facebook & myspace.”

Favorite movie: “Finding Nemo.”

Favorite basketball memory: “Playing at the Key Arena for championship game for my rec team [in 8th grade].”

Most anticipated game: Lynnwood

Idol or mentor: “My family!”

Person who got you involved/interested in basketball: “Mom. My brother plays hockey and I wanted to play but mom said no. So now I play basketball.”

Favorite basketball player: “Michael Jordan. He’s an all around player and that’s the type I want to be.”

Favorite basketball movie: “Like Mike.”

The system that our district has created to enforce and manage Internet filtering is deeply flawed. When, four years ago, I noted the serious flaws in the decision to block blogs at high schools, the process required to fix the problem was unnecessarily complex. The heavy-handedness of the filtering, combined with hard-to-find paperwork, a vague appeal process, and slow turnaround times, has repeatedly kept staff and students away from the resources they need.
Luckily, the system is changing. However, it is a double-edged sword, as one of the decisions that will make filtering less-draconian will also make changes more difficult down the road. This year, as part of the budget cuts, the position of Head Librarian for the district was cut. With her gone, the duty of reviewing each IM-140 form will fall to some other, already overworked employee.
But first, the good news: by the end of the year, teachers will have full-power to turn off filtering on their own accounts. This is wonderful news for elementary and middle school teachers that want to show a YouTube video, or any teacher that needs to find curriculum materials or wants to check their Twitter or Facebook account.
Second, Kim Mathey, head of the Instructional Media Department, has assured me that she will do full evaluation of the current filtering categories and levels and report to the School Board in the fall. The likely result is that the more restrictive aspects of the filtering will be reduced. But this result is only likely because, given the lack of a Head Librarian, Kim will not have time to process the forms that come in each week. It is in her best interest to reduce the number of IM-140 forms submitted by teachers and students.
However, in the past the school board has been reluctant to make any substantial changes to the policies. This means that there is a lot of work to be done by Kim, myself, and any student or teacher that would like to positively impact the process and have an effective, non-draconian, filtering system. It is my belief that those changes should include unblocking, at high school and possibly middle school:
Blogs: Blocking sites because of the format they used is arbitrary and is the equivalent of banning magazines from the library. Already unblocked at high school, this needs to extend to middle school.
Social Networking: It is unlikely that the school board could be convinced to unblock MySpace or Facebook, but there are numerous sites, such as ning.com and career networking sites, that are blocked that have enormous educational value. And as more and more sites add social networking features, this too becomes an arbitrary distinction.
Instant messaging: Instant messaging is used as a valid communication tool at Fortune 500 companies. Additionally, the current policy is flawed, with some services working and others not.
Games: There was no evidence that students using games on our network was taking up too much bandwidth; and teachers already have policies forbidding playing games on cell phones during class. Furthermore, many IM-140 requests to unblock sites involve educational games that are blocked. Unblocking games as a category would significantly reduce the case load.
Furthermore, the filtering process should be improved by increasing efficiency and transparency by:
Posting the filtering policy, blocked categories and instructions for appealing blocked sites online.
Allowing online IM-140 form submissions. The placement, availability, and turn-in procedures for IM-140 forms seem to vary from school to school and are often the biggest barriers to asking for a change.
Creating an online database of individually blocked and unblocked sites so we can see what sites are selectively blocked and unblocked, and why.
Until these goals are achieved, the filtering system in the Edmonds School District will remain laborious and frustrating for the IMD staff, teachers, and students. The step of allowing teachers to override the filter on their own accounts is a step in the right direction, but one that will only lead to more frustration if these steps are not taken and there continues to be no Head Librarian with time to dedicate to managing the system.

In previous years, schools throughout Edmonds School District 15 (ESD), have provided an after-school activities/athletics bus. It was transportation for people with extra-curricular involvement and went through a broad range of stops to comply with everyone’s needs. Due to this year’s budget cuts, however, no school in district has the bus.
The idea to discontinue the activities bus emerged as a proposal in the April 8, 2008 budget committee meeting and was put into effect on Aug. 27, 2008. The idea was proposed by the ex-head of transportation, Reg Clark. The meeting was focused on how to minimize expenditures or increase revenue for the 2008-2009 school year. One suggestion was to charge students to ride the bus but that idea was voted down.
The district also felt that the purpose of the bus was being abused. They felt students were only using the bus as a way home so they could hang out with their friends longer after school.
During the 2007-2008 school year the ESD 15’s annual expenditure cost was $40,177,336. Unfortunately the district only made $10,405,822 revenue to cover the cost. Drastic changes had to be quickly made. The biggest cuts were in special education and transportation. Last year the cost of transportation for the district was $8,023,567. By just cutting the after school bus they saved $450,200. The majority of the cost is from the mandatory transportation of homeless students. By law homeless children must be provided access to education. Their transportation accounts for about $2,500,000 of the cost.
Students and parents throughout the school were struck from behind with the decision. By law, teachers have to be notified of any changes in the upcoming school year by May 18 of the previous school year. The only notification that the students at our school got was an announcement the second day of school after many students had been stranded after school the previous day.
“[It is] kind of lame,” said senior Samantha Westerlund. “Students should be offered a way home if they stay after school.” Junior Jason McMasters said, “It really sucks. The fact that I have to walk home two miles with heavy books and my guitar makes me angry, displeased, and haggard.”
Social studies teacher Dory Pearce also had a strong opinion as well stating, “I know there are budget issues in the school district. I think it is too bad. Students used the after school to for extra-curricular activities, to get help from teachers. It’s a shame.” Art teacher Mark Walker suggested that students look elsewhere for transportation. “Maybe you should contact your local church, they have buses. Maybe local companies would fund things like activities.”
There is little the district can do to get the bus back. One option is that individual schools could buy the bus and pay for it with their own funding. However with budget cuts district wide schools will have little change to spare especially $450,200. The other option is to write to the budget committee to ask them to re-evaluate their decision. Until then, students with extra-curricular activities will have to ride the community transit, drive themselves, ride with friends, or find some other mode of transportation to get home from school.