The Westford Academy Grey Ghost football team took on the Acton-Boxboro Colonials in the annual Thanksgiving game. The game took place on Thanksgiving, November 28. On WA’s Trustees field Acton-Boxboro defeated Westford Academy 21-0.
This is one of many in the Ghostwriter’s new series of 23 questions. This series will highlight the significance of our faculty and students, and the little things about them that we may not know. This week, the Ghostwriter had the chance to meet with student teacher Kerstin Darsney, who shared with us 23 facts about him that many WA members may not know.
This is one of many in the Ghostwriter’s new series of 23 questions. This series will highlight the significance of our faculty and students, and the little things about them that we may not know. This week, the Ghostwriter had the chance to meet with Sophomore Class President Alpana Bakshi, who shared with us 23 facts about her that many WA members may not know.
Due to constraints from the town budget, Westford Academy has cut funding for its substitute program from $45,000 annually, to just $30,000. To compensate for this loss, WA has instituted a new system for how it will administer classes while their teachers are absent.
In previous years, WA’s system for substitutes was relatively simple. If a teacher was absent, the classroom would receive a sub for the day to keep an eye on students and make sure they were all present.
Now that the school is only able to administer roughly two substitutes to a class at any given time, it has now had to instead send the students of those classes to either the cafeteria or PAC for a DLT.
Cynthia Peraner is an administrative assistant who overlooks the new system.
“[So today,] there’s 10 teachers out. So all I do is organize all the kids [to] now go into the DLT during those blocks that we don’t have because we don’t have substitute teachers,” Peraner said.
Other than the immediate problem of addressing which classes go to DLT, Peraner also sorts where the substitutes will go. Classes who have teachers out for only a short duration will usually be sent to a DLT. However, should a teacher be out for an extended period of time, the class will have a substitute to maintain classroom consistency.
However, other than the administrative issue of placing the few remaining subs, new problems lie for the teachers on DLT duty who’ve now been overloaded with extra students who on some days exceed 100 at a time.
“Last week, we had six and a half classes in here, and it took us a good half hour to do attendance and get everyone organized,” Karen St. George said, a music teacher assigned to DLT duty.
Other than the logistical problems of keeping track of students on DLT duty, St. George also has difficulty as a teacher when she is absent for a day. She notes that as a music teacher, some students could be spending the class period practicing their instruments, but instead they have to come down to the cafe, where they are unable to practice using a tool that is only available in the classroom.
“It’s kind of confusing because some of my classes will have a substitute teacher, and some will send us to the cafeteria,” Ryan Pillion, a junior who was sent down without a substitute, said.
Among his other concerns, such as the lack of connectivity to Wi-fi, was the inconsistency of the substitute distribution.
“They should consider either paying all the subs, or don’t pay them at all. Because it’s just confusing to me that if we have a sub in a class [but we don’t have one] in other classes…it’s just annoying,” Pillion said.
Last night, Westford Academy Band had their winter concert. They showcased music that they have been preparing and learning in class.
Westford Improv Troupe (WIT) is a group of Westford Academy students that does improv shows; their next show will be this Friday and will be Christmas-themed with the name WITmas.
The show is on Friday, December 20th at 2:30 PM in the Black Box Theater, and it will be two dollars at the door for anyone who wants to see it.
“Everything is on the spot and it just comes from us. We have to get everything from our scene partner,” Senior President of the group, Caroline Burke, said.
Each show, they have a variety of games with different characters and conflicts. These are used to inspire their show and facilitate the scenes.
“We practice those and then, we talk about what went well, what went wrong, and the main things to think about,” Burke said about their rehearsals.
The atmosphere of the shows is very funny, and Burke said she often ends up crying from laughter during their rehearsals.
The group has a dozen members. It is made up of Cordelia Redmond (the Junior President), as well as seniors Harry Laushine, Jack Pappas, Connor Bellone, Burke, juniors Caroline Riemer, Audrey McCarthy, Paul Davis, and sophomores Alex Ross, Michael Ross, and Ethan Hausman.
They try to have a show every two months or so, and like to make them holiday themed, with names like WIToween, Come to prom WIT me, and WITster.
“It’s just a lot of fun. I think the audience likes it too knowing that we have no idea what we’re going to do, so everyone’s on the edge of their seats and the energy is really awesome,” Burke said.
On Friday, December 20, Westford Academy varsity boys’ basketball faced off against Newton South in a heated game that went overtime. Throughout the game, the crowd was chanting, the players were motivated, and spirits were high. Ultimately, WA pulled through, winning the game 53-51.
On Friday, December 20, Westford Academy girls’ varsity basketball played against Newton South, losing devastatingly in an anti-climactic game. Throughout the game, Westford Academy showed less motivation than that of their previous games, allowing the Newton South team to take home the win, 30-42.
Starting the game, Newton South scored the first basket. Weak offensive and defensive skills on the part of WA filled the first quarter, allowing the quarter to end with a disappointing score of 0-10, with Newton South in the lead. Despite the overall poor playing from WA, some key players made great attempts to change the score.
#10, senior Alexandria Giovino, made strong passes to her teammates. Giovino made a few notable rebounds during the first quarter, along with #32, sophomore Kate Barnes, whose rebounds were also helpful for Westford Academy.
At the end of the first quarter, WA had three fouls, while Newton South had six. #22, freshman Alana Saunders, created many of the fouls on Newton South with her never faltering aggressiveness and ambition.
Westford Academy improved during the second quarter, picking up their offensive skills. #25, junior Sara Cannuscio, makes the first two points for WA, with two successful free-throw shots. Throughout this quarter, WA showed more persistence, with excellent defense from #20, sophomore Carly Davey, and #4, junior Elizabeth Nolan. After Giovino made the score 4-18, the WA’s game stagnated, with discouragement filling the team.
With less than five minutes on the clock, Giovino and Saunders led the team through multiple significant baskets, changing the score 11-23 by the end of the second quarter. At the end of the first half, WA had five fouls, and Newton South had eight. Many of Newton South’s fouls were made on Barnes and Cannuscio, allowing them to take successful free–throws.
Commencing the third quarter, Davey made the first basket of the half. Showing more motivation in this quarter, WA picked up their technique. Significantly, quite a few baskets were made by Barnes. Halfway into the third quarter, the score was 11-25. WA and Newton South lagged in this quarter, showing their tiring spirits. An insignificant amount of fouls were made, two by WA and three by Newton South, by the end of the game.
The third quarter ended with a score of 15-29, Newton South still incredibly in the lead.
However, even though WA was down by almost twice the score of Newton South, WA started to demonstrate greater force during the fourth quarter. Slowly, WA increased its score, with significant baskets from Barnes. With less than two minutes on the clock, the score was 21-30. Using a sudden burst of energy, Westford Academy brought the score up to 30-42 by the end of the game.
Throughout the second half, WA paced themselves, scoring points in a rhythmic fashion. However, this pickup in drive did not account for Newton South, who also improved their offensive skills.
Westford Academy showed better offensive skills than defensive skills, with great passes, rebounds, and attempts at baskets from Barnes, Nolan, Giovino, Davey, and Saunders. Nonetheless, ultimately, WA ended up losing hard to the Newton South team, who was able to think quickly and apply more motivation as well as effort to their game.
Many spectators lost interest in the game during the second and third quarters, defeated by the constant scoring by Newton South. Sophomore Samantha Greene felt that the team tried their best, however, it fell short compared to Newton South.
“The game was disappointing for Westford Academy. I wish there was more suspense. I think that the Westford girls worked really hard, but Newton South had a better outcome,” Greene said.
Along with the spectators, the team was saddened by the loss. Barnes thought that the team could have done better.
“I thought overall I did not play as good as I could. The game went bad in my opinion. I think we can work on our overall mental skills by not getting scared by the other team. However, I thought my teammates played good,” Barnes said.
On Saturday, December 21 2019 at Skate 3 in Nashua, the boys varsity hockey team won their first game of the season against Newburyport. The final score was 3-1.
This is one of many in the Ghostwriter’s new series of 23 questions. This series will highlight the significance of our faculty and students, and the little things about them that we may not know. This week, the Ghostwriter had the chance to meet with sophomore secretary Ankita Akanksha, who shared with us 23 facts about her that many WA members may not know.
Now that it is 2o20, many students are reflecting back on their childhoods to remember trends that they found enjoyable during their younger years. On Friday, January 3, the Ghostwriter had the chance to seek out students at Westford Academy to gain input on the greatest trends of the past decade.
My name is Anushka Patil, and I am an Indian-American. A simple phrase that holds the bulk of my identity.
Ethnicity, race, culture, and nationality all factor together to create a unique individual who fits into a distinct part of society. Across the world, there are a myriad of ethnic backgrounds, ranging and originating from Central America all the way to the Middle East. These ethnic backgrounds work to define a person, giving them guidance, self-awareness, and an unexpected home. Many people grow up surrounded by others of a common ethnic background. However, when submerged in a country like the United States, in which a diverse array of ethnicity is prominent, a person may end up lost in their search for identity, struggling to balance their internal awareness with the society around them.
Personally, I am of Indian descent. Both of my parents grew up in India, specifically in a southern region known as Karnataka. After getting married, they immigrated to America, where they bought a tiny home in Boylston to start their life-long adventure in a foreign land.
Every year my parents take my sister and me to Bangalore, a city in Karnataka in which my relatives live. We enjoy boiling summers with our extended family, catching up and forming close bonds in a span of three weeks. Often, I travel to the villages that my grandparents grew up in. There, I learn much about my culture, witnessing first hand the spicy texture of the food, the vibrant reds of buildings, and the crowded, loud roads that fail to give a person any form of tranquility.
My parents always tell me that I am lucky for the exposure that I have been given. Not until now have I realized what their words mean. Many people live their entire lives in one area, surrounded by others who share the same heritage. I, in fifteen years, with my Indian background and my American childhood, have learned about many cultures, ethnicities, and traditions that some spend their entire lives discovering.
Growing up, I celebrated Christmas and Diwali. Both are festivals of light, but for extremely different cultures. For Diwali, my family went all out, decking the house with lamps, cooking flavorful food, and putting up multi-colored lights around the property. For Christmas, we bought the tree, the presents, and even the wreath, celebrating the holiday with as much cheer as we could. However, when I told people this, some found it interesting that an Indian celebrates Christmas. They thought just because I come from a certain background, it means that I am not allowed to participate in other holidays. The holiday experience is one of many in which I have been called out for not sticking to my own ethnic tradition.
This situation perfectly exhibits how different ethnic backgrounds are perceived. I think that some may see me as more of an Indian rather than an American, limiting me to the entire American experience. Seeing as to how Westford is extremely diverse, I personally do not feel targeted living in this town. However, on a national level, I believe that my culture singles me out as a minority rather than an equal.
Alternatively, I do not think it is because of any form of racism.
Instead, it comes from the unfamiliarity some may have with the Indian culture, oblivious to the fact that I grew up American, just because of my skin tone.
As a whole, I think my culture is perceived in a negative light. By saying this, I am not trying to shame anyone, nevertheless, I would like to point out the attention and stigma surrounding my ethnicity. When people think of an Indian, I believe they associate everyone part of the ethnicity to a set stereotype, which is not the case at all. This image is quite different than the norm for most in America, a difference that is not necessarily a bad thing. However, people are so quick to associate with people who are like them, rather than people they view as different, causing the divide between cultures.
Over the summer, as a summer reading assignment, I read The Namesake by Jhumpa Lahiri. Set in the mid-to-late 1900s, The novel revolves around second-generation Indian-American Gogol Ganguli as he tries to find a balance between his ethnicity and his nationality. Gogol faces multiple situations like having an uncommon name, celebrating Indian festival and American traditions, and being worried about his perception in American society. While reading the novel, Gogol’s reality seemed oddly familiar; I have faced many of the same situations as Gogol. When discussing the novel with my friends, their rash outlook of Gogol perturbed me. The fact that they thought Gogol is just too overdramatic bothered me. To me, I can see exactly where Gogol comes from, relating to the tiresome journey of self-discovery.
Moving on, I understand why people are so quick to judge due to the many stereotypes surrounding the culture, smartness being one. At Westford Academy, and around the country, Indians are viewed as smart, solely interested in their studies without any desire for a social life. This misunderstanding causes people to be intimidated by, or frankly uninterested, with society’s connotation of a ‘nerd’. Also, the standard of intelligence that we are held to is unfair. Just because I do not receive straight As does not mean that I am any less Indian. The constant need to be as smart as society expects me to be is exhausting. At the end of the day, intelligence is not and never will be based on ethnicity.
Secondly, we all do not have the same personality. This seems like a given, right? However, you’d be surprised by the number of times people have treated me like other different Indian girls of my age. I am not trying to bash anyone else, nor am I trying to act like I am the best Indian girl out there. People should judge me by my personality, rather than one of another Indian girl that they met in the past. For example, when there is a free seat open, it feels like a stranger tends to sit with the white kid rather than the brown girl, knowing nothing about either of us. The idea that each ethnicity having a designated personality assigned to it is morally wrong, a judgment that needs to disappear in order to move forward as a society.
In the same way, we all do not have arranged marriages. It is not a law nor an expectation in every family. It is simply just a conclusion made by people not part of the Indian culture.
Specifically, to me, I frequently feel misidentified due to the birthmark centered in the middle of my forehead. Perfectly rounded and sized, my birthmark is often misjudged as a bindi, a colored dot that Hindu women wear on their forehead as a symbol of protection. So, stereotypes come easy to me, since strangers are quick to make an assumption that I am a devoted Hindu, just because of the birthmark on my brown skin. Many then become reserved around me, unfamiliar with how to approach the person they have pictured.
In general, I think, as previously implied, the constant stereotyping of the Indian race and culture causes my ethnicity to be viewed in negative ways.
From being considered strict and uptight to smart, malodorous, and unusual, the Indian ethnicity is constantly being defined in a singular way.
The plethora of stereotypes labels each of us the same, even though we all have our own personalities and backgrounds that make us unique. The categorizing of all Indians together ultimately causes a little rebellion from some individuals who wish to be classified based on themselves rather than their ethnicity.
This rebellion can be seen through forms of assimilation, in which young and old Indians alike put on a persona to hide any relations to their culture. Whether that be wearing an arm full of scrunchies or spraying themselves with bottles of perfume to hide the smell of the authentic Indian cooking, American assimilation of Indian-Americans is prevalent in today’s society.
Neglecting your ethnicity to fit into a setting is a global problem, not only plaguing the young generations of Indian-Americans but many other adolescents around the world. Students should not have to change themselves to be in certain groups at school or to be respected even more. Each individual’s background is special and must be protected at all costs. Feeling shame and disgust towards your ethnicity only fuels the fire of racial distaste. Instead of allowing specific races to be seen in a positive light, promoting other identities and backgrounds is essential for everyone to feel valued, welcomed, and prosperous.
Another struggle I face is the balance between choosing which morals and values I want to follow. On one hand, I could choose values from my Indian heritage, or I could pick values from my American nationality. For example, choosing between a turtleneck and a low-cut shirt, do I pick the top that would be scorned upon by many people in India, or do I pick the top that American fashion fits with. Finding a balance between what values I want to accept is a challenge I face on the norm.
Similarly, my parents’ outlook often frustrates me. I can’t blame them for seeing a particular situation in a restricted way since they grew in a totally different country with different societal rules and standards. Although I have been blessed with the most supporting, compassionate parents, we constantly struggle to find a middle-ground that satisfies both of our needs.
Going back to the divide, I see where it comes from. People of different ethnicities are often confused or unaware of specific information about someone’s background. Instead of trying it to approach a new person with a judgment-free mind, it honestly may sometimes seem easier to avoid the situation altogether. Sticking with what is familiar, it can be safer to be part of groups in which you feel understood. Nonetheless, I think it is important that we, as a school and a generation, step out of our comfort zones to form new friendships, irrespective of the anticipated awkward, first conversations, to bridge the gap between social and ethnic groups.
Moreover, I will say that there are countless other positive situations that left me feeling lucky to be Indian. Whether it compliments for my eyelashes, my hair, or my interesting, ancient culture, I have felt gifted numerous times. Even though the constant battle of proving your own identity amongst the sea of others is exhausting, I would never change the identity that surrounds me. Especially living in America, I have learned to appreciate my heritage more than I would have if I lived in India, gaining a wider perspective of other’s cultures and the beauty of my own.
I will forever cherish the values and lessons that come with being Indian. I think it goes without saying that despite what ethnic background you are from, we all face internal conflicts about the way we are projected in society. As individuals, knowing our worth is critical to find our identities amongst the numerous other factors that make us the unique individuals we are today.
As a freshman, I’ve had many teachers and older students giving me advice and tips about midterms. But by far, the most common advice I hear is ‘you’ll do fine’ and ‘it’s not actually that big of a deal’. In the words of my Spanish teacher Julie Bostrom, “ignore the hype.”
I’ve heard of upperclassmen taking extreme measures, like deleting all social media for all of January. Another person I was talking to was unable to go outside and enjoy the warm weather this past weekend, due to the need to study.
Despite dedicating hours and hours for studying, many people say midterms aren’t worth all the stress and aren’t actually that important.
This raises the question of why there is any buildup at all if midterms aren’t actually as stressful as they’re made out to be.
The reasoning behind midterm and final exams is that they help measure students’ retention of information and provide feedback on what the students should focus on in the future. Ideally, students would effectively learn all the information when studying for the quiz or test earlier in the year, and only need a light review or brushing up on some information before the midterm or final exam. However, this is not always the case.
Oftentimes, we have so many other things to do, we cram right before the quiz in order to pass and then immediately forget all the information. When it comes time for a midterm or final, we have to relearn all the information from earlier in the school year.
Here at Westford Academy, your midterm and final exams make up 20% of your final grade. This is the equivalent of having a fifth term, which could be a reason why students put so much pressure on these two tests.
Another issue is the amount of time midterms take up. There are four days of testing, plus one day in the middle with a half-day of classes. Additionally, teachers spend several days before the start of midterms just reviewing. With so much content to cover in such a short school year, every day counts.
Although midterm and final exams can be a useful measurement tool, this study by Dr. Robert M. O’Connell at the University of Missouri explains how the tests become less effective if the test impacts a student’s grade.
“Formative assessments work best when students can take risks and make errors without fear of embarrassment and/or penalty. For the instructor to provide useful feedback, it is necessary to understand students’ misconceptions and gaps in knowledge,” the study said.
Midterms simply take up too much time, and they aren’t even useful for their intended purpose. This study also points out that when students knew their midterm wouldn’t count towards their final grade, they were less motivated to take the exam seriously or adequately prepare.
WA has taken several measures to try and help students stress around midterms, like the Challenge Success schedule and not allowing homework or tests several days before midterms begin. However, I believe these aren’t very effective because they do not target the root of the issue, which is midterms themselves.
If they want to have an actual impact on student stress, some aspect of the midterms must be changed.
One solution is the system that the Acton-Boxborough Regional High School (ABRHS) has implemented this year. Instead of midterms, they are called summative assessments. The tests are designed to fit into one 55 minute class period. Each department also decides separately if they want to have a midterm exam.
In my opinion, the biggest difference is that summative assessments are worth much less than WA’s midterms. For summative assessments, they’re worth slightly more than a typical test, compared to being ten percent of the final grade. The overall idea is to reduce student stress.
“I like the […] schedule with no midterms because it’s way less stressful on students so that they can focus on taking care of themselves and leading a balanced lifestyle,” sophomore Cam Fox at AB said.
Overall, Westford Academy’s midterm system does more harm than good and needs to be changed.
Karate and soccer: the unusual pairing of sports that have given one student at Westford Academy a myriad of unbelievable opportunities inside and outside the classroom. Karate: an individual sport that captivates the attention of the brain and the soul, creating spiritual uniformity through important self-defense skills. Soccer: a team sport that allows individuals to flourish through a selection of life skills: hard work, dedication, communication, and perseverance. Although these two sports may seem miles apart, they intertwine to form the world for sophomore Victoria Princi, who has gained a title for herself as one of the most athletically capable students at WA.
At WA, many students go above and beyond, shining through their extracurriculars. Especially during today’s stress crisis, extracurriculars are platforms for students to step away from their academic goals to engage in a lighter, more welcoming environment. These activities span from clubs and classes to sports and hobbies. Despite what a student is interested in, it is no false claim to say that participating in activities allows students to prosper mentally, physically, and emotionally.
However, even though extracurriculars are platforms to unwind, there can still be competitive factors, which come with any action in life. Whether it be making varsity instead of junior varsity, gaining recognition through awards, or becoming captain of a club, many students take activities up a notch by excelling way beyond the abilities of their peers.
One such student who has proved to be athletically gifted is Victoria Princi. Described by her parents as kind and hardworking, Princi is a force to be reckoned with due to her athletic abilities and shining personality. Her father Michael Princi views his daughter as one of the most hard-working people he knows.
“My favorite characteristics of Victoria are her tenacity and patience. Victoria has earned her nickname “Warrior” by never giving up, even when it looks like the game or match is over. This shone through when she was down by three points in the final second of a match, and Victoria scored a winning kick on her opponent. The set-up was patient and Victoria never gave up when it looked like she would lose the match. This tenacity and patience will help in any of her future endeavors,” Michael Princi said.
Princi avidly participates in karate and soccer, two sports that have been the world for her from a young age.
“I started doing karate when I was five, and I have been playing soccer since I was three. I have literally been doing both these sports for over a decade and I cannot picture a time when I was not participating in either since they have basically become my life,” Princi said.
Princi’s karate journey began when a family friend brought her to One-Stop Fun, where it was the bring-a-friend-to-class day. She instantly fell in love with the sport and enjoyed the day so much, she begged her parents to sign her up.
Provided by Victoria Princi
Victoria Princi hangs out with her sister on a spring day. She and her sister enjoy a fun photo shoot.
Soon, her parents got on board with Princi’s plan to participate in karate. They witnessed the drive and motivation their daughter had and ultimately decided it was a sport worth her time. After signing up for the sport, Princi recalls finding her groove almost instantaneously.
The style of karate that Princi participates in is Shotokan, the technical style of karate that demonstrates more power and strength than other styles. From a young age, competition fascinated Princi, even after being placed into the style as a result of her individual abilities. Princi started training intensely at the young age of eight. She was discovered by karate coach Eric Rossini, who saw the bright future ahead of Princi if she kept with the sport. Training with Rossini, Princi gained experience at Massdojo in Westborough, where she says she practically grew up.
“After taking a few classes, I was recognized for my abilities by Eric Rossini who thought I had a lot of potential, which was pretty cool. I have been competing forever, but when I really realized I could go far was when I made it to the elite level at age twelve. Since then, I have been training pretty vigorously with the help of the many amazing people at my dojo. Sometimes in the summer, during the most intense training schedules, I spend four to five hours each day a week training,” Princi said.
Rising through the various levels of karate at her dojo, Princi quickly started getting into competitions. She started competing in the year 2014. Princi recalls the day of her first competition at the Boston Open. She could feel the nerves running through her body the entire day. Her family came to cheer her on in the crowd. Walking onto the floor, Princi assessed her competition and felt the pressure from herself to do well. As soon as the time started, the butterflies in her stomach escaped and Princi took charge of the moment, embracing the mistakes and victories that came with the first competition in which she placed second among her competitors.
As years progressed, Princi’s drive continued to speed forward. She won numerous competitions for her weight and age group, she slowly, yet fiercely, climbed up the ladder for the most-skilled karate players in the country.
Princi’s big break came in 2016 when she was invited to the Pan-American championship to be part of the United States team. The Pan-American tournament is one of the largest and most prestigious international karate championships. To qualify, a karate athlete must place first or second in their category to make the US national team, giving them the opportunity to represent America in their category. Only a total of eighty to ninety karate students make the team. Over the moon, Princi and her family packed their bags to Ecuador, after a year full of vigorous training and early mornings. At the tournament, Princi fought her way to win the bronze medal for her age and weight group.
“I was so nervous. I had the entire USA team counting on me. I had never participated in a competition at this level, which was an opportunity I was so thrilled to have. So, for the days leading up to the competition, I was concentrating on my technique and form. However, when the time came to face my competitors, I completely forgot about the pressure and cleared my head, which helped me win a bronze medal. The feeling I got from doing well representing America is one I will never forget,” Princi said.
Princi’s Pan-American days were not over yet. She arrived back home, after taking a quick detour to the Galapagos Islands to spend time under the sun with her family, and began training almost immediately. She started off slow, still getting over the excitement of her bronze award. Then, she dove right into the sport, spending close to three hours almost every day at the dojo.
Not only was Princi’s schedule interrupted, but her parents’ as well. The whole family has made numerous sacrifices to get Princi to where she is today.
“Karate has been a very time-intensive sport at times. There are many times we have had to travel both domestically and internationally to attend tournaments and training events. Victoria has learned that hard work and getting the time in the dojo are critical to succeed; she has made the sacrifice and missed out on many social and school events to train. I think the time commitment has helped Victoria learn to manage her time. There are many memories of being in a hotel and waiting for her to complete her homework while we were traveling for these events,” Michael Princi said.
Her commitment paid off when she was invited back to the international tournament in Argentina for the 2017 year. She competed in the same category and came out victorious like last time, except now with a gold medal to her name. Her mother Kathleen Princi vividly remembers her daughter’s winning day in Argentina.
“There have been many great moments over the years but probably the most special moment was when her fellow teammates were cheering her on from the stands during the finals of the Pan-American Karate Championships in Argentina. The entire team was chanting “USA, USA” over and over. The support and team spirit carried her on to victory. After the match, she turned to her team and broke into tears of joy. It was pretty moving. It was just as much a team win as an individual one,” Kathleen Princi said.
However, in 2018, her Pan-American streak ended. Even with the same hours and commitment put into her preparation, Princi was not selected to represent the United States for the championship. This loss crushed her confidence, leaving her questioning whether she wanted to keep pursuing karate.
“I have never in my life thought that I would stop doing karate, except when I was denied an invitation to internationals. Even though I was sometimes disliked by parents who thought their kids deserved the same opportunities as me because they were as committed as me, I did not take their comments to heart. The personal loss of the nationals tournament made me feel like I was not good enough to continue with the sport,” Princi said.
However, Princi ultimately kept with karate for the remainder of 2018. She trained intensely and placed fifth at an international karate tournament in Cancun, Mexico, where people all over the world competed for titles.
Provided by Victoria Princi
(Left to right) Kathleen Princi, Victoria Princi, Bella Princi, and Michael Princi spend a day together. Victoria Princi enjoys an eventful day with her sister and parents.
Simultaneously to her karate training, Princi began to focus some of her time on another sport, one that she had been playing for almost as long as she had been participating in karate. Princi took part in JV soccer at Westford Academy. Soccer season was approaching and Princi understood the competition and time commitment needed to make varsity. For the summer going into her freshman year, Princi dedicated her time to training and building up her endurance, this time for soccer. At the end of the summer, Princi tried out for a position on varsity, but she ended up being placed on junior varsity.
Princi did not allow this to defeat her. For the 2018 soccer season, she persevered through all of the activities and games, never allowing the team she was on to overshadow her skills and technique. Loving every moment, Princi would never take back her decision to continue playing soccer for the junior varsity team at Westford Academy.
For the year of 2019, Princi stopped doing karate as intensely as she had done in the past, decreasing the number of hours she spent in the dojo.
As her freshman year became a thing of the past, Princi knew that in order to make varsity her sophomore year, she would have to double the amount of practice she put into soccer. The summer going into her sophomore year, Princi spent more time than she ever had playing soccer, decreasing the amount of time she spent doing karate. Running through drills, working on footwork, and working out, Princi grew immensely that summer as a soccer player, allowing her to make the varsity team.
“Since I was new to Westford Academy, attending Oak Meadow until I was done with eighth grade, participating in soccer my freshman year definitely helped me become more familiar with how the school works. I had a bunch of people trying to make me feel as comfortable and at home as possible. However, the varsity team was a totally different experience due to the different levels of playing and the number of hours I got to play,” Princi said.
Looking back, Princi regards her time on the soccer team as momentous, providing her with a second home and family. After only a few games, her playing time increased. Now, she was playing more than three-fourths of a game, an astonishing accomplishment for a sophomore student. Throughout the season, she learned many new techniques that have helped her become a better player on the field. Aside from physical improvement, the team helped Princi improve socially.
“Varsity was so amazing because I felt like my teammates and I grew so close, probably due to the fact we had older girls who could drive us around. Honestly, every moment with the team was great, and I loved the games because we were all so hyped up. However, one bonding experience that brought us all close was our trip to Seabrook, New Hampshire. We hung out constantly on that trip and really bonded,” Princi said.
Being new to Westford Public Schools as a freshman, Princi struggled to make new friends and bonds. She was used to her small, private school in Littleton where she knew everybody. Now, she was subject to a bustling environment, in which 1,700 students walked the noisy halls daily. One of her friends Jennifer Graffeo thinks of Princi as one of the bubbliest people at WA.
“Victoria is so sweet. She is a great listener and always makes sure her friends are happy. Whenever I see Victoria, she has the biggest smile on her face. She is truly one of the kindest people I know,” Graffeo said.
By helping her athletically and socially, her sophomore year of soccer earned a place in her heart that Princi will forever cherish.
Towards the end of 2019, Princi started her karate training back up again, as seriously as she did during the years prior to 2018. Focusing on the future, rather than the past, Princi now trains with the goal of improving and growing individually. Leaving her accomplishments as wins of the past, Princi wants to start fresh, reaching for what she can achieve, rather than what she has already achieved.
As Princi begins her thirteenth year of karate, she looks back at her journey and reflects on the multiple lessons she has learned through her many impactful experiences in the sport.
“Karate, and sports in general, have thought me a lot. I love the adrenaline and nerves that come with the hope to win a match or game. By far, the most important thing I have learned is that practice makes perfect. If you commit a lot of time to an activity and give it your all, your dedication will give you many benefits. Also, I would say you should never be too hard on yourself since that is one thing I have learned not to do over my years,” Princi said.
Athletics have provided Princi with a place to relax. Needing physical activity and space away from schoolwork, Princi regards sports as a way for her to escape the pressures of high school. Sports help Princi clear her mind, leaving her feeling awake and ready when its time to do her homework. Participating in sports since a young age, athletics have become second nature to Princi, a lifestyle she could never think of abandoning. Currently, Princi is participating in Nordic Ski, a lighter-hearted, lower-pressure activity that still satisfies her need to engage in a sport.
Other than sports, Princi is musically involved. She has played the violin since a young age, loving the personal serenity that comes with an instrumental connection. In her downtime, Princi plays the violin, piano, and ukelele, and constantly creates new songs and melodies for her enjoyment. Music teacher Ken Culver regards Princi as a light that brightens up his classroom.
“Victoria Princi is a good violin player. She is very tuned in musically. She has got good technical skills and she can be expressive in many different ways, which can be seen through the variety of pieces we have done and her capability to do them all: soft, loud, fast, slow, lyrical, melodic, aggressive. She has a really good musical sense and she is quick on her feet when she is learning pieces. She is definitely a bright, cheery, and enthusiastic student,” Culver said.
Culver is not the only teacher who thinks of Princi as a standout student. Many of her academic teachers understand Princi’s capability inside and outside of the classroom, admiring her tenacity and positive attitude, even on her lowest days. History teacher Kimberly Sears appreciates Princi’s constant participation in the classroom.
“Victoria is a really devoted and diligent student. This entire year, Victoria has always been kind and respectful to me and her fellow peers. She has always been a star student,” Sears said.
For her remaining years at Westford Academy, Princi strives to improve her grades, grow athletically and musically, and become a happier individual. Understanding that high school has its ups and downs, she is ready to approach every obstacle in her way as just another lesson to learn. Already changing the lives of many with her inspiring athletic journey, Princi is ready for what is in store for the next decade of her life.
“I hope to improve athletically and academically this year. Being 2020, it’s literally a year for a fresh start. However, looking beyond this year, one goal I have is to attend West Point and serve in the army. My dad served when he was younger, which has really inspired me to commit some years of my life to defend our country. Honestly, I don’t know what the future holds, but I want to thank everyone, especially my sister, for supporting me through everything I’ve been through. I know my family and friends will have my back through everything that life holds,” Princi said.
Westford Academy Girls’ Gymnastics competed in their home opener against Newton South on Thursday, January 16. The overall score for WA was 127.55 to Newton South’s 138.35, making WA lose the match up.
During every gymnastics meet, there are four events: vault, uneven bars, beam, and floor. From each team, the top four scores are totaled from each event; then, the four events are totaled for the final team score.
The first event was the vault. The highest scores in this event by WA were those posted by sophomore Mina Kiefer with an 8.5, and senior Jessica Gould with an 8.55. After this event, the teams were only apart by about two points.
The second event was the uneven bars, which put Westford in a larger deficit. Sophomore Eleanor Cioffi led her team in this event with a score of 7.5. Shortly behind her was Kiefer with 7.3.
Heading into the third event, beam, Westford trailed Newton South 62.35 to 70.05. Cioffi had the highest score from the WA team of 8.9. Kiefer had a close second score of 8.8.
In the fourth and final event floor, Kiefer had a strong routine with a score of 8.3 and Erin Cragg contributed 8.0 points. Along with the help of Gould and Cioffi, the total of this event was 31.6.
Although, a solid performance by Westford gymnasts, they did not manage a victory. Both teams cheered with excitement when their teammates competed. After the meet was completed the teams exchanged handshakes.
“As a team, we did great on beam and only had one minor fall,” Eleanor Cioffi said. “Our bars could use a little work, but I think it was a great start to our season”.
Their next meet will be January 27 against Cambridge Rindge & Latin.
On Friday, January 31, Westford Academy released students twenty minutes ahead of schedule, due to a plumbing issue in the bathrooms next to the cafeteria.
Seniors were released at 1:35 p.m. and the rest of the students at 1:40 p.m. Here is the information we know so far:
-“The flooding was not a result of malicious intent. The issue is solely a plumbing problem,” Dean Bob Ware said at 1:45 on January 31.
– In a newsletter to parents and faculty, Principal Jim Antonelli addressed the situation: “This afternoon we had another issue in one of the bathrooms which caused a severe backup and we needed to immediately shut off the water to the school. We believe that this may have been done purposefully by one or more students. I am going to address the student body again next week about the destruction of school property and the mischievous behavior. It MUST STOP! If a student is caught destructing or damaging school property we will ask the WPD to prosecute that student (s),” Antonelli wrote at 3:15 p.m on January 31.
– “All I remember is the smell. I walked by the cafeteria and it smelled awful. They had to spray the halls with extreme amounts of Febreze. I talked with my friends and everyone was a little confused about why they let us out early since no one was aware of the situation. It was a bit chaotic as people were trying to leave school. However, now that we know it may have been intentional, we are all interested to see what the root of the problem was,” sophomore Samantha Greene commented at 7:28 on January 31.
– The cafeteria, staircase leading to the parking lot, and history hallway were closed off due to excessive flooding.
– Custodians rushed to clean up the water.
– When the loud-speaker announcement by Antonelli was made, there was no running water or flushable toilets in the school.
– After school sports and games for January 31 have been canceled.
– WATA’s scheduled production is still on for January 31.
Stay tuned for more updates on the situation. This is a working story.
WA Girls’ Varsity Hockey won against Acton-Boxboro at Groton School on Saturday, February 1, with a final score of 6-4.
When a student leaves school to go home, they face the hardship of being lost because the school doesn’t teach them basic life skills in any classes. Specifically, they struggle managing house management and everyday life skills.
Among the many classes given, the administration has yet to incorporate more useful ones into the system. There should be electives that could help students with their everyday life and teach them useful skills and tactics.
To put it simply, despite there being a large variety of other electives, the idea of incorporating home and life skills as a school elective may be considered a helpful and useful inclusion.
The incorporation of life skills elective would lead to students having a much more difficult time trying to learn to live by themselves. For example, in my experience, sometimes my parents hadn’t been home after school for a few hours, which delayed any experiences toward learning home chores and tasks with a personal educator.
Students without a parent, guardian, or anyone else to look up to, wouldn’t know how to perform skills such as doing the laundry or paying taxes. Getting hands-on experience would be more appropriate than learning from the internet, where information isn’t always factually checked or taught by a professional educator.
For the school to include this elective would help students with personal growth and tactics. Students partaking in the class will acquire learning skills such as house maintenance and maintaining a student loan.
If a student learns more about one of the things taken in class, they may develop a hobby or interest toward that specific idea. For example, if a student were to focus on mental health as a unit under life skills, they may be interested in focusing on types of disorders and finding job applications leaning toward helping those with an illness.
If a life skills elective were to be added, it would introduce better opportunities for students to prepare for their family. Nonetheless, this could also allow for students to take care of their own families depending on their own personal situation.
The life skills elective would incorporate family and house management. The unit would range from being taught everyday chores to doing taxes and money management. This way, students won’t have to go through the trouble of not knowing what to do after graduating high school.
Finding a staff member to teach the life skills elective wouldn’t be too difficult, knowing that there have been more electives and classes added without more staff joining the school.
If there were to be a possible chance to add another elective or class to the school, the first consideration they should make is implementing the life skills, whether it be into an already existing class or a new elective. Overall, the consideration of this type of elective would definitely shape an influential and significant change to classes.
These past few months have taken the world by storm, shaking up the daily lives of people all around the world. COVID-19 has forced academic buildings to shut down nationally, immensely affecting our school system. While social distancing at home, students have ample time to themselves to catch up on hobbies and activities. The Ghostwriter asked several students what they have been doing to pass their time at home:
Currently, in the US, approximately one in five public schools requires its students to wear uniforms, according to the National Center of Education Statistics. Starting off as a mainly private and parochial school concept, uniforms have become widely accepted as an educational norm. Nevertheless, even as fashion continues to play a large role in everyday culture, when it comes to academically devoting a few hours of your day, there isn’t a large necessity for expressing individuality through trendy outfits.
In today’s growing climate of individuality, diversity, and acceptance, more and more people are becoming aware that everyone has the right to express themselves. Vocally, religiously, or even politically, the ideas of self-expression are spreading throughout the world. While this is an amazing step for all, many people struggle to find the difference between a right and a privilege. Following your values and morals is a right that should never be taken away nor abused. It is difficult for us, as a society, to pinpoint exact situations in which people are spinning the definition of a value to their advantage. For a school environment, wearing clothing of choice is a privilege, not a necessity.
With a uniform, students can still keep their rights while also being respectful to the academic setting. Uniforms are not restricting students in any harmful way but actually providing an even playing ground so that everyone’s top priority can be receiving the best education possible, without any nonessential distractions. Excluding clothing that is motivated by religion or personal beliefs, all schools should implement some form of a uniform because of the numerous benefits it holds.
As the name suggests, uniforms provide uniformity amongst all students.
With uniformity comes less judgment over familial status and wealth. Some students no longer have to feel the pressure of having to fit a certain image in order to feel accepted at school, nor are they at a high risk for bullying, exclusion, and other negative behaviors from their peers due to their different attire. Uniforms provide a safe environment for students who do not have the privilege of buying clothing for the latest trend.
Uniforms put all students on the same playing field, increasing each student’s feeling of belonging as they realize their clothing does not give them a better social position. A study done by the UK suggests that 66% of parents believe uniforms will help their children mentally (UK Study).
Stanley Morales (Pexels)
Uniforms can help students reach greater levels of focus, helping them end their high school careers happy and ready for the adult world.
Uniformity also allows students to focus on their education rather than their physical appearance. By enforcing a uniform, students no longer spend the extra time deciding what they want to wear and how their peers will react to it, giving students extra time to focus on their work. Additionally, by taking their focus away from their attire and their peers’ thoughts, uniforms help students concentrate on their classwork (NASSP Bulletin). Again relating to pressure, students no longer will feel the stress of fitting in physically, helping them pay more attention to their courses.
In a Texas survey of approximately one thousand middle schools, it was found that students in uniforms “reported significantly more positive perceptions of belonging in their school community than reported by students in the standard dress group” (David L. Brunsma). Uniforms bring classmates and school faculty together by creating a sense of equality. This equality branches out into respect and compassion since every member of a school feels a part of a team, their physical coordination making the team stronger than ever before. By providing harmony and unity, school uniforms bring an extra level of spirit and pride to the classroom.
Speaking of the classroom, uniforms can help students’ perceptions in school. By providing a ‘blank canvas’ appearance to teachers, students can form stronger relationships with their teachers since their uniforms reveal a “higher academic potential” and “better behavior” (Dorothy Behling). Without judgment by their exterior, students have a higher chance of making faster academic bonds since teachers and peers are not making negative assumptions based on their appearance, which can help in a learning setting or even in the college process.
On the topic of perception, uniforms introduce students to professionalism, starting in a classroom setting. As parents and teachers around them dress in clothing to reflect the standards of their jobs, students learn that in order to be taken seriously, a certain degree of professionalism is necessary. By wearing a uniform, students will learn earlier the importance of a specific appearance in an academic environment, which will one day help them transition into adulthood.
Provided by Pexels
By creating an even playing field, students can grow and make friendships that they were not able to make before.
Uniforms are not a way to enhance a dress code. Targeting female and male students equally, uniforms strengthen unity, integrity, and responsibility in a school, instead of calling out students for wearing specific clothing that has been deemed “unacceptable” by the school, a calling out that mainly attacks girls for wearing clothes that make them confident. Instead, uniforms give every student a blank slate, without the added drama of a dress code that only works to subjectively pinpoint a single person as ‘inappropriately dressed.’
One problem people often have with uniforms is the idea that there are only a few options, only catering to a few. The best way to solve this problem is by creating a uniform that is flexible to all body types and identifications. As hard as it may seem, with thoughtful planning and creative ideas, the right amount of patience can allow for a variety of uniform options that every student can feel confident wearing. Additionally, students can spice up their uniforms with individuality by accessorizing with jewelry and hairstyles. Even with a school-mandated uniform, including shoes, students can still have the opportunity to bring their unique flair to their outfits.
In the end, individuality is great to a certain extent, but it should not be a priority placed higher than a good education. From recent school events of a Tiktok prank gone wrong or the need to take the doors off of boys’ bathrooms, uniforms may help push for better behavior since uniforms can help bolster students’ focus, integrity, and respect. Additionally, uniforms should be highly considered due to their benefits in and outside the classroom, helping shape students into the respectful, kind adults that the world needs now more than ever before.
