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Leslie Woodruff assists at children’s play period.
Students Help In Child Care
By SHANNON BOWERS
Several girls from Albemarle
Senior High are involved in the
Child Care Services program
with three elementary schools
and Greenwood Center. These
girls are Renee Cooper and
Laurie Rogers-East Albemarle;
Elisa Dickens, Dale Ivey, Sharon
Johnson, Joanne Neel, and Leslie
Woodruff-Central; and Laurie
Thompson-Greenwood Center.
The girls in this program work
individually with the children
with special problems they might
have. They also help the children
during PE and teach learning
games in small groups.
Mrs. McIntyre, director of the
Child Care Services program,
requires her students to keep a
daily journal, making notes of
any special problems they might
have and also taking notes on the
progress they have made. The
girls also analyze and evaluate
the behavior of the children. The
supervising teachers give
evaluations of the girls’ work,
and so far the teachers have been
very complimentary. Mrs
McIntyre says, “I am very
pleased with the group of girls
that I have this year. Taking this
course has helped them decide
for or against becoming
teachers.”
The Child Care Services
program is a very valuable
course for those who enjoy
working with children.
THE FULL MOON
Studio 52
Brings
‘Disco’ To
Albemarle
By SHANNON BELL
Disco became a part of teens’
lives a little more than a year
ago, with the great impact of
Saturday Night Fever. Before
that, they felt disco belonged to
adults. With the musical impact
of the Bee Gee’s and the disco
dancing of John Travolta,
millions absorbed the movie’s
message - a teen-age dream
where you could be somebody
once you stepped onto the dance
floor.
Adult discos have been on the
scene for more than a decade, a
history that goes back before WW
II. The early discotheques, which
means “record library” in
French, emerged in France in the
forties.
During the fifties listening was
“in” and dancing was “out”, but
this pattern changed with the
sixties and a dance called the
Twist. The Twist caught the
attention of everyone and the
flow of the future began. The
Slop, the Monkey, and the
Mashed Potato followed.
Next came the many adult
clubs or discos with chic names.
One of the private adult discos in
New York is Studio 54, which
requires membership.
During the past few years, the
number of teen discos has been
expanding almost weekly. A few
March 30,1979
WZK Y disc jockey Lee Herbert manages the disco at Studio 52.
A Letter To The Editor
Dear Editor;
For those of you who still do not
know what Inside Track is, it is
not the Inquisition revitalized;
neither is it a sadistic attempt to
“squelch” the souls of hapless
students. It is an opportunity for
the college-bound student or
those of such caliber to explore
the four literary genre. At no
point is Inside Track meant to be
an in-depth study of each genre.
It is intended, over a two-year
period, to acquaint the student
with background, terms, and
techniques of each genre so that
he can read, interpret, and
analyze examples of each.
However, as with any op
portunity, it is only as valuable as
the student will allow it to be.
At the beginning of each genre,
a schedule of work due is given so
that the student can plan his
activities accordingly. The
purpose here is to encourage
students to utilize their time
wisely. True, when an entire
nine-weeks’ worth of work is
considered, it certainly appears
formidable; however, when one
uses his time constructively
rather than critically, there is
adequate time to complete all
work on time. The amount of
work is neither exorbitant nor
overwhelming, unless the student
waits until the night before. In
that case, perhaps he deserves
the anxiety he brings upon
himself. Procrastination appears
to be the current fad of our
pseudo-intellectuals.
The second question con
cerning the “highly questionable
aspect of the course” has yet to
be established. Several recent
education periodicals cited a
“good teacher” as being one who
is, “creative, innovative, and
flexible.” Perhaps in this case it
is the student who is “highly
questionable.” At no time is the
student at the mercy of the cold,
calculating mercy of the tape
recorder. The teacher is always
present and spends a good bit of
time working with small groups
— a much more personal ap
proach. Small groups also allow
for greater individualization of
materials and assignments. As
for confusion, any time a student
does not explain that he is con
fused or ask for help leads one to
believe that “his confusion” is
merely a cop out.
Finally, there are the tests. No
test has more than 25 questions.
The first comment of students is
usually, “Is this all?” As for
taking “so long,” that answer lies
with the student. When the
student knows the material well
and does not waste time with
unnecessary material, the test
can be completed in the required
time. Again, using one’s time to
study along the way rather than
complaining about a test (a
necessary evil in our society)
makes a tremendous difference
in the need to complain.
Inside Track is a set of keys
which can help the serious
student to open some of the doors
into knowledge. Only the student
can determine what he will do
with these keys. Inside Track is
not a panacea; it is an op
portunity which the serious,
mature student has the wisdom to
see as an effort to help him, not to
destroy him.
MRS. SUSAN ALMOND
examples are Guys and Dolls in
Long Island, in New York,
Illusions in Boston, and Studio 52
in Albemarle.
Studio 52 is a teen disco for
those ranging in age from 13-19. A
membership of $4.00 is required
for 6 months and $1.00 is charged
for each admission. Like many of
the other teen discos. Studio 52
contains an installed sound
system and a DJ who operates his
own booth.
Many of the larger city discos
have dress codes. At Boston’s
Illusions, no jeans are allowed,
prls must wear dresses, and
boys are required to wear dress
slacks or suits. The editor of
Discothekin’, a monthly disco
magazine stated that everyone
dresses up and goes out to display
themselves at discos.
Teen discos are an expanding
mdustry. Most teen-agers will
say that disco is a way to relax
after hard work. If you enjoy
disco dancing, shooting pool, or
being with your friends. Studio 52
IS the place to go!
Spanish Classes Sponsor
Latin-American Dinner
Where in Albemarle can you
get real Latin-American food?
Well, April 2 at 7:00 p.m. you can
eat all you want in the Senior
High cafeteria. Question: Since
when did the cafeteria start of
fering Latin-American food?
Answer: It’s not the cafeteria
staff. It’s the Spanish classes’
annual Latin-American Dinner.
Each year the Spanish classes,
directed by Mr. Harvey Morrow,
sponsor this dinner to familiarize
every student with Latin-
American food and customs. The
menu will include arroz, or rice,
papas, or potatoes in English,
chili, hornado, which is pork,
coffee, and tea. Also being served
will be vegetables with sauce and
dessert, colada morada - a
pudding made from the juice of
blackberries and blueberries.
After the dinner, Latin-
American speakers will talk
about their customs and prac
tices to small groups of students.
Many of the guests do not speak
English so Mr. Morrow’s
students will have a chance to try
out their Spanish ability as
translators.
The cost per ticket is $3.25 and
tochers and students are in
vited. So if you like Latin-
American food or if you just want
to give it a try, come to the Senior
High cafeteria April 2 at 7:00
p.m. for a great dinner — Latin-
American style!
To Benefit Whom?
The Full Moon
Albemarle Senior High School
Albemarle, N.C. 28001
Dale Ivey, Edltor-inhlef
Sonyo AAauldin, News Editor
Melissa McKeithen, Feature Editor
Mike Parker, Sports Editor
Sheila Simpson, Asst. Sports Editor
Debbie Farlow, Business Manager
Dees Fort, Exchange Editor
SENIOR STAFF
Jim Andrew, Paula Carter
JUNIOR STAFF
Shannon Bell, Shannon Bowers, Pam
Cox, Tony Hinson, Donna Laton,
Sonya Mabe, Beth Mabry, Mitzl Mor
ris. Lynn Rivers, Christie Sasser.
Ms. Linda Morrow, Advisor
The Full Moon is published nine times during the school year by the
journalism class of Albemorle Senior High and is printed by Press Print-
mg Company of Albemarle.
By PAM COX
Prestige is a word, according to
Webster’s Dictionary, that
means “a reputation based on
high achievement, character,
etc.” Because of competition
found in today’s society prestige
is highly sought after. Everyone
is out fighting for himself either
to gain power or wealth. With the
help of these two, prestige occurs
instantly.
Within our school, or any school
for that matter, competition is
always present. Whether in
athletics, student body offices or
cheerleading, some people are
out to gain for themselves. The
more involved a person seems to
be the more popular and
prestigious he or she becomes. In
my opinion some of the students
in our school that hold an office or
are members of a team are only
there for the title that comes with
it. Many possibilities exist in our
school to gain a “title” of im
portance.
One position often made into a
status symbol is that of an office
in a particular club or in the
student government. Office
holding could prove to be worth
while if a person used this
position to better the school. The
student who usually gains a duty
like this is the one with leadership
ability. Office holders could work
to help the student body, but
more often they use their position
to attain prestige and are con
cerned only with the title not with
the job itself. This fact pertains
also to cheerleading and sports.
At different times in my life I
have heard many of my fellow
students make comments such
as, “I think I’ll run for president
because it would look good on my
^hool record” or “I’m going to
join that club because all of the
popular crowd belongs.” In my
opinion this is the wrong attitude
to take.
I’m not insinuating that all
students who are involved in a
schwl activity are only in that
position for the popularity,
because the majority of our
students aren’t. I’m just pointing
out that a person who is striving
for their own reputation is
definitely doing more harm to the
school than good.