So, today I was helping my best friend by borrowing him some clothes of mine for another school's homecoming that he attending. His date was wearing a beautiful black dress. He knew I dressed well, so he asked if I had any black dress clothes. I did in fact have a whole outfit, which was primarily black. It consisted of: nice black jeans, a black dress shirt with a grey vest to go over it, a deep red skinny tie and a pair of grey casual dress shoes. After describing this to him, he happily accepted and we set a time for him to come pick it up. I also had many other ties that would work with this outfit, so I said "Just take your favorite." He had been hanging out with his date before picking up the clothes, so when he did pick them up, she was with him. Happily, I introduced myself and invited them in. Him knowing that she cared a lot more about how they dressed as a date, he pretty much let her decide what he wore. Shortly before they left, he asked, "So what about the vest?" She responded by saying, "This isn't prom, you shouldn't wear a vest," in a snarky tone. He quickly said "Really?" He said this as I held a perplexed and slightly perturbed look. This pricked me, as I often casually wear this to school or to an outing. Is there not only a dress quota for women but also for men? I feel like this annoyed me more than it should have, but is it no longer okay for men to dress fashionably? Are men expected to only wear jeans and a couple variations of shirts? I think that because of this expectation, men have fallen away from dressing nicely or looking "dapper." The new nice is a solid colored polo, plaid or checkered button up.
As a man, I feel like it is hard to find a varied and personal sense of fashion. There are several factors that contribute to this dilemma. There aren't a lot of different styles or combinations of clothing that men can mix and match. It's hard to break the boundaries in terms of fashion because there are only a few categories men have available and are allowed to fit into. There is: Business dressy, business casual, preppy, casual, and hipster. Of course there are a few deviations from these categories, but those deviations don't go far. I feel like this mostly derives from social norms and girls' expectancy for what guys should wear. Not only that, but men limiting how they dress simply because of how they think a man should act and what a man should be. I see a lot of men and boys stuck in a mind set of "Men don't care about fashion, that's for women," or " "Only models dress like that," or "People would think i'm weird if I dressed like that."
I have found that defining my own sense of fashion to be very liberating. I personally enjoy wearing a nice dress shirt with a vest, rocking a casual blazer, or wearing a skinny tie. Of course every man doesn't want to dress like this, which is totally cool. I find the look classy, but others may not. The point is to dress to your style and not let society define your fashion. If you enjoy wearing jeans and a graphic shirt from a thrift shop and you feel like that represents you, then by all means, rock it.
Showing posts with label OPRFHS. Show all posts
Showing posts with label OPRFHS. Show all posts
Thursday, October 15, 2015
Thursday, October 23, 2014
The Origami Lie - A Shame Story
“Look I made origami,” my friend says gesturing to the crappily formed crane sitting on her desk formed from a useless worksheet. “Yea cool,” my sixth grade self says. But the word “origami” sets off something in my head and stomach. I can feel the uneasiness start to churn my stomach and a wave of embarrassment crash over me. I am sickened by the memory of what transpired five years ago and am left thinking of myself as a six year old girl caught in a lie with white hot tears streaming down her face.
After dinner my brother and I sat down on the living room floor and opened up the origami for kids set our parents’ guests had brought over as a gift. It had vibrant red and orange papers all cut the right size and a book with instructions tucked inside the newly opened box. My parents and my dad’s old friend and his son still sat at the dining room table talking about grown up topics and sipping their wine. My small hands grabbed the model crane sitting perfectly in the box and my tiny eyes began to inspect it. When my big brother looked up from reading the instruction book he saw the perfectly formed crane sitting in my hands. “Woah did you just do that?” he said. “O yep, I just did it,” I said trying to be cool and sarcastic. I guess I did not have the art of sarcasm down yet because he actually believed me for a moment. And in that small moment of incredulous belief that he had, I decided to keep my story going. “What? You did? There’s no way you could have done that!” “Yea I just did it right now you didn’t see me?” I asked, a smirk forming under my cool veneer. “No you didn’t!” he exclaimed. “Yes I did!” I shouted back. The more my brother pushed the harder I pushed back. He ran to the dining room table and told everyone what I had said I had made. My mother scooped me up as the boys went down to the basement to watch the football game. “Now, did you really make that?” my mom asked me. I answered her with a quiver in my voice and said, “yes I did.” My mother’s reply was a knowing look that caused me to burst into tears. “No I didn’t! I’m sorry mommy!” I exclaimed. Snot and tears flowed from my face as I cried into her sleeve. “I knew it!” my brother said excitedly, running down stairs to tell the guys. I jumped off my mom’s lap and ran after my brother. “Don’t tell them!” I pleaded with him but he bolted down the stairs and shouted proudly that he was right and that I had lied. The overwhelming feeling of embarrassment and shame that I felt in that moment was the most I would ever feel in my life. I cried some more as my mom comforted me and softly warned me to not lie again.
After dinner my brother and I sat down on the living room floor and opened up the origami for kids set our parents’ guests had brought over as a gift. It had vibrant red and orange papers all cut the right size and a book with instructions tucked inside the newly opened box. My parents and my dad’s old friend and his son still sat at the dining room table talking about grown up topics and sipping their wine. My small hands grabbed the model crane sitting perfectly in the box and my tiny eyes began to inspect it. When my big brother looked up from reading the instruction book he saw the perfectly formed crane sitting in my hands. “Woah did you just do that?” he said. “O yep, I just did it,” I said trying to be cool and sarcastic. I guess I did not have the art of sarcasm down yet because he actually believed me for a moment. And in that small moment of incredulous belief that he had, I decided to keep my story going. “What? You did? There’s no way you could have done that!” “Yea I just did it right now you didn’t see me?” I asked, a smirk forming under my cool veneer. “No you didn’t!” he exclaimed. “Yes I did!” I shouted back. The more my brother pushed the harder I pushed back. He ran to the dining room table and told everyone what I had said I had made. My mother scooped me up as the boys went down to the basement to watch the football game. “Now, did you really make that?” my mom asked me. I answered her with a quiver in my voice and said, “yes I did.” My mother’s reply was a knowing look that caused me to burst into tears. “No I didn’t! I’m sorry mommy!” I exclaimed. Snot and tears flowed from my face as I cried into her sleeve. “I knew it!” my brother said excitedly, running down stairs to tell the guys. I jumped off my mom’s lap and ran after my brother. “Don’t tell them!” I pleaded with him but he bolted down the stairs and shouted proudly that he was right and that I had lied. The overwhelming feeling of embarrassment and shame that I felt in that moment was the most I would ever feel in my life. I cried some more as my mom comforted me and softly warned me to not lie again.
Plagued by the origami lie memory, my sixth grade self can do nothing but sit there and act like the guilt is not still haunting her.
Tuesday, October 7, 2014
Not All Testing Is As Bad As You Think
In high school, standardized testing is a recurring theme, to some, a nightmare, to others, a chance to show what they know and can do. Although testing is often perceived as an ineffective and unfair practice, there are upsides to regular testing and some benefits to standardized testing. Right now, there are no effective alternatives to standardized testing that are cost effective and practical. Standardized testing is by no means a perfect enterprise, and is not a complete reflection of a person's ability, but it can provide valuable information to teachers, students, and school administrators.
Standardized tests are not as accurate as they seem. According to the College Board's statistics, there has to be a difference of around 200 points on an SAT test for there to be a reliable difference between two students. This creates possible uncertainty in scoring, and means that the difference between the 40th percentile and 60th percentile are not significant. These tests can provide general trends and ideas about a student's knowledge on the limited testing area, but should not be misinterpreted as more precise than they actually are.
Although standardized tests are not as accurate as they are regularly perceived to be, classroom tests offer positive benefits to the student that are often overlooked. Tests force students to study and review material that might otherwise be forgotten or put aside. While students might not consider this a positive effect, tests generally increase the amount of time that students spend working on educational pursuits.
Furthermore, new research suggests that the simple act of taking a classroom test on recent material helps the student remember it to a much greater degree. Even though the students spent equal time reviewing all of the material that they were taught, the material that they were tested on was much easier to remember on a later test. In one specific trial, students got an average of an A- on material that had been previously tested, and a C+ on untested material. The subject matter was presented in equivalent methods, and the untested material was even reviewed three additional times.
Standardized testing should receive less attention than regular classroom tests, but still should be considered, in lieu of a better alternative. Regular classroom testing provides an opportunity to stop "forgetting", the bane of education. Even though standardized testing has flaws, it does provide information on a student's knowledge on a particular subject area as compared to other students, and will continue to be used as a factor in college admissions and judging subject proficiency.
Regular testing, without the same degree of stress and pressure, can create a positive learning environment, focused on remembering information the first time, instead of wasting time relearning forgotten material. Standardized testing allows school administrators to take a holistic view at education and school growth that would be impossible due to the subjectivity of classroom exams, and teacher recommendations. Because standardized testing can be biased and subjective, regular classroom testing should be valued more, as it encourages positive learning.
Standardized tests are not as accurate as they seem. According to the College Board's statistics, there has to be a difference of around 200 points on an SAT test for there to be a reliable difference between two students. This creates possible uncertainty in scoring, and means that the difference between the 40th percentile and 60th percentile are not significant. These tests can provide general trends and ideas about a student's knowledge on the limited testing area, but should not be misinterpreted as more precise than they actually are.
Although standardized tests are not as accurate as they are regularly perceived to be, classroom tests offer positive benefits to the student that are often overlooked. Tests force students to study and review material that might otherwise be forgotten or put aside. While students might not consider this a positive effect, tests generally increase the amount of time that students spend working on educational pursuits.
Furthermore, new research suggests that the simple act of taking a classroom test on recent material helps the student remember it to a much greater degree. Even though the students spent equal time reviewing all of the material that they were taught, the material that they were tested on was much easier to remember on a later test. In one specific trial, students got an average of an A- on material that had been previously tested, and a C+ on untested material. The subject matter was presented in equivalent methods, and the untested material was even reviewed three additional times.
Standardized testing should receive less attention than regular classroom tests, but still should be considered, in lieu of a better alternative. Regular classroom testing provides an opportunity to stop "forgetting", the bane of education. Even though standardized testing has flaws, it does provide information on a student's knowledge on a particular subject area as compared to other students, and will continue to be used as a factor in college admissions and judging subject proficiency.
Regular testing, without the same degree of stress and pressure, can create a positive learning environment, focused on remembering information the first time, instead of wasting time relearning forgotten material. Standardized testing allows school administrators to take a holistic view at education and school growth that would be impossible due to the subjectivity of classroom exams, and teacher recommendations. Because standardized testing can be biased and subjective, regular classroom testing should be valued more, as it encourages positive learning.
Thursday, October 2, 2014
Aquatics Facility at OPRFHS
Recently, the school board of Oak Park and River Forest High School has been debating on locations and a budget for a new aquatics facility. Estimated at around $35 million dollars, the aquatics facility - including upper-level bleacher seating, locker rooms on the first floor, and an Olympic-sized pool - has been considered for three different locations: the baseball/softball field, the area occupied by the existing parking garage, and the athletic field on Lake Street. The projected completion date would be sometime in 2017.
Personally, I have no objections to the pool itself. The high school could certainly use an up-to-date aquatics facility with proper seating for teams and spectators and a regulation size pool - though I do think Olympic-sized is a bit much. Isn't that about double the normal high school length?
None of the three proposed locations seem to be very suitable for this facility. By building it on the baseball/softball fields, the contractors take away the already limited space that sports and other extracurricular activities need. The parking garage was recently built - for $7 million. And the Lake Street athletic fields were also recently installed, and teams use them frequently. Why remove useful places already being used for a third pool?
On the estimated cost - there are so many things the school board could do with that money other than spend it on another pool. They could update the existing athletic facilities - maybe even the existing pools. They could put more money into academic pursuits. They could do things for the community. Or, my personal suggestion - they could fix the decrepit school cellos for the orchestra.
Yes, I know, sports teams bring in more money and publicity than the music department can. Yes, I know, there are other issues that require funding more than a few heaps of plywood the school tries to call cellos. (Though in my opinion, the orchestra should be the top priority. Cello player talking, here.) But would it really be that detrimental to the school's bank account to spend a few thousand to update the orchestra instruments? It is incredibly frustrating when there are twelve cello players and only six or seven working cellos. Some don't have endpins or all the fine tuners. On others, the bridges are broken or the fingerboard is falling off. One is literally coming apart at the seams. And the school spends $35 million on an aquatics facility.
Don't get me wrong. I am not arguing against a new aquatics facility. I only think the money required could be spent a bit more wisely - or, barring that, if the school wants to burn through a few million, the least they could do is fix the cellos.
Personally, I have no objections to the pool itself. The high school could certainly use an up-to-date aquatics facility with proper seating for teams and spectators and a regulation size pool - though I do think Olympic-sized is a bit much. Isn't that about double the normal high school length?
None of the three proposed locations seem to be very suitable for this facility. By building it on the baseball/softball fields, the contractors take away the already limited space that sports and other extracurricular activities need. The parking garage was recently built - for $7 million. And the Lake Street athletic fields were also recently installed, and teams use them frequently. Why remove useful places already being used for a third pool?
On the estimated cost - there are so many things the school board could do with that money other than spend it on another pool. They could update the existing athletic facilities - maybe even the existing pools. They could put more money into academic pursuits. They could do things for the community. Or, my personal suggestion - they could fix the decrepit school cellos for the orchestra.
Yes, I know, sports teams bring in more money and publicity than the music department can. Yes, I know, there are other issues that require funding more than a few heaps of plywood the school tries to call cellos. (Though in my opinion, the orchestra should be the top priority. Cello player talking, here.) But would it really be that detrimental to the school's bank account to spend a few thousand to update the orchestra instruments? It is incredibly frustrating when there are twelve cello players and only six or seven working cellos. Some don't have endpins or all the fine tuners. On others, the bridges are broken or the fingerboard is falling off. One is literally coming apart at the seams. And the school spends $35 million on an aquatics facility.
Don't get me wrong. I am not arguing against a new aquatics facility. I only think the money required could be spent a bit more wisely - or, barring that, if the school wants to burn through a few million, the least they could do is fix the cellos.
Bring Back "Interpretations"
Oak Park and River Forest High School has for years produced an annual history journal called Interpretations, which featured the best student essays that had been written that year. However, last year, this important tradition was abolished; Principal Rouse claimed that the collection of student work featured too many honors-track students, making it unfair and elitist. The elimination of Interpretations was an excessive measure to confront a minor issue, and it ultimately represents a change in values at the school.
Interpretations was meant to be a representation of the absolute best student work from the history department. Honors and AP classes are generally the most challenging classes in the school and demand the highest standards of writing and analysis. It is only logical that the best essays, the ones that would be chosen to be featured in the school’s collection, would be from these AP and honors classes. Interpretations made an effort to include essays regardless of the class they had come from- my brother Greg’s essay on Russian morale during the end of World War II came from his independent study, not any class, and it was featured. The claim that the selection of essays for Interpretations represented elitist attitudes is unfounded.
Even if the administration feels that there are too many essays from honors and AP classes or students, terminating Interpretations entirely was an overreaction. The school could easily have created a quota requiring a certain percentage of papers from non-honors classes. Teachers of non- honors classes could be encouraged to submit more of their students essays. The reaction did not have to be to abolish the tradition entirely.
Interpretations represented pride in the student work of our school. The students whose papers were featured gained a sense of achievement, an accolade to put on college applications, and the experience of having something they wrote published. More importantly, the essays that went into Interpretations represented hard work and dedication to excellence in academics, and eliminating the journal implies that OPRF as an educational institution no longer cares about these values. Interpretations was one of “Those things that are best,” and if OPRF truly accepts that motto, they should allow the history department to reinstate their journal.
Interpretations was meant to be a representation of the absolute best student work from the history department. Honors and AP classes are generally the most challenging classes in the school and demand the highest standards of writing and analysis. It is only logical that the best essays, the ones that would be chosen to be featured in the school’s collection, would be from these AP and honors classes. Interpretations made an effort to include essays regardless of the class they had come from- my brother Greg’s essay on Russian morale during the end of World War II came from his independent study, not any class, and it was featured. The claim that the selection of essays for Interpretations represented elitist attitudes is unfounded.
Even if the administration feels that there are too many essays from honors and AP classes or students, terminating Interpretations entirely was an overreaction. The school could easily have created a quota requiring a certain percentage of papers from non-honors classes. Teachers of non- honors classes could be encouraged to submit more of their students essays. The reaction did not have to be to abolish the tradition entirely.
Interpretations represented pride in the student work of our school. The students whose papers were featured gained a sense of achievement, an accolade to put on college applications, and the experience of having something they wrote published. More importantly, the essays that went into Interpretations represented hard work and dedication to excellence in academics, and eliminating the journal implies that OPRF as an educational institution no longer cares about these values. Interpretations was one of “Those things that are best,” and if OPRF truly accepts that motto, they should allow the history department to reinstate their journal.
Tuesday, September 30, 2014
Extra Curricular Activities for High School Students
High School is an important time in young people's lives. It's a time of experiencing and evaluating who you are and what you want to be. It doesn't get any easier after these four years, which is why it's vital to make a path for yourself for the future.
I am apart of Best Buddies, JKB Leadership Group, Football and Basketball at OPRF and not a moment has gone by where I regret it. The good times I've had and the friends I've made will last a lifetime and I think every student needs to take advantage of this opportunity. Grades and academics come first in school and getting you into college, however, I believe doing extra like being on a team or club can help in doing the right thing in the classroom.
For me, sports have taught me how to be disciplined and always be positive on the field or in class. Some of my favorite words to live by came to me from my football coach. He preaches to us Grit, Zeal, and Optimism. Always be gritty. Live life zealously. Always be optimistic. My basketball coach also tells us that the little things mean everything. Whether this is in school or in a game, it's very true how big the small details are. Success can come by being involved in the camaraderie and positivity of school activities. More than anything, it gives you a mindset to be hungry for success and it keeps you out of trouble. I have been impacted tremendously by sports and clubs so far at OPRF. They have given me a certain work ethic as well as giving me a drive to go out and represent the community in a good way. I strongly encourage every one of my fellow classmates and younger ones of the community to do the same.
I believe extra curricular activities such as clubs and sports for high school students is the most significant thing and is the biggest contributor to their mindset and success.
In my opinion, OPRF is one of the better examples of how much sports and clubs matter to the teachers and kids. At this school, you are strongly encouraged to get involved and be apart of something bigger than yourself. It not only teaches you life lessons and keeps you busy, but the experience of high school is that much better with playing a sport or joining a club.
I am apart of Best Buddies, JKB Leadership Group, Football and Basketball at OPRF and not a moment has gone by where I regret it. The good times I've had and the friends I've made will last a lifetime and I think every student needs to take advantage of this opportunity. Grades and academics come first in school and getting you into college, however, I believe doing extra like being on a team or club can help in doing the right thing in the classroom.
For me, sports have taught me how to be disciplined and always be positive on the field or in class. Some of my favorite words to live by came to me from my football coach. He preaches to us Grit, Zeal, and Optimism. Always be gritty. Live life zealously. Always be optimistic. My basketball coach also tells us that the little things mean everything. Whether this is in school or in a game, it's very true how big the small details are. Success can come by being involved in the camaraderie and positivity of school activities. More than anything, it gives you a mindset to be hungry for success and it keeps you out of trouble. I have been impacted tremendously by sports and clubs so far at OPRF. They have given me a certain work ethic as well as giving me a drive to go out and represent the community in a good way. I strongly encourage every one of my fellow classmates and younger ones of the community to do the same.
Monday, September 29, 2014
Teacher Salaries: Who Should Be Making the Money at OPRF?
OPRF is a house of intellectually rich, diverse, and hard-working staff that does everything in their power to make the best out of the students that are put into their hands. However, there is an issue with the distribution of rewards towards the teachers. As with any other field of work, certain people are better suited for their job than others with the same job. Certain jobs are more important than others. Some people work significantly harder than others. Currently, it is apparent that certain members of the faculty are making a significant amount more than they are entitled to.
Anybody can go online and see the salaries of all their teachers; juicy information. It almost seems wrong, but it's a temptation many, including myself, cannot resist. Upon looking at the listings of salaries, anybody with a predisposition that some are more worthy of higher pay than others may be quickly surprised. The highest paid teacher at OPRF is not scholar. It is a gym teacher. And this isn't simply an anomaly resulting from one single, hard working P.E. teacher. It is one of many examples of a common trend on the chart. Some of the highest paid teachers at the high school are, frighteningly, P.E. and Driver's Ed teachers. These are not fields that open doors to students in any way. While driving and personal health may be important, they are not areas of study that need to be shoved down our throats and that we should then praise excessively through massive salaries for their teachers.
As students, we need to decide to whom it is that we owe our debts. There ought not to be a reward waiting down the road for the teachers that are indifferent to the true need of the students, with that being academic enlightenment. We need passionate teachers that can nurture passionate students. For this reason, tenure ought to be removed from the system, and a reassessment of all teachers should take place. After this, there should also be a balanced redistribution of salaries based upon which teachers are most dedicated toward the pursuit of knowledge.
Anybody can go online and see the salaries of all their teachers; juicy information. It almost seems wrong, but it's a temptation many, including myself, cannot resist. Upon looking at the listings of salaries, anybody with a predisposition that some are more worthy of higher pay than others may be quickly surprised. The highest paid teacher at OPRF is not scholar. It is a gym teacher. And this isn't simply an anomaly resulting from one single, hard working P.E. teacher. It is one of many examples of a common trend on the chart. Some of the highest paid teachers at the high school are, frighteningly, P.E. and Driver's Ed teachers. These are not fields that open doors to students in any way. While driving and personal health may be important, they are not areas of study that need to be shoved down our throats and that we should then praise excessively through massive salaries for their teachers.
As students, we need to decide to whom it is that we owe our debts. There ought not to be a reward waiting down the road for the teachers that are indifferent to the true need of the students, with that being academic enlightenment. We need passionate teachers that can nurture passionate students. For this reason, tenure ought to be removed from the system, and a reassessment of all teachers should take place. After this, there should also be a balanced redistribution of salaries based upon which teachers are most dedicated toward the pursuit of knowledge.
Thursday, September 18, 2014
OPRF's New Pool Plan
In case any of you didn't know, OPRF has recently been considering spending between 35 and 60 MILLION dollars on a new pool. The plans were to build a third one either on the current baseball diamond, where the parking garage currently is (and tearing down the parking garage,) or across Lake Street on the road between Ridgeland Commons and the OPRF track.
Now, what the school SHOULD be doing is reconfiguring the entire south end of the school (south hall onward, including track.) According to the Wednesday Journal, OPRF enrollment could grow from our already staggering 3,500 students to an even greater figure of 4,000. OPRF is crowded as it is. In my opinion, all of the gym facilities need to be moved to where the the track is right now. (Plus, the track team doesn't use the track, they take buses to Concordia. The track is just poorly designed and not optimal for track practice.) This way we can take down the fieldhouse and reconfigure that part of the building to accomadate for the growing student body. And no, we shouldn't tear down the parking garage, because just several years ago, it was built for $7,000,000. That's not a low amount of money, all unto the burden of the taxpayers.
Secondly, WHY WOULD WE SPEND $60,000,000 OR EVEN $1,000,000 ON A NEW POOL!? Imagine everything that the world could do with that money!! We could feed hungry! Donate to non-profits in the community! Fund academic clubs! Fund academics! We could be the school who makes teachers high-paid workers! But, instead, the school board wants to spend 60 MILLION DOLLARS ON A POOL!? Does anyone even think we need this thing besides the school board? Seriously, ask yourself! We have two pools, do we really need a new one? And for that price?
Just take some time to think about that. Seriously. One million dollars. Thirty-five million dollars. Sixty million. Imagine what the community could do with that.
And the board wants to make a freaking pool.
Now, what the school SHOULD be doing is reconfiguring the entire south end of the school (south hall onward, including track.) According to the Wednesday Journal, OPRF enrollment could grow from our already staggering 3,500 students to an even greater figure of 4,000. OPRF is crowded as it is. In my opinion, all of the gym facilities need to be moved to where the the track is right now. (Plus, the track team doesn't use the track, they take buses to Concordia. The track is just poorly designed and not optimal for track practice.) This way we can take down the fieldhouse and reconfigure that part of the building to accomadate for the growing student body. And no, we shouldn't tear down the parking garage, because just several years ago, it was built for $7,000,000. That's not a low amount of money, all unto the burden of the taxpayers.
Secondly, WHY WOULD WE SPEND $60,000,000 OR EVEN $1,000,000 ON A NEW POOL!? Imagine everything that the world could do with that money!! We could feed hungry! Donate to non-profits in the community! Fund academic clubs! Fund academics! We could be the school who makes teachers high-paid workers! But, instead, the school board wants to spend 60 MILLION DOLLARS ON A POOL!? Does anyone even think we need this thing besides the school board? Seriously, ask yourself! We have two pools, do we really need a new one? And for that price?
Just take some time to think about that. Seriously. One million dollars. Thirty-five million dollars. Sixty million. Imagine what the community could do with that.
And the board wants to make a freaking pool.
Friday, August 1, 2014
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