The students that volunteer their time and knowledge on Reach a Student are eligible to receive community service hours. We are looking to expand our roster of academic and athletic mentors, interviewers, and video editors to help inspire and answer school-related questions.
Reach a Student is a website established to give students direct communication access to student mentors in various grade levels. Students will be able to reach out to other students and ask any questions they have regarding student and campus life. The site will also stream videos of students sharing their experiences at Windermere Prep as well as activities around campus.
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With the new addition of the Cypress Center and the brand new theatre, there has been a lot of speculation of the theatre programs, including the addition of IB theatre - what does this all mean? I am able to participate in most theatre functions and have a large understanding of how the performing arts programs run daily, as well as all the opportunities available for students.
It's called "Thespians" for short, however it is the International Thespian Society. This is a club that revolves around theatre in general, as well as going to theatre competitions. Students practice scenes, monologues, songs, and technical events like costume design and playwriting, and participate in a festival for a few days in our district whilst being judged, and if they get a high enough score, can take a trip to the Florida state festival and take workshops and classes from the very best as well as performing. However, thespians has multiple other events for those who do not get into districts- this includes Improv. Night, The Haunted House, Shakespeare Night, and many new events such as Miscast and W factor (in which boys perform female numbers and vise versa), and school events like the homecoming parade. However, this club forms a community and even if you do not participate on stage or backstage but enjoy the art form, then it is to learn about and celebrate everything theatre has to offer.
WHAT THESPIANS REQUIRE
The Officers are very involved in running thespians - our sponsor helps us, however organization of events is all us. We make plans for all the meetings, send emails, and decide what to do throughout the year. We have to be leaders of the troupe and help critique district pieces, have separate meetings, go to club events, find ways to raise money, etc. It is very busy, almost like a job as well have to do something everyday, but very rewarding.
With the opening of the cypress center came a plethora of new school shows for students to participate in - both offstage and onstage. These include the current "Peter Pan" All School, the high school play "Steel Magnolias", the HS/MS musical of "Addams Family", as well as the Lower Schoolers "Cinderella" and the MS Broadway review. There will also be a summer camp show of "Les Miserables" in which anyone in the community can participate in. This means that it is a fulfilling year for both technical and theatrical students, but it is also a lot of work.
The performance sets are very difficult to maintain, therefore many students take classes in and outside of school in order to keep and improve their skills. A lot of theatre students take dance classes in order to keep with the demand of movement in shows, as well as musical theatre which can contain high intensity dancing in multiple styles. They also take choir or chorus, to learn the proper technique of singing, the different variations, and how to be united in a group. Both of these classes also give the benefit of making the student a triple threat, something desired in the community because of the versatility of the student that allows them to perform roles with multiple requirements (for example a character that can sing opera, or Tap dances). Some students even take music classes to learn or understand musical instruments and how to read music- there are many shows that now require actors to play instruments and the business is very competitive. These music students also have an opportunity to play in the orchestra of a show.
However, the most important part is acting or theatrical classes. It is the backbone of musical theatre - performance is about expressing yourself, which is what this class does. There is so much variation in acting and an actor can always improve in each style and in each style and needs constant direction in order to be as close to perfect as possible. This helps abstract theatre, speech, script work, directing and critiquing others, and being able to learn about techniques.
Technical theatre is also expanding at our school, through the use of the art classes. WPS is beginning to make its own sets, and creative minds are needed for this. Students that take art classes are creative, problem solvers, able to view the full picture and see what compliments, and bring new ideas to the table.
It is important to take these fine and performing art classes because it keeps the students in a creative mindset, allows them to expand and grow, and can bring it to their multiple projects.
Many students find their volunteer hours through the performing arts. Many of the lower school and middle school shows invite HS and MS students to tech backstage or stage manager, as well as help the children, and the high school shows have a tech team that consists of high school students- for example, many high school students are "fly crew" in Peter Pan, which is a very big job. Not only does it create leadership and organizational skills, but it gives students many CAS and volunteer hours. Thespians tech at both W factor and Mr. Windermere Prep, and students usually help the performing arts teachers in tasks.
Do you ever wonder how to get involved in student activities or how you are able to communicate with teachers and other students when you are not at school about school related things? The answer is through emails. Since not everyone has the phone numbers of every single student, and definitely not the numbers of teachers, many people like to communicate about school related things through emails.
For example, the SGA, especially the High School SGA loves to try to increase grade and school involvement through emails. These emails may give links to sign up for Spirit Week Events or links to sign up for contests where you can win Free Homecoming Tickets and things like that. Emails are often sent to the entire grade, and they often contain valuable information not just about how to get involved, but many important memos such as PSAT Locations, Field Trips, and College Planning Meetings.
It's not only just the SGA and Lead Faculty that loves to communicate through emails. Many other clubs love to communicate through emails as well about meeting days and locations, and ways to collect information like T-Shirt sizes. Even teachers use emails to communicate memos about their classes like their lesson plans, quiz reminders, study guides, and location.
So, if all these people use emails for many reasons, why don't you? The email system, despite sounding boring and not as quick as text messages, is still a fabulous form of communication. It is professional, formal, and leaves a great impression on your teachers. Emails are a great way to ask your teachers questions, schedule meetings among members of the Laker Community, and blast out memos. Remember that when in doubt, check then write emails.
Recently after traveling to downtown Orlando, I noticed there were more homeless people than usual. My mom told me a lot of shelters were at capacity and many homeless were forced to live on the streets. Things got worse over the next few weeks and I realized that while I could not change the situation many of the homeless people were in, I could give them food to help them during these hard times.
With COVID I could not distribute food directly to the homeless, but I discovered a program called Service and Love Together, SALT who I could volunteer with. SALT not only provides food, but also mobile showers! The volunteers went above and beyond and also gave the homeless an opportunity to wash their clothes. I saw this as an opportunity to combine two things I am passionate about: cooking and service.
I contacted SALT and they granted me the opportunity to create snack bags. My 100 snack bags were filled with oranges, granola bars, and waters. I handed these bags out while people were waiting for the main meals. I watched as different people came up and received a bag. They were so thankful for such a small item. The compassion they showed to each other and to the volunteers was moving. To them, it didn't matter where you were from; they just wanted to take care of each other.
I continued making snacks and meals for SALT on a weekly basis. One of the most touching moments that left me with an indelible impression was a cute woman with a red flowered fishing hat. She approached us as we were walking back to the car and complemented how much she loved my mom's shoes. I smiled at her and told her how these were my mom's 20-year-old shoes that had lasted her through everything. I watched as the woman listened intently and told me about her shoes which were torn and ripped in all different places and how they had lasted her only 7 years.
When I got home, I got to work scourging all the closets in the house looking for old shoes. I ended up compiling 18 pairs of shoes amongst everyone in the house! The following week when I went back to SALT to hand out food and shoes. I gave the woman with the red hat the shoes she loved so much, hoping that my mom's shoes would last her another 20 years. :)
SALT is an amazing place to volunteer and they have a variety of duties to be involved with! If you enjoy cooking, they love to have people make meals and donate them. However, there are other ways to help like donating clothes, snack bags, and shoes! Don't hesitate to reach out and see ways you can help.
At a young age, I was fortunate to be able to attend a STEM after school program with one of my teacher's Mr. Falcionie. In school, Mr. Falcionie's science class was always my favorite because the class allowed me to work with my hands, critically think, and stimulate my deepest creativity. I was blessed to have access to this after school program, which allowed me to further my interest in the STEM field. I realized at a young age, this was something I wanted to work in for the rest of my life. This year, I had the opportunity to volunteer at Riverside Elementary, a Title 1 elementary school. I helped mentor 4th and 5th grade students, predominantly younger girls, on their LEGO robotics team afterschool. This opportunity allowed me to impact the next generation of learners and spark their interest in STEM - just like Mr. Falcionie did with me. I built a team of female STEM students to aid in providing individual mentoring.
As a group, we got to mentor and work with individual students. We taught them the benefits of trial and error and the concept of analysis. As mentors, our job was to foster independence while supporting them in learning STEM skills. Furthermore, we taught the students valuable skills such as communication, teamwork, and responsibility, which are all vital to success in STEM.
The most powerful moment for me was not seeing the complete robot, but seeing the robot take its first steps and fall. The kid's faces did not waver through this mishap, showing me their determination and their ability to problem solve. Leading up to that day when parts would break and mechanisms failed, the students would get frustrated. We took these opportunities to show them how to work with a failed result. Instead of letting their emotions get the best of them, they learned to ponder why the robot failed at its mobility and how to come up with a solution. The moment when the robot fell is one that I will always cherish because I could see the students actively applying our teaching.
Furthermore, the experience of mentoring was truly rewarding to me and it can be for you too. It is a great way to make an impact and help others. In order to gain experience in mentoring, tutoring can teach you how to work with all different types of people and also valuable skills you can utilize as a mentor.
My third year playing under Coach Wood was one to remember and was one of the peaks of the program. With our entire team returning we could pick up exactly where we left off and this led to us being extremely successful. As we played harder teams and played more public schools we saw that we were one of the best teams out there. Our rankings in the state rose to 6th among 3A Florida public schools. Our continuous work and effort allowed us to gain a spot in the playoffs. Not bad for a 0-12 team 2 seasons prior! Our apex was winning our district championship, a crowning achievement for our team. Reflecting back on this season I credit my team for helping me grow in maturity, selflessness, discipline, responsibility, confidence and trust. Go Lady Lakers!
Windermere Prep offers a wide variety of choices in their Fine Arts department - you can focus on traditional art, dance, drama, or band and orchestra music. I know that sounds daunting, especially if you're first entering high school. It can be hard to choose, especially if you think that you're not particularly good at any of these. But I'm here to tell you that innate talent should not guide you in your decisions, at least in the art program.
High school is the time when people really start to learn more about themselves. They learn what they want, what they're good at, and how to become more independent. They also learn to challenge themselves, and to try and learn new things that they've never done before.
Many of the students you see that blow you away with their sheer talent in art? It didn't come to them just like that. They dedicated time to practice and work on their skills because they genuinely wanted to learn. That's why the teachers are there: to help you learn and practice. They don't look at a student and think, "oh, they're good at dancing, I'm only taking them in my class." They look at a student and consider their potential.
There's no real way I can help you choose what you want to do in the Fine Arts program; that's all up to you. Think about what you want. Consider these questions:
Answering these questions will make it easier to make the decision, and hopefully it will leave you satisfied with whatever choice you make.
Good luck, everyone!
I am very lucky to have known my maternal Great Grandmother, Moti Dadi. Her selflessness allowed my family to come to America. She followed her four children to the United States, and practiced customary Indian tradition by living with her eldest son. Unfortunately as she got older, they were unable to provide her the standard of care she needed. So at the age of 89, Moti Dadi, was moved to an assisted living care facility.
My family and I went to visit her as often as we could. I looked forward to our chats, which while she was in pain always started with her asking me, " How are you?" with a beaming smile. One of the last times I was able to sit with her - instead of her asking how I was, I got the chance to ask her. She told me about the hardships she faced: from large issues such as not being able to communicate with the staff to small issues such as her socks never making it back to her room. I wanted to reciprocate the care she had always shown me and asked my parents to write words in both Gujrati, our native language, and in English so whenever she needed help she could point at the English word and get the assistance she needed.
She mentioned how her socks always seemed to get lost in the dryer and she struggled to stay warm. I wrote her name on them with a Sharpie but this didn't solve the problem, after a couple of washes the letters began to fade. So then I embroidered her initials on the sock! After I left her with several pairs of embroidered socks, she called me to tell me that she was receiving all of her socks. I was so happy to provide her a little more comfort.
While talking to other residents at The Commons, I told them about my great grandmother and her story. Many of the residents had similar stories where they left their home countries to come to America in search of a better life or just to be closer to their families. I noticed while they were speaking many of their socks were miss matched and they also expressed a similar situation to my great grandmother's. So I began to make embroidered socks for each of the residents.
This experience has been a reminder of how small gestures can also be impactful. If you are interested in helping the local community, the assisted living care facility is a great place to start! The community is welcoming and always open to talking.
In the IB Diploma program, I am taking Psychology at the HL level. This course fully revolves around real-life events, and there is a focus on biological, cognitive, and sociocultural levels of analysis. In addition to learning about these aspects, we need to know and understand many studies - which could be experiments, observations, correlations, and etc. These complex studies are used for short answer questions (SAQ) and Essays. Although a SAQ requires one study and an essay requires three (most of the time), students need to know much more to be fully prepared for an exam. From my experience, here are some of the things that I think are helpful.
If you have ever heard of APUSH (AP US History), you probably heard that it is one of the toughest classes at Windermere Prep. Compared to other schools, WPS offers this course at 9th grade, while other schools offer it at 11th and 12th. I am just going to flat out say that if you aren't willing to work hard and put in the time, then this class is definitely not for you, as the work never stops. Now as a former survivor of APUSH, I know a few things about how this class works, and what it takes to succeed.
The first part of this course is outlines. Every night, you basically summarize a part of a textbook chapter in a specific format, which Mr. Zoslow then checks the next day. Every outline is a total of 3 points, so as long as you complete it, you should get full credit. Of course it depends on how many pages your reading is for that night, but my outlines were around 10 pages, give or take a few pages. You might be stressing out during your first outline, and it might take you a long time, but just know that they get easier as you continue on throughout the year. My advice to you is to use every minute of the day for outlines. Even 5 minutes at the end of another class can get you a few paragraphs outlined. Don't worry about making everything perfect, because honestly Mr. Zoslow just scrolls through it, and doesn't actually read everything word for word.
KBATS are just a bunch of vocab words that you think are necessary to study for the unit exam. The catch is that Mr. Zoslow doesn't give you a vocab list, but you have to come up with the words yourself and then write definitions for them. My suggestion is to either underline or highlight your KBATS while you are outlining so you can go back and know which words you thought were important. Some won't agree with me, but I found it easy to complete my KBATS while I was outlining so that way I didn't have to worry about them later. You will just have to determine what works best for you. Make sure you are only doing definitions for words that are necessary, or you will end up with a couple hundred words for each chapter. Lastly, DO NOT procrastinate these. I guarantee the last thing you want is to have to complete a couple hundred vocab words in one night.
EDQs (essential daily questions) are a necessity in this class if you want to succeed. You get a specific question based off of your reading from the night before, and you have to answer it in the form of an essay. When you come to class the next day, there are usually 3-4 readers depending on time, and you get 10 points for reading your EDQ, even if it is completely wrong. It definitely takes a lot of courage to read in front of your classmates, but just know that your classmates really don't listen to the EDQs. Even though you may think that Mr. Zoslow isn't paying attention, he definitely is, so don't try to slide in some wrong information or information from a different topic. There are three main components that you have to include by the end of the year; thesis, contextualization, and synthesis. You will gradually need to do all three, but the first quarter is just composing a thesis. After you read your EDQ, Mr. Zoslow will ask you to repeat your thesis. Don't worry about not knowing how to write one in the beginning, but just make sure you know what you are talking about. Don't try to make up information that isn't true or accurate, because Mr. Zoslow will ask you about it. You want to make sure that you get your readings done as soon as possible. When you get to the end of the quarter, everyone is in the same boat as you, and then there are too many people and too few days for everyone to read and get their points. At the end of the year for me, there was a huge waiting list everyday for reading your EDQs, and some people emailed 2-3 weeks in advance for a spot to read. You want to complete them every night and not procrastinate doing them, because you will eventually have to turn in an EDQ packet at the end with all of your essays. It is definitely harder to write an essay and remember the information from a month ago, rather than just writing it the night you learned the material.
I'm not gonna lie; the unit exams you will take for APUSH will SEEM very impossible, but they aren't. After your first few tests, you learn what Mr. Zoslow is looking for, and what it takes to get a good grade. When studying for these exams, don't focus too much about the minor details, but make sure you know the overall picture. You have the whole class period to complete the test, so right when you walk in the door, make sure you already have your pens and highlighters in hand. Trust me: every minute counts. There are 55 multiple choice questions, and there is no possible way that you could get all of them right. I would recommend to spend about 10 minutes on the multiple choice because the essay is where you get the most points. When you get to the essay, make sure you do a little 2-3 min outline of what you are going to write, because that alone can get you 5 points. You get a point for everything you get right, but a point off for something wrong, or even more points if it is a really dumb answer, so just right everything that you know. However, if you are unsure of a date or a specific detail, don't write it, because you may get a point taken off for it. Make sure you frame the narrative, and for every person that you introduce, make sure that you describe him/her and not just simply write their name. If you are given documents, you MUST use all documents or else you will get points taken off. Keep reminding yourself that you are in APUSH, so make sure you don't find yourself focusing too much on other countries. Lastly, sleep is the most important thing. If you don't get enough sleep, your brain can't properly function, and you won't be able to remember any of the information.
Grading the Unit Exams
All of the APUSH tests are curved, which means that points are added on to your raw score. Your raw score is the actual grade that Mr. Zoslow got from your exam, but the curve is made based on how everyone else does. If everyone did really good on the test, then the curve is going to be lower, but if everyone did bad, the curve might be higher. There is what is called a floor, which is the lowest possible score someone could get. If you get lower than the floor, then the floor score is the one that shows up in the gradebook. For example, if someone got a raw score of 20, the curve was 40, and the floor was a 65, then they would get a 65 in their grade book. If someone got a raw score of 80, and the curve was 40, then they would get a 99 because that is the highest grade you could get. Just know that your first probably won't be the score that you wanted, but it will get better from there.
Use your friends for resources, because they are going through the same struggles that you are. Collaboration is key in this class, because there is so much information that you can't possibly remember all of it. Use your prep book, and watched jocz production videos. Before tests, look up practice essay questions and write out a brief outline just to practice to ensure you know the information. Take notes during class so that you make sure you are paying attention and can later use them for a review resource.
The AP Exam
At the end of the year, you will take the nationwide APUSH exam. It includes a DBQ, a long essay, multiple choice, and short answer questions. Your grade is given on a scale from 1-5, but don't expect that you are going to get a 5. Remember that you are going against juniors and seniors, and a 5 is really hard to get. I would definitely study a lot for this exam because you want to get at least the passing grade of a 3. Also, at the end of the year there is a US history subject test that is required for some colleges, so I would recommend taking it so that way you don't have to worry about it when you are a junior or senior.
One thing to know about this class is that it never stops, not even during breaks or on weekends. Even when you finish an outline, you always have one for the next day or another assignment you should be doing to get ahead. Despite all of the work that you have to do, it is really hard to do badly in this class, as long as you complete all of the necessary work. Even if you get the floor on every test but complete all of your EDQs, KBATS, and outlines, then you might end up with a B. This class is very independent, and it teaches you how you best learn and how to manage your time better. One thing to steer away from is comparing yourself to other people. Don't panic if someone already had their outline done for tomorrow when you haven't even started. Everybody works at their own pace and in their own way. By the end of the year, you will be thinking and working 10 times faster than you were in the beginning of the year. Just know that at the end of the year, you will finally be able to say, "I survived APUSH", and trust me, it's a great feeling.
This summer, I had the opportunity to volunteer at my local hospital in Dr. Phillips. My job, as a volunteer in the ICU, was to answer phones, transport blood capsules, and organize medicines by patients' names. After finishing those tasks, I was left to observe the environment around me. On one of my weekly visits after I had finished my assigned tasks, I saw a doctor struggling to communicate with his patient. The patient was an elderly man who only spoke Spanish. His family also spoke very little English. The doctor tried to communicate with the family but he realized the patient's family couldn't understand him. He stepped out of the room to place a call to the translator line to help him. After twenty or thirty minutes, a translator came to the room to help the doctor and the family understand what was happening. I was shocked at the length of time they waited and asked my dad, a physician, if this was a usual occurrence. He told me "oftentimes, doctors can not speak the same language as the patient and aren't able to provide the best care they can because of the language barrier." Additionally, doctors struggle to convey emotion and empathy in the same way they can with their English patients because many are forced to use Google Translate if they cannot afford to wait for a translator. This unfortunate circumstance showed me one of the major problems plaguing the healthcare community. I researched translation programs which would allow doctors to provide a similar level of patient care.
Day Translation: This is a medical translation service in which doctors can call and a HIPPA certified translator will translate and convey more meaningful information to both parties - doctor and patient (family). With live translation tones, pauses and dialectics are expressed more effectively than a robotic translator.
iTranslate: This is an app which will allow the doctor to speak into the phone and hear themselves speak out loud in the language they desire. This app seems to allow for a quicker method of communication while also allowing for more complex discussions and hopefully more empathy and emotion.
These two programs allow doctors to provide a similar level of care to their non - English speaking patients. Since Windermere Prep is partly international boarding students these same applications may be extremely useful to teachers as well. To promote camaraderie in and out of the classroom students should use these apps to get to know boarding students better!
After my first event, the Special Olympics Basketball Clinic with Windermere Prep, I decided to host another Special Olympics Clinic with the track team. I hoped to have an equally successful camp but there were fewer WPS Athletes than at the Basketball clinic. The disproportionate ratio of WPS Athletes to Special Olympics athletes made me nervous and I wasn't sure how this camp would turn out in comparison to the basketball camp. After starting the camp, I realized this could be one of the most successful camps because the coaches got the chance to work directly with the athletes, which changed the environment of the camp. Instead of the WPS players doing a drill next to the players, they were leading a group of Special Olympic Athletes. The WPS track runners displayed patience when teaching and persistence in making sure Special Olympic athletes were learning new skills. The Special Olympics' athletes were eager to learn and when they struggled used the experienced players around them to gain help. Even though I felt unsettled by the fact there was an uneven proportion of athletes to mentors, all the participants were excited to be learning and playing a sport they loved!
In the WPS Community, there is very little awareness about special needs children. The goal of these camps is to increase awareness among our local community and allow both groups to bond in their commonalities. As my camps continue to grow, I hope they will provide a platform for an inclusive environment for Special Olympics.
Nord Anglia Education will be providing Windermere Prep student with access to their program known as The Global Classroom. This program offers students the opportunity to connect with other students from the other 40 Nord Anglia schools spread around the world.
Global Classroom will allow our students to experience diverse perspectives, new challenging concepts, topics and ways of learning. They accomplish this by using 3 methods:
An Online Learning Environment
Students can connect with students in other schools, debate with them and learn new concepts and ideas. As Mr. Fitzmaurice described, a student who was studying the effects of pollution on plants in China, could connect with a student at one of the Nord Anglia schools in China and get a perspective that you wouldn't find in a book.
Students are challenged in competitions to find new solutions to current problems that plague our planet.
These events bring Nord Anglia students from across the globe to work on community service projects, develop leadership skills towards instilling a sense of global citizenship.
I feel strong that bringing Global Classroom to WPS will allow us to learn and experience new topics and expand our global view. This year Global Classroom offered an opportunity to students to travel to Tanzania in Africa where they could volunteer to help the people there and have other unique experiences.
As a student, I am really excited to use The Global Classroom this upcoming year.
I happened to be born a girl in the 21st century, and into a family that loves me unconditionally and provides me with anything I need and most any opportunity I want. From the beginning, I've truly lived a spoiled, blessed life. 17 years later, the only thing that's changed, somewhere in between then and now, is that I have 75 sisters from Sahasra Deepika (SD)-- a non-profit organization dedicated to providing a home and a quality education to impoverished and orphaned girls in Bangalore, India. These girls are no different than me in intellect, creativity, or capacity. The only thing separating us is a factor out of any of our controls: the socio-economic circumstance we were born into-- a factor which, unfortunately, limits opportunity.
Realizing all that I have in comparison to so many around me heightens my gratitude and appreciation for the life I live, and spurs me to take advantage of what I've been given and use it to enact change and lend a voice to what I am passionate about-- which happens to be women: women's empowerment, education, rights, and parity. I do confess, however, that at least to me, the pursuit of all these efforts sounds a little too idealistic to realistically tackle. But I have realized, largely because of what I've learned from spending time at SD, it's up to girls and boys alike to somehow, in their own way, turn these idyllic ambitions into tangible realities. This, I believe, should be, in some capacity and upon whatever issue they connect to, the goal of us millenials of the 21st century.
However, it's easy to go into any altruistic endeavor feeling some level of pity, or maybe even guilt because of what you have compared to those you want to help. I know this is oftentimes the mindset I hold. But it's equally important to realize what they do have, or even what they have that we don't. We cannot amplify humanitarian causes so much that they, as virtuous yet very broad forces, overpower the humanity within the individual you're connecting with: they are not just hopeless cases who know and have nothing but misfortune or darkness. Such a mindset causes a psychological disconnect, and can hinder you from connecting at a real, personal level. I have learned this from forming deep bonds with the girls at Sahasra Deepika, as friends and as sisters. True, we ask each other about where we come from, and exchange in what people might call more meaningful conversation, but we also talk about Taylor Swift. We sneak to the roof of the neighboring high school and see who can drink the water out of the coconut the fastest. We are real with each other. We are friends. And I think of them as no less, or no less capable than me. They are intelligent and they are talented: they're artists and they're athletes-- they've even beaten me, a varsity track runner, in running races, with me in my Nikes and them in their bare feet. And they have self-esteem and dignity, which I think is more resilient and stronger than mine, as it has been weathered and tested, broken down and built back up.
These traits of resilience and strength, nourished even more within the girls by the caring environment of Sahasra Deepika, should serve as paradigms for the rest of society. These are the qualities which transcend geography, religion, culture and sociology-economic class-- they are ones which should be universally adopted and developed within all of us, for they are the requisites of enacting lasting and effective change, and are vital in both kindling and sustaining the deepas— the lights— within us all to serve as lights of hope for all of us brothers and sisters.
You can learn more about Sahasra Deepika at http://sdie.org/