Issue III, July 3, 2014Photo by: Emily Poindexter

Frack Yeah? Or Frack No? By Annabella Gong, page 4

Inside Exclusives: Lagniappe and TA/C Advice

2 The Governor’s GazetteJuly 3, 2014

TA/Cs OF THE WEEKAustin SperoStaff Writer

TA/C: EleanorTA/C Area: Theatre

Q: Who’s starring as you in the movie of your life?A: 1990s Leonardo DiCaprio

Q: What’s the high school superlative you deserved?A: Most Likely to Listen to Blink 182 In Secret and Not Tell Anyone (Until Now)

Q: Did you have a gov love?A: I absolutely had a gov love.

Q: Thoughts on Miley?A: I feel like her aim is just to be ‘loud’ and ‘shocking’ and ‘different,’ which I don’t think should be your aim you’re making art. If you set out to make some-thing that is only meant to further some false image of yourself, you’re going to end up with bad art. Solid D+.

Q: What are you doing for break?A: I’m going to Richmond, VA to visit some really good friends from VCU. [I] haven’t seen them in a couple months and am truly missing them.

Q: Which Disney character are you?A: The dumb seagull in The Little Mer-maid

TA/C: KyleTA/C Area:

Q: Who’s starring as you in the movie of your life?A: Eleanor

Q: What’s the high school superlative you deserved?A: Most Obnoxious

Q: Did you have a gov love?A: No comment.

Q: Thoughts on Miley?A: She was my gov love.

Q: What are you doing for break?A: Not going home; I live for dat gov lyfe.

Q: What Disney character are you?A: Lumiere from Beauty and the Beast

Q: Who am I?A: Two-four-six-oh-ooooooooooooooooone!

Q: What are three songs off your new album? A: Danny Boy ft. Iggy Azalea, The French National Anthem ft. Adriana Grande, and The Wiggles Sonata in B flat minor for solo clarinet

TA/C: DanaTA/C Area: Math

Q: Who’s starring as you in the movie of your life?A: Reese Witherspoon (cue Sweet Home Alabama and not Legally Blonde)

Q: What’s the high school superlative you deserved?A: The one I got...

Q: Did you have a gov love?A: No comment.

Q: Thoughts on Miley?A: Miley who?

Q: Which current GSE student reminds you most of yourself? A: It’s impossible to single out one. We’re all nerds.

Q: What are you doing for break?A: The trifecta: diggin’ taters, shuckin’ corn, and shellin’ peas

Q: Which Disney character are you?A: (southern) Belle

Q: What would you try if you knew you couldn’t fail?A: Everything.

The Governor’s GazetteJuly 3, 2014 3

From the Mind to the PageColeman SimpsonStaff Writer

“Marwencol” introduces new con-cepts to Governor’s School students

Nat HuffmanStaff Writer

A language. A novel. A story. These are the concepts that people conjure when they hear the word “English.” How-ever, if they were to peek in on the English classes, they would see three groups of students crafting works of imagination. The English classes have been busy all summer creating unique works of fiction, poetry, and memoirs. On the first day of GSE, the English students were allowed to pick one of three genres of literature - fic-tion, poetry, or memoirs - and each student was able to attend their preferred class. Jessie Gada and Brad Murphy, students in Emmanuel Lipscomb’s Mem-oir class, had much to say about the class. Murphy readily explained that, “Hearing everyone’s stories is the best part of the class! It’s awesome to be able to learn about other people’s lives from their sto-ries and see what they see.” When asked about their talented instructor Emmanuel, both had nothing but praises for him. Gada stated that, “I have nothing but respect for him and his craft. His memoirs are amaz-

ing and he makes class super fun!” The Memoirs class have ventured to discover themselves as they learn the art of crafting a memoir. Poetry student Alec Nabinger readily spoke about his class with Chuck Sullivan. “The class is wonderful. Chuck is a master with words and he’s amazing to study under. I can’t pinpoint an exact favorite part because all of the class is superb.” Nabinger seemed to really enjoy his poetry class as he carried his book of poetry around with him.when asked about his favorite assignment, Nabinger talked about how his class had to take an object and write a poem on thirteen ways to look at that object. The students have had a wild experience so far. From reading “The Emperor of Ice Cream” to learning 25 different quotes from Chuck each day to writing poems about works of art, the Poetry class has been hard at work learn-ing about poetry and their own take on the world around them. While the Memoirs class was delving into their past and the Poetry class looked at the world in different ways, the

Fiction class has been cooking up intri-cate stories right from their imagination. Fiction teacher Mary Naber talked about the passion she finds in fiction, explaining: “I’ve always loved fiction. I don’t love a story, I live it. My favorite story as a child was Alice In Wonderland and fiction has always been a journey for me to travel.” When asked about her favorite thing about teaching at Governor School, Naber smiled and replied, “I love how much I learn from my colleagues and my stu-dents each summer. Each summer brings something new and unexpected for me to experience. It’s not just a teaching experi-ence for me; it’s also a learning one.” The fiction class will be given the opportunity to Skype with fiction author Johnny Rich on his book, “The Human Script: A novel in 23 Chromosomes” after the break. With each English class honing their personal craft and finding the voice they want to share to the world, they are certainly hard at work. The classes have had chances to learn about each other, talk to guest speakers, and learn what makes superb writers.

With the end of the week came yet another Area II film, this time about a town called Marwencol. This town was created from Ken and Barbie dolls in the backyard of Mark Hogen-camp, a man who suffered memory loss due to brain trauma after he was the victim of a hate crime. This film, like so many others shown at Governor’s School, was met with mixed reactions from the students. Emilee Taxman, here for Visual Arts, said “I thought it was really fascinating to be able to see into the mind of someone who is clearly still recovering from his physical and emotional scars. It was interesting how

he created his own therapy through this town, making a new kind of art when he could no longer draw.” Other students, though, felt that they didn’t understand the ideas presented in the movie, and found it “weird.” What many students found interesting was the idea that even in this idealized place in which Hogen-camp had complete control, there was still violence and pain. It felt to many as though he used the town to reflect the pain he felt in real life; Marwencol gave Hogencamp the control he lacked in his life. Perhaps one of the most fasci-nating parts of the evening was observ-ing the reactions of Governor’s School students. The reason that Hogencamp created Marwencol was to help himself

recover after he was beaten within an inch of his life. The motivation for that attack was the fact that Hogencamp had revealed that he was a cross-dress-er. Hogencamp identifies as male, but enjoys wearing female clothing, espe-cially shoes. Many Governor’s School students had never been exposed in a serious setting to individuals with alternate forms of gender expression like Hogencamp. The film not only raised ques-tions about the nature of art as well as serving as a case study of therapy for mental disability, but also helped to expose Governor’s School students to alternate lifestyles. The hope is that this leads to increased tolerance for people who live lives different from our own.

The Governor’s GazetteJuly 3, 20144

Frack Yeah? Or Frack No?Annabella GongStaff Writer

As energy resources dwindle across the globe, the United States has started to seriously consid-er domestic hydraulic fracturing, or fracking, as a feasible way to acquire natural gas. In order to enlighten Governor’s School East students about this complex issue, Dr. Kenneth Taylor, lead geolo-gist at the NC Geological Survey, hosted an elective about fracking on Friday, June 27. Dr. Taylor educated GSE students about fracking and presented the most recent, com-prehensive research on fracking in North Carolina. Dr. Taylor began by defin-ing fracking, a method of retrieving natural gas embedded in ancient rock thousands of feet underground. Whereas the traditional gas rig sole-ly drills vertically, fracking requires the steel pipe to drill horizontally as well, in order to collect more gas. Millions of gallons of fracturing fluid, consisting of 99% water and 1% propellant, are pumped through the pipe. Small, powerful pellets are then shot into the fluid, crack-ing through the pipe laterally and thereby fracturing the rock. The natural gas from the rock seeps into the fluid, which is finally returned to the surface for extraction. Dr. Taylor then spoke about the history of fracking in North Carolina. In the past, oil companies have tried to conduct fracking op-erations in the Coastal Plains, once in 1946 and then in 1947. Due to a lack of sufficient research regarding the area’s geology, these corpora-tions were unsuccessful because no oil existed in that area of the state. Now, with more formative research, Dr. Taylor states that the bulk

of North Carolina’s natural gas, enough to sustain North Carolina for five years, is located in Durham, Chatham, and Lee counties, histor-ically known as the Deep River and Triassic Basins. During the Prehis-toric Period, this area was situated on the Equator and lush with trop-ical life. Millions of years later, rich, organic matter from that era decomposed and was pressurized to become the natural gas known today. Currently, North Carolina is emerging as a potential fracking state. However, the General Assem-bly has temporarily halted fracking until 2015 due to public concern for the environment. While some students may still be skeptical of what he shared, he definitely elu-cidated the process of fracking and dispelled some misconceptions that people might have possessed prior to his presentation. Among a plethora of reasons of why fracking may benefit the United States, the main reason is that fracking increases the United States’ energy independence from foreign oil companies, thus permit-ting the ‘land of the free’ to take full control of its economic growth.While fracking is more economical-ly viable for the US, many environ-mentalists are opposed to fracking due to a heightened risk of irrepara-ble environmental damage. Critics of fracking have documented many cases of heavy water and air pol-lution in Pennsylvania, Ohio, and Texas, where fracking operations have been established. After Dr. Taylor’s presenta-tion, many students raised questions about these environmental hazards. When asked about the issue of im-mense water waste from the frack-

ing fluid, Dr. Taylor responded that nearly half of the total 2 million gallons of water are reused, and the remaining water is transported to a filtration facility for treatment. Con-cerning the possibility of induced earthquakes, he clarified that earth-quakes can only be triggered when wastewater from the fracking fluid is injected into underground dispos-al wells. The injections unnaturally lubricate and build put pressure on geologic fractures that contain high potential energy to shift. In North Carolina, future fracking sites will be legally obligated to send their wastewater out of state as the geol-ogy here is not conducive to proper disposal. Dr. Taylor did acknowledge that fracking can pose as an envi-ronmental hazard. He emphasized, though, that this only remains true when the people who oversee fracking operations are not well-trained and only care about frack-ing’s lucrative allure rather than the environment. When fracking is done properly with no shortcuts, Dr. Tay-lor posited, the economic benefits to the state are monumental, and the chances of an environmental ca-tastrophe are decreased. Dr. Taylor also added that North Carolina has learned from the mistakes of states who have experienced fracking fail-ures; thus, the state government will enforce regulations that ensure the safety of fracking. Fracking is not a permanent solution for energy sustainability here in North Carolina, or even in the US. However, until renewable energies such as solar, wind power become less expensive and more convenient, fracking, if highly reg-ulated and well monitored, may be the best solution so far.

The Governor’s GazetteJuly 3, 2014 5

A Per formance to Remember: GSE Dance Per formance is a Hit

Morgan FullerStaff Writer You are in a courtyard. The wind is blowing, and the day is fair. Two narrow, rectangular fountains lie before you. Behind you a foun-tain bubbles, and as you turn to look at it, you catch a glimpse of the performers sitting around it. They all have a look on their faces that suggests that they know something you do not. However, you will soon be enlightened. This was the scene of the dance performance that took place Monday in the courtyard of the Math and Science building. The lo-cation was the perfect setting for a dance performance, and the weather was enjoyable as well. The danc-ers commenced their piece behind the audience which caused viewers to feel a certain curiosity as to what would happen next. When the dance began, one by one each danc-er came to the front of the audience. There they began a series of movements that showed the same image of contem-plation in different positions. Short-ly after this, the dancers shifted into a display of sporadic gestures ranging from hellos to hair twirling.

This was a fascinating segment of the dance as it was a demon-stration of typ-ical movement in abstract ways that was totally detached from character. Another notable part of the perfor-mance was a section where the dancers all came togeth-er to form a circle in which they wove in and out and around each other. When they, once again one by one, broke apart from the circle, they formed a line at the front of the audience and started a conta-

gion that rippled from one dancer to another and back again. At this point, a voice over that continued for much of the performance be-gan to talk about straight lines. One of the most moving aspects of

the piece was the point when all of

the dancers slowly stepped into the rectangular fountains and splashed water into the air. The water flew everywhere, but still the dancers re-mained concentrated on the specific task of splashing the water. As the dance was coming to an end, each dancer unexpectedly made her way inside, up the stairs, and to the large window looking out onto the courtyard. The dancers pressed against the glass and stared out at the audience. However, two dancers remained in the courtyard and continued to do flowing move-ments in which they interacted with one another. The dance performance was a meaningful experience for the dancers as well as the audience. Autumn Stowers commented on the piece saying,”It was very exciting to be able to dance in an outdoor space compared to having to dance in a theater my whole life.” After this stunning performance, the rest of the GSE campus eagerly antici-pates what the dancers will do next.

The Governor’s GazetteJuly 3, 20146

GSE Instructors Give A Little Something Extra at Lagniappe

Sofiya VolobuyevaStaff Writer “Lagniappe - something given as a bonus or extra gift,” began resident poet Chuck Sullivan as he rose from his floral-printed armchair, conspicuously placed among rows of red auditorium seating. Elaboration on the origin of the word and some poetic musings were the students’ only introduction to the collective performances that were given by GSE instructors last Saturday night. Some presentations helped to expand that which we already knew about our mentors, while others of-fered glimpses into passions that were less obvious. Area III instructor Bear O’Bryan opened the show with a tastefully orchestrated exhibition of his realistic pencil drawings of Mari-lyn Monroe. Laura Sam, one of two Choral Music instruc-tors, later followed with samples of var-ious cho-ral music notation interpre-tations, demon-strating how the musical relation-ships between com-

posers and performers are as individual as they are common. Following the thread of “individual yet common,” a few Lagniappe performances were collabo-rations between instructors of seemingly unrelated disciplines. “MathRob,” who also teaches Area III, and Dorian, resident DJ and dance instructor, wordless-ly presented a simple yet fascinating pattern within the world of numbers to the beat of a live drum. Another unlikely team was Philip Boyne and Dance instructor James with their computer code/modern dance routine called “Walking and Sci-ence.” Philip typed funny, understandable commands

along with obscure coding jargon onto a projection screen while James moved in accordance on stage -- and eventually, off stage. Although there is a set amount of disci-plines at GSE, our teachers succeeded in showing the fluidity and connections both between and within them. After instru-mental music instruc-tor Kiyoshi conducted the audience through Twinkle Twinkle Little Star, his colleague, Brandon, played an

embellished rendition of the song on saxophone. Then Clay joined, and the whole instrumental music department played the nursery rhyme on various instruments both new and old. Other presentations included Brad Akin on Devised Theater, Cath-erine Costello on Theater Machines, Katie Duke on the importance of words in society, Emmanuel Lipscomb on the linguistic complexity of En-glish, Mary Naber on the beauty and truth of literature, Stuart Hill on why music doesn’t make us smarter, Chuck Sullivan’s recitation of an original poem, and a mesmerizing exhibition called “Buoyancy -- Objects and Space” by Tori Ralston. The diverse presentations revealed to the students the tremendous amount of knowledge and talent that GSE instructors hold.

The Governor’s GazetteJuly 3, 2014 7

Pressure and Motivation: Why Come to GSE?

Rachel PomerantzLead Editor

5.07%. Barely over five per-cent of the applicants to the Stanford University Class of 2018 were offered admission. American high school students are confronted with fierce competition and high expectations when they begin the arduous college admissions process. As a group of mainly rising seniors, most of the student body of Governor’s School East will be spending the months after Governor’s School vying for coveted spots at colleges across the country. This stark reality raises questions of how this college pressure relates to the motivations of students applying to and attending Governor’s School. Do students come here just to pad their resumes? Are they search-ing for a stress-free environment, an escape, from the challenges of the academic year? Or perhaps are they seeking an intellectual experience that cannot be attained in their regular schools? This article originally aimed to compare and contrast the merits of these different approaches to Gover-nor’s School. A closer examination

of this issue reveals, however, that Governor’s School students should not be underestimated, for the motivations to come here are far more complex. Students know that Governor’s School intends and is equipped to meet all of the different expectations of the incoming student body. The idea of college certainly plays a large role in the Governor’s School experience, but that is not nec-essarily negative. Many students here feel the pressure surrounding college; indicative of many GSE students, Kate Watkins, here for Natural Science, re-sponds to this pressure by trying “not to let it influence me too much with regards to the decisions that I make in school, but I think that I certainly do feel a lot of pressure to take a lot of challenging classes … and hopefully get into a good college.” Applying to and preparing for college is not just about a list of stellar activities, however, and actually requires a more varied background. Area II TA/C Tyler Holbrook explained that “there are two ways to build a college resume. There [are] the things that look good for col-leges and there are the things actually prepare you for college. And [Gover-nor’s School] is both, for most good

experiences are both. […] If you are doing things right then you are going to end up with a really strong resume and a really strong set of experienc-es.” As a part of the process preparing students for college, Gov-ernor’s School exposes students to an unparalleled intellectual experi-ence, no matter their expectations of this experience prior to the summer. Once he spent time at Governor’s School, Evan Jones, here for Choral Music, realized that “it is a lot more than just something on a resume or a transcript. [Here,] you realize how similar we are. You realize that all of your ideas and thoughts are more im-portant than you thought they were.” At Governor’s School, students come recognizing how this experience will help them get into a college but also how they simultane-ously learn more about themselves and the world. Students should embrace the very different ways that Governor’s School help them as the go into the second half of the summer after break. For those with college still on their minds, College Day will be on July 15 in the gym from 3:30 - 5:30 pm.

The Governor’s GazetteJuly 3, 20148

TA/C’s Talk: Advice from TA/C’sGarrett YarbroughStaff Writer

“Do what you do when you think it is right.”

--William Coe

“Eat bananas. Run from bees. Trust me.”--Dana Royal

“Question everything—including your self.”--Annie O.

“Girls, if a boy says some-

thing that isn’t funny, you

don’t have to laugh.”

--Eleanor Bellamy

“Take advantage of waffles and unlimited Nutella at meals.”--Abbie Storch

“Eleanor is always

right.”

--Tyler Holbrook

“Watch out for metal umbrella stands and take advantage of every Governor’s School oppor-tunity that you can.”--Nancy Thai

“Don’t strive to con-

vince, strive to listen.”

-- Kyle Alderdice

The Governor’s GazetteJuly 3, 2014 9

How to Train Your Dragon 2Inessa ChandraStaff Writer “I want a Toothless,” was a common first thought after see-ing How to Train Your Dragon 2. This movie follows Hiccup and his dragon, Toothless, five years after the first movie ended. Berk, the fictional village in which the movie takes place, is now peaceful-ly shared by Vikings and dragons. However, a group of dragon captur-ers are stirring up trouble outside of Berk, and Hiccup, Toothless, and a cast of old and new friends race to protect all that they cherish. The movie was engaging, with each element contributing to create a thrilling and fun adven-ture. The first significant reaction was towards Hiccup’s new look.

Since five years have passed, all the characters have been subtly and magnificently aged. Beyond the aesthetics of the characters, art student Emilee Taxman was impressed by the quality of ani-mation, exclaiming “the texture of the hair, the stone [and] the art was just beautiful!” GSE students were all cap-tivated: Art student Henry Wilkin-son enigmatically hinted at an art project inspired by Toothless, and English student Kelsey Escourse complimented the well-written foreshadowing and character devel-opment. Hiccup, his parents, and their relationships were all satis-factorily executed. Furthermore, the technical aspects of the movie contributed to

the surreal experience. The physics behind the animation, the anima-tion itself, and the music were en-thralling. The swells in the music dovetailed nicely with these other elements to create the sensation of flight and gripping anticipation. When combined with the spellbinding plotline and lovable characters, the movie was unex-pectedly compelling. Indeed, there was more than one scene that elic-ited laughter and tears. Even the TA/Cs were affected - two of them stumbled out of the theater holding onto each other for support. How to Train Your Dragon 2 was a rollercoaster of emotions that resonates with a diverse audi-ence and is a must-see.

Area I Spotlight: Natural Science

Lindsey BelcherStaff Writer

Odds are that while you’ve been here at GSE you’ve become friends with at least one natural science student. Natural Science seems to have the largest amount of students out of all the areas; they are everywhere. Of course, we’re happy to have them. These students, from all over North Carolina, have been chosen to be here because of their intelligence and their proficiency in Natural Science. Not to mention, all these students arrived excited to expand their knowledge about their area. Sydra Siddiqui, an enthusi-astic Natural Science student, said, “The best part about being here is getting to do new experiments and

meet people who love science as much as I do. I also love talking to people about what they want to do with science in their future like become a nuclear engineer.” After the first day, the students split into four different classes depending what they chose for their SciLemma question. The students were given unanswered questions about scientific predica-ments. They picked the questions they liked the best, and based on their choices, they were placed in SciLemma groups. The groups were then assigned to two of the four classes. The classes are Fo-rensic Science, Nuclear Chemistry, Physics, and Animal Biology. After attending two of the classes for the first couple weeks of Governor’s

school, the students will switch to the other two, meaning they will get to experience all four subjects.The subject matter of all four classes challenges the students minds. When asked to describe her experience in her Nuclear Chemistry, Ms. Siddiqui said, “We are studying nuclear reactors and disasters like Chernobyl and Three Mile Island.” It’s obvious that the Natu-ral Science classes are incredibly in depth and that the students will leave here with a wealth of new knowledge. Keep your eyes out for these students in the Natural Science challenges because these students definitely know their sub-ject matter.

The Governor’s GazetteJuly 3, 201410

~Each week, students will have an opportunity to share creative literary works of 250 words in order to high-light the unique voices and talents available on campus. Write a poem, a short story, or even a short play and the email it to emilypoindex@gmail.com to place your creative writing in the running to become a featured work. But, why only express the creativity of merely one student? It would be a waste. Therefore, you can re-

spond by writing an analysis of the key devices used within the piece. Earn the chance to see y our name in print and have your analysis published! It will be included in the next issue of the paper.~

Creat ive Spot l ight : S tudent s and Poet ry

Falling CastlesBy: Inessa Chandra

And all around me the sky is rumbling with the thunder of cloud and cannonAs my floating palace plummets, piece by piece blown away by cruel winds and bullets.Rat-a-tat-a-tat-a-tat-a BAM! BAM! Boom, swoosh!And the guns not aimed at me search for my neighbors, stray bullets and shrapnel and ruins filling the moaning air.My home is not unaffected.And the thrumming of my panicked heart, the drumming of the war outside, and vibrations of my haven’s demise almost drown out my cries and trembling as the shards of the battles worm their way into my heart where they don’t lie dormant but twist and writhe until the threads of friend-ship and love binding my fragile organ can’t seem to hold the pain.I scream silently and my pillows soak up my tears as I wait for oblivion to sneak in, a secret lover, forbidden in its dark magic,Because the high rafters of morals and the strong foundation of standards cannot keep me from falling, falling, fallingBut instead their shattered pieces rain down like meteor showers burning their last light.So I invite him in, despite the abuse, invite it in, to keep from feeling the agony of worlds disintegrating and of honor brutally murdered in innocent sleep as hope help-lessly watches, dying from slow corrosive poison.No one hears my cries and my pleas as conscientiously as oblivion does, no one

stays.He swallows up my words, he’s the only one to care for them,And I can nearly ignore the screams of my neighbors.Because that is how hard we fell from great heightsBecause of the harsh world and bitter enemiesAnd all around us the sky is rumbling with the thunder of cloud and cannon.Yet the wind blows us far from each other until all that is left is the echoes of each other’s pain.Pain that reverberatesIn my lonely incompetent heartAs my castle in the heavens crumbles.

A Northern Star to Call My OwnBy: Taylyn White

Our fingers lock, and your warm palms,Soft against my own, feel like a blessing.All the others can’t compare,Because you’re just the perfect size.We fit together so nicely,It’s like you were made right beside me.To match me in every stance, Like a pair of Geminis should be.

It’s as if you were created,Just to stand here with me,Your arm around my waist,Rocking out of time to the atmosphere around us,But moving to the beat of our synchro-nized hearts,Under the beautiful shining night,From now until the dawn of the next day,When the sparkling galaxies disappear,

By the power of the ever burning sun.

If you are to be a beacon in the sky of my soul,Then I dare you to be brighter than the shadows.I beg you to outshine the darkness inside.Because seeing your bright and beautiful lightIs like looking into the heavens above.

But yet, the light I see within you,Is much too bright to bearSo I must hide my eyes in pain and fear.But yet, it’s dim beyond belief,And so, I reach out to the bright infinity,To the beautiful something I can never quite grasp.

Standing under these darkening skies,I never thought you’d become my North-ern star.But with the twinkling constellations of nights beyond time,The slow and steady waltz of that night changed my mind.

For that, I thank you immensely,With a slight scorn in my heart.Because I’ll never again feel the light inside you,That made me forget that I held my own darkness.

The Governor’s GazetteJuly 3, 2014 11

Dear “Not Mama Kim”...Dear Not Mama Kim is an advice column for students that helps to give guidance on dealing with roommates, maintaining healthy re-lationships, and simply dealing with the stress of everyday life. If you’ve got a question, I’ve got an answer. To submit your questions,

go to Vann 120 and anonymously submit your questions in the folder on the front of the door.Dear Not Mama Kim, I love Governor’s School and some of my favorite times are relaxing in the Quad and eating in the dining hall. However, the Duke Tip kids are very annoying and get in the way a lot. How do I put up with them?-Annoyed Abigail

Dear Abigail,I completely understand! However, I’m sure the Governor’s School students are annoying to other groups on campus. The Duke Tip kids have as much right to be on this campus as you do. My advice would be to just ignore them to the best of your ability.-Not Mama Kim

Dear Not Mama Kim, I’m having fun overall, but at the dance I feel awkward. I can’t dance very well and I don’t want to look like a fool.-Can’t Dance Debby

Dear Debby, Like I’ve said before, Governor’s School is one of the few places where you won’t be judged. Everyone goes to the dance to have fun, not compared dance moves. So what if you can’t dance? Own that! Dance as awkwardly as you want and just have fun. We have Hyphen for a reason, to teach us how to dance. Just remember,

no matter how awkward you are, Ben and Tyler on Faircloth 3 are much worse.-Not Mama Kim

Dear Not Mama Kim, Last week my parents sent mail to me. They said that it should have arrived by now, but I haven’t gotten any mail. I hav-en’t seen any of my hall reps going to get, or distributing any mail. If my hall reps aren’t fulfilling their duties, what should I do?-No Letter Nancy

Dear Nancy,If your hall reps aren’t fulfilling their du-ties, you probably want to talk to your hall TA/C. Your hall reps are supposed to help everyone on your hall. If they aren’t doing their job, maybe there should be some new hall reps. Don’t confront them. Go talk to your TA/C and see what they say or do about it.-Not Mama Kim

Dear Not Mama Kim,In my shower, I’ve noticed that some of the individuals that share the bathroom shed hair pretty frequently (every day) and that the hair clogs up the shower drain. They don’t clean it out for themselves, leaving me to clean it. It’s gross and I don’t know how to ask them to clean their hair up. Any suggestions?-Showering Susan

Dear Susan,Roommates and suite mates are tricky. You want to keep everyone happy, but sometimes they don’t see any problems. Sitting them done, and politely talking about their hair is a start. And then po-litely asking them to clean up their hair is probably the best route to go here. If they blatantly refuse to clean up their own hair, then maybe the help of a TA/C is needed. Good luck and remember that politeness is key!-Not Mama KimDear Not Mama Kim,I have found that my roommate has some issues with personal hygiene. It’s kind of disgusting. How do I talk to them about it without making them angry?Stressed Steven

Dear Steven,In all situations where people could get angry easily, always tread lightly, you’ll be living with this person for a few more weeks so don’t do anything to damage your relationship. Perhaps you could sit them down and talk about how you’ve noticed their unhygienic habits and that you would greatly appreciate it if they were able to form some better, cleaner habits. If they say no, then there’s always air freshener. -Not Mama Kim

Students and Poetry ContinuedUntitledBy: Paul Rodriguez

The ocean comes and goesLike a love with a unique flowBeneath a starry summer nightA youthful couple may take flightTake care to remember the ocean’s plightDrawn to a lover unseen in flight

UntitledBy: Paul Rodriguez

The forest swaysAs the wind blowsThe people prayAnd their God knows

A man is shotBetween the eyesWithout a thoughtA baby cries

What will becomeOf the forest dwellers Their time has comeThey must hide in cellars

The forest is goneBut the wind still blowsOnly sand between the toesOf the risen people

The Governor’s GazetteJuly 3, 201412

If anyone has pictures for the summerbook, please email them to emilypoindex@gmail.com. We are looking for any photos of you and your friends, field trips, electives, prepping before dances, and any photos taken in class. If you want to see yourself in the summerbook, send in the photos!

The Governor’s Gazette Staff

Lead EditorsRachel Pomerantz

Paul Rodriguez

Copy EditorsKelsey Escourse

Photo EditorsNathan Sales

Jacob Weinberg

Design EditorsKaty Kneisel

StaffMisbah AhmadLindsey BelcherInessa Chandra

Bri DobsonMorgan Fuller

Aannabella GongRyan Huemmer

Nat HuffmanColeman Simpson

Austin SperoSofiya Volobuyeva

Garrett Yarbrouogh

AdvisorEmily Poindexter

Week Four CalendarSunday, July 6- 3 pm: Students may return to cam-pus- 4 pm: Ultimate Frisbee on back soccer field- 7 pm: Area II Film

Monday, July 7- 2 pm: Blood Drive -3:30 pm: Conversations in Philoso-phy (Led 101)- 3:30 pm: Little Brother (Kresge)- 4:45 pm: Ideas Worth Spreading (Joy 107)- 4:45 pm: Social Contructionism (Led 101)- 7 pm: IM Chamber Music (Jones)

Tuesday, July 8- 7 am: Running (Track)- 3:30 pm: Improv Workshop (Stu dio Theatre)- 3:30 pm: Conversations through Poetry (Kresge)- 4:45 pm: Yoga (Dance Studio)- 4:45 pm: Artificial Intelligence in Fiction (Joy 107)- 6 pm: GSA (Kresge)- 7 pm: Dance students to ADF- 7 pm: Convocation: Paul Atchley

Wednesday, July 9- 3:25 pm: Math/Social Science Challenge (Kresge)- 3:30 pm: Art and Artist: The Ethics of Appreciation (Joy 236)- 3:30 pm: So You Want to Be a Doc-tor (Led 101)- 4:45 pm: Positively Wrong (Led 101)- 4:45 pm: Race and... (Joy 126)- 7 pm: Area II Presentations (Jones)

Thursday, July 10- 3:30 pm: Human vision in per-spective: how other animals see the world (Joy 126)- 3:30 pm: Origami Star (SMB 160)- 4:45 pm: An Exploration into Cre-ative Non-Fiction (Led 101)- 4:45 pm: Meeting of the Minds (Kresge)- Natural Science Challenge (Led 101)- Convocation: Darryl Hunt

Friday, July 11- 3:30 pm: Open Gym- 3:30 pm: Hanji- 3:30 pm: So you think you can dance? Hip Hop (Quad)- 4:45 pm: GSE Community Chorus (Jones 121)- 4:45 pm: Running with Clay- 6 pm: Poetry Reading (Kresge)- 7 pm: IM Concert in Jones

Satuday, July 12- 9 am: Alumni Day- 3:30 Beginning Colorguard at the back soccer field- 7 pm: Variety Show- 9 pm: Dance