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Heiko Spallek - One of the best experts on this subject based on the ideXlab platform.

  • enabling aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high aboriginal population in new south wales australia a study protocol for a feasibility study
    Pilot and Feasibility Studies, 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Alexander C L Holden, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Heiko Spallek
    Abstract:

    Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. ISRCTN26746753 .

  • Enabling Aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high Aboriginal population in New South Wales, Australia: a study protocol for a feasibility study
    'Springer Science and Business Media LLC', 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Alexander Holden, Heiko Spallek
    Abstract:

    Abstract Background Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Methods Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. Discussion A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. Trial registration ISRCTN26746753

Yvonne Dimitropoulos - One of the best experts on this subject based on the ideXlab platform.

  • enabling aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high aboriginal population in new south wales australia a study protocol for a feasibility study
    Pilot and Feasibility Studies, 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Alexander C L Holden, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Heiko Spallek
    Abstract:

    Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. ISRCTN26746753 .

  • Enabling Aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high Aboriginal population in New South Wales, Australia: a study protocol for a feasibility study
    'Springer Science and Business Media LLC', 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Alexander Holden, Heiko Spallek
    Abstract:

    Abstract Background Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Methods Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. Discussion A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. Trial registration ISRCTN26746753

  • An assessment of strategies to control Dental caries in Aboriginal children living in rural and remote communities in New South Wales, Australia
    'Springer Science and Business Media LLC', 2018
    Co-Authors: Yvonne Dimitropoulos, Michelle Irving, Alexander Holden, Kylie Gwynne, Norma Binge, Anthony S. Blinkhorn
    Abstract:

    Abstract Background A community-led oral health service for Aboriginal people in Central Northern NSW identified the need for oral health promotion, as well as Dental treatment; in three remote communities with limited access to Dental services. A three-stage plan based on the Precede-Proceed model was used to develop a school-based preventive oral health program. The program will be piloted in three schools over 12 months aimed at improving the oral health of local Aboriginal children. Methods The proposed program includes four components: daily in-school toothbrushing; distribution of free fluoride toothpaste and toothbrushes; in-school and community Dental health education and the installation of refrigerated and chilled water fountains to supply a school water bottle program. Primary school children will be issued toothbrushing kits to be kept at school to facilitate daily brushing using a fluoride toothpaste under the supervision of trained teachers and/or Oral Health Aides. School children, parents and guardians will be issued free fluoride toothpaste and toothbrushes for home use at three-monthly intervals. Four Dental health education sessions will be delivered to children at each school and parents/guardians at local community health centres over the 12 month pilot. Dental education will be delivered by an Oral Health Therapist and local Aboriginal Dental Assistant. The program will also facilitate the installation of refrigerated and filtered water fountain to ensure cold and filtered water is available at schools. A structured school water bottle program will encourage the consumption of water. A process evaluation will be undertaken to assess the efficiency, feasibility and effectiveness of the pilot program. Discussion The proposed program includes four core evidence-based components which can be implemented in rural and remote schools with a high Aboriginal population. Based on the Precede-Proceed model, this program seeks to empower the local Aboriginal community to achieve improved oral health outcomes. Trial registration TRN: ISRCTN16110292 Date of Registration: 20 June 2018

Anthony S. Blinkhorn - One of the best experts on this subject based on the ideXlab platform.

  • enabling aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high aboriginal population in new south wales australia a study protocol for a feasibility study
    Pilot and Feasibility Studies, 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Alexander C L Holden, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Heiko Spallek
    Abstract:

    Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. ISRCTN26746753 .

  • Enabling Aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high Aboriginal population in New South Wales, Australia: a study protocol for a feasibility study
    'Springer Science and Business Media LLC', 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Alexander Holden, Heiko Spallek
    Abstract:

    Abstract Background Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Methods Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. Discussion A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. Trial registration ISRCTN26746753

  • An assessment of strategies to control Dental caries in Aboriginal children living in rural and remote communities in New South Wales, Australia
    'Springer Science and Business Media LLC', 2018
    Co-Authors: Yvonne Dimitropoulos, Michelle Irving, Alexander Holden, Kylie Gwynne, Norma Binge, Anthony S. Blinkhorn
    Abstract:

    Abstract Background A community-led oral health service for Aboriginal people in Central Northern NSW identified the need for oral health promotion, as well as Dental treatment; in three remote communities with limited access to Dental services. A three-stage plan based on the Precede-Proceed model was used to develop a school-based preventive oral health program. The program will be piloted in three schools over 12 months aimed at improving the oral health of local Aboriginal children. Methods The proposed program includes four components: daily in-school toothbrushing; distribution of free fluoride toothpaste and toothbrushes; in-school and community Dental health education and the installation of refrigerated and chilled water fountains to supply a school water bottle program. Primary school children will be issued toothbrushing kits to be kept at school to facilitate daily brushing using a fluoride toothpaste under the supervision of trained teachers and/or Oral Health Aides. School children, parents and guardians will be issued free fluoride toothpaste and toothbrushes for home use at three-monthly intervals. Four Dental health education sessions will be delivered to children at each school and parents/guardians at local community health centres over the 12 month pilot. Dental education will be delivered by an Oral Health Therapist and local Aboriginal Dental Assistant. The program will also facilitate the installation of refrigerated and filtered water fountain to ensure cold and filtered water is available at schools. A structured school water bottle program will encourage the consumption of water. A process evaluation will be undertaken to assess the efficiency, feasibility and effectiveness of the pilot program. Discussion The proposed program includes four core evidence-based components which can be implemented in rural and remote schools with a high Aboriginal population. Based on the Precede-Proceed model, this program seeks to empower the local Aboriginal community to achieve improved oral health outcomes. Trial registration TRN: ISRCTN16110292 Date of Registration: 20 June 2018

Magrath High School - One of the best experts on this subject based on the ideXlab platform.

  • Magrath Junior & Senior High School Zenith 1994
    Josten's Canada, 2017
    Co-Authors: Magrath High School
    Abstract:

    The annual publication of the students of Magrath High School, Magrath, Alberta (Volume 1993-94)pdfTIME... TO SAY PAUL, THEY’RE TAKING OI K PICTURE! 2 "CHEESE" MIIS PEP BAIXY llSWLl t-IjifcAsRETBALL OH LOOK—A CAMERA! JUSTIN WOOD, IT WAS THIS BIO! YOU'RE MY HERO! 3 HEAD RUSH TOM, TOM, TOM 4 FREE TIME WASTING TIME 6 OII-OII-OII.OII-OI1. HANGIN TOUGH! 7 8 9 10 1 •1 1 A 11 CLASS TIME llll 12 13 SISTERS MARY JENNIFER AND MARY PATTY 14 NAP TIME KOK.II WEEKEND? 15 16 17 PARTY 18 rBl BB iJ jWBilBB?j 19 THERE'S ALWAYS TIME FOR ... J-E-L-L-O Grade Seven Josh Alston Mathew Alston Cindy Anderson Tiffany Anderson Darren Balderson Ciana Barnett Clinton Beauchamp Hugh Beckstead David Bennett Jennifer Bevers Michelle Bevers Nicole Biddlecombe Lawrence Black Plume Amy Bly Kirsten Bly Kathy Bullock Maureen Cahoon Leland Christensen J. D. Clark Christiana Cowan Mathew Degroot Melissa Dever Clint Dudley Coby Erickson Christy Fillmore K. D. Gibb Brett Gumey Mike Harker Pam Harris Tiffany Hatch Jordan Heath Jordan Jensen No Photo Available 22 Grade Seven No Photo Available No Photo Available Wayne Kinder Andre Labbe Alonna I.eavitt Darcie-Ann Letkeman Rio I.owry Jome Mehew Reagan Mehew Tina Miller Douglas Orr Stephanie Passey Chad Peterson Julie Regehr Garth Riegling Joseph Ripley Camille Robinson Julia Rudd Angie Scott Emily Scott Sara Shaver Colette Shaw Nathan Silverman Diane Smith Lana Stevens Karen Still Alita Tanner Jonathan Toone Chantel Voth Michele Werk Laura West Shian Wilde Jennifer Zobell Juli Zobell Joey Zsombor 23 Grade Eight Cammie Atwood Sean Baines Michael Balderson Andy Beres Sarah Black Plume Greg Bourne Jennifer Bourne Rebecca Bourne Erin Dahl Lyndsi Dahl Aubrey Davies Lisa Gurney Justin Harker Brenna Harris Erin Headrick Joel Heath Kyle Heggie Michael Heggie Karen Heninger Greg Henry Kevin Hillmer Jeremy Hunt Richard Hunt Lindsey Jensen Bradley Johnson Jenny Johnson Kalli Johnson Leona Johnson Mandy Karren Christian Kems David Kerr 24 Grade Eight Christiana Latham Tom Leavitt Karren Leishman Candi-Jo Letkeman Jyme Many Grey Horses Sterling McClung Grayson Michel Jessie Minion Melanie Mistaken Chief Alicia Mothersell Aleesa Nelson Jerusha Nordquist Travis Peirens Dustin Rarick Jessica Reeder Jesse Salmon Jaime Simpson Josh Squire Cody Stahl Matthew Stanford Ryan Still Amanda Thiessen Candace Thompson J. R. Thompson Allison Tollestrup Alan Verbitsky Debbie Walter Amy Watson Brad Wolsey Jason Wood EfiJll 25 Grade Nine Chelsea Alston Ryan Alston Cameron Anderson Clayton Anderson Robyn Anderson Gavin Beck Dana Bly Emily Bourelle Barbara Bullock Erin Chartrand Matthew Chatwin Lydia Christensen Jaime Clark Andrea Clifton Dan Closson Johanna Fox Ken Frank Melody Fuson Caroline First Charger Dustin Godlonton Josh Gruninger Twila Grusendorf Jarem Gurney Wes Gurney Landen Harker Ryan Harker Chad Harris Robert Hatch Tyler Heaton Mark Hemnger Marla Henry No Photo Available No Photo Available 26 Grade Nine No Photo Available Jeff Hill Jennifer Ing Carly Jarvas Bruce Jensen Jennifer Johnson Joseph Johnson Evan Jones Tom Karren Sabrina Kinder Holly Leavitt Lome Mckelvey Natalie Mehew Kristy Mertz Angela Miller Twila Nicoll David Orr Trevor Panczak Trevor Peirens Traci Perry Eric Peterson Bnanne Rarick Jana Regehr Janice Ripley Ryan Ripley Mandy Scott James Smith Jessica Stahl Lyndsay Stewart Brenda Sweetgrass Mandy Thompson Joey Thompson Jennifer West Kerri Whitt 27 GRADE SEVEN VOLLEYBALL Back Row: Alita Tanner, Colette Shaw, Reagan Mehew, Angie Scott, Pam Hams, Jennifer Zobell, Emily Scott, Diane Smith, Michelle Werk,—Second Row: Jonie Mehew, Julia Rudd, Juli Zobell, Kirsten Bly, Ciana Bamett, Nicole Biddlecombe, Alonna Leavitt, Front Row: Kathy Bullock Back Row: Wayne Kinder, Darren Balderson, Brett Gurney, Mike Harker Front Row: Lawrence Black Plume, Jordan Heath, David Bennett, Mathew Alston 28 GRADE SEVEN BASKETBALL Back Row: Reagan Mehew, Angie Scott, Cindy Anderson, Pam Harris, Michelle Beavers, Emily Scott, Diane Smith,-Front Row: Juli Zobcll, Jonie Mehew, Nicole Biddlecombe, Jennifer Zobell, Ciana Barnett Back Row. Andre Labbe, Hugh Beckstead, Garth Riegling, Darren Balderson, Brett Gurney, Jonathan Toone,—Front Row: Jordan Jenson, Joshua Alston, Mike Harker, David Bennett, Mathew Alston 29 GRADE EIGHT VOLLEYBALL Back Row: Kalli Johnson, Aleesa Nelson, Debbie Walter, Candi-Jo Letkernan, Mandy Karren,—Second Row: Brenna Harris, Cammie Atwood, Leona Johnson, Lyndsi Dahl, Jerusha Nordquist, Candace Thompson.--Front Row: Amy Watson, Jennifer Johnson, Jessica Reeder, Jamie Simpson Back Row: Sterling McClung, Travis Peirens. Joel Heath, Andrew Beres, Josh Squire, Jeremy Hunt,--Second Row: Richard Hunt, Bradley Wolsey, Michael Balderson, Cray Michel, Justin Harker, Tom Leavitt 30 BASKETBALL Back Row: Kalli Johnson, Allison Toilestrup, Alcesa Nelson. Mandy Karren, Jyme Many Grey Horses,—Second Row: Amy Watson, Erin Dahl, Jerusha Nordquist, Front Row. Brenna Harris, l.yndsi Dahl, Jennifer Johnson Back Row: Christian Kems, Travis Peircns, Cody Stahl, Joel Heath, Brad Johnson, Jason Wood, Justin Harker,—Front Row: Michael Balderson, Brad Wolsey, Andrew Beres, J R. Thompson, Greg Bourne, Tom Leavitt 31 GRADE NINE VOLLEYBALL Back Row: Lydia Christenson. Twila Grusendorf, Holly l.eaMtt, linn C'hartrand, Front Row: Mandy Scott, Andrea Clifton. Marla Henry Back Row: Wes Gurney, David On, Jaram Gurney, Dustin Godlonton, Erie Peterson, Joseph Johnson, Josh Gruninger,-Front Row: Ry an Harker, Trevor Peircns, James Smith, lamden Harker. Tyler Heaton, Jeff Hill 32 BASKETBALL Back Row: Jennifer Jng, Chelsea Alston, Johanna Fox, Molly Leavitt, Erin Chartiand, Front Row: Mandv Scott, Carley Jarvis, Marla Henry- Back Row: Wes Gurney, Cameron Anderson, Jaram Gumey, Torn Karren, Eric Peterson, Joseph Johnson, Clayton Anderson,—Front Row: Trevor Pcircns, Chad Harris, Ryan Alston, James Smith, Josh Gruninger, Jell’Mill 33 i.*'V' 34 GRAD ARE WE HAVING TEA YET? YOE GEYS ARE GOING TO LET ME OET, RIGHT? 35 JR. HIGH HALLOWEEN 36 37 JR. HIGH WHAT ARE YA LOOK I \ AT--IM STILL STANDING! 38 S „ TRIP 39 Grade Ten Tom Alston Terry Anderson Becky Atwood Patti Balderson Andrea Bennett Aaron Bly Heather Bly Tami Bly Bart Bullock Jody Bullock Rhonda Bullock Wesley Bullock Carolyn Carter Scott Clifton Karli Dahl Meghann Dahl Sam Dainard Jared Davis Desere Dever Andrea English Joanne Fazikos Tyler Ferguson Beth First Charger Bobbi Flood Missy Gibb Codey Godlonton Daniel Gurney Natalie Heath Steven Heaton Carrie Heggie Jory Henry Richard Hillmer Bradley Hoibak isR 40 Grade Ten No Photo Available No Photo Available No Photo Available Jewelene Holland Matt Johnson Sherry Kems Joel Larsen Keith Lowry Darrin McNeely Mark Mehew Natalie Michel Tina Morton Eric Nordquist Rochelle Norton Darcy Pedersen Darren Powlesland Alison Quist Ken Robinson Danielle Rollingson Roy Scarrow Charity Shaver Jay Silverman Jennifer Smith Kerry' Still Bryce Strate Kristyn Tanner Cody Thomson Colin Thomson Becky Tollestrup Jamie Wakefield Kinn Wetherelt Tammy Wilde Nathan Wolsey Rhonda Woodruff Shanda Woodruff Jess Zobell Loretta McColman Chantel Voth 1 41 Grade Eleven Kris Anderson Tanya Anderson Darren Baker Andrew Beaumont Amy Bullock Corey Cahoon Joanne Chipman Emily Closson Terra Dunlop Todd Erickson Tom Fox Kelsey Godlonton Woody Gruninger Tylor Harris Wade Hatch Jessica Heath Michelle Heggie Ryan Henderson John Heninger Vince Holland Scott Johnson Tricia Ken- Rhonda Kinder Alison Lacey Jeremy Loose 42 Cassio Maflia Olivia McClung Michael Mehew Trevor Nelson Charlene Oka Cameron Owens Ryan Rasmussen Tiffany Riegling Beth Rudd Arlin Silverman Shannon Stewart Sarah Strong Maiy Thompson Melissa Thompson LaDean Thomson Tom Thomson Sharon Todd Darby Tokairin Elizabeth Veale Alisha West Brandon Wilde Catherine Williams Melissa Wocknitz Tina Zsombor 43 HIGH SCHOOL VOLLEYBALL Back Row: Rusty Rollingson, Heather Hams, Jennifer Rollingson, Kathy Dainard. Patty Balderson, Karli Dahl, Kristyn Tanner,-Front Row: Alisha West, Danielle Rollingson, Jodi Bullock, Tiffany Riegling, Jaime Wilde, Tiffany Leavitt 44 Back Row: Malt Johnson, Sam Dainard, Jay Silverman, Dano Gurney, Front Row Eric Nordquist, Scott Clifton, Steve Heaton, Tom Alston Back Row: Greg Hanson, Matt Johnson, Sam Dainard, Ryan Henderson, Jay Silverman, Cassio Maffia,—Front Row: Dano Gumev, Eric Nordquist, Steve Heaton, Scott Clifton, 45 HIGH SCHOOL BASKETBALL Back Row: I lflanv Leavitt, Heather Harris, Kathy Dainard, Pattv Balderson, Kris Anderson, Ross Blackmer,—Front Row: Karli Dahl, Tiffany Ricgling, Becky Tollestrup, Kristyn Tanner Back Row. Jodi Bullock, Danielle Rollmgson, Sherry Kerns. Karli Dahl. Natalie Mehew,-Front Row: Andrea Clifton, Becky Tollestrup, Jennifer Nielson 46 Back Row. Carl Jenson. Cassio Maffia, Justin Wood, Paul Hunt, Dustin Miller,--Second Row: Clayton Strong, Dustin Kerns. Phil Tollestrup,—Front Row: Ryan Henderson, Russel Tanner, Tylor Harris, Woody Gruningcr, Also: Kevin Cook, Darren Baker—Stats: Kelesy Godlonton, Bess Veale, Jennifer Scott 47 CHEERLEADERS lop: Melissa Wockmiz,--Middle: Chelle Heggie, Natalie Michel, Joanne Chipman, Bottom: Heidi Warnock, Barb Cook, Alisynn Gibb 48 49 50 CHRISTMAS TIME! 51 THE GAME PLAN FRENCH CLASS! 52 TRAFFIC JAM! DO I HAVE TO GO GET WADE? 53 NATHAN WITH DUMB HAT ON! THE BAD BREATH BLOCK 54 55 THIS HEROS 56 DON'T YA LOVE CRAZY GLUE? ROCKY XIII 57 EUROPEAN TOUR FRANCE GROUP PHOTO 58 THEY WENT--THEY TOOK I PICTERE—THEY SAW—ANOTHER PICTERE! JEAN CHRETIEN! ITALY WHO COELD FORGET THE DRIVING? Brandi Anderson Patricia Atwood Heather Anderson (Hedee) PP: Magrath school bathrooms. FS: No kidding. CTF: 1st in Prov. Cheerleading, Gr. 6 Excellence in fitness award. FP: To atend American institute of Dental assisting and become the first skinny Dental Assistant since the beginning of dentistry? Lisa Beaumont PP:When people say how skinny I am. People who make a big deal of the occasional FS: I hate...Anothe rboring day another boring class. CTF: Reading the most books in a year. FP: Get a job, go to university. 60 John Bly (John) PP: Einsteins theory of time travel and the lack of intelligence in grade 1 1. FS:Power to the people. CTF; My ability to remain as immature now as I was in grade five. FP: Become the first dictator in NAmerica.Eventually force the world to bend to my absolute power. Ian Bodiou (Bod, Bodine, Easter) PP:People who think they’re better than me.My hair. FS: Funky. My mother is going to kill me . CTF: MY DIPOLMA FP: Undecided. Wanda Bennett (Wans, Da, Ugly, Wander, etc.) PP: Andrea’s driving, procrastinators, and static cling. FS: Oh brother! I’m on the phone. Cheesy! CTF: Part to Validictorian tag team. Natural nails at grad, picking up all my own certificates at award ceremonies. FP: Get married, have a million kids, get a music degree, and sing in Phantom of the Opera. Neil Bly (Nimba,Nimba bull) PP: Raymond, Filling out these stupid forms,cowboys,you the reader. FS:Then what?,Slow down there Tex. CTF: Best rendition of the chords to Puff the Magic Dragon FP: Expose Raymond 61 Terry Cahoon Ryan Chipman (Chipper, Chippy, Maxi, Chipmunk) PP: Girls who spend ail your money then ditch you after they’ve had their fun. People who mock cowboys. FS: Shut up Miller! I want to get drunk. CTF: Getting bucked of a horse 6 times and still wanting to get back on. Getting ditched by may grad date. FP: Teach bronc riding with Darren P. Cruise main street listening to the chipmunks with Barb and Catherine until my mission. Diane Carter (Stretch, Di, Fran,Carter) PP:School assemblies,unflushec toilets,Jesica’s dog. FS: But that would be smart,Oh sure!,Go home. CTF:Being the quietest soul in chemistry,Acting like a drunk when completly sober. FP:Move to a tropical rain forrest, build a log cabin, and save the trees? Barbara Cook 62 Dainard Brandon Dever (Mo, Dev, Brans) PP:Guys who think they are the toughest men alive . People who could double the brains they have, and still have the same amount. FS: Why?What? CTF: Queen Venture award and Prov. Commisioners Award for scouts. FP: BYU, Mission,BYU to be a dentist. Become rich and retire early. Mary Dudley Jesica English (Jess,Jessie-Coo) PP: CS and his chem buds. People who don’t flush or hit the seat! Neon safety glasses. FS: In your dreams. OOH , I’m impressed. CTF: Conspiring with Shann to burn CS and his Cronies.The lepper and the hooga? FP: Make 1M$ .return to Magrath and say I told you so. 63 Chad Erickson Alissyn Gibb (Ali, Al, Ali Cat) PP: Yellow jello. People who ask what # my hair dye is. People who don't appreciate cheerleaders. FS: Thanks, thanks alot. Feed me bran and call me regular. CTF: Understanding jokes two days after they are told. FP: Grow up get bigger and smarter and learn to cook hot dogs. Carrie Godlonton PP: 0 Canada every morning. Loud mouths. People who think they know everything. CTF: Most improved in grade 6. First place in grade 8 badminton. FP: Find a rich cowboy and move from Magrath. Heather Harris (Heath,H,Schminky,Roughage) PP: Tight body suits FS:Oh Balls CTF:Having the biggest lips in the entire class. FP: To go become a Dental Assistants I’m not married by then to continue my education. 64 Marc Heggie Ben Heath ( Doid, Buddy) PP: The guys who say HI every time you walk in the door @ 7/11. The funny rules at MHS! FS: Is that right? He’s the man. CTF: Numerous academic and athletic awards. Runner up valedictorian? FP: Leave Magrath get Married. Have children in abundance. Tanya Henry (Tanz, Elmo, Gigg, ) PP: People who just think they are funny. Guys who think you have PMS when you are just having a bad day. FS: Oh My He...Give it up! CTF: The best throwing of spit balls .hitting my teacher right between the eyes. FP: Work, College - Child day Jeffery Heninger care. 65 Kristi Hoibak (Chubbs, Many Green Houses) PP: People who dont flush. Mocking my height,people who don’t talk. FS: I don't get it . What are we talking about? CTF: Falling asleep daily in a certain class.Staying the same size for the last five years of school. FP: Win a lottery.Move to Timbucktoo and open a disco. Open a mesage parlor and have exotic oils applied daily by scantilly clad men. Carl Jensen (Gents, Jenings,CJ) PP: Smell of CS hair, Liars, Americans,(Not Paul,) and showoffs FS: Ron, What Happened? Maintain. CTF: The costco cup,Beating san american in wrestlemania, Calloused butt award in b-ball. FP: Start a business with Keith L where he throws teachers into the pool. Paul Hunt (Ron, Ronnie, Kikell.Ripaul) PP:People who mock Americans When Mr Z says something dumb,Wranglers and cowboy hats in the back window of pickup trucks. FS: I didn’t either. CTF: My toothpick up the nose trick,4A prov. basketball,Gr 1 boys choir. FP:Design a heating system for the school which isn’t Hot in the Summer and Cold in the winter. Dustin Kerns (Kernal, Prince Rupert,Tweek) PP: That annoying grease song they play at dances,country music,cruising Magrath. FS: I don’t know CTF: None . FP:To become prime minister or rule as a dictator. 66 Cody Leavitt Tiffany Leavitt (Tiffers Julie Hoarce) PP: Towns that love $ way stops! Janitors on a power trip. Boats which don”t know which way to go around the dam lake. FS: H H H got a speeding ticket. Liar. HIT IT! CTF: Queen milkshake maker at the golf course. FP: Go to school and be the last of the foursome to get married. Dustin Miller ( Milhouse,Miller Time) PP: Jeff’s Truck,TO Blue Jays,Cheerleaders,Chem 30 veterans,Mr Lowrys comebacks. FS: Justin, I quit! You Puss. CTF: Beating raymond in basketball after 7 yrs of trying.LCI Tourny FP: To team up with Danny B and become world team roping champ. Raudon Quist (Rodwin, Randy) PP: Axl Rose, Silver Bullets, Squeeze cheese. FS: Yes it is a real gun, Yes it’s loaded, Now shut up and give me your money. CTF: To have a neat nose. FP: To start a dolphin ranch, and assassinate Axl Rose. 67 Mike Rasmussen Jason Ripley Chad Riegling Jennifer Rollingson (Air head, Procrastinator) PR: Assignments I can’t complete. Those I don’t complete. FS: I thought I could Get it done! CTF: Pseudo-Editor of the yearbook. FP: Come back and finish many tasks which I started but just couldn’t get done. Thank those who did them for me! 68 Weston Rudd (STAR) PP: Agendas and the funy man who hands out candy when you bring them to class. FS: When does the bell ring? CTF: Being the only student in MHS on obtain the status of omnipotent ruler. FP: To start a business making odd size window sale signs for Tanco. Shaun Saxton Beccy Shaver ( Jackie, Sister Macho, Bill) PP: HS students who can’t flush,Not being able to find thiongs I know I just saw. FS: For Dang. Guess What?Thats funny. I need to pee CTF: Camping in all weather rain or snow, and loving every minute of it. FP: Make the Sisterhood an international organization. Back pack the world with Jen. Maybe get a job. Jennifer Scott (Sister Speedo,Bob,Casey) PP: People who can’t figure out how to change the toilet paper roll.Sisterhood Bashers, Those won’t play the would you be my friend if.....game . FS: Beatles rock our World. Her parents love her. CTF: Numerous ,the highlight being “I hated the tour “award at camp. FP: To travel the world with Becky and unite it into one giant SISTERHOOD! 69 Shannon Still fShanny.Ryan ,Reed,Lucifer) PP: Wsahing cutlery,Chad E., Clayton S. and his chem buddies,People who don’t flush! FS: Rude,Ewwwww, Don’t touch me,That’s mean. CTF: Conspiring with Jessica E to burn Clayton and his chem buds along with Mr R.,Young Women in Excellence Award. FP: Go to Australia, marry a rich farmer and raise 15 kids. Clayton Strong (Macheezmo,Claydon,Kleine) PP: no sun in the summer, Woody in general,Trying to put frozen butter on toast. FS: There is a time in history where life began, where we were bom and soon we die. But,as long as I still have a breath, I and everyone else should have fun till the end, doing stupid things that will speed up that death thing. CTF’.Best design cub car! FP: See FS above. Kevin Strate (Bishop,Little Rick,Road Warrior) PP: Cam.BS stories,girls with more facial hair than me. FS:Cowboy up! CTF:Getting head shaved before grad picture,3 baseball prov. titles,Gr6 most academic. FP: Go buy McIntyre ranch and run it. Corrine Sweetgrass 70 Joanne Taylor (Jo, Josie, Rebel Leader) PP: Sports Jocks :CS, CJ, WR. Tele marketing people. FS: WHAT? GET A GRIP, NOT, You wish. CTF: Young women in excellence and recognition. Superior in music, 4 years of spirit. FP: University to become a humanities teacher .Aid in making the sisterhoo world wide. Heidi Warnock (Ido, ldelhead,Heidi-Ho) PP: People who think cheerleaders are spinny aand dumb. People who crack their knuckles. FS: No Jess, don’t so it.Yeah right! I don’t think so. CTF: 2 time prov. cheerleading champs! FP; Go to MH colllege and marry someone who is tall, gorgeous, wealthy and desperately in love with me. Russel Tanner (Mr T, Russel T, RT) PP: Peolpe who mock basketball players out of pure jealousy. People who take me too seriously. FS: There you go. NO big deal. CTF: Mr Cassinova award. FP: Work til going on a mission. After which I will Date as many women as I want. Steve Veale (Garth, Bliz, Love Doctor) PP: Cottage cheeze thighs, unflushed lizards in toilets, fugeman, girls that act dumb on purpose, country music. FS: Your living on the edge. Ouch my kidneys. Quit flirting, I’m taken. CTF: My superior baseball skills, clever comebacks, the cherry bomb and my hairy chest. FP: Your guess is as good as mine. 71 Sherron Webster Robin West (Rob the great,Bubbles, Elvis) PP: Cheaters,Liars,people that think they are good at air hockey,Raymond/Cardston. FS: Don’t touch me or I’ll beat the .... out of you, I’m sorry,Many moons ago. CTF:Member of the magic dragons.Most beloved student of MR WEST. FP:Go to university, get my teaching degree,quit my job at the TC and sleep while my wife supports me. Jamie Wilde ( James,Flop,Sister IQ) PP:Any guy in a speedo with a belly hanging over. People who act stupid. Bullies,Boys in chem class who think they are smarter than girls. FS: Get along , Whatever, I’m serious,Let’s play. CTF: Being the toughest person in the grade. FP: That the sisterhood with me in charge will prosper and soon be world-Wilde.To become a rocket scientist! 72 Dan Worman (DAN,#!#*&!) PP: Country music, Low riders of Lethbridge,Liars,most cowgirls. FS: Hey man,What’s shaking?,Yah you,re crazy. CTF: Lots of awards from officer Squire for unnecessary noise(Sec154).Numerous speeding awards. FP: Go snowboarding, have fun,stay young,gat a grade 11 girl friend and wait for her at noon hour across the street.Fix up cars and cruise. Justin Wood (Jaypo, Jos,Chico, Archie) PP: The low-riders of Lethbridge,the too nice guy at the store,the entire city of NY (excluding Letterman) FS:That’ll give you cancer, 400, on your knees,Wendl Clark is ... CTF: No one has ever given a darn thing ,and that aint funny. FP:To get a degree and lead Zaire in a revolution. Cheri Woodruff 73 Shane Zobell (S.O.S.) PP: Shaving FS: Hey you pile of HUD! CTF: Snow board, water ski, snowmobile. FP: Drive the biggest truck on the road. PP: Pet Peeve FS: Favorite saying CTF: Claim To Fame FP: Future Plans Ken Wright (Chumpy,Klng, Fred) PP: The sisterhood, The farmers new trucks,JB tough guy attitude. FS: Come on guys quit bugging Clay. CTF: Sisterhood Bashing! FP: Take a year off come back to Magrath , Take 2 months of BS at the cafe,take over as town foreman. Student Body President, Jennifer Rollingson When I first moved to Magrath, I was terrified, but I quickly felt at ease by the great people in my grade. I made friends fast and I knew I was going to love it here. The years have passed quickly and now it is almost time for leaving. I once again feel that terror returning. But as president of our high school, my job was to make this year a memorable one. I had the greatest stud

  • Magrath Junior & Senior High School Zenith 1971
    Magrath High School, 2017
    Co-Authors: Magrath High School
    Abstract:

    The annual publication of the students of Magrath High School, Magrath, Alberta (Volume 1970-71)pdf111 Jf i. I sTEAMS gUNDERCS 11 Kffl PROB ZENITH EXAMS ACTIVITII 1 1 L nrJ// GRADUATION PROGRAM Held Friday, May 14, 1971 at 8:00 P. M. in the Magrath L. D. S. Chapel PROCESSIONAL JANE KADONAGA ‘0 CANADA' INVOCATION RUSSELL JOHN ROLLINGSON ADDRESS OF WELCOME MELVIN BRUCE RIRIE ORGAN MEDLEY DEBORAH KAY KARREN VALEDICTORIANS 1. MICHAEL LORAINE BENNETT 2. DONALD JAY HAMILTON READING CHRISTAL JENSEN HARKER “The Fools Prayer” ADDRESS TO THE GRADUATES HON. RAYMOND SPEAKER Minister of Health and Social Development TRUMPET SOLO ALLAN EDWARD DAHL “1st Movement Trumpet Concerto’’ - Haydn PRESENTATION OF GRADUATES GRANT L. WHEELER Principal AWARDING DIPLOMAS GLEN POWESLAND Divisional School Board Member GRADUATES CHORUS “Graduation Day” * BENEDICTION “This Land is Your Land" DUNCAN CHARLES THOMPSON RECESSIONAL JANE KADONAGA 5Graduates NORMA JANE ALSTON Jane is secretary of the students' council. Jane was really busy this year. She also doubled as the wonder of the curling club. She plans to attend LCC. ARDELLA MARIE BENNETT Marie enjoys having fun. This includes parties and some sports. Her plans are as yet indefinite. MICHAEL LORAINE BENNETT Michael is the yearbook editor, and shares the valedictorianship with Donald. He enjoys sports, mysteries, music, and playing guitar. He will be taking pre-med at U. of L. CRAIG LEE BULLOCK Craig is another culling fan. He enjoys girls, hunt­ing, and girl hunting. He will follow the excite­ment to the college at Lethbridge. JOHN MORRIS CURLISS Jack is another curling en­thusiast. Besides this he is another Robin Hood and enjoys working with the Scouts. He will attend the U. of L. to take Botany. ALLAN EDWARD DAHL Allan has been active in curling, yearbook staff, and as chief trumpet in the band. He enjoys any­thing but sitting in hard school seats. His plans in­clude U. of A. MONA MAXINE GAST Mona enjoys her car's daily check-up atArdnt's. She plans to be a Dental Assistant. (Look out, Richard). JANICE LORELLE GURNEY Janice was a substitute cheerleader and a band member. She enjoys music dancing, and getting in­volved. Speech therapy at LCC is her goal. shayne McMullin GURNEY Shayne is the room rep for 12A, and a basketball player. His pleasures in­clude English and spare. Shayne's future plans in­clude hard work. DONALD JAY HAMILTON He is a star basketball player, tenor sax player, and valedictorian. He plans to be a millionaire, but first he is going to take pre-med at U. of L. 6 Graduates CHRISTAL JENSEN HARKER Cristal is a member of the band, and enjoys art, music, drama, and speech. The drab day is brightened when she comes down the hall. She plans to attend BYU. CECILIA CHRISTINA HELGESON Cecilia enjoys sports es­pecially basketball and softball. Her future plans include bus. administra­tion and a certain guy. RICHARD BART HILLMER Rick has been very active in the Curling Club. He is also a fanatic about playing tenor sax in the band. He plans to study lab. technology at SAIT. RONALD LeROY HILMER Ron is another member of the Curling Club. He en­joys practically anything, especially weekends. He will study electronics at Lethbridge. ALLAN DALE JORGENSEN Dale has been very active in his spares this year. With the study of vet. med. as a sideline his hobbies and pleasures are spare. His future plans are yet undecided. DEBORAH KAY KARREN Debbie has been active in band and cheerleading. She has also been an ex­cellent student. Having fun and playing the organ seem to be her major en­joyments in life. Debbie will be going to BYU. JANICE LEE KOLASKO Her major activity is spare. She enjoys cooking, sewing, 4-H and others that are too numerous to mention. She will study at the U. of L. (food admin.). FRANK KULCSAR Frank works hard in school and enjoys astronomy, radios and getting beat at chess. He plans to attend the U. of L. DOUGLAS CRAIG LEISHMAN Craig was another basket­ball player. (Star). He enjoys the things that come easy in life. (Sleep­ing in Eng. 30). His plans are yet undefinite. STEPHEN LeROY LEISHMAN Scratch has had a ball this year in more ways than one. He played basketball and really had the student body supporting him. For once he studied. His plans are uncertain. 7 Graduates RICHARD BRUCE MIKADO As curling club president, Richard enjoyed curling and most of all girl watch­ing. He also is a floor hockey fan. He plans to attend university to study pre-dentistry. MYRNA KAYE RASMUSSEN As write-up editor for the yearbook, she enjoys sports and almost everything else but school. Her future is still indefinite. MELVIN BRUCE RIRIE Bruce is president of the students' council and also a key man on the floor. He enjoys sports and girls. His future plans are not yet decided. SHARON BERNICE ROBINSON Sharon enjoys sewing, softball, and music. Her future plan is taking up bus. ed. and later on, a Milk River guy. RUSSELL JOHN ROLLINGSON Rusty is active in basket­ball intramurals, and is a hard worker. He says his hobbies are few and his pleasures are limited. We know why. His plans are to obtain education at some university. BETTY LOU SECRETAN Betty enjoys almost every­thing. Especially having fun on the days she misses school. Business education is her goal. ROBERT BUELL SMYTHE Robert is active in sports. He also works at yearbook rep. and student council. He has a pleasure in breathing. His ambition is to meet everyone in the world. Good luck, Robert! DEBRA LYNN THOMSON Debbie enjoys parties, drag races, Mexicans, and red Cadillacs. Her future plans include BYU and Mexico. DUNCAN CHARLES THOMPSON This handsome fellow is active in school and in ■the curling club. His hob­bies and pleasures centre around a certain brunette named Jane. He plans to attend the university in Edmonton. WALTRAUT S. WIDMER Trudy is a quiet and very studious person. We think she enjoys school. Her future plans are indefinite. 8 Graduates VALERIE DENE WILDE Val was statitician for the basketball team. She en­joys sewing, sports and reading and being where the boys are. She plans to attend LCC to take business. NEIL GRANT WHEELER Neil's most accomplished feat this year is yearbook staff, band and popcorn stand. His hobbies and pleasures are few and far between. Future undecided. STEWART OSAMU YAMAMOTO Curling is Stewart's high­light. He also enjoys taking advantage of the April 1 legislation on weekends with Ron. He plans to take electronics. DEBRA JEAN HARKER Debra really enjoys com­ing to school each day. She enjoys sewing, boys, and having fun. Her plans are undecided. Undergraduates LLOYD BALDERSON After a semester of home study, Lloyd decided to come back to school. He enjoys all the pleasures of life and might return next year for more fun. BARRY BLUMEL Barry just doesn't enjoy doing homework. He has other pleasures such as pool that take up most of his time. Plans are un­decided. HANS KERN Hans has two main hob­bies: 1) dealing the op­posite sex 2) the April 1 legislation regarding adult privileges. Since that he's become inter­ested in politics but his future is undecided. GARY COLEMAN Gary enjoys the easy things in life that's why he will be back next year to finish Grade XII. PHILIP FRANK Philip finally had to get his hair cut. They say it was interfering with his school work but it hasn't improved much. Phil might be back again. ROSS LARSON This likely lad enjoys curling, girls and cars, not necessarily in that order. He will take sec­retarial science at LCC. 9 V aledictory Donald Hamilton As a result of eighteen years effort we are here to­night. Twelve of these years have been in school with its drudgery: homework, studying and, for some of the graduates, 5:00 mornings week after week. In these years many people have given us help. Lead­ing the list of helpers are our parents, to whom we owe everything; next on the list are our teachers to whom we may think we owe nothing, but who de­serve our deep thanks; looking further down the list we even find our brothers and sisters - and many more, too numerous to mention. To all these people we say, "Thankyou". All of our lives there have been two beneficial forces working on us, encouragement and opposition. The obviously beneficial one is encouragement. Whenever we do anything well we have been en­couraged; this makes us wish to do even better. The benefits of this force are easily seen. The other force, opposition, works more subtly and at times may not have seemed beneficial to us. Perhaps we are not allowed all the freedom from parental con­trol that we desire; perhaps we are faced with dis­agreeable tasks to perform; perhaps our social lives don't always work out as we would like; but these deterrents are really blessings in disguise. In over­coming them we miss a few parties and do a few disagreeable tasks but our personalities are benefited. Each time we surmount an obstacle another habit is formed which helps to form the foundation of our personalities and future. It is somewhat comparable to a mountain climber, who on the way up a moun­tain became discouraged and considered turning back and quitting, but he persevered and struggled upward until at last he reached the top. Standing on the pinnacle he had a thrill and sense of accom­plishment that made him forget all of the hardships he had had to endure. Looking outward he saw more mountains, higher and steeper than the one he was on. He set out and conquered them, one at a time until he was the greatest of mountain climbers. What would have happened had he quit when he became discouraged? He would never have climbed a mountain again. He would always remember that he was a quitter. He would look back on his past with disgust and have a lower self-esteem. Like our first climber, tonight we too are standing on a pinnacle with vistas of opportunity spread out before us and we are beginning to see the rewards for continuing to struggle upward. The real tests begin in June and after, when we are applying for jobs and college entrances. Whether we enter the profession or trades, our personalities will generally show what kind of success we will make of our lives. Personality is the sum total of all our habits, good and bad, the more good habits we have, the more Obstacles we can overcome, the better balanced our personalities will be and the better chance we will have to get along in the world. I think the need for further education in this tech­nological age is an indisputable fact, but there are so many fields to enter. Which shall we choose? The glamor professions: medicine, law, dentistry and engineering have always been built up to us as honorable, desirable and secure; and indeed they are. We should all get more education, but it is useless to get education more than we can wisely apply in our vocations and avocations. Education for education's sake isn't desirable for a balanced personality. In an upper class family in a town called Some­where , Alberta, there are two boys preparing for their future. Joe, the older of the two, wants to be­come a psychiatrist. Jim, the other, wants to be­come a mechanic. Joe excels in scientific studies and loves working with people and their problems. Jim loves working with his hands, working with wood, metal and electronics and doesn't mind get­ting his hands dirty. Each boy shows promise and, more important, each shows desire in the field which he has chosen. Their father could try to thwart Jim's desire; to force him into some more prestigious field that would bring more honor to the family; but he won't because he believes as my father does that "there is no man less happy than a ditch digger who could be a doctor, unless it is a doctor who only wanted to be a ditch digger". I can't think of an insignificant job. Garbage col­lectors are considered by most people to be lowly and insignificant, but who, after thinking about it can deny that they are important? The mayor of N. Y. has a socially super-prestigious job but he was powerless to do anything to combat the garbage dump his city turned into when the garbage men struck. Every single job and position has an impor­tant place in society and the world. It is as Dr. John W. Gardner said, "The society which scorns plumb­ing because plumbing is a humble activity and tolerates shoddiness in philosophy because philosophy is an exalted activity will have neither good plumb­ing nor good philosophy. Neither its pipes nor its philosophy will hold water". Money is not the "be all and the end all". No one should enter a field just for money. Rich people may have big cars, big houses and yachts, material things, but no one group can have a monopoly on the important things of life: fresh air, beautiful scenery, love, family, happiness and fulfillment. If we do our jobs and fulfil our obligations in life with the same honest, dignified perseverance and love of life that we have shown in the twelve years that we have been associated together in school, I know that our town, our school, our teachers and our parents will be proud of us, but, more important than that, we can have our self-respect. 10 Valedictory Michael Bennett I feel it is a great opportunity and privilege to be representing such a fine group of young people. Most of us have been together for twelve wonderful years and now it is almost time to part company and begin working on our individual plans for success. I am convinced our class is one of the best ever to graduate from the Magrath High School. Each grad­uate has been endowed with special abilities or talents which he has improved upon during his twelve years of education. All have enjoyed participating in at least one of our many school activities. Many instigators and participants of a very successful school year may be found in this group. Included are members of the basketball team, band, curling club, executive, and yearbook staff, not to mention the great essayists, humourists, and occasional rad­icals that appear every once in a while. With such competition and spirit, all of us have been inspired to really apply ourselves and work with specific purposes in mind. Not one of us could have completed High School alone. It has required "combination of many dif­ferent and important influences. At this time, education is the one influence fore­most in our minds. We have all experienced times when we have wished to be out of school and others when we have yearned to be back enjoying its rou­tine and security. Whenever an in-depth exam on 'Macbeth' has come along, or a difficult problem involving Einstein's equation for energy balance - hv=A+gmeV2 where h represents Planck's constant of 6.625x lO^erg seconds, each of us has felt the de­sire to be far away from school enjoying himself. But when our desires finally become reality during the holidays, we find ourselves longing to be back in class with our friends, discussing everything from meiosis to last night's date. We miss the crowded halls, the office and late-slips or excuses, and com­plaining when the homework is assigned. We will soon have to find other ways to fill the gaps that leaving our M. H. S. will bring. As we venture out into the world, each of us will find that he or she has lived a sheltered life. We will find that the world around us is not exactly a bed of roses with golden opportunities ready for the taking. It is highly competitive and takes educated men and women with initiative to run it. Therefore, each of us must pursue the course that will contribute most to society. Everyone must go through a transition at least once in their lives. Our parents and teachers have experi­enced this change previously and have tried to make it as easy as possible for us to make the adjustment from immature adolescence to responsible adult­hood. Now we are about to venture into the world and prove we are ready and able to begin our own lives. Though many times we do not act like we should, I am sure we all appreciate our teachers for all the help they have given to us. The teachers of our school have contributed much to the growth and de­velopment of each student. Each has aided us in his own particular way, trying to teach us as much as possible and hoping we will provide enough effort to put such knowledge into practice. If we have done poorly in some subjects it has been due to personal failings and not our teaching staff. They will always be remembered and we, the graduates, would like to express our gratitude and thanks for all the advice and extra assistance they have given to help us on our way. Of the many factors which have contributed to our being here tonight, the major one is our parents. Without their concern and guidance, few of us would be where we are now. They have always encouraged us to aim for the highest standards in our lives and will doubtlessly stand behind us until we achieve our desires. Another important factor has been our environ­ment. In an impersonal world, we have been privil­eged to grow up in personal communities where al­most everyone knows and cares about us. No man is an island and in our area this is proven every day. We owe much to our many friends and neighbors for everything they have done for us. As we look ahead with some uncertainty to see what the future will bring, we must remember: we can not succeed without great effort and it takes a strong will to make this effort. Our success or failure in life depends on our frame of mind. Walter D. Wintle said it this way: If you think you are beaten, you are; If you think you dare not, you don't. If you like to win, but think you can't, It's almost a cinch you won't. If you think you'll lose, you're lost, For out in the world we find Success begins with a fellow's will; It's all in the state of mind. If you think you are outclassed, you are, You've got to think high to rise. You've got to be sure of yourself before You can ever win a prize. Life's battles don't always go To the stronger or faster man; But soon or late the man who wins Is the man who thinks he can. 1 1 Class k*”***-v I, JANICE GURNEY, do hereby bequeath the job of taking tickets to anyone who wishes to get into the basketball games free. I, ALLAN DAHL, being of sound mind and reasonable sound body, bequeath the right to withstand the wrath of the Harker Brothers during band period, to Dennis Wheeler. I, ROSS LARSON, being of sound mind and beautiful body, bequeath all my abilities to hustle girls in Raymond and surrounding 100 miles to Mr. West, in hopes he will find himself a woman. I, MICHAEL BENNETT, do hereby bequeath my ability to be so busy doing nothing that I am not able to do anything and still manage to do almost everything to Bill Leishman. I, GARY COLEMAN, will my desk in English33 to anyone who wants to burn it. I, CECILIA HELGESON, bequeath my necklace watch to Betty Secretan who keeps on asking me what time it is. I, RON HILLMER, being in possession of both a mind and a body, will and bequeath my ability to daydream to any attentive student who secretly desires this unattentive luxury. I, MONA GAST, hereby will and bequeath my ability to sneak into the bar with my father and after 15 beers, have my father say, "That's my daughter who just drank those!" (hick-up!) I, JACK CURLISS hereby bequeath my curling abilities to lose by one point in every bonspiel to anyone who wants it. We, DONALD HAMILTON, and RUSTY ROLLINGSON, being of super-sound minds and dubious health bequeath our ability to make miraculous recover­ies from early morning illness in time for basketball practises to any future A team players who feel the need. I, MYRNA RASMUSSEN, of sound body and mixed-up mind, do hereby be­queath whatever I have that anyone wants to anyone who wants it ( and can get away with having it). I, BETTY SECRETAN, being of sound mind and able body, bequeath my long eye lashes to Myma Rasmussen who cut hers off (in a moment of fear). I, NEIL WHEELER, being of sound mind and exquisite body will my ability to pop popcorn to anyone who wants it. I, DUNCAN THOMPSON, being of sound mind and body do hereby will and bequeath my favorite chair in the Outrider to anyone who has money and time to waste. I, DALE JORGENSEN, being of sound mind and body bequeath Physics 10 to be taken from Mr. Wheeler instead of by correspondence. Will I, DEBORAH KAY KARREN, being of sound mind and body do hereby be­queath the great baton of 2nd drum major to anyone who can manage to dis­like it as much as I did. I, BRUCE RIRIE, being of sound mind? and body do will and bequeath the position of President to anyone who has a lot to say. I, SHAYNE GURNEY, hereby bequeath my intense desire to learn about Macbeth to anyone that wants it. I, JANICE KOLASKO, being of mind and body, bequeath my bequeathal to anybody that has anything to bequeath. I, JANE ALSTON, being of sound mind and body do will and bequeath the job of secretary to anyone who's dum enough to accept it. I, CRAIG BULLOCK, bequeath anyone the power of skipping school without getting caught once. I, VALERIE WILDE, bequeath my seat on the Welling bus to anyone who desires to live in Welling. I, ROBERT SMYTHE, being of very questionably sound mind and body do hereby will and bequeath my ability to get A in English and an F in French to anyone desiring a wellrounded report card. I, MARIE BENNETT, being of sound mind and body bequeath Shannon Lee, who is in sound mind and BODY, to any boy who is willing to take her hand in marriage. I, STEWART YAMAMOTO, in sound mind and body bequeath my seat in the Outrider to Don Loose. I, HANS KERN, being of sound mind and able body will and bequeath the seat in Mr. Haynes' Room (left side first desk) to anyone as good as me. I, DEB THOMSON, being of sound mind (no smart cracks, Gast!) do hereby will my rare ability to calmly lie down and let the

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  • enabling aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high aboriginal population in new south wales australia a study protocol for a feasibility study
    Pilot and Feasibility Studies, 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Alexander C L Holden, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Heiko Spallek
    Abstract:

    Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. ISRCTN26746753 .

  • Enabling Aboriginal Dental Assistants to apply fluoride varnish for school children in communities with a high Aboriginal population in New South Wales, Australia: a study protocol for a feasibility study
    'Springer Science and Business Media LLC', 2019
    Co-Authors: Yvonne Dimitropoulos, Anthony S. Blinkhorn, Michelle Irving, John Skinner, Steven Naoum, Angela V Masoe, Boe Rambaldini, Vita Christie, Alexander Holden, Heiko Spallek
    Abstract:

    Abstract Background Australian Aboriginal children experience high levels of Dental caries (tooth decay) and are less likely to access preventive Dental health services. High-strength fluoride varnish has been shown to reduce the incidence of Dental caries and is commonly used in community-based preventive Dental health service programs. In New South Wales, Australia, the application of fluoride varnish is restricted to Dental and medical professionals. This is problematic in communities with a high Aboriginal population and limited access to oral health services, contributing to the increased risk of developing Dental caries in Aboriginal children. Dental Assistants are essential members of the oral health team; however, they do not have a defined scope of practice in Australia. Other countries have created formal scopes of practice for Dental Assistants to include the application of fluoride varnish. This protocol presents a pathway for qualified Aboriginal Dental Assistants to undertake additional training to legally apply fluoride varnish in New South Wales. The primary objective of this study will be to evaluate the feasibility and acceptability of utilising Aboriginal Dental Assistants to apply fluoride varnish to Aboriginal children in a school setting at regular 3-month intervals. Methods Six schools across New South Wales (NSW) that enrol at least 12% Aboriginal children will be invited to participate in the 12-month study. Aboriginal children aged 5–12 years enrolled in these schools will be enrolled in the study. Six Aboriginal Dental Assistants will undertake training to apply fluoride varnish. Fluoride varnish (Duraphat) will be applied at 3-month intervals by the Dental Assistants to the teeth using a small brush. An evaluation will be undertaken to determine the feasibility and cost-effectiveness of this innovative approach. This study protocol has been approved by the NSW Aboriginal Health and Medical Research Council and the NSW State Education Research Application Process. Discussion A qualified Aboriginal Dental Assistant workforce in NSW (or Australia) legally approved to apply fluoride varnish may increase the sustainability and scalability of fluoride varnish programs and improve the oral health of Aboriginal children in Australia. Trial registration ISRCTN26746753

  • An assessment of strategies to control Dental caries in Aboriginal children living in rural and remote communities in New South Wales, Australia
    'Springer Science and Business Media LLC', 2018
    Co-Authors: Yvonne Dimitropoulos, Michelle Irving, Alexander Holden, Kylie Gwynne, Norma Binge, Anthony S. Blinkhorn
    Abstract:

    Abstract Background A community-led oral health service for Aboriginal people in Central Northern NSW identified the need for oral health promotion, as well as Dental treatment; in three remote communities with limited access to Dental services. A three-stage plan based on the Precede-Proceed model was used to develop a school-based preventive oral health program. The program will be piloted in three schools over 12 months aimed at improving the oral health of local Aboriginal children. Methods The proposed program includes four components: daily in-school toothbrushing; distribution of free fluoride toothpaste and toothbrushes; in-school and community Dental health education and the installation of refrigerated and chilled water fountains to supply a school water bottle program. Primary school children will be issued toothbrushing kits to be kept at school to facilitate daily brushing using a fluoride toothpaste under the supervision of trained teachers and/or Oral Health Aides. School children, parents and guardians will be issued free fluoride toothpaste and toothbrushes for home use at three-monthly intervals. Four Dental health education sessions will be delivered to children at each school and parents/guardians at local community health centres over the 12 month pilot. Dental education will be delivered by an Oral Health Therapist and local Aboriginal Dental Assistant. The program will also facilitate the installation of refrigerated and filtered water fountain to ensure cold and filtered water is available at schools. A structured school water bottle program will encourage the consumption of water. A process evaluation will be undertaken to assess the efficiency, feasibility and effectiveness of the pilot program. Discussion The proposed program includes four core evidence-based components which can be implemented in rural and remote schools with a high Aboriginal population. Based on the Precede-Proceed model, this program seeks to empower the local Aboriginal community to achieve improved oral health outcomes. Trial registration TRN: ISRCTN16110292 Date of Registration: 20 June 2018