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  • Wilson Junior High School 1990
    Inter-Collegiate Press Ltd., 2017
    Co-Authors: Wilson Junior High School
    Abstract:

    The annual publication of the students of Wilson Junior High School, Lethbridge, Alberta. (Volume. 1989-90)pdf—i ^ . Si , ^ '•> W STEVEN POLGAR FACE PRinTS 1990 Wilson Junior High Lethbridge, AB.Here we are at the end of the decade. Some things newer change - iwe still get kicked out to freeze at lunch time; we still crowd around the doors hoping to slip a rock in the door jamb when the teacher isn’t looking; we still like to decorate our lockers, and we still like to sleep in class. But some things do change.- Ht the beginning of the decade, 'shop* was for bogs onlg and 'home ec.* was for girls. Now, it’s all co-ed. Bt the beginning of the decade, English was the onlg language heard in the hallwags. Now it's not uncommon to hear Spanish, llietnamese and Chinese. Regardless of change, School is alwags a place to min, to learn and to enjoy other people.MOMENTSHR IR HRIR ...... LONG BERUTIFUL HRIR. WELL .... WRCKV UIILO + UIEIRD. THERE'S MOUSSED, AND GELLED. RND PERMED AND FRIZZLED. NO MATTER HOUJ BIZZRRE. REFRinED OR COLORED .... HRIR MAKES US inDIUIOURLS! rMULTI CULTURAL COMMITTEE Wilson Junior High is fortunate to have in attendance students from many different cultures, in keeping with the Canadian premise that we should recognize and respect the cultural heritage of each of our students, we have committed ourselves to promoting increased understanding, appreciation and acceptance of our individual differences and our collective similiarities. There were many activities and projects during the 1989-90 school year which recognize the multi-ethnic nature of our school. Language Arts students in all grade levels complered units with a multicultural theme. Students in Physical Education were pained with ESC students in helping each other to improve their fitness. Science classes studied the many scientific codntributions made by scientists from all parts of the world. Music Drama and Art students were exposed to music, drama and art from many cultures. Social Studies students studied a variety of factors which make different cultures unique. in the spring, ail students were invited to participate in an international Festival which celebrated the music, dance and foods of ethnic groups in our school. Families of new Canadians were pained with other families in an effort to make new families feel welcome in our community. Our school administration, parent advisory committee and ESC parents have been very supportive in promoting these activities. The emphasis we have placed on understanding one another better will continue to be basic to our academic, arts and athletic programs in the decade to come.your teeth are like diamonds, Grandma Clark i :l \any way you want it Fashions and fads come and go. Designer suieats are big in 89. Rnd hauing the right name and and caption is important. "Canadian Outfitters", "Roots", "Northern Reflections"! and "Batman" are all "in". Those big uingl Rdidas book bags haue giuen mag to lighter, colourful back packs. The bicycle industry has giuen us a nem fad in the fanny pack. Rnd as almays, smiles are almays in.Christmas time meant special music at Wilson. The choirs and the bands, under the direction of Mrs. Hales and Mr. Richey developed a fanfare of music for an appreciative audience on December 12th. Over 120 students and a number of teachers were involved in making music come alive at Wilson. Refreshments were supplied by the Student's Council. December 8th meant music too. But it was music of another kind. It was take off your shoes and "shake yourself awake time" at the Christmas dance.71 Alas, Sylvia Armstrong, Kevin Brandon, Kari Davison, Yolanda Dressel, Alan Filgas, David Firth, Heather Gammon, Trevor Hegland, Jo-Ann Hooge, Graham Kipnik, Troy Kish, Candida Lac, LeMinh Macaulay, Steven McLaren, Thomas Mehrer, Gina Nagoya, Kevin Oler, Lee Paradis, Sharla Penrod, Shane Polson, Terry Reid, Shonnah Reimer, Kurtis Schulz, Brent Semak, Trisha Thepsouvanh, Tony Wilson, DavidAnton, Bonnie. Baker, William Boisson, Shawn Bretherick, Sarah Cradduck, Ryan Craddock, Jeffrey DeGroot, Melanie Duncan, James Easthope, Boyd Fletcher, Lindsay Geremia, Nicole Glover, Troy Hua, Luc Kwan, Winghang Lyster, Chelsea MacFarlane, Scott McMann, Robert Meyer, Christine Nagy, Douglas Paulson, Shelli Pilling, Corey Richards, Samuel Roelofs, Carrie Schwarz, Joel Thomson, Corey Velasquez, Christina Winkler, Donald 7 2DeGroot, Kimberley Dunn, Varyll Flexhaug, Lindsay Flitton, Mark Gerhardt, Cheryl Herrmann, Krista Hua, Michael. Koch, Trevor Lafournie, Carol MacDonald, Twyla Medeiros, Joseph Molcak, Christie Neis, Marty Pearce, Mackenzie Plouffe, Gerry Richardson, Jamie Roga, Leanne Scott, David Borthwick, Scott Butterwick, Karl Dang, Kim NO PHOTO AVAILABLE Simpson, Tammy Sokol, Brandi Tran, Ton Vi Waterfield Jeremy Michallik (Watts), Kristen Wolden, MarkBeck, Lori Bengry, Justin Borthwick, Tyler Clairmont, Angela Dickkout, Lesley Fode, David Halluk, Kent Harrison, Wesley Hughes, Shane Kons, Mason Lampi, Carrie Langille, Kelly Law, Justina Lee, Lisa Leno, James Mah, Jayson Mantler, Roxann Michard, Jason Nish, Jonathan Plouffe, Leo Riley, Jon Rombough, Lindsey Sharenejad, Saman Vandenbrink, Nathan Whiteford, Denise Wood, ChristopherDixon, Hollie Dobler, Tanya. Emard, Joshua Fontaine, Steven Fyfe, Shianne Gordon, Dionne Brzostowski, Bill Hopkins, Amanda Jones, James Langston, Christopher Laroche, Josee Mamula, Jason Middleton, Clayton Morriseau, Curtis Moyer, Shelley Pickles, Penny Polec, Curtis Robinson, Christopher Rosvold, Cherie Short, Allan Sutherland, Sherri Vander Wal, Ryan Belle, Sunni Brown, Chris Clark, Renee Cunningham, Lisa Dedels, ScottGraveland, Sherri Heinricks, Jeffrey Hutchison, Patricia Jones, Rodney Lauder, Colleen Leusink, Trevor Taylor, Shelley Thompson, Shane Walker, Shane West, Carey Wickenheiser, Christopher Bene, Tonia Bergen, Curtis Carbert, Chris McMurren, Jennifer Milroy, Shad Oler, Tyrone Porteous, Mark Roman, Carlos Slawson, Ronald NO PHOTO AVAILABLE Clarkson, Tanya, Diep, David Edvardson, Karla Embury, Ryann Fowler, Mitchell Gage, Jennifer77 Berezay, Amy Betts, Gordie Cole, Christine Dietzen, Christopher Dolen, Robert Fabro, Alison Freeman, Rory Gamracy, Crystal Gray, Amanda Jensen, Charla Kesler, Michael Letkeman, Carolyn Logan, Jason Low, Jonthan McPherson, Robert McKee, Shannon Olsen, Monique Prete, Kandis Pritchard, David Roper, James Schile, Andrea Smith, Dustin Thompson, Kimberley White Quills, Deonne Widmer, JosephAntosko, Cory Ross, Cheryl Schmidt, Ian Scullen, Melissa Trinh, Helen Willis, Chad 7 8 Gardiner, Terry Harrison, Carie Kammerer, Angela Kiefuik, Russell Littletent, Melissa Lysak, Chad Morton, Wesley Olson, Erica Paul, Ken Provost, Roxanne Quinteros, Edwin Rachul, Steven Bilinski, Michelle Birrell, Darren Curran, Marlaina Dittberner, William Dustan, Melissa Fuson, Tawniai Cann, D'Arcy Chow, Shong Dickout, Deeanna Fleming, Amber Gfrerer, Mark Girard, Melissa Hall, Pauline Janse, Cinthy Jory, Jon Lamers, Raymond Lawrence, Jason Lepard, Linsey Antochow, Jobina Au Aaron Bates, Amber Brewer, Stephanie 81 Maddaford, Troy McDonald, Christina Neil, Teresa Nunemaker, Trent Pollemans, Mandy Scott, Robert Selman, Cameron Shaw, Ricky Shields, Sherry Taylor, James Theriault, Christine Tyrer, Colin Webb, Brenda Zavala, JamieBender, Shelley Bird, Tyler Brittner, Amanda Chogi, Ryan Clarke, Darla Cooper, Kelsey Davis, Devon Deboer, Aaron Duncan, Brianne Ferguson, Ryan Forsyth, Mandy Gillam, Sean Hatfield, Charon Johnston, Sarah Juneau, Paul Legg, Andrew Leung, Anne McEntee, Sherri Michalenko, Nicholas Nelson, Tara Proffitt, Sally Ramotowski, Tony Reznechenko, Kerrist Simpson, Raymond NO PHOTO AVAILABLE Sippola, Billie-Jo Thompson, Karie Thompson, Bruce Zaphe, Jason 82 TTT V 1 J*N Baker, Jason Barnes, Jillian-Leig8 3 Appelt, Tonia Bateman, Calvin Bishoff, Ryan Brooks, Darcy Clarkson, Clint Coburn, Deanna Courtney, Joleen Coyle, Jeffery Eberwein, Nicole Gitlarski, Chadley Herbison, Angie Kobylka, Dallas, McKeil, Michelle Michels, Trina Michelson, Denton Oler, Carmen Patterson, Chad Phan, Laura Pitt, James Renter, David Skow, Nadine Tollestrup, Scott Trousil, Bryan Van Buckley, Guyana Wilde, Wayne OOOOOOO rKeith Bates Blankenstyn, Annemarie Bodiou, Ian Brower, Darcie Clements, Brad Delaney, George Eaglesham, Michelle Elliott, Cassandra Fisher, Jason Horlings, Brandy Kapke, Jillian Konynenbelt, Ricky Lotze, Sonja Many Bears , Candace McColl, Alaina Miller, Darren Osmond, Karen NO ^ PHOTO AVAILABLE Rejman, Shauna Ririe, David Sherwood, Blaine Vandenbrink, Candace Wittke, Heidi 8 4 85 Asakuma, Sherri Bareham, Amber Bates, Shawn Bowes, Derek Brown, Michelle Elliott, Tanya Fix, Trevor Hayes, John Hoyle, Allison Kiefuik, Andrea Kuberko, Jeffrey Lukens, Karrie Montgomery, Keri Naylor, Donald Roman, Gustavo Shields, Timothy Smith, Melissa Vanderhooft, Cheryl Veres, Lenee Wilson, Arnold Wohlwend, AngelaFox, Tony Gage, Julie Gartner, Pamela Knelsen, Tania Lacmuth, Matthew Lychak, Mark 8 6 Stafford, Michael Van Pelt, Patty Vong, Kui Wong, Tammy Yellowface, Charles Vandenhengel, Kevin Matson, Carrie Neil, Matthew Nishida, Jimmy Perdue, Tara Rosaine, Michael Scott, Bonnie Bcddome, Darrell Burnett, David Coates, Scott Dang, Loan Dickson, Bradley Englehart, JackieWalcheske, Joleen Yanosik, Connie Yip, Greg Huber, Jennifer Hutchinson, Rodney Kurinka, Sherry MacBeth, Trevor Morcom, Heather Paterson, Justin Persley, Chadley Scarlett, Tyler Scott, Tanya Stanley, James Swatske, Allison Velasquez, Geovanni Bolen, Stacey Chan, Jasmine Close, Kevin Dennett, Tanya 8 7 Court, Jeff Embury, Trevor Feist, Jodi Francis, Darren Gray, Elmira Heynen, ChristopherAngyal, Scott Bertsch, Jason Bradfield, Sarah Chandler, Maxine Dickey, Lisa Finley, Rachael Fyfe, David Gugyelka, Natasha Haley, Steven Jang, Darryl McKenzie, Ian McDonald, Chantelle Minor, Wendi Mutter, Sharla Pierson, Lisa Price, Tracey Volk, Michelle Walker, Carmen Westergreen, Cindy 8 8 Prosper, Terri Robinson, Brenda Roelofs, Amie Schwarz, James Taylor, Darren Taylor, Terri-Ann |i W8MGRADE 9 GRADS ALEXANDER, DWAYNE: Nickname - "Seek"; favourite iteacher: Mr. Powell: Pat peeve: "People who walk slow in the hulls, ANDERSON. CHRISTinA: ambivalent, Chris. says her favourite saying is "Whatever!" Pet peeve: feat hers who think they’re cool. Ambition: to marry a millionaire. ASCENCIO, WILSON: Favourite saying: "Alright!!" Pet peaces: Homework ami teachers. Ambition: "to acquire a really good-looking girl friend. Wilson sees his jit tare as a comput­er expert. BADOUR, BETTY): Favourite expression: *Pretty queer”; Pet peeve: Aaron Carpenter’s at­titude. Best school experience: Sleeping in Social; Most embarrassing moment: ski/,ping class and briny caught red-handed by Mr. Walker. BANAK. ROB: "Hobby" claims he's hast known for his great looks: Bast experiences at W ilson ... the dames!! Pet peeve: school's dress rode. Favourite school hangout: wash roam: Most embarrassing moment: getting ribbed by James after the staff-student hockey BANDER, JUSTin; "Jammiu1 Justin's'1 Life ambition is to keep his hair and to have a randy wife. Favourite saying: "no doubt!!": immediate Goal: to get out of school ami make a pile, of money: Peeve: watching old people exercise. BATES, BRANDIE: "Bran" sees herself in the future as a pediatrician. She also hopes to marry and have a family. Favourite saying: "You’re not loved"; Pet peeve: people tvho bor­row ehings and ft til in return them when they are needed. BECKER. DALE: "Spike" has three Goals in Life: to be a movie director, to marry Jodi and to he rich!!! Bel peeve: />eople who pu l, their nose. Memory: Hiding out in the lockers at lunchtime, to avoid getting kicked out. BELCOURT, MICHELLE: "Mitch" says her jar on rite teacher is birr, Zimmerman because she is really down to earth. Pet peeve: double language: Life ambition: to be an orthopedic surgeon: Current persona: being a total elutz and completely out of it. BENDER, SHANNON: Pet peeve: teachers tvho give extensions on deadlines after you've staved up til midnight the night before finishing an assignment. Favourite teacher: Mrs. Zimmerman because ”she is jtist like my grandmother". Goal in Life: to become a lawyer. Favourite food: apples ... maybe you should become u teacher Shannon. BERTE. DAN: "Birilie’sn pci peeve: doing speeches. Most embarrassing moment: "having my pan};: pulled down". Ambition: to marry a beautiful blonde and retire, in Florida. BERTSCH JEFF ; ambition: to play NHL hockey: Favourite expression: "You're a nerd Duncan" and "Oh. / knoiv Pet /n->‘vc: when someone goes to the washroom and doesn't flush the toilet. BIRRELL, DONNA: rays she't? best known for her fluorescent clothes; pet peeve: teachers who make yon run lots of laps in gym. Memory: playing the 'gain game" in sirs, Allen's muring class. Favourite snack: slurpees. BOEHR, DAVID: if "Dave" has his tray he'll he Hr. Boehr by the year 2000. Favourite class: math 'cause it's easy. Pet /mere: stupid people who ask stupid questions. Known.fori "Til !) Enterprises"makers ofT& D software. BRACHA JON: modest joe; says he's Item known for ids brains. Life goat: to in1 a business executive or corporate lawyer. Pm pee.ve: “grade sevens". "Puce, whatever you say" Jon!! Future plans: to attend Harvard or Cornell. BRADLEY. KATHI: Look out ... lu re comes another orthopedic surgeon. But don't call "Dr." Bradley “Katherine"... that is her pet gear e. Kathi's favourite place in the school is the gym because she has a passion for active sports. BRANDON, JASON ... BBETHERICK, SAM: a man offew words, Sam's favourite place in the school is "Nelson’s Arcade". Sam’s favourite expression is "most triumphant" and thinks of the school cafete- ria as "most unt riumphant" BROOKS, SHAWNA: favourite, sayings: blonde jokes about other blondes. Pet peeve: ''peo­ple milking blonde jokes about me." Goals and ambitions: to become a professional model. move to California and. marry roam tall, tanned, good looking, rick dude. BROPHY, GLENN: Gle.nn H known as the "hossman". Hr hopes to become a good football player. Failing that. Glenn would like to became a guitarist in u heavy mein! band. Glenn’s favourite saying ... "I’m huge" BRYKSA, BRENT ... BUSCH, GARRET... CHAN, EILEEN: "lazy bones" hopes to become famous and the richest person in sir tcorld. She says she “dates" teachers red. in res to bug them. Eileen’s pet peeve: sitting down at a desk only to, ha re someone’s discarded gum stii k to her clothes. CHOLMONDELEY, PENNY: Penny's favourite place, in the school is the. bathroom but her pet peeve is Mr, Stefan’s potty pars, Penny’s ambition: to be so rich she never km; to work ... good lucky Penny // rCHOW, SHANNON: "Chow" thinks Wilson is one of the best schools in Lethbridge. But "oh man" can’t they get some decent toilet paper for the girls' washroom? Shannon hopes to at­tend university to train as either a doctor or a veterinarian. CHOW, WAYNE: Wayne's favourite place in the school is Mr. Nelson's computer lab and his favourite pastime is bugging Mr. Nelson. His pet peeve is Ben Dick and his Goal in Life? You guessed it ... to get rid of Ben Dick. CHRISTIANSON, JASON: Favourite expression: "What's it to you?" Life’s Goal: to become rich■ take over the world and mala' Canada into the world's foremost military power. Jason's nickname: "soldierboy". His favourite food: C Rations what ''Isa'.' CHRISTIE, DANNY: 4s the current commercial says, Danny is a willing member of the "Pepsi generation". in fact he claims his ambition in Life is to follow in his father's footsteps and become a "Pepsi man". Bream: logo parachuting. CLARK, BARB: known jor her weird imagination. Barb's goat in Life is to become the world's Jirst female Siberian heavy metal singer. Notwithstanding that she'll attend univer­sity to study medicine in the hopes of becoming a heart surgeon. Her favourite saying: "Take my advice, Pm not using k." CLARKSON, NATALIE:... COLWELL, KERI Favourite expression: "Hey Dude!"; Pet peeve: people who thinki they're God's gift to the Earth. Kcri's ambition: logo to university and then to become very rich!! CONDIE, BEKKI: claims she is best known for going to the bathroom each class period. Bekki's short term Goal is to pass grade nine. Later she hopes to train as a nurse and maybe travel to Africa. CONinE, TERESA: "Tree" reveals that ice cream is her favourite snack. She loves meeting\ new guys...er people. Her Life's Goal is to always keep up with the latest fashion. Another ambition: to move to California and marry some rich hunk. CORDEL. JOCELYN ..." COVEY, NOEL: claims he has basketball in his blood. He can't believe that Jesse cut him from the basketball team. Noel says Jesse will be sorry when he starts playing for the Lakers. CRADDOCK, BRANT: Nickname: “Ralph". Favourite snack: Oreo cookies. Favourite teacher: Mr. Jesse ’cause he's got a good sense of humour. Ambition: to pass grade nine. CUNNinGHAM, JASON: says he's best known for being the most conceited person in the \ school. His pet peeve: short people. CURRAN, ARLENE: "R" says her best memory of Wilson was watching Shannon throw a cream pie in Mr. McKay's face. She says she's known for being tall and weird. Her pet peeve? You guessed it ... short people. DELGADO, CURTIS: best kmvon jfor his guitar playing, Curtis hopes to become a gui­tarist in a hand. Mast embarrassing moment: fainting while going downstairs. Pet peeve: Stuart Hyder. DEDELS, SHANNON: Points of pride: making Studen ts' Council and making the cross­country team three years in a row. Favourite sayings: "Oh! Real mature "Get a Life..."; "Find a friend!" Pet peeve: gum in the water fountain. Ambition: to grow two more inches. DERENZO, JORY: known as the tallest boy in grade nine, Jory sometimes gets the nick- name, "Huge”. His pet peeve: having to spend another year in Junior High. Favourite class: Jesse's ”because he lets me play on his computer", DICK. STEPHANIE: Stepk's favourite place in the school is the Art Room (Check out the signature on the yearbook cover). She claims that Wilson would be a great school if they just got rid of all the teachers. Life's Goal: to study medicine and become rich. DUDLEY, CHRIS: sometimes known as Dud Studley, Chris hopes to eventually move to Edmonton to attend U of A to study either law or medicine. Wilson memories: the great school dances and fun intramurals. Embarrassing moment: slipping on the pommel horse. DUECK, STACY: Fa vourite expression: "I'm not scared of you, Dwayne." Favourite teach­er: Mr. Weitz. Stacey says he lives for weekends. Most embarrassing montent: in grade sev­en when he let a loud ... (can we say that in the yearbook?) in class. DUNCAN, DAN: "Tank" is justifiably proud of making both the Senior boys'volleyball and basketball teams. And his favourite spot to be in the school ... you guessed it the gym. Life Goals: to play either volleyball or basketball professionally. DICK, BEN: Wilson memories: the food in Grade 8 French class. Pet peeve: Tim! Favourite teacher: Mr. Powell... he's very lenient. Ambition: to get into the Baccalaureate program at Winston. Cross to hear: having the last name of Dick. EMIGH, KARI "Beaker" seems to be plagued by embarrassment. Her favourite saying: "I'm sooo embarrassed." Best known for turning beet red when she gets embarrassed. \ Favourite teachers: Mr. James and Mrs. Zimmerman because, she is passing their courses. FALK, MARCUS: nickname: Larry. Favourite saying: "Do I really care?" Favourite snack: cheeseballs. Pet peeve: mouthy little grade sevens. Life Goal: to be a great baseball player.FEIFER. ANNIHA: says her favourite place in the school is the sick room. Vet Peeve: \ Hen Dick. Ambition: to go to university and become a fashion designer ... then look out Aew York!! Favourite saving: "Keep smilin' Babe, you look beautiful" FILGAS, THERESA ... FORBES. TIM: Finest achievement: made the Senior Boys’ Volley I ltd I team. Favourite ex­pression: "simply devastating!" Favourite teacher: Mr. Vowel! because he lets you eat in class. Ambition: to be a policeman. FOWLER. JARRET. ... FREEMAN, JIM Nickname: "Boots'1. Mot surprising. Jim is best known for his big boots. Two of his Goals in Life are: to own and ride a Harley and to fly a jet. Vroudest achieve­ment: art projects. Favourite teacher: Mr. Nelson. FREEMAN, SHAWNA: best known for her athletic talents, one of Shauna's best memories of Wilson was playing on the Senna- Girls' Volleyball team and going undefeated. Life Goal: to become a famous athlete. Immediate Goal: to pass grade nine with "Honours with Distinction" FRITZ, ALAN: ... FRIZZELL. KIM: Kim is known for being easy going and having all sorts of funny say­ings. Her current favourite: "Hello! I),,,-. your mama like you, Bullhead?" Vet peeve: pro pie trim are cheerful when she isn 't. Gareev Goal: Marine biologist. FUKAMI. LEANNE: is a great hockey fan. She says her favourite teachers are Mr. Weitz am I Mr. Vo,veil because they both have a great sense of humour. Vet peeve: grade sevens who think they're cool. GANESH, VISHAL: "Vish" claims he's le st known for his brains tar s

  • Wilson Junior High School Warbler 1965
    Wilson Junior High School, 2016
    Co-Authors: Wilson Junior High School
    Abstract:

    The annual publication of the students of Wilson Junior High School, Lethbridge, Alberta.(1964-65)pdfKaren ICHirvo C/NDY chri st/a/'/so^/ BfVEKLY 3mt YEARBOOK STAFF ^ ft JudY Reed GGerald Carmichal ^ A TFRRY HORII V LYNDA LEFF/A/GWCLl Connie! THonrso/V DE&&IE MASS OAFEDITORIAL WORK By E. B. Brownlow WORKl use all they will, give all they might, Ply all they strength. Until the golden dawn of early light Shall change at length into deep purple shades, soft, pure and bright, That bring glad tidings of the peaceful night. WORKl.while the subtle seasons onward roll in certain course, The ways of this frail world to help control; That deen remorse in Life’s last moment—ere thy deeds unroll— May strike no sudden anquish to thy soul. WORKl taking lessons from the mightly Past, What men have done; Yet let not those old masters hold thee fast; They have begun What later souls must finish. They have cast The first stones at earth’s evil—not the last. WORKl but seek not false Ambition’s flame To light thee on; Not so the men of wisdom ever came in days long gone; No sordid drea,—no bare desire for Fame Has left on Memory’s lips one worthy name. WORKl in the hope of sowing seedlings great; Let others reap, That, when stern Nature bids thy step abate, Thy body sleep, Thy soul shall tremble not at Death’s dark gate, But calm and sure shall meet its After-Fate."Work in the present, by the light of the past, will bring its own reward in the future." The poem on the preceeding page was written by a Canadian Poet, E. B. Brownlow. He also wrote the above passage. His poem has a direct bearing on our future lives, both grades seven and eight. Grade eights are graduating into grade nine and will soon have the task of choosing a profession. This is one of the most important steps on the way to success. Some pupils will quit school soon, although some will go through college to complete their training. The road to success is through WORK for Life is no easy thing. Unfortunately for ourselves and for the school, all individuals are not honor students. Some students "work" and achieve top marks. These students are a benefit to the school. These same students achieve a Goal in Life and are a benefit to themselves and to the public. They are good Canadians! There are other students who , although they try, do not achieve top marks. This is unfortunate, but they can also make their Goal in Life. They may have to work harder though. Then there are the students who do not even try. These are the failures. They feel Life is "one ball of fun I" As a result these are the drop outs. There is much in.store for the ambitious individual but for the "lazy" one there is little. LetTs have all Wilsonite*s be the "ambitious". To the teachers, caretakers, student council, and secretary I would like to express my deep appreciation for their assistance in the past school year. tWfd'-/ l.h/1itiP)?1' • J CREDITS We thank the following who helped in the publication of the Year Book: The Biography writers in each room. Those who contributed poems, stories, etc. Those who reported for the various clubs and activities. The staff members for their cooperation. Mr. Michelsen who took pictures and donated film. Mrs. Aalgaard for typing and running off stencils.This Yearbook is DEDICATED to the MEMORY of MR. T. OSHIRO A TEACHER'S CREED X believe in boys and girls, the men and women of a great tomorrow; that whatsoever the boy soweth the man shall reap. I believe in the curse of ignorance; in the efficacy of schools; in the dignity of teaching, and in the joy of serving others. I believe in wisdom as revealed in human lives as well as in the pages of the printed book; in lessons taught, not so much by precept as by example; in ability to work with the hands as well as to think with the head; in everything that makes Life large and lovely. I believe in beauty in the schoolroom, in the home, in daily Life, and out-of-doors. I believe in laughter; in love; in faith; in all ideals and distant hopes that lure us on. I believe that every hour of every day we receive a just reward for all we are and all we do. I believe in the present and its opportunities; in the future and its promises; and in the divine joy of living.Principal’s Message Another school year is drawing to an end. Some of you will be leaving our hallowed halls and going to other schools. Others will be moving into a higher grade. The Talmud says "Blessed is the generation in which the old listen to the young; and doubly blessed is the generation in which the young listen to the old." May I pass on to you a few words that might help to guide you in your walk through Life. Being on the job is better than carrying a rabbit’s foot for luck. Success is half won when we acquire the habit of steady work. There are many who can put on a spurt where an immediate reward follows, but the one who gets ahead eventually is the person to whom steady work has become a habit. But remember that you will not always succeed in everything that you do. The most important lesson that failure can teach is that there is something in the human spirit which is strengthened by disasters large and small. The greatest humans are those who despite the most bitter setbacks, nevertheless keep right on going - surprising even themselves by their power of perseverance. There is no royal road to anything. "One thing at a time, all things in succession. That which grows fast withers as rapidly. That which grows slowly endures." Remember that education never ceases. It is a road that we travel all the days of our lives. Each year the educational standards for jobs are boosted. Those who are qualified are the chosen ones. Be sure that you stay in school as long as you possibly can. Then do your very best. Abraham Lincoln said, "I do the best I know, the very best I can, and I mean to keep right on doing so until the end." May I on behalf of our staff wish all of you success in the summer and year that lie ahead. We consider it a privilege to have had a chance to try to mold your lives, because teach­ing is a process that continues throughout Life, never completely achieved, never completely denied. This is the challenge and the fun of teaching - there is no ultimate end to the process. Good luck!MR. G.R. CASTLES Principal Teaching Staff MR. L.S. COLLET Vice Principal MR. J. DYCK MR. L. FEKETE MRS. D. GinGRICH MISS V. GRAY HR. B.A. HAIG MRS. M. KAMinSKI mr. D. KOS AKA MR. J.P. KRULAK MR. W.J. LANGLANDS MR. R.K. MICKELSFN MR. W. MILLS MR. T. OTANIOffice Staff A former student at Wilson ---- she won't tell us how long ago ---- is now back in the office again. Mrs. Aalgaard has been the school Secretary for the past two years and being quite happy here she says that she intends to stay. MRS. AALGAARD Custodians Trying to get a biography for Mr. Doram is like trying to take peanuts from an elephant's mouth, but we did manage some things. His favorite saying seems to be, "Oh, smarten up!" in the winter he shovels snow, or has some poor fellows doing it for him, and in the summer he sweeps the ............lawn............... if you can feature it. For the five years he has worked here we have had the best kept school in the city. Thanks Mr. Doram for your faithful service. We are always greeted with a smile by firs. Vaykovich, even after four years at Wilson. We have missed her during her long absence which has been due to illness. Don't over­do it when you get back. We want you here next year. MRS. VAYKOVICH Mrs. Dougall has served faithfully at Wilson for eight years. We are not quite sure how 3he has been able to stand it, but we are glad she has for this school would not be the same without her. * MRS. DOUGALL We express our thanks to each of you for your work which has been so essential to a successful year.STUDENTS' COUNCIL REPORT The first meeting held following the election was generally a success but I think that the other Students' Council members knew more about the pro- ceedure than I did. Really, we learned much about democratic government during our meetings. J \ Our first party was a film party iXy? h'£ \ entitled, "Tales of Terror". It was j< ^ \ y! a rather frightening one to fit the / -iJ'. 'vi' occasion of Halloween. We suggested -!'-'-r-0 ;-rr ; - that all attending should wear costume A- " ’ ' ""7" There was a tremendous turn out with a V / great variety of costumes. / Our second party was a skating party which ...was thoroughly enjoyed by the students and quite ( A successful. Prizes were given and games played. vZ) -*// Our next party was for Christmas. It featured a film entitled "Shaggy Dog." Of course there isn't a Christmas party __ without a Santa Claus, so Mr. Haig was U U consulted. It seems that he plays the part very well and he admires that studious student, Gordon Jensen, for sitting on his lap. We had another film in February. The film "Blue Hawaii" was shown and brought out a great number of Elvis' fans, and a great deal of fun. A skating party was held for Sadie Hawkin's Day. The girls were asked to ask the boys to skate, or was it the boys who were to ask the girls? Oh, Well.' I know for sure that they were all skating anyway. Other skating parties were held and were well attended and enjoyed by the students. May 7 the film, "The Pleasure of His Company" was shown and the last film of the year was shown June .IS th. May I remind you that the duties of our Union are not only that of having parties. We should consider participating in other events for the community and also making improvements to our own school. To this end the Students' Union awards two scholarships each year. One each to the grade 7 and grade S student who makes the greatest contribution to the school during the year. Merit pins and crests are also awarded to deserving students. All in all the Student's Union of Wilson Junior High had a successful year. May I on behalf of myself, Mr. Collet and the executive of the Students' Union wish you a good summer and a successful year to come. kj? . . ..rJ ; .STUDENTS' COUNCIL EXECUTIVE Mr. Collet.................... Staff Advisor Judy Lee ...................... Grade VII Representative Lynda Leffingwell . Treasurer Karen Ichino ............. Secretary Leonard Block .......... President Dale Ebbert ............... Vice President Brian Leishman .... Grade VIII RepresentativeTub way to a mans heart .Stand Back / WATCH TllOSL Fin CL Kb WHY DIDN'T I D(? MY HOMtWOKK? \:iDumD TntAPjOHCf cds 7' //y //£« WORK ZT/jpr attention V/l 1Y TAGT TO in T, MR. HAIG? i 2-3-BEHD, 1Z-3 SHORT CIHCUIT ? Single filc // THE PLANNERSI THOUGHT I MADE IT CONTROL TOWER TIME OUT WHAT'S A FIELD DAY WITHOUT FOOD ? THAT'S BETTER HEAVE ITcr /HONORED L rV JJk -r1 pi 1 UjJ j N pip o - j A pp -N I'J JLJ jj J ZJ w-. *-■ P) L This year many students entered certain competitive events. The very fact of their entering is an honor to our school. V/e, however, cannot mention all these people by name, but we can express congratulations and acknowledge those who won or placed in any of these competitions. THE MUSIC FESTIVAL Grade 8 Girl’s Solo....................Debbie Meyers... Grade 7 Girl’s Solo..........................Evelyn Guenther. Grade 7 Boy's Solo.............................Laurie Zmurchuk. Junior High Chorus..............................Wilson Glee Club Grade 7 Choral Speaking................Room 104.................... 1st. 3rd. 3rd. 3rd. 1st. Shakespeare, 15 yrs.Sc Under. Grade 8 Lyric Poetry................ Grade 7 Lyric Poetry................ Shakespeare,13 & Under........... Duologue............................................... Clarinet Trio, Beginners... ..Patricia Toth... Christine Puhl.. ..Debbie Mcllroy.. ..Susan Burton.... Beverly Ponech.. ..Judy Kropinak... Stewart Rennie.. ..Beverly Belle Michael Fletcher ) )... 2nd. 3rd. 2nd. 1st. 2nd. 1st. 2nd. 1st. Beverly Ponech, Joan Demers Gerda Huising Tied Debra Barton, Brenda Prosk for Judy Prosk 1st. Baritone Beginners.............................Lyle Pennington..............................2nd. 3and Beginners, Class D................Wilson Jr. High Band.......1st. REMEMBRANCE DAY ESSAY COMPETITION..Michael Fletcher.............2nd. CANCER POSTER COMPETITION.......................Sigrid Fritz.........................3rd. SCIENCE FAIR Judy Kropinak.........................................2nd. Gwen Price.................................................Honorable Mention Bryan Derman............................................Honorable Mention Larry Charles..........................................Honorable Mention TRACK AND FIELD....................................List of winers in sports sectionLETHBRIDGE PHILATELIC SOCIETY CENTENNIAL STA1T CO .PETITION Judy Lee............. Debra Nygard . Brian Meszaros Honorable Mention ilonorable Mention Honorable .ention HEAD MAGAZinE LITERARY CO: IPETIQN This Competition v/as conducted within the school and the v/inners of the connetitions are as follows. POETRY Susan Burton Debbie flyers Carol Gibson PROSE Pat Toth ,,.. Dale Ebbert . Barbara Feme First Second Third First Second Third THOSE WRITinG FOR SCHOLORSHIPS ROBin SHERLOCK SCHOLARSHIPS: Karen Ichino Karl Jansens Barbara Feme Robert Nakamura Bert Herfst Gordon ‘Tanaka CLARENCE SHERLOCK SCHOLARSHIPS: Karen Ichino Karel Jansens Barbara Feme Gwen Hansen Robert Nakamura Michael Fletcher s(e # # Jjc Jfe C A N AD A 5a /*' * " S' > • -X > \ t\ l0. * /96 V . V__> > ' I /J6>o T/\ G ' - />£ 9 re S j ■y hoc f*s *7 Kt / i I O' Pos*>G? i\ V\ - // I JuSy £ £ f' :,v) fVoVr (r ((

Aharon Aviram - One of the best experts on this subject based on the ideXlab platform.

  • The decline of the modern paradigm in education
    International Review of Education, 1996
    Co-Authors: Aharon Aviram
    Abstract:

    Le système éducatif a la réputation largement répandue de mal fonctionner, et l'article expose qu'il existe en effet une crise profonde due à l'écart entre le système d'éducation et le monde en évolution qui l'entoure. Les conditions de vie post-modernes font passer au premier plan la production de l'information à la place de la productivité de la terre et du capital, et une vision du monde relativiste remplace l'adhésion à une religion ou une idéologie fixe, qui à son tour engendre le pluralisme et la modification des structures sociales. Parallèlement, la recherche de la vérité n'est plus le but suprême dans la vie, et la détention d'une preuve d'éducation n'est plus une garantie d'accès à une vie réussie. Le dysfonctionnement des institutions éducatives réside donc dans leur attachement obstiné à des modèles périmés quant à leurs objectifs, leurs activités, leurs structures, leurs méthodes et leur vision de la clientèle. Sur la base d'une vaste étude sur le récent débat conceptuel et une évaluation des tendances sociales, l'article analyse les conséquences des changements radicaux contemporains sur ces modèles: la recherche d'un nouveau type d'éducation ne fait que commencer. Das Bildungssystem wird weitgehend als unzulänglich betrachtet, und dieser Artikel argumentiert dahingehend, daß es in der Tat eine tiefgreifende Krise gibt, die durch die Kluft zwischen dem System und der sich ändernden Welt um es herum ist. Postmoderne Bedingungen legen eher Wert auf die Erstellung von informationen als auf die Produktivität von Land oder Kapital. Man zieht eine relativistische Weltanschauung einer festgelegten Religion oder Ideologie vor, die wiederum Pluralismus und sich ändernde soziale Rahmenbedingungen fördert. Gleichzeitig wird die Suche nach der Wahrheit nicht länger als oberstes Ziel im Leben angesehen und der Besitz von Bildungsnachweisen ist nicht länger eine Garantie für ein “gutes Leben”. Bildungsinstitutionen funktionieren nicht mehr, weil sie in ihren Zielen, Aktivitäten, Strukturen, Methoden und Wahrnehmungen ihrer Zielen, Aktivitäten, Strukturen, Methoden und Wahrnehmungen ihrer Zielgruppen mit unzeitgemäßen Normen verknüpft sind. Mittels eines weitreichenden überblicks über jüngste Debatten über Konzepte und die Einschätzung sozialer Trends, untersucht der Artikel die Auswirkungen radikaler zeitgenössischer Anderungen der Normen; die Suche nach einem neuen Paradigma der Bildung hat gerade erst begonnen. The education system is widely perceived to be functioning poorly, and this paper argues that there is in fact a deep crisis caused by the gap between the system and the changing world that surrounds it. “Post-modern” conditions stress the production of information rather than the productivity of land or capital, and a relativistic world-view rather than adherence to a fixed religion or ideology, which in turn gives rise to pluralism and shifting social frameworks. At the same time, the pursuit of Truth is no longer seen as the highest Goal in Life, and the possession of proof of education is no longer a guarantee of access to the “Good Life”. Educational institutions are dysfunctional because they remain wedded to outmoded parameters in their aims, activities, structures, methods and perceptions of their clientele. Through a wide-ranging review of recent conceptual debate and assessment of social trends, the paper explores the implications of radical contemporary changes in the parameters: the search for a new paradigm of education has only just begun. Hay una percepción general de que el funcionamiento del sistema de educación es deficiente, y este trabajo sostiene que, efectivamente, se produce una profunda crisis causada por la brecha existente entre el sistema y el mundo cambiante que lo rodea. Las condiciones “postmodernistas” ponen énfasis en la producción de informaciones más que en la productividad de la tierra o del capital, y en una óptica del mundo relativista más que en la adhesión a una religión o ideología fija, lo que por su parte da origen al pluralismo y a sistemas sociales cambiantes. Al mismo tiempo, la busca de la Verdad ya no es considerada como la meta más importante en la vida, y la titularidad de pruebas de formación ya no garantiza el acceso a la “Buena Vida”. Las instituciones de la educación muestran una disfunción porque aún se atienen a parámetros obsoletos en cuanto a objetivos, actividades, estructuras, métodos y percepciones de su clientela. A través de una amplia reseña de debates conceptuales recientes y de la valoración de tendencias sociales, el trabajo explora las implicaciones que los cambios radicales contemporáneos tienen en los parámetros; la busca de un nuevo paradigma de educaión solamente acaba de comenzar. Обычно считается, что система образования функционирует неэффективно. В статье утверждается, что на самом деле имеется глубокий кризис, вызванный пропастыо между системой и окружающим ее меняющмся миром. “Постсовременные” условия делают акцент на производстве информации, а не на продуктивности земли или капитала, и на релятивистском мировоззрении скорее чем на приверженности стабильной религии или идеологии. В свою очередь это вызывает плюрализм и меняющиеся социальные контуры. В то же время поиск Истины не считается больше главной целыо в жизни, а доказательство наличия образования больше не является гарантией “хорошей жизни”. Образовательные учреждения дисфункциональны, поскольку остаются прибязанными к устаревшим параметрам целей, деятельности, структур, методов и представлений о сбоих клиентах. С помощью обширного обзора недавних концептуальных дискуссий и оценки социальных тенденций в статье изучаются последствия современных радикальных изменений в этих параметрах; поиск новой парадигмы образования только что начался.

  • The decline of the modern paradigm in education
    International Review of Education, 1996
    Co-Authors: Aharon Aviram
    Abstract:

    Le système éducatif a la réputation largement répandue de mal fonctionner, et l'article expose qu'il existe en effet une crise profonde due à l'écart entre le système d'éducation et le monde en évolution qui l'entoure. Les conditions de vie post-modernes font passer au premier plan la production de l'information à la place de la productivité de la terre et du capital, et une vision du monde relativiste remplace l'adhésion à une religion ou une idéologie fixe, qui à son tour engendre le pluralisme et la modification des structures sociales. Parallèlement, la recherche de la vérité n'est plus le but suprême dans la vie, et la détention d'une preuve d'éducation n'est plus une garantie d'accès à une vie réussie. Le dysfonctionnement des institutions éducatives réside donc dans leur attachement obstiné à des modèles périmés quant à leurs objectifs, leurs activités, leurs structures, leurs méthodes et leur vision de la clientèle. Sur la base d'une vaste étude sur le récent débat conceptuel et une évaluation des tendances sociales, l'article analyse les conséquences des changements radicaux contemporains sur ces modèles: la recherche d'un nouveau type d'éducation ne fait que commencer. Das Bildungssystem wird weitgehend als unzulänglich betrachtet, und dieser Artikel argumentiert dahingehend, daß es in der Tat eine tiefgreifende Krise gibt, die durch die Kluft zwischen dem System und der sich ändernden Welt um es herum ist. Postmoderne Bedingungen legen eher Wert auf die Erstellung von informationen als auf die Produktivität von Land oder Kapital. Man zieht eine relativistische Weltanschauung einer festgelegten Religion oder Ideologie vor, die wiederum Pluralismus und sich ändernde soziale Rahmenbedingungen fördert. Gleichzeitig wird die Suche nach der Wahrheit nicht länger als oberstes Ziel im Leben angesehen und der Besitz von Bildungsnachweisen ist nicht länger eine Garantie für ein “gutes Leben”. Bildungsinstitutionen funktionieren nicht mehr, weil sie in ihren Zielen, Aktivitäten, Strukturen, Methoden und Wahrnehmungen ihrer Zielen, Aktivitäten, Strukturen, Methoden und Wahrnehmungen ihrer Zielgruppen mit unzeitgemäßen Normen verknüpft sind. Mittels eines weitreichenden überblicks über jüngste Debatten über Konzepte und die Einschätzung sozialer Trends, untersucht der Artikel die Auswirkungen radikaler zeitgenössischer Anderungen der Normen; die Suche nach einem neuen Paradigma der Bildung hat gerade erst begonnen. Обычно считается, что система образования функционирует неэффективно. В статье утверждается, что на самом деле имеется глубокий кризис, вызванный пропастыо между системой и окружающим ее меняющмся миром. “Постсовременные” условия делают акцент на производстве информации, а не на продуктивности земли или капитала, и на релятивистском мировоззрении скорее чем на приверженности стабильной религии или идеологии. В свою очередь это вызывает плюрализм и меняющиеся социальные контуры. В то же время поиск Истины не считается больше главной целыо в жизни, а доказательство наличия образования больше не является гарантией “хорошей жизни”. Образовательные учреждения дисфункциональны, поскольку остаются прибязанными к устаревшим параметрам целей, деятельности, структур, методов и представлений о сбоих клиентах. С помощью обширного обзора недавних концептуальных дискуссий и оценки социальных тенденций в статье изучаются последствия современных радикальных изменений в этих параметрах; поиск новой парадигмы образования только что начался. The education system is widely perceived to be functioning poorly, and this paper argues that there is in fact a deep crisis caused by the gap between the system and the changing world that surrounds it. “Post-modern” conditions stress the production of information rather than the productivity of land or capital, and a relativistic world-view rather than adherence to a fixed religion or ideology, which in turn gives rise to pluralism and shifting social frameworks. At the same time, the pursuit of Truth is no longer seen as the highest Goal in Life, and the possession of proof of education is no longer a guarantee of access to the “Good Life”. Educational institutions are dysfunctional because they remain wedded to outmoded parameters in their aims, activities, structures, methods and perceptions of their clientele. Through a wide-ranging review of recent conceptual debate and assessment of social trends, the paper explores the implications of radical contemporary changes in the parameters: the search for a new paradigm of education has only just begun. Hay una percepción general de que el funcionamiento del sistema de educación es deficiente, y este trabajo sostiene que, efectivamente, se produce una profunda crisis causada por la brecha existente entre el sistema y el mundo cambiante que lo rodea. Las condiciones “postmodernistas” ponen énfasis en la producción de informaciones más que en la productividad de la tierra o del capital, y en una óptica del mundo relativista más que en la adhesión a una religión o ideología fija, lo que por su parte da origen al pluralismo y a sistemas sociales cambiantes. Al mismo tiempo, la busca de la Verdad ya no es considerada como la meta más importante en la vida, y la titularidad de pruebas de formación ya no garantiza el acceso a la “Buena Vida”. Las instituciones de la educación muestran una disfunción porque aún se atienen a parámetros obsoletos en cuanto a objetivos, actividades, estructuras, métodos y percepciones de su clientela. A través de una amplia reseña de debates conceptuales recientes y de la valoración de tendencias sociales, el trabajo explora las implicaciones que los cambios radicales contemporáneos tienen en los parámetros; la busca de un nuevo paradigma de educaión solamente acaba de comenzar.

Marliyanto Rahmad - One of the best experts on this subject based on the ideXlab platform.

  • Emotional intelligence Development in Daniel Keyes’ Flowers For Algernon (1966): A Humanistic Psychological Approach
    2013
    Co-Authors: Marliyanto Rahmad
    Abstract:

    The study is focused on whole needs of the major character from humanistic psychological perspective. The aim of the study is to show the human needs and emotional intelligence of Charlie Gordon in reaching his self- actualization. The object of the research is a science fictional novel entitled Flowers for Algernon (1966) by Daniel Keyes., in analyzing Flowers for Algernon novel, the writer uses qualitative method and humanistic psychology approach. The data sources consist of primary data and secondary data sources. The primary data source is the novel Flowers for Algernon itself and the secondary data sources are the other sources related to the analysis such as the author’s biography, books of literary theory of the object and issue. The method of the data collection is descriptive analysis. The result of the research demonstrates the following conclusions. Firstly, literary works and psychological phenomena therefore have the same object, human being. Second, Daniel Keyes views that self- actualized person is fulfillment in doing the best. Third, Daniel Keyes pictures the experience and the struggle to achieve self- actualization by the major character. It shows that human will be motivated to attend his self- actualization after gratifying the lower needs (basic needs). A person will develop himself, to be what he wants to be and to reach the Goal in Life

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

  • Richard’s Self-Actualization in Richard Wright’s Black Boy:A Humanistic Psychological Approach
    2003
    Co-Authors: Romdiyati Romdiyati
    Abstract:

    The object of the research is a fictional authobiographical novel BLACK BOY (1945) by Richard Wright. The study is focused on self-actualization of the major character from humanistic psychological perspective. The aim of the study is to show the effort of Richard to reach his self-actualization. in conducting the study, the writer uses qualitative method. The primary source is the novel itself, and the secondary sources are the author biography, the humanistic theory, theories of literature, and other books that relevant to this research. Method of collection data is documentation and library research, while the data analyzing technique is descriptive and hermeneutics. The writer uses Humanistic theory as a technique of analysis. The result of the study shows that human will be motivated to attain his self-actualization after gratifying the lower needs (basic needs). A person will develop himself, to be what he wants to be and to reach the Goal in Life. He will try to grow greater and uses his potential into the fullest.

Maria Skordala - One of the best experts on this subject based on the ideXlab platform.

  • Global Goal orientations: prediction of sport and exercise involvement and smoking
    Psychology of Sport and Exercise, 2011
    Co-Authors: Athanasios Papaioannou, Alexandros Sagovits, George Ampatzoglou, Perikles Kalogiannis, Maria Skordala
    Abstract:

    Abstract Objective Two studies were conducted to investigate the assumption that a personal improvement Goal in Life is connected with adaptive self-regulatory strategies and high levels of self-efficacy that enable individuals to adopt regular physical activity and avoid smoking. On the other hand, it was hypothesized that health-related behaviours would have no connection with normative-referenced Goals such as ego-enhancing and ego-protection Goals in Life. Method Study 1 focused on exercise in adulthood. Women ( N  = 381) responded to instruments assessing stages and processes of change, self-efficacy, frequency of exercise and Goal orientations in Life. Study 2 was a two-year longitudinal investigation in adolescence. Students ( N  = 1508) responded twice on self-reports of sport and exercise involvement, smoking, truancy and Goal orientations in Life. Results A personal improvement Goal in Life was connected with frequent exercise, high levels of self-efficacy and ten processes of change in the exercise domain. Women in the maintenance stage of change had higher scores on personal improvement scale than women in the precontemplation stage of change. Controlling for responses in Time 1, a personal improvement Goal in Life was positive predictor of sport and exercise involvement and negative predictor of smoking and truancy two years later. Ego-enhancing Goal in Life had no association with sport and exercise involvement or smoking. Ego-protection Goal in Life was positive predictor of no exercise at all in adolescence. invariance of factor loadings across the two age groups suggested that global Goal orientation retain the same meaning across adolescents and adults. Discussion Life-skills programs adopting self-regulation models to promote physical activity and to prevent from smoking should strengthen personal improvement Goal in Life.