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people living on the equivalent of $2 a  day in a slum with open sewers and a 30 percent HIV infection rate among adults. Children are often discouraged from attending school so they can panhandle for their family, which often live in a cinder block “house” the size of what most in the US would consider a shed. But Ocitti had “street cred” with the residents. He was their unofficial mayor. And there were informal soccer teams in the slum to draw from, as well as the insatiable desire to play soccer

surface features such as depressions that may indicate subsurface crevasses, or cracks in the ice below. On overcast days, clouds block sunlight from reaching the snow surface, and there are no shadows we can use to identify features in the snow. These conditions are called “flat light,” and make it difficult and sometimes dangerous to travel over new terrain. Out of 32 days, we spent six in camp due to poor visibility and low surface contrast. Once our plans were determined, we would pack our lunches

representations of racism and how to fight it. PLU students also cultivated a handbook called “AWAKE: A Handbook on Fighting Racism” that will be distributed to all participants by the end of February. Kamari, reflecting on what he learned over the four-week course, sat in the high school cafeteria days before the big performance diligently tracing block letters that spelled “equality” on a giant puzzle piece for his group’s project titled “Keep an Open Mind.” “We’re making a puzzle that represents what would

could almost see the heat rising from the blistering pavement, and all around, clothes, furniture, blankets, refrigerators, and pieces of wood and brick, recklessly rearranged into an unrecognizable mess. Trees stood bare as far as the eye could see. Their branches had been ripped off in the violent winds and lie wherever they landed. Walls were stripped from houses and some were torn from their very foundation leaving nothing but a cement block. Katie Scaff ’13 films Elmwood, Mo. residents at the

as the strengthening of my own compositional craft. Every day I needed to produce. There was no time to wait for inspiration to hit or to get stuck by writer’s block. I developed a set of tools that helped me generate ideas and materials from a variety of sources. I am able now to share these with students as they come against a wall, getting to a point but not knowing how to move forward. It is gratifying to see them take these same tools and develop their own voices as we meet together.But

opted to stay remote. At school, longer class periods and week-on, week-off block scheduling was introduced, to reduce classroom and hallway congestion. “As a science teacher who focuses on the outdoors and hands-on activities, I loved this transition to longer class periods,” says Lord. Overall, there was a commitment from parents, teachers and school administration to do what was necessary to have in-person learning again. “We understood how much better off we would be if we had in-person learning