|Best Time||Location||Weather||Second Best Time||Location||Weather|
|Varsity Eight 1,000m||3:05.8||Chicago Sprints||strong cross-wind; the course turns into the wind slightly||-||-||-|
|Varsity Four 1,000m||4:12.6||Madison, Wisconsin||2 of the 4 rowers hot seated from a men's 8 race||-||-||-|
|Best Time (mm:ss.s)||1:35.7||6:54.1||20:11.4||-||39:54.6||-||-|
|Bench Press (max)||Wingspan||Years rowing|
Marquette High teaches many standard Jesuit traditions. At the base of these is the school’s motto, “Men for Others.” Marquette facilitates this ideal through community service requirements. The curriculum contains twenty-four hours of service through out sophomore year, thirty hours junior year. Senior Shared Life requires students of every senior class to participate in individual, daily service for two weeks. During these two weeks, the student does not attend school; rather, he appears at a service site (schools, nursing homes, etc.) as if it were a job. Beyond these requirements, I participate in several other service opportunities through the Boy Scouts of America. My Eagle award application is currently being reviewed by the National Boy Scout committee. These countless community service opportunities enhance my view of society. Looking into the eyes of a disabled teenager, who had just won the Special Olympics, but needed my help to set his bowling ball, changed my view of being not only a Man for Others, but also of living my faith. Although raking leaves for the elderly may be rewarding for a day or two, working in direct contact with the community and its people will alter a person for a lifetime. As I continue in my third year as being a tutor for Our Next Generation, Inc., I work with fifth graders who cannot add, but who teach me how to use the bus system. Perhaps, I teach an eighth-grader how to write an address the same day he teaches me how to respect my elders devoutly.
However, my focus changed from being a Man for Others to being a Man for Others and Myself. Late in my junior year, I was diagnosed with dyslexia. By looking at my transcripts, one sees the decline over years in my GPA. The freshman work load and difficulty allowed me to get away with not reading all of my assignments and still maintaining a decent average. However, through sophomore and junior years, the condition fully uncovered itself. During the break between the semesters of junior year, I asked to be tested for ADD, as I simply could not read at a level the amount of work required. Over spring break, the results of the test revealed the dyslexia. At that point, I immediately began the search for help, finding the Blind and Dyslexic Association. The organization now helps me find all my textbooks on CD or tape so I can actually read all the required material. The first three years of Marquette High School were a constant struggle because of an unknown situation. As I continue the battle with dyslexia, the newfound accommodations should level the playing field for me and allow me to excel without bounds in my senior year. I am certain that my seventh semester grades will show the fruits of my labors in dealing with dyslexia.
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