Summer 2021

2021 UConn ECE Professional Recognition Award Winners


By Carissa Rutkauskas


The UConn Early College Experience (ECE) community and the University of Connecticut publicly recognize and thank outstanding instructors and administrators whose dedication and commitment help make UConn ECE successful. Those recognized have exceeded program expectations and excelled in preparing their high school’s students for the next level in their education.


The UConn ECE Professional Recognition Awards Show premiered on YouTube on Thursday, May 13 in front of a live virtual audience. Ten instructors and administrators were spotlighted in the production, as well as UConn’s Associate Vice Provost, Peter Diplock, and many UConn undergraduate musicians. Congratulations to the recipients:


Thomas E. Recchio Faculty Coordinator Award for Academic Leadership
Anthony Rizzie, Mathematics, University of Connecticut


Principal Award for Program Support & Advocacy
Frances DiFiore, Cromwell High School


Site Representative Award for Excellence in Program Administration
Ka Man (Mandy) Cheung, Fairchild Wheeler Interdistrict Science Magnet School


Instructor Award for Excellence in Course Instruction
Dr. Thomas Vrabel, Sustainable Plant and Soil Sciences, Trumbull Regional Agriscience and Biotechnology Center
Margaret Kimmett, Chemistry, Valley Regional High School
Lalitha Kasturirangan, English, Eli Whitney Technical High School


Library Media Specialist Award for Excellence in Enrichment and Collaboration
Liza Zandonella, Newtown High School


“Rookie of the Year” Award for Excellence in First-Year Course Instruction
Kelsey Kapalczynski, Statistics, Wethersfield High School
Christopher Wisniewski, Biology, Berlin High School


Jan Pikul Award for Continued Excellence in Instruction
Aaron Hull, Political Science, Greenwich High School



Next Generation of Student Registration



By Jessica Dunn


The UConn Early College Experience (ECE) Office is very excited and proud to announce that we will be launching a “new to UConn” student registration system,, this fall. helps Concurrent Enrollment programs, such as UConn ECE, streamline and automate the enrollment of high school students in college courses. This improvement from a 5-step process has been a long time in the making. Our vision of a seamless online registration system and process is now a reality many thanks to the hard work and dedication of the UConn ECE community. We would like to extend a special thank you to University departments including the Office of the Registrar, Office of the Bursar, and UConn’s Information Technology Services as well as our high schools who instilled in us their trust and patience to improve the over student experience.


We would be remiss if we did not recognize and show our appreciation for the countless hours our high school Site Representatives and Instructors have dedicated to the student registration process in the past. Without their commitment to navigate the old registration system and assist students through the 5-step process, thousands of students could have missed out on the opportunity to participate in UConn courses while in high school.


In researching new registration systems, we were looking for a few very important features and found them all in We are happy to be implementing the following major positive changes:


  • 2021-2022 Student registration for Fall, Spring and Full-year courses will occur in the Fall between August 17 and October 6. Students’ schedules should be finalized by that time, and registration should only take 5 minutes.
  • Students will Apply & Enroll at the same time.
  • Paper Consent Forms will be eliminated. There will be no need to collect or upload paper forms.
  • NetID’s will not be used during registration. The NetID is an important interface for engaging in the academic resources of the University, and that is what it will continue to be used for.
  • Student fee bills will be generated at the time of registration and program fee waivers will be processed automatically before payment is requested.


Dual will provide broader access to the high school students in Connecticut by eliminating the 5-step process that inadvertently lost students along the way, as well as provide a true college experience where students can easily register and then focus on the course material rather than the enrollment process. We are proud to implement a tool that will be true to our mission statement of providing access to, and preparation, for higher education.


We look forward to continuing to work with the UConn ECE Community to successfully launch and appreciate the support as we navigate the new system together!




Instructor Highlights


By Stefanie Malinoski


Robert Ford, a UConn Early College Experience American Studies (2013) and English (2007) Instructor at North Branford High School, was published in February in the National Council of English Teachers English (NCTE) Leadership Quarterly. His publication titled Adventures in Gamification and Personalized Learning: A Case Study in Game-Based Course Design is based on a gamification project he designed for his AMST 1201 course. You can connect with Rob on twitter at @robdford.


Katie Boland, a UConn Early College Experience Political Science Instructor (2011) at Trumbull High School, shared the success she and her students had as Connecticut State Champions at the We the People: The Constitution and the Citizen competition. She and her students then went on to rank 9th in the nation at the national competition in April.


Trumbull High School We the People: The Constitution and the Citizen team at Nationals



Do you have accomplishments you’d like to share with the Early College Experience community in a future Magazine? We are always incredibly proud of our Instructors and their effort and the creativity they apply every day to their UConn courses and look forward to sharing more news of the successes of our Early College Experience community members.


Please share with us at


UConn ECE Faculty Coordinator Latino and Latin American Studies Anne Gebelein Presents to Schools: Mass Deportation – A Nation Controls Its Identity


By Carissa Rutkauskas


At a recent combined UConn ECE Instructor Professional Development Workshop between American Studies, Latino and Latin American Studies (LLAS), and US History, Dr. Anne Gebelein (Professor and UConn ECE Faculty Coordinator of Latin American Studies) presented Mass Deportation – A Nation Controls Its Identity. She offered a deep dive into mass deportation, and the ethnic politics of moving a lot of people where they don’t want to go. The presentation was well- received, and many Instructors found it extremely relevant to their current UConn courses. Hoping to share the information with her UConn ECE Students at New Fairfield High School, UConn ECE American Studies Instructor Karon McGovern reached out to Dr. Gebelein with a request – would she offer the live online presentation to her class? Dr. Gebelein was pleased to offer it to Karon’s students at New Fairfield, as she regularly lectures for her LLAS ECE instructors in schools such as Manchester , E.O. Smith in Mansfield, and Branford High Schools. This past year, she offered lectures on cyclical violence in Central America, human rights at the US/Mexico border, and on her most recent lecture, Latino and Puerto Rican activism and social organizing.



“I am lucky to have such a dedicated group of teachers in Latin American Studies – I learn as much from them as they do from me,” said Dr. Gebelein. “As we are a small group, it is possible for me to guest lecture at least once a year in each classroom and model for teachers what I consider a solid college-level lecture. Given that I also have the pleasure of observing them in action in the classroom, as they model their own creative approaches to the history, culture and literature of Latin America, it is a wonderful exchange of teaching knowledge. I feel privileged to be able to be inside the classroom of so many talented instructors.”


Dr. Gebelein’s presentation on mass deportation provided an overview of deportation in general, vocabulary around deportation, consequences of deportation, within a critical race theory framework. The primary focus was of the deportation of Mexican and Mexican-Americans during the Great Depression and during “Operation Wetback” of 1954. An examination of the history leading up to these removals of Mexican-looking peoples reveals a stage long set for drastic action, as the precedent of systemic racism was established in the Mexican-American War that ended in 1848. The following summarizes this prelude as well as the thrust of her presentation.



Abbreviated History


The Mexican American War (1846 to 1848) and subsequent Treaty of Guadalupe Hidalgo resulted in the US annexation of Texas and land that makes up all or parts of present-day Arizona, California, Colorado, Nevada, New Mexico, Utah and Wyoming. Mexicans did not cross the border, but rather, the US border crossed Mexico. Due to the shift in the political boundary, Mexicans who found themselves suddenly part of the US were considered a colonized people and their land open for repossession as part of spoils of war. After some debate, US officials decided to consider these new members of the nation “white” and to grant them federal citizenship to appease Mexican peace treaty negotiators and elicit their cooperation in fighting Indians. This move created a color shift in the evolution of distinct racial logistics, making lesser whites (Italians and Irish), “more white” in a nation trying to maintain itself as white and Protestant. This “whiteness” was in competition with strong populations of Black, Native American, and Chinese people, in addition to the Irish, Italian, and increasingly Mexican populations, the latter largely Catholic.1


After the war, white settlers migrated west onto the newly acquired land, resulting in grand-scale disenfranchisement through tactics that included:


  • Acquisition of water rights displacing entire communities
  • Large-scale nationalization of thousands of acres of land
  • Anglo cattle companies arriving and displacing Mexican landowners
  • Squatting and Homestead Act of 1862 allowing Anglos to expropriate Mexican land
  • Anglos litigating and charging fines to cheat Mexicans out of mining and ranch claims
  • Raiding, killing and lynching of Mexicans without provocation
  • “OK Corral” Clanton gang widely killing Mexicans
  • Creating mining & agricultural wages different for Anglos & Mexicans; peonage, “Company Store,” indentured servitude practices widespread
  • TX Ranger massacre following De La Rosa movement for autonomy
  • Women and men forcibly sterilized starting in 19072


Emboldened by the success of their expansion and domination of Mexican land and peoples through violence, yet dependent on Mexican labor for food, transport, and wealth generation, US government officials began to debate the value of Mexicans as “lesser whites” who were disposable laborers, who could be sent to Mexico should their labor no longer be needed. The challenge was that many officials could not distinguish Mexican Americans from Mexicans.



Mass Deportation


Soon after the stock market crash of 1929 and the resulting Great Depression, the US began deporting “Mexican-looking” people in an effort to alleviate unemployment and welfare rolls and maintain “Jobs for real Americans.” These efforts included coercion tactics leading to “self-deportation” and raids, resulting in relocating Mexican citizens back to their country, and the mistaken deportation over a million US citizens.3


Diego Rivera,  “Detroit Industry Frescos”


Not even 25 years later the US began Operation Wetback (1954), a deportation strategy primarily targeting the Bracero Program (1942-1964). The Bracero Program, a federal program designed to provide necessary male manual labor during World War II, welcomed 4.6 million Mexican workers to the US. Over the years, unsponsored wives and children joined their husbands, as did undocumented brothers, cousin, and friends. Texas’s refusal to participate in the program added to additional undocumented workers. The US launched a campaign of stereotypes and propaganda visualizing Mexicans as child-like to encourage communities to round up for deportation 1.3 million workers and family members, many of them US citizens.4


Dr. Gebelein then used the historical context of this harsh and callous treatment, and creation of policy and laws against Mexicans and Mexican Americans, to draw parallels to current topics of containment and racialization in the United States.


UConn ECE is grateful for Dr. Gebelein’s expertise and willingness to extend her research to her Instructors. She is a shining example of how UConn ECE Faculty Coordinators not only provide academic guidance to their discipline’s UConn ECE courses, but are an invaluable resource in sharing their research and knowledge.


1 summarized from Gebelein presentation
2 quoted from Gebelein presentation
3 according to the research of Joseph Dunn, former CA state senator
4 summarized from Gebelein presentation


ECE American Studies teacher Karon McGovern reflected on the lecture’s impact on her students:


“I teach AMST1201 at New Fairfield High School through the lens of race and gender issues in America spanning the 20th and 21st centuries and, within the context of race, I am constantly striving to recognize the many different people who have been, and continue to be ‘othered’ in our country. I ‘met’ Anne when I attended an UConn ECE professional development session when she delivered a history of the treatment of Latinx people in America. From the title slide, “Mass Deportation” I was captivated, as I use the text Michelle Alexander’s The New Jim Crow, a commentary on mass incarceration in America. I approached Anne to speak at our school, virtually, and she enthusiastically accepted. To say my students were stunned to learn this part of the history of their country, would be an understatement. I feel Anne should do a roadshow around Connecticut schools, delivering this important information, to educate students and beyond, that ‘walls do not a tolerant society make’.”


Dr. Gebelein concluded. “UConn ECE Instructors’ work is more important than ever, in a country in which we have recently seen legislation introduced in multiple states to bar teachers from teaching slavery and from critically theorizing about race. We have to be brave enough to tell the truth about hard history, as it teaches students to recognize the harm that comes from reproducing old ethnic divides, as well as the value of building ethnic coalitions.”

UConn ECE Marine Sciences Symposium


By: Claudia Koerting, UConn ECE Faculty Coordinator, Marine Sciences


The annual Marine Sciences Symposium took place again this year, even though it looked a bit different than in past. The symposium featured student research that has been conducted over the academic year. This year over 80 students from six high schools joined in WebEx to present their work. The students who presented at the symposium are currently enrolled in MARN1003: Introduction to Oceanography with Laboratory or MARN 1001E: The Sea Around Us. The MARN 1003 students demonstrated the true experiential nature of the course by applying the fundamentals of oceanography to their field work and laboratory experiments. In addition, one Marine Science Magnet High School of Southeastern CT student enrolled in MARN 1001E presented on human interactions with the marine environment. The high involvement in this event was a testament to the dedication and creativity of high school teachers and the commitment of their students to find ways to meet and “do” science.



While some teachers, such as Mrs. Emily Lisy from the Morgan School and Mr. Kirk Shadle from The Bridgeport Aquaculture School were able to meet with their students regularly, others had to get creative. There was a presentation on methods for disrupting harmful algal blooms, as well as a study on shark behavior and how to entice bivalves to consume starch based microplastics. The Morgan School took advantage of their proximity to the water and went on field trips to conduct field sampling and analyses on Long Island Sound ecosystem quality. Ledyard High School students conducted thoughtful sampling on the Thames River and the shoreline for microplastics. Even though they had to analyze their samples either at home or safely spaced apart in school, they were still able to yield very interesting and surprising results. Mrs. Laura Francis’ Coginchaug High School students also presented very impressive research in the face of multiple hurdles throughout the year. What do basil and raising tilapia have in common? A Coginchaug High School student can tell you through his sophisticated hydroponics experiment he conducted at home! Lastly, Mrs. Kathy Howard’s student from her MARN1001 course did an outstanding job presenting on the state of plastics in the world’s oceans.



After hearing all the great research that has gone on this year in the morning presentations, the day concluded with Mr. Mike O’Conner’s Waterford High School students who introduced a community service component of their yearlong project with a 20-minute recording. The inspirational project showed students who are working with the town of Waterford to develop signage for Alewife Cove in Waterford. The signage includes information on the ecology of the marsh, its importance, and threats to its existence. Students have also proposed a new kayak launch to help protect the marsh.



This year, presenting a group project virtually at the Symposium made the most of limited time the students could be together. Even with all the obstacles the students faced this year, their work was very impressive. We appreciate the flexibility and willingness of the instructors and students to make this virtual format a success, and we look forward to next year when we can once again spend the day at UConn’s Avery Point campus together!


Disconnecting in a Connected Society




Nicole Bartlett

Southington High School

LLAS 1190: Introduction to Latin America and the Caribbean


When I need to disconnect from a connected society I spend time volunteering at my local dog pound. I have been a volunteer at the Wolcott Dog Pound for the past 8 years. I enjoy working fundraising events, fostering dogs, and meeting the everyday needs of those dogs who have entered the pound. They have been abused, abandoned and neglected. My goal is to help them trust again, be their voice, and find their forever home.



Olivia Olbrias

Windham Technical High School

HIST 1502: United States History Since 1877


In today’s society we are frequently stuck to our computers because of online classes. After a long day of sitting at my laptop I like to get outside and disconnect for a bit, I tie up my skates and play some music and get active! My picture represents disconnecting by showing a healthy activity that needs no technology at all!



Min Silva

Ledyard High School

ANSC 1602: Behavior and Training of Domestic Animals


To disconnect from society, I like to ride horses and take in the calmness that they give off.



Alexa Davidson

Sacred Heart Academy

FREN 3250: Global Culture I


My favorite way to disconnect from technology is by taking my dog on hikes. It is a fun and enjoyable way to spend some time in nature and bond with my fluffy friend!



Cam Begley

Suffield High School

NRE 1000E: Environmental Science


Hiking is a great way to unplug from phones, TVs, and even other people. Instead, you can see, feel, and appreciate the natural beauty of our planet… and it’s that much better barefoot! This picture is of me at the top of Croagh Patrick mountain in Ireland; I climbed it barefoot to participate in the tradition of making a centuries-old pilgrimage to the summit.



Isabella Maglio

Plainfield High School

AMST 1201: Seminar in American Studies


This photo represents disconnecting in a connected society because nature photography is my escape. There is so many beautiful things that the world offers if we were just to take a break from social media and take it all in!

School Counselors Leading the Way: Helping to assist students in their school adjustment, academic performance, and mental health in a post-pandemic school setting



By Clewiston Challenger, Ph.D., School Counseling Program,

Neag School of Education



The Centers for Disease Control (CDC) recently issued updated guidelines for schools for the upcoming academic year. They recommend schools to fully open and students to return to in-person learning. The updated guidelines signal a return to a new normal as it pertains to learning in a school building. These recommendations are in contract to those of the pandemic which forced a national lockdown, disrupting students’ learning, and turning homes into classrooms. Though the transition back will not come without challenges, school administrators can ease the transition by utilizing school counselors to advise them on ways to reopen their doors safely and effectively to welcome students back. You see, school counselors and other student support services (i.e. social workers, school nurses, school psychologists, school-based community organizations) are trained to provide counseling services to support students’ mental health, wellness, and personal-social development to increase academic performance. As schools emerge from the effects of the national lockdown due to COVID-19, school counselors are poised to serve as consultants and collaborators who can inform the rebuilding process of the school culture while planning for future crisis.


The opportunity within the opportunity
School counselors are boots on the ground-types of practitioners. These practitioners are usually in the halls, moving about the school, mingling with students and staff, all to be in tune with the school climate. This approach of having boots on the ground, creates roots in the ground by skillfully forming collaborative relationships with students, staff, and families. This type of relationship-building approach can help students—and staff—root themselves back into the school culture to feel welcomed and more involved. Counselors and other student support personnel should focus their efforts on students’ sense of belonging, resiliency, and their motivation towards school and academics. The opportunity has arrived for school counselors to sit at the table with administrators to offer their ideas on how to redesign the school environment and student achievement.


School counselors need to innovate to motivate
Transitioning to remote learning, for many, was cumbersome and inconvenient. Constant adjustments were needed to enable remote instruction to moderately garner student engagement, and school counselors were not exempt from this “clunky” transition. Like other educational professionals, school counselors had little to no guidance on how to effectively provide counseling services virtually. So, as in-person learning returns, school counselors need to creatively think about how to motivate students to return to school. A newly designed comprehensive school counseling curriculum should be school-wide, relevant and responsive, as well as inclusive. One that allows students to feel heard and cared for and stimulates academic engagement. It is also important that turf wars between student support services ends, replacing it with a vision of unified services. School counselors should collaboratively work with other disciplines as futurist planning for potential crises and how to deliver services without delay or disruption.


Putting it into perspective
First, it must be acknowledged that communities of color were deeply impacted by the effects of the pandemic and the lockdown in comparison to their White counterparts. Communities of color saw greater rates of illness, death, and financial hardship due to the COVID-I9 virus and the effects of the lockdown. School counselors would benefit from continuing their education around cultural competency as well as diversity training to successfully serve this population. In addition, school counselors should consider focusing on the noncognitive needs of their students which could lead to positive student adjustment, behavior, retention, and graduation rates in a post-pandemic era. More students having a positive outlook in these areas could lead to higher involvement in the school, community, and their homes.


So, as we return to the classroom in the fall for in-person learning, importance should be placed on providing support for students’ mental health and wellness as they reengage in the traditional learning process. School counselors can use the lessons learned from the pandemic to introduce new ideas to create an engaging and inclusive learning environment. We can agree that COVID-19 has changed the landscape of education and has caused us to consider new ways on how to instruct, counsel, and engage our students. There may be long-lasting traumatic effects from the lockdown and remote learning that could have a negative impact how students and staff return to the in-person setting. Research has shown that students have better academic performance and social interactions with peers when they have stable mental health and their noncognitive needs are met. It would benefit school counselors to prioritize addressing these areas to help students adjust to being in the building again. Additionally, school counselors have the opportunity to take on leadership roles in their schools, district, and community to use their influential voice for their innovative ideas on how to increase student involvement in the school and student motivation. These practitioners are best positioned to efficaciously implement these ambitious initiatives due to their specialized training and skillset, cultural competency, and collaborative approach to student and family service. Counselors, let’s go to work!


2021 UConn ECE Scholarship Winners


UConn Early College Experience recognized 10 outstanding UConn ECE Students this year, awarding each a $500 scholarship, which can be used at any institution. Winners are high school seniors, who have taken or are currently taking at least one UConn Early College Experience course and have excelled in the area in which they submitted their project. Learn more about the UConn ECE Student Scholarships on our Scholarships page.


Excellence in the Arts, Humanities, or Social Sciences


Winners demonstrate academic achievement and a potential for future academic and professional accomplishments in a field focusing on the Arts, Humanities, and/or Social Sciences.


Emily Tarinelli

Marine Science Magnet High School of Southeastern CT

Literary analysis essay: Feminism in the Absence of Independent Women



Ayushman Choudhury

Ellington High School

Rhetorically effective argument video: The True Cost of War



Kiersten Sundell,

Thomaston High School.

Portrait: Am I Next?



Excellence in Science, Technology, Engineering, and Mathematic


Winners demonstrate academic achievement and a potential for future academic and professional accomplishments in the fields of Science, Technology, Engineering, and/or Mathematics.


Conner Larocque

Hamden High School

Video: Autonomous Siphon Coffee Machine



Grace Pendleton

The Morgan School

Model: Gothic Cathedral



Emma Bator-Blanchet

Rockville High School

Video: How Soap Kills Coronavirus



Excellence in Civic and Community Engagement


Winners are academically successful, are already making a positive difference in their town or neighborhood, and are inspiring others to do the same. The students chosen for this award must be a UConn ECE Student who demonstrates ambition and self-drive evidenced by outstanding achievement in both school and their community.


Stephen Duhamel

Montville High School

Development and promotion projects that strengthen peer interactions and wellness



Lindsay Haukom

Edwin O. Smith High School

Quaraconcerts, free virtual harp concerts offered to anyone who wanted happiness and human connection



Matthew Keating

Holy Cross High School

Co-founder of Step by Step, a nonprofit organization that helps the less fortunate in the community



Anirudh Krishnan

Ridgefield High School

Founder of the Ridgefield Music Mentors program







By Carissa Rutkauskas


We asked UConn ECE Students how they’re planning on spending their summer and UConn ECE Alumni on advice that they would give current students. Here is what they said:


Summer Plans


Esther Deutsch
Bais Yaakov of Waterbury
Favorite UConn Class: ENGL 1011: Seminar in Writing through Literature
This summer I will be heading to Camp Kesher, a camp for children with special needs, where I will be a counselor for a child with special needs for four weeks. I view this a chance to give back, for so many people have helped me and guided me throughout my life; supporting me endlessly and caring and loving me. Now I will have a chance to help, support, and love a young child with special needs.


Isabella Maglio
Plainfield High School
Favorite UConn Class:  MARN 1001E: The World Around Us
This summer I will be diving straight into Marine Science Books and SAT practices to continue to educate myself and get ready to get that perfect score I need for college! I will also be working hard at Gus’s Pub to earn some money for college savings while continuing to cheer at East Celebrity Elite to keep my physical and mental health up to par for my busy schedule!


Alumni Advice


Fizza Alam
Waterbury High School
Class of 2017
Relax. Spend time with friends and family. College is a new chapter so just enjoy your present. Update your resume, personal statement, and cover letters before entering college, you may need these for work-study or programs your first year.


Andrew Connolly
Shelton High School
Class of 2019
Take the time to network and gain experience. Try to secure a summer internship, shadow a professional in your field, or take specialized courses and certifications. Learning and growth are continuous processes, and the summer is the time to capitalize on this, where you have the flexibility to choose what you want to do.


Adam Kajzer
Berlin High School
Class of 2020
Find an exciting summer job! I spent all my summers through high school working as a lifeguard, which taught me lots of skills that I have transferred outside of the pool and into my studies and professional development.


Photos: Finding Joy, Finding Beauty, Finding Purpose.

By Elizabeth Kindt





The artist who photographed the cover of this summer’s 2021 UConn ECE Magazine is UConn ECE student Cindy Santiago from New Britain High School. Cindy’s photograph titled “Tulips in the Springtime” was a photo taken during the month of May that reminded her of Copenhagen. In her submission Cindy writes that Copenhagen has, “the prettiest fields full of tulips which is what inspired me to take this photo. I made sure to angle it in a way that makes you look like you’re inside the field in a way.” Congratulations to our cover artist Cindy, and thank you for finding the joy and beauty in our Springtime Submission Contest.

Thanks to all who submitted photos and congratulations to the follow students whose photos appear in within the pages of the magazine:


Brian Carson, Seymour High School. The focus within the many. White flowers on the branch of a tree. One is in focus, despite them all being nearly the same, this sole flower is the most beautiful.

Jada Vercosa. Southington High School. Watch sweet magnolias in bloom! Magnolias are a beautiful flowering tree and the blooms are so delicate. The light pink color and petals can be seen where I live and they always make me smile.


Alessandra Sanchez. Montville High School. Pretty Little Thing. Just saw an email about this and I love photography so enjoy 🙂


Janeesa Libanori. E. C. Goodwin Technical High School, Life is like a flower, plant the seeds and watch them bloom. As life begins, the “flower” gets watered and grows. This refers to babies growing up into young adults and as they grow, you watch them bloom. Parents teach their children how to grow up and strive on their own.


Srilekha Kadimi. Amity Regional High School. Live Life In Full Bloom. Fully blossomed magnolia.