The Top Five Accelerated Reading Books of the School Year

By Sean Murphy, 7^th Grade

            Well, here we are, fast approaching the end of the school year. Its a good time for reflection. For those of you who do not know, AR (Accelerated Reader) is a program teachers use to keep track of students’ progress in reading. Students read books that meet a minimum of their AR book level and take a test on it. This year, teachers count in pages, not points. For example, seventh graders do not pass their AR requirements if they have 100 points, like last year. Instead, they must have 4,000 pages read. It may seem like a lot, but considering seventh graders are reading 500-page books nowadays, it’s a piece of cake. Also, the book cannot have been made into a movie at the time of the test (too late for The Hunger Games). Here are my top five AR books of the year.

 

5. Diary of a Wimpy Kid: Cabin Fever: Author Jeff Kinney delivers another page-turner and AR readers adored this one. If you have seen the movies and not read the books, you are missing out on a lot of fun. This was very popular in the first semester. This installment of the series is another humorous novel tracking the daily life and adventures of Greg Heffely. But this time Greg is stuck inside during a winter snowstorm and the Heffely family goes crazy trying to survive. 3.5 out of 5 paws

 

4. The Throne of Fire: The latest in the Kane Chronicles, written by Percy Jackson and the Olympians author Rick Riordan, is a gripping, action-packed tale. Protagonists Carter and Sadie Kane try to stop Chaos, (or Apophis in Egyptian Mythology), before the world ends. Percy Jackson covered Greek mythology, but the Kane Chronicles is all about Egyptian mythology. This should be a nice warm-up for the final book in the series The Serpent’s Shadow which comes out May 1^st. 4.0 out of 5 paws

 

3. Catching Fire: Even though it was released in 2009, Catching Fire, the second book in The Hunger Games trilogy really caught on this year, as well as the rest of the three-book series. The story is about Katniss Everdeen (SPOILER ALERT!), victor of the 74^th Hunger Games, along with Peeta Mellarek, finding out that her defiance of the Capital at the end of the games is igniting a revolution. This is a book that leaves you begging for more. 4.5 out of 5 paws

 

2. The Son of Neptune: Rick Riordan has found two spots on my list. The Son of Neptune is the second book in the five-book series called The Heroes of Olympus, which is the sequel series to the Percy Jackson and the Olympians series. In this book, we find that Percy Jackson, who did not appear in the first book, can only remember one name from his past: Annabeth (you’ll have to read the previous books to find out who she is). He then finds himself in a Roman camp, where he meets friends and is sent on a suspenseful quest. The third book The Mark of Athena will be out in time for next school year. This really should be sharing the #1 spot, but there has to be a winner, and I doubt you’ll be surprised. 5 out of 5 paws

 

1. The Hunger Games: This one rightfully deserves the top spot. Published in 2008, The Hunger Games gained increasing popularity over the school year, probably due to the marketing of the movie which came out on March 23. The book is about a girl named Katniss who lives in a futuristic nation called Panem which rose from the ashes of North America. Katniss takes her sister’s place in a reaping for an entertainment death match for the citizens of the Capital. The book is addictive and you will be left begging your parents to go out and buy you the other two books in the series. 5 out of 5 paws

 

What do you think about this list? Wish I included another book? Please comment on this. I will now return to reading The Merchant of Venice. I am almost done with my AR requirements!

Don’t Start Stoppin’

 

By Nick Person, 12^th Grade

                Springtime means warm weather, vacation, and the end of the school year, but many students get ready for summer just a little too early and their grades start to show it. To avoid going to summer school, and to simply get the grades that you know you’re capable of getting, follow these five simple steps:

1. Study smarter, not harder. You don’t need to go home and study for hours and hours, just take on a little at a time. This is a great strategy to prevent the feeling of being overwhelmed. Schedule some time every night to review your notes. You’ll have a better chance of recalling what you learned that day. And if you’re the type of person that studies better with others, invite a friend over.
2. Take good notes. This is a crucial timesaver. More work in school equals less work at home.  When you take notes you get that information twice because you are listening to it and writing it down. It is also a lot easier to study notes than going home and trying to read a book about the same things.
3. SLEEP!!! Sit down and analyze your evening routine. If you are tired in the mornings and losing focus in class, you have to go to bed earlier. You may not think this may help but instead of playing Xbox before you go to bed, read a book or look over your notes. According to Hopkinsmedicine.org, sleep helps to restore energy that you used during the day, so you are prepared mentally to learn the next day.
4. Eat a good breakfast. A study conducted by John Hopkins School of Public Health says that breakfast gives you the energy to get through the day and stay concentrated. It also says that people who skip breakfast are more than likely to snack on unhealthy foods which can lead to health problems. When you’re in class and you’re hungry, that’s all you think about. You can’t be focused on what the teacher is saying if you’re worried about what you are going to eat for lunch and how long lunch is from now. It is also a proven fact that those who tend to think more during classes get hungrier. If you intend to be an active part of your class, you need fuel.  Senior Zack Myrick commented, “I eat eggs, toast, and pancakes this allows me to be focused all day because I don’t have to worry about being hungry.”
5. Ask for help. All the teachers at Holy Cross are here because they want you to succeed. “I want all of my students to get a ‘100’,” said Coach Phil White” “But the chance of that happening is small. I would love to help a student if they needed extra help, but the key is communication.” If you feel like you are not getting the topic that a teacher is covering, just ask them for some extra help. If this still isn’t working, you might want to look into working with a peer or private tutor. You can be matched with a peer tutor through the guidance office.

 

Young Scientists Invade Student Center

By Dwyane Darensburg, 12^th Grade

                On Saturday, January 21, the Holy Cross science department hosted the Holy Cross Science and Engineering Fair (HCSEF). Led by Dr. Warren Bernard, the academic competition involved 5^th-12^th grade students and included more than 200 projects.

               The student center was filled with colorful project boards with attractive designs. Overall, the science fair was a glimpse into what the Holy Cross science department has to offer. “As the years advance, we expect to see the projects improve in their quality, we expect to see more students involved, and we hope that that shows by the number of projects advancing to regional, state, and even international levels.” said Dr. Bernard

            Contestants could choose to enter their projects in one of the following categories: environmental science, chemistry, earth/space science, engineering, physics, behavioral science, animal science, micro biology, and plant science. Judges included local doctors, engineers, and Holy Cross alumni. Ribbons were given out to the top three teams for each category (see below for results).  

                Projects ranged from various subjects and covered interesting topics such as “Do Twins Have the Same Fingerprints?”; “Can Fish Learn”; “How Much Voltage Can One Or More Lemons Produce?” Students provided evidence of how they executed their projects. The competition was broken up into two divisions: junior division (5^th-8^th graders) and senior division (9^th-12^th grade). Projects were based on a rubric which included creative ability, scientific thought/engineering goals, thoroughness, skill, and clarity. Within the categories, all projects were rated poor, fair, average, good, or excellent.

                Every branch of science had a winner and all first place finalists will move on to the regional science fair which will be held at UNO from February 28^th-March 1^st. Stay tuned to hear about any other events concerning the science fair and/or other future competitions.

                Winners of the 2012 HCSEF Fair:

Jr. Division

Biological Science

                3rd         Alex Evans

                2nd        Patrick Angelette

                1st          Trevor Buster

 

Chemistry

                3rd         Connor Toups

                2nd        Alex Birdsall, Donovan Harris

                1st          David Clement

 

Earth Science

                1st          Carson Seither, Kevin Sullivan

Environmental Science

                2nd        Brice Falgout

                1st          Tyler Kalb

 

               Physics

                3rd         Glenn Duhy

                2nd        Chris Bologna

                1st          Patrick Girardot

 

Sr. Division

                Animal Science

                3rd         Alex Loicano

                2nd        Porter Dazet

                1st          Schyler Acosta, Jonah Kirsch, Justin Shaw

 

                Behavior Science

                3rd         Dominick Coniglio, Cameron Doles

                2nd        Richard Saavedra

                1st          Tanner Guillot, Elijah LeBlanc     

 

                Chemistry

                1st          Leo Albrecht, Blake Toscano, Jonathan Billings

 

                Engineering

                1st          Scott Sterns, Jason Abide

 

                Environmental Science

                3rd         Anthony Gettys, Alex Nicosia, Drew Gathman

                2nd        Blaine Tatje, Robbie Gravolet    

1st          Lance Licciardi, Cooper Gioe, Ashton Licciardi

 

                Microbiology

                2nd        Jacob Rubi

                1st          Marc Gibson

 

Physics

                3rd         Sean Finnegan, Mason Tusa

                2nd        Daniel Relayson, Andrew Ricks

                1st          Anthony Piehet, Anthony DiVicenti

 

Plant Science

                3rd         Nick Algero, Raymond Curry, Chris Kennie

                2nd        Rainey Lyons, Nick Smeltz

                1st          David Dimaggio, Greg Raynal, Peter Youngblood

 

Finalists Advancing to the GNOSEF, Feb 28-29,  Mar 1 at UNO

Jr. Division: Trevor Buster, Patrick Angelette, (Alex Birdsall, Donovan Harris), David Clement, Glenn Duhy, Chris Bologna, Patrick Girardot

Sr. Division: Teams: (Kaelon Guillory, Brandon Carrone, Christopher Hall), (Lance Licciardi, Cooper Gioe, Ashton Licciardi), Marc Gibson,  Anthony DiVicenti, (David Dimaggio, Greg Raynal, Peter Youngblood)

Ms. Karen Duplantier Leads Counseling Department With a Helping Hand

By Dwyane Darensburg, 12th grade

       For four years, Ms. Karen Duplantier has been more than just a counselor to students and faculty. She’s been a reliable and generous friend, a sister, and even a maternal figure to some on campus.

       Ms. Karen has always had a major role in the counseling department, but this summer, she was promoted to the director of counseling when Dr. Thomas Fonseca took a job offer from Holy Cross College as chair of the counseling department. With this new role, comes new responsibilities. She’s the boss now and will watch over the other counselors and make sure everything runs smoothly.

       Ms. Karen arrived at Holy Cross by way of a former teacher—Dr. Thomas Fonseca—at Holy Cross College. “I remember him talking a lot about Holy Cross during his lectures and I was interested in getting a first-hand experience as a school counselor at Holy Cross.” She was awarded an internship at Holy Cross in 2008 where she worked alongside Dr. Fonseca and the rest of the counseling department. That same year, a former Holy Cross counselor resigned and she was asked to fill the position. 

       When asked to describe her new duties, she explained “I’m responsible for the Counseling and Guidance department to make sure all of us are working effectively and achieving the goals that we have as a team.” While she’ll continue to be the sophomore counselor, she will now work more with the administration. One of her goals is to stress to seniors and other high school students how important standardized tests are, and how much they matter when it comes to college admissions. She’s open to doing anything from helping students strengthen their relationship with teachers to offering techniques students can use to study more efficiently. “As a department,” she said, “We aim to support the students.”

 

 

From the U to HC! A Conversation With Dr. Jacobi

 

By Dwyane Darensburg, 12th grade

Dr. Kara Jacobi, our new 12th grade English teacher, is using her experience as a college professor to take our minds to a whole different level. Although she’s in her eighth year of teaching, this is the first time she’s teaching at a high school. Having been away from her hometown for so long, she’s relieved to be back to what she loves to do—teaching English. She’s also excited about getting back to her roots and to experience what the city has to offer.

Dwyane Darensburg: Where are you from?

Dr. Jacobi: I grew up in Destrehan, LA.

DD: What college did you attend?

Dr. J: I went to Notre Dame, where I received my bachelor’s degree in English and my master’s degree in English. I received my Ph.D. from the University of Miami.

DD: What college did you teach at and what did you teach?

Dr. J: I primarily taught at the University of Miami. I taught first year composition while I was a graduate student. I later taught literature courses, including American literature surveys, a women’s literature survey, and a course about American gothic literature.

I also worked at Miami-Dade College, where I taught remedial college writing, and at Barry University (a private Catholic university in Miami Shores, FL), where I taught English composition and literature course to adult learners. I also worked as a tutor at two university writing centers.

DD: How is Miami different from New Orleans?

Dr. J: Miami is a very fast-paced city, while New Orleans is more laid-back. Also, because Miami is such a popular tourist attraction, and because many people live there for only a few years before moving on, it seems like a transitory place. In New Orleans, on the other hand, there is a greater sense of community because people seem to stay in New Orleans generation after generation and to feel more connected to the city itself. Miami is more materialistic, and upscale nightlife and beach activities are the primary pastimes.  I think New Orleans has more to offer culturally and artistically. People in New Orleans are much friendlier and more hospitable. As I said, there is greater sense of community here.

DD: What made you come back to New Orleans?

Dr. J: The reasons I mentioned above were all important factors in my decision to return to New Orleans. Also, I wanted to be closer to my family; I had lived out of state (in Indiana and then in Florida) for about 13 years, so I was ready to come home.

DD: What brought you to Holy Cross?

Dr. J: After teaching at the college level for several years, I was ready to try something new within the education field. Because Holy Cross is a private, college prep school, I thought I would really be able to use my experience to help prepare the students for college academics and especially college writing.

DD: What transitions did you have to make from teaching at a college to teaching at a high school?

Dr. J: I have had to adjust to the fact that my students are younger and more energetic than college students tend to be. I have had to adjust to dealing with discipline issues in addition to academics. I am still adjusting to the rotating block schedule, which is different from the schedule we had at UM. Another difference between my experience as a college professor and as a high school teacher is that at Holy Cross, I am involved in extracurricular activities like the literary magazine, whereas most professors do not sponsor extracurricular activities at universities.

DD: How is the college atmosphere different from a high school atmosphere?

Dr. J: In a college classroom, students tend to be self-motivated and like to work independently. I taught primarily at a top 40 private university with very high admissions standards, so most students were high-achieving students in high school and were already accustomed to working independently to prepare themselves for class. In a high school classroom, I think the teacher spends more time motivating students and teaching them to become independent learners, whereas in college, students are expected to have already made that transition. In college classes, students tend not to know each other very well, if at all (a few students in a class may know one another); in high school classes, students are more familiar with one another and have already formed strong bonds with one another, so there is already a sense of community in the classroom. In college, we often have to build that sense of community over the course of the semester.

DD: What are your expectations for the seniors at Holy Cross?

Dr. J: I expect the seniors, like all Holy Cross students, to be motivated students who set high goals for themselves and work hard to achieve those goals. I expect them to appreciate their educational opportunities and take education seriously. I hope to see all of the seniors succeed here at Holy Cross and in the future. I hope that when they graduate at the end of the year, they feel very prepared for next step in their educational careers.

DD: Since you’re an English teacher, what type of books are you into?

Dr. J: My favorite kinds of books are novels, and I prefer classics to popular contemporary novels. I especially enjoy classic gothic novels.

DD: When not at Holy Cross, you be found…

Dr. J: I like to read, of course. I also love to listen to music and go to concerts. I like to go to the movies and spend time with my family. I am also having fun exploring New Orleans and all that it has to offer in terms of food and culture, after being away for so long.

 

 

New Faces: Dr. Warren Bernard

 

By Nicholas Smeltz, 12th grade

Dr. Warren Bernard’s popularity spread like wildfire around campus. A New Orleans native, he’s bounced back and forth between here and Atlanta in his professional career. As one of several Ph.Ds now on staff, we are lucky to have him here. He will lead a new student research program that will expose students to academic research in the scientific field as well as scholarship opportunities.

Nick Smeltz: What brought you to Holy Cross?

Dr. Bernard: I lived in Atlanta for the last twenty years and had an opportunity to move back home. I put out some applications in various places and one of the things that helped land me here was that I’ve known Ms. Lyons for thirty years. When I decided to come back, I naturally looked to make connections with people I knew.

Smeltz: Where did you go to college?

Bernard: My undergraduate and Masters degrees were from University of New Orleans, and I completed a doctoral program at Georgia State. “I really want to affect an entire program, starting with the middle school kids and going all the way up to the senior year .”

Smeltz: What do you like about physics?

Bernard: Good question; I was actually a biology major, but having a science major I had a background in all the sciences. Physical science is physics and chemistry; these are areas that are a little tougher to get people to teach. Once in, you tend to stay there. I like physics specifically because it’s a blend of math and science.

Smeltz: What are some of your goals that you would like to reach as a teacher here?

Bernard: I think the thing at the top of my list is developing the student research program. It’s part of what I’ve been hired to do and it’s an area that greatly interests me. I have a lot of experience working with students who have had a lot of really good ideas. I really want to affect an entire program, starting with the middle school kids and going all the way up to the senior year.

Smeltz: Can you go a little more in depth about the research program?

Bernard: It’s about students coming up with topics that interest them, and being able to develop projects around them. The typical thing would be science fair projects, but there are other competitions sponsored by corporations that students can take advantage of. If students don’t do that type of research, they’re missing out on lots of opportunities for experience in travel and scholarship.

Smeltz: What is your impression of Holy Cross?

Bernard: I like the tradition of the school. One of the things missing in schools in the metropolitan Atlanta area was the tradition that catholic schools have. Of course, being one of the oldest schools it has its fair share of tradition. I like the family aspect of Holy Cross.

Smeltz: What is some of your prior work before coming to Holy Cross?

Bernard: I started teaching at St. Angela out in Metairie. I spent twelve years at another school in the city—I taught at Jesuit for twelve years. Those positions basically had me teaching as an administrative position and a disciplinarian position at Jesuit as well as the cross country coach. When I moved to Atlanta, coaching slid to the background and doing research with students took priority. I taught in two different school systems in Georgia and spent two years working for the Georgia Department of Education.

Smeltz: When you’re not at Holy Cross, where can you be found?

Bernard: Just about any place in this area. I’m reestablishing connections between family and friends, traveling around the city. I have a son who lives on the North shore, so I spend a little time over there.

Smeltz: What are some of your hobbies?

Bernard: I like being outdoors. Canoeing, backpacking, and hiking, as well as working on projects around the house.

 

 

 

Coping with Student Stress: Five Ways to

 

By Zachary Wahlder, 11th grade

It’s exam time. With this semester’s material combined into multiple gigantic tests, students are pushing themselves to go out with a bang before the holidays. Seniors, especially, are rushing to fill out college applications to meet deadlines. Combine all of this and you’re looking at a pretty stressful month. Uncontrolled stress in one’s life can lead to negative effects such as high blood pressure and mood swings,  just to name a few. Here are five simple ways to combat stress and maybe even help you live a little longer.

Meditate: During meditation, you aim to focus your attention and eliminate all the worries and distractions of everyday life that crowd your mind and cause stress. Meditation not only benefits your mental and emotional well-being, but it also improves your overall health. Meditation can last anywhere from just a couple of minutes to hours. Although it can be practiced anywhere, quiet and comfortable places such as a bedroom or garden work best.

Manage Time: Managing your time wisely can prove extremely beneficial in one’s everyday life. One way to prioritize your tasks is to create a special to-do list. When getting home from school or work, start immediately on finishing your days’ work instead of cramming all that work late at night when your brain and body are fatigued. Late night work can lead to loss of sleep which only makes things worse. Getting an early start on assignments will reduce stress in the long run.

Power Nap: Sleep is a necessity. It is a time for your body and mind to recharge and get ready for a new day. The quality and amount of sleep you get can affect your overall functioning.  If you can’t get the recommended eight hours, try power napping for 15-30 minutes when you get home.

Exercise: Physical activity, whether it’s a quick jog, weightlifting or sports, exercise can help you tire out from a long day. Exercise can help improve your mood and assist in chipping away at the day’s troubles and problems.

Massage: Tension stored in muscles can cause pain and knots all around one’s body.  A certified masseuse can loosen up your body and relieve tension. Many people are reluctant to the idea of getting a massage, but the benefits are amazing. And there are many types of massages that one can get such as a Swedish massage, hot stone massage, deep tissue massage, back massage, and reflexology.

 

 

What’s New about the New Laptops?

By Patrick Fortier, 11^th grade

Goodbye old, slow, dull, and sickly grey Dell D630, and hello new, fast, sleek E6420. Unless you keep up with Dell’s production schedule, you might still be wondering what exactly is new and improved about our new laptops. To find out, I chatted (via Skype, of course) with our very own Director of Technology, Mr. Jerry Arnone.

Some of the improvements are obvious, others less so. Not that anyone’s complaining about the upgrade, but I first wanted to find out what prompted the switch. Mr. Arnone explained that the old computers’ warranty had expired and that the constant complaints about their performance were behind the decision.

Mr. Arnone said that the new computers have more advanced systems such as Windows 7 and a vastly improved 64-bit Operating system, which allows students to take full advantage of the new machines’ memory. All computers have been updated with new programs such as Skype and Smart Music, and more. 

You’ve probably noticed the increased speed “They’re almost three times as fast on wireless with 802.11N (which is a standard in the industry)” said Mr. Arnone.

One of the most important features of this new machine is certainly the longer battery life.  The E6420s are capable of lasting the entire school day on one battery without charge.  This is a great improvement over the D630s where you either had to conserve the precious juice, or use both of the batteries to attempt to function with a brighter screen.

Another addition on the E6420s is a new web cam capable of taking both video and still pictures and the high definition screens provide a much clearer view of images and graphics. And the new, dare I say elegant, glowing keyboards allow for accurate typing even in the dark (and let’s face it, it just looks cool).

To make sure that the computers stay in good condition there will be regular random inspections of the machines and any damage out of the ordinary wear and tear will be punished. So far, the only complaints about these new computers are that you can’t look at the battery life without turning them on, unlike the D630s. Mr. Arnone said the lease for the computers is three years.

New Faces: Ms. Kylie Kastes

 

By Fred Minor, 12^th grade

Already a friendly and familiar face to freshmen and the swim team, Ms. Kylie Kastes is off to a strong start in her first year of teaching. She has a lot on her plate, but is ready for the challenges her students have to offer.

Fred Minor: Where are you originally from?

Kylie Kastes: Clearwater, Florida.

FM: What college did you attend?

KK: Tulane University.

FM: What were you doing before you came to HC?

KK: I was a student at Tulane where I majored in English and was on the swimming and cross country teams.

FM: What are some of your favorite running spots in town?

KK: Hmmm. Doing my 10-mile run from Uptown to the Quarter. I love watching the stores and bars open on Saturday mornings!

FM: Have you competed in any marathons?

KK: No. My first one will be the Mardi Gras Marathon next year.

FM: Since you were an English major, what type of books do you like?

KK: I like to read history novels: Civil War, WWII and The Renaissances era. What can I say, I’m a History/English nerd!

FM: Do you write?

KK: Yes! I’m in the process of writing a “novel” that is taking me a while to write. Some of the stuff that happens to me, there is NO WAY I can make up. Somebody will enjoy my trials and tribulations!

FM: What brought you to HC?

KK: I wanted to stay in New Orleans, and Dr. Murry gave me the call and said there was a receptionist opportunity.

FM: What happened to the receptionist position?

KK: Well, three days before school started Dr. Murry came to me and asked if I would like to teach five sections of 9^th grade English due to Mrs. Clark’s maternity leave, and I couldn’t refuse the offer.

FM: What else are you doing outside of teaching?

KK: I’m one of the swimming coaches and I plan on starting a debate team.

FM: When not at HC, we’d probably find you…

KK:  Doing Yoga four times a week, swimming, running, and shopping.

Sleep Deprivation

 

Illustration by Brandon Bourgeois

 

By Jourdan Mohammad, 11th Grade

So let me guess, you stayed up late last night trying to beat your record in “Zombies” on Call of Duty: Black Ops and now you’re sleeping through class? If that sounds like a typical night, you might be suffering from sleep deprivation. But what exactly is sleep deprivation? According to WebMD, sleep deprivation is a “sufficient lack of restorative sleep over a cumulative period so as to cause physical or psychiatric symptoms and affect routine performances of tasks.”

Whether forced on us by long work hours or self-inflicted because we decide to stay up late, sleep deprivation can become a major problem. Many people who suffer from sleep deprivation choose to overlook the problem and think that they can just catch up on their sleep on the weekends. Despite this popular belief, it is impossible to catch up on lost sleep. Any sleep you get while trying to catch up will likely be of poor quality and will throw off your sleep cycle.

The more sleep you lose a night, the greater health risk you face. Most notable among the health risks is the damage to the immune system. When we sleep, the body receives a chance to refresh and rebuild, especially the brain and immune system. Without a healthy sleep pattern, the immune system weakens, leading to a greater chance of sickness. Lack of sleep has also been linked to Type 2 diabetes as well as high blood pressure and heart attacks.

Another notable symptom linked with sleep deprivation is depression. Most  hormones are released during sleep. Among these are the hormones Serotonin, Dopamine, and Endorphins which control happiness and stress. Without a steady cycle of sleep, these hormones aren’t released in high enough amounts which can lead to depression.

Last but not least, lack of sleep can cause irritability, memory loss, inability to focus, headaches, and sleeping in class—a common problem in high schools. Grades suffer and there are, of course, disciplinary consequences. If you’re not sleeping in class, you’re sleeping at a job, one that you likely won’t have for very long

So what is the best way to avoid all of this? The only reasonable thing is to get some sleep. If you’re having problems sleeping at night try and cut back on caffeine. Instead of a coke, drink milk or water. Listening to music also has some calming effects. There are even natural remedies such as melatonin pills that help relax and prepare your body for sleep.