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Ashes Fall 2013

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Page 1: Ashes Fall 2013
Page 2: Ashes Fall 2013

BRING US YOUR PRINTING PROJECTS.Newsletters, welcome back flyers, playbills, posters, banners and more—let The UPS Store® print your projects.

We’re right in your neighborhood. Stop by today.

Mail Boxes Etc., Inc. is a UPS® company. The UPS Store® locations are independently owned and operated by franchisees of Mail Boxes Etc., Inc. in the USA and by its master licensee and its franchisees in Canada. Services, pricing and hours of operation may vary by location. Copyright © 2012 Mail Boxes Etc., Inc. C8FA4A3716 08.12

Limit one coupon per customer. Not valid with other offers. Restrictions apply. Valid andredeemable only when presented at a participating location. The UPS Store centers areindependently owned and operated. © 2012 The UPS Store, Inc.

Page 3: Ashes Fall 2013

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Page 4: Ashes Fall 2013

A Toast to the HOST

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A Toast

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live with host families who define their experiences.

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Page 5: Ashes Fall 2013

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Page 7: Ashes Fall 2013

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Page 8: Ashes Fall 2013

Singing is a passion for many, but few have the perseverance and drive to turn a hobby into a successful career. Aja Lugo, Moniquea Martinez, and Aelxa Agostinelli all share the same passion and dream to pursue singing as a career, but they execute them in different ways. To achieve her dream, senior Aja Lugo plans to move to Nashville, Tennessee next year with her friends. A country singer, Lugo, has already made singing demos, which she sent to record labels. Adding to her resume, she also tried out for the X Factor and got to the second round, one round away from the show’s main judges. Lugo thought of the process as being very positive and a turn in the right direction for her career. “It was a really cool experience to go through and I am glad I tried,” Lugo says. Lugo sees herself in 10 years with many albums and one or more Grammy awards. In fact she is so prepared she has written her ac-ceptance speech. “I have one that I wrote when I was nine after watching the Grammys , and it’s really bad and really embarrassing,” Lugo shares. Moniquea Martinez hasn’t created her speech yet but that does not mean her aspirations fall short. Last summer, she was asked by her two friends to be in a song they wrote, and she couldn’t pass up the opportunity. The song called “Feeling the Vibes,” was made into a mu-sic video and played on the radio station 92.7, all summer long. “It was weird to be able to turn on the radio and be able to hear it. It was very surreal,” Martinez says. Martinez sang at her elementary school, Se-

quoia, in a talent show and sings at Coffee House every year. “Any singing moment I will get I will capture,” Martinez says. Martinez might love singing at Coffee House, but Alexa Agostinelli connects to Chaparral in a different way. Chaparral students might know the name or voice of Agostinelli because she has sung the national anthem at many Chap-arral football games since her freshmen year. After all the practice, she still gets nervous. “I have horrible stage fright, but it’s just be-fore I go on stage,” Agostinelli admitted. Agostinelli does not let her stage fright get in the way of her performance and even won the Outstanding Musician Award in California in middle school. She sings mostly classical music, but her favorite song is from the movie Burlesque called “Bound to You.” “It’s such a hard song to sing, but literally I’m in love with it.” Alexa Agostinelli replies. Singing is a common love, but these three Chaparral students have very different success stories. According to The Bureau of Labor Sta-tistics, in 2010, the percent of aspiring singers has gone up 14 percent. Even with the facts, these three talented sing-ers are ready to see what their future holds after they leave Chaparral.

spread made by : Tori Cejka8

-Lauren Bukoskey staffer

Striking a Chord

Page 9: Ashes Fall 2013

Of the

hundreds of classes of-fered at Chap-arral, the art classes stand out among the rest. Chaparral offers fine arts classes in music,

theater, and visual arts, which

prepare students for college and help to

develop careers. “An art credit is a

class that focuses on a subject that is more skill and

creativity based. Arts are an ex-ploration of things not necessarily

taught through books and lectures, but things learned through expression,” 3D art student junior Mary Schell says. “I think art credits allow students to ex-plore a part of learning that they don’t get to see in traditional classes. You get to create things and express ideas from your own mind rather than learning things from somebody else’s mind.” Students in the Scottsdale Unified School District are required to have either an arts or CTE credit in order to graduate.

“All of our students must be college and career ready. The arts not only provides career skills, but they also pro-vide social skills to help us enhance the quality of life for all,” SUSD Superin-tendent Dr. Peterson says. “Many areas of work can be related back to the arts, so I would say the arts can be an avenue to help students explore career opportunities in the same manner core subjects can be used.”

Opportunities for art credits differ from school to school in SUSD. At Chaparral, many students’ first art credit is Studio Art I, a

basic music credit, or a The-

ater I credit. After Studio Art I, Chaparral students have the op-portunity to stem off into other fields of art including photogra-

phy, drawing/painting, and 3D design.

“Studio Art 1 is a basic introduction to visual arts. It’s

a wonderful class for students who want to learn about the elements and principles of design and for those who want a well- rounded visual arts experi-ence,” Studio Art I teacher Suseann Spahr says. “Students share the studio experience and learning to draw and paint in a fun, exciting classroom envi-ronment. Many students have returned to tell me that Studio Art 1 was their best class ever.” During Studio Art I, students develop their specific interests in art allowing them to choose a distinctive medium to pursue. “I chose to take Sculpture mostly because I am terrible at drawing, but I still enjoy art classes. I really like building things with my hands,” Schell shares. “Plus, I like learning all of the unique skills and techniques associated with sculpture.” Those wishing to pursue music have many options of classes at Chaparral. Music-based classes include piano, strings, choir, and band classes. These classes tend to coincide with a variety of bands at Chaparral including marching band, jazz band, and the symphonic band, which enables the students to present their musical skills around campus, at football games, and at various competitions. Those who participate in band or take music-based classes value what they learn as well as the opportunity to

share with others their gift for music. “The best part of band is the band. Every single person does their job and when we are all right, it is truly fantastic to hear and to be a part of,” Senior Chaparral band member Nolen Cook says. Theater classes provide students with a unique way to practice the arts while expressing their creativity. “[Theater consists of] a lot of activ-ity. Many times, there are students working all over the performing arts wing,” theater director Ed Como says. “It is also flexible. Many times the plays selected for the after school program dictate classroom content. For example, next fall we will be taking an original play and performing it in Scot-land at the Edinburgh Fringe festival, the largest art festival in the world.” Many art teachers argue that art classes offer valuable experiences to students. “We [art teachers] are forever defending and fighting to keep our programs and yet our high school art programs are very strong among our student population,” Spahr explains. “Many students choose to major in fine arts in college. Chaparral High School fine arts students receive a variety of scholarships each year to top colleges.” Although students sometimes view art credits as detrimental to their GPA, Chaparral art departments offer mul-tiple honors and AP courses. “I definitely think art does not hurt my GPA; if anything art helps it,” Drawing and Painting III Honors student Kimberly Gillette says. “My honors class gives me an opportunity for a 5.0 A, and it looks good on a college application that I have been committed to the class for three years. I am planning on taking an AP art class next year, so I can continue developing my art skills and also get college credit in the process.” The arts enable students to discover their creativity and explore new career options. “Not only the research, but my own experience has proven that the arts provides students with additional skills that allow them to be a better student,” Dr. Peterson says. “We need to ap-preciate all aspects of our society, and the arts is truly a big part of our society from so many aspects.”

Fall 2013 ARTS AND ENTERTAINMENT 9

-Gabby Hirneise features editor

ABST RACT CEPTSCON

Page 10: Ashes Fall 2013

D BOX

D-Box seats are like your average everyday movie seats, but with a twist, literally. If the hero in a summer blockbuster onscreen is knocked flat on his back, you usually just see it, but with D-Box seating, you too will tilt back at the exact time the hero does and feel a jarring shake just as he hits the floor. “It really changed the movie from what you’d expect; all the sudden it feels like you’re right there,” Junior Zach Rahn says. In reality, the range of motion that D-Box seats offers is nowhere near what would actually be felt; during all the shakes, rattles, and rolls, one is still be able to view the screen without having to move one’s head too drastically. Matt Roberts, a manager at the Scottsdale Ultrastar Theater, the only theater in Scottsdale that offers D-Box seats, has noticed that as interesting and futuristic as the technology behind D-Box is, its popu-larity is hit or miss with movie-goers. “Ticket sales actually depend on the movie and people’s interest in the movie. For example, a movie like Hanna that doesn’t have a lot of motion in it, people stray away from, but, for instance, Fast and Furious, with all the car movements, a lot of people go towards those movies,” Roberts says. If the seats get too distracting, the viewers have the option to reduce the intensity of the movement via a low profile “+” or “-” button located on the arm rest and can even disable them completely, but when one pays an additional eight dollars for the seat, it may not be the wisest idea. Movies featured with D-Box seating have

been steadily on the rise since the technol-ogy’s debut in 2009, but while the number of featured movies may be increasing dramatically, the number of theaters adding the option of D-Box seats has been rising at a much slower rate. 2009 was D-Box’s most successful year when it came to theaters adding the seats, but since then less and less theaters have made the jump to D-Box. Over the past several years, the stocks of some of the most popular movie the-ater chains have been fairly balanced with predictable ups and downs, while D-Box technology has slowly been on the decline ever since it’s most recent peak in April 2011, Reuters, a financial news website, reports. Though stocks are not a perfect way to tell where a company is going, it serves as a good indication of where the future of the technology may lie; however, the seats’ popularity seems to be more closely linked to the movies that support them and not how many people are buying shares of the company. “It depends on what kind of movie and if people think the action looks good in it. It re-ally varies on the movie,” Roberts says. The decline in D-Box’s market worth could be a result of the seats’ low install base, which could be attributed to the fact that they might be considered a financial risk. The people who have seen a movie with D-Box seats seem to be fairly satisfied with the results but are not necessarily raving about it. Lisha Arino from mlive.com, Michigan’s online news provider, gives her thoughts on

the experience. “Personally, I thought it was fun, but because of its cost and because, in the end, it’s more of a novel experience than anything else, D-Box will probably be more of an occasional occurrence for me, just like 3D or IMAX movies,” Arino says. Despite movie theaters hesitating to offer D-Box seating, the company also offers a home theater version of their seats compat-ible with any movie already supported by D-Box. The install can cost up to $8,000, so the personal version may not fit into every-one’s price range. For Jason Knott, writer for electronichouse.com, a home improvement focused website, it was worth every penny. “If you’re looking to take your home theater to the next level, this unit is the answer. The “D” in D-Box might just stand for “Difference-maker” because I can’t think of an add-on product for a home theater that changes the movie-watching experience more. Watching movies without D-Box is, well, just plain boring now,” Knotts says. It seems D-Box has decided to take the slow and steady approach to the entertain-ment race. Regardless of how it turns out 10 years from now, today you can go see a movie not as an observer but as a person knee deep in the action. It’s still experimental and unorthodox, but D-Box opens up all sorts of doors for the future of movie viewing.

DimensionDimensionDimensionDimension

spread made by : Tori Cejka10

-Christian LeVasseur staffer

Page 11: Ashes Fall 2013

Eight of the most important people in the auditorium on an opening night of a Chaparral production are the crew heads. Mr. Ed Como, the Fine Arts Department head and director of “Dracula,” recognizes the importance of the technical crew.

“The technical theater students are a vital part of the production process,” Como says. “In our program the technical students are re-sponsible for building the set, programming and operating the light, sound, and any computers or special effects, finding the props for the show, finding or making the costumes, and helping the actors with stage makeup so they will not be washed out by the extremely bright stage lights.” Jason Ansley, the current sound crew head of “Dracula,” joined tech crew not knowing anything, but had familial inspiration to join crew. “[My sister] was the one [who] was in plays before I was even here. She just said, ‘you’ll like tech,’ so I tried it out and here I am,” Ansley says. Junior Taylor Barbera, “Dracula’s” lighting crew head, is an im-portant part of Chaparral theatre company. “As crew head, I have to go to tech every day, even if I have a huge APUSH test the next day. So basically, I spend all of my time after tech doing intense homework and studying,” Barbera says. Barbera had different inspirations for joining crew. “Kelly Merritt was the stage manager my freshman year, and I [didn’t] want to stage manage, but I wanted to be like Kelly Merritt. She treated the auditorium like her home and the crew like her fam-ily, and that is what I wanted to do,” Barbera says. The equipment that Barbera and Ansley use are are crucial to run-

ning a performance. As the sound crew head, Ansley uses a digital board, a device that is connected to all the microphones, speakers, and other audio devices in the theater, to handle all of the audio aspects of the play. Ansley also uses professional tools, such as XLR cables, a basic type of cable used to connect speakers, and JBL speakers, an affordable loudspeaker, all of which connect to his digital board. Most of the technology Barbera uses includes tools that can be found in a professional theater. She uses a tool called the “ultimate ratcheting focus tool,” a new lighting board that tech purchased just last year, which helps her handle most of the lighting jobs without getting overwhelmed by a multitude of devices. She uses everything from tungsten fixtures like lekos to intelligent lights like Martin Mac Kryptons. Intelligent lights are lights that have mechanics that allow them to move without help from a person. “The toughest thing for me is lifting heavy things, like platforms, and 80 pound intelligent lights,” Barbera says. Even though some tasks are difficult, Ansley feels that the overall experience is worth it. “[My favorite part of crew is] probably strike - the adrenaline of staying up until two A.M.,” Ansley says. Barbera enjoys the rush of seeing everything go right. “The best part of being on crew is opening night. We spend months putting together a show,” Barbera says. “We put in 100 plus hours in that auditorium, and we’re always scared out of our minds that something is going to go wrong, which makes it that much better when the show goes smoothly.”

ANSLEY

COMOdirector

lightsBARBERA

sound

Fall 2013 ARTS AND ENTERTAINMENT 11

A Bite of Tech

-Sam Anderson staffer

Page 12: Ashes Fall 2013

The GREAT

BIG DILEMMA

of BUDGET

REDUCTION

The failure of November 2012’s Main-tenance and Operations bond override cut 4.5 million dollars from the district’s budget, the consequences of which have left their mark across the district. “Most school district budgets are all about people,” Principal Gayle Holland says. “[The issue] really comes down to staffing. It was the same across the whole district. Everybody had to feel the pain.” The staff layoffs have driven class sizes up to unprecedented numbers, allotting teachers less time to devote per student and reducing one-on-one time between students and teachers. “Because there are more kids assigned to

each teacher, there is less of their writ-ing being critiqued,” English teacher Ms. Wissmann says. “[The students

are] probably not getting the degree of feedback they’ve gotten before simply because there’s not enough time to fully

give comprehensive feedback.” For many students, the strong instruc-

tor relationships to which they are accustomed

have been compromised on account of the budget cuts. “I think that this year it is sig-nificantly harder to build a strong student-

teacher relationship than it has been in years past,” senior Tanner Bollig states. It is regrettable that the cuts to dis-trict funding have left their mark in the classroom, but with the imminent vote on the Maintenance and Operation override in November, which, if passed, will add a sum of $18.7 million back into the dis-trict’s budget, improvements in future years are conceivable. “If [the bond] does pass, they’ve prom-ised to lower class sizes by three, which would be a very good thing,” Holland says. “They say we’d be hiring 70-75 teachers across the district.” The ramifications of budget cuts have impacted students, teachers, and ad-

ministration, but Holland believes in the strength of the SUSD community. “This is all about kids,” Holland says. “It’s about … quality programs in our schools [and] providing the very best edu-cation possible for our students.”

Students experience changes in their education as a result of the budget cuts in Scottsdale 8QL¿HG�6FKRRO�'LVWULFW�VFKRROV

“It’s about quality programs in our schools [and] providing the very best education pos-

sible for our students”

spread made by : Gabby Hirneise12

-Leigh Arn opinions editor

“[The issue] really comes down to staffing. It was the same across the whole district. Everybody had to feel the pain”

Page 13: Ashes Fall 2013

DILEMMA

BUDGET

REDUCTION

SAFETY SHELTER SECURITY

Fall 2013 Features 13

“It’s not safe anywhere.” Chaparral’s security guard, Heather Boyce, says this with conviction. On December 14, 2012, her childhood home of Newtown, Connecticut set the stage for one of the most devastating school shootings of all time: the Sandy Hook Elementary School Shooting. Since the shooting, Boyce and other staff from Chaparral High School and the Scott-sdale Unified School District are trying to prevent students from becoming statistics in the bloodstained history of public violence. “There isn’t any one cause of violence (in schools),” Chief Security Officer of SUSD James Dorer says. “We can’t stop a bad person from doing bad things, but what we can do is hopefully deter them.” To discourage negative behavior, the district has implemented a series of security changes; one of which is the “Gate-to-Gate” policy. First employed by Chaparral High School last year as a response to the Sandy Hook Massacre, “Gate-to-Gate” limits the number of entrances open to students, faculty, and visitors. The school’s gates are monitored by security guards who prevent people from entering without valid identification. Security personnel are confident in the effectiveness of this policy. “Gate-to-Gate will definitely decrease vio-lence in schools because we’re maintaining outside and inside security,” Boyce says. In fact, according to a survey conducted by the U.S. Department of Education, almost 50 percent of all high schools employ some sort of gate policy. To further regulate the campus envi-

ronment, Chaparral security circles the perimeter of the school, making routine inspections of the church parking lot and surrounding neighborhoods, watching for suspicious vehicles. Along with these security measures, the ID Policy is another fundamental component of the district’s safety initiatives. The popular belief is that the new policy is a response to school violence, but there are other motiva-tions at play. Three years ago, two SUSD alumni en-tered the campus and stole from the locker rooms. Last year, another SUSD alum went on to the campus and sold narcotics to stu-dents. Nobody suspected these kids did not belong on campus because they still looked like high school students. The hope is that, when everyone wears their ID’s, incidents like these could be avoided. Completely independent of that, the district hopes to integrate student ID’s into other systems. At one point, ID’s will grant students access to locked buildings with a mere swipe of the card, but this is not with-out a catch. “When [this system] gets up and running on our buses, we will track students’ activity on the buses,” Dorer says. SUSD has also established an ID pro-cedure for visitors. Those that stay on the campus must provide valid identification, which administration keeps for the duration of their stay. “What identification does for us is it helps us know who is on property, who belongs,” Dorer explains. The new ID system is part of the district’s

evolving way to prevent school violence. Although school shootings have always occurred, our perception, awareness, and evaluation of these events has evolved. The first school shooting ever recorded took place in 1764 during the Pontiac Rebellion School Massacre. Since then, more than 150 school shootings have been recorded in the United States, the most notable being the Columbine High School Massacre of 1999 and the Virginia Tech Massacre of 2007. “School violence isn’t something new,” Scottsdale police officer, Officer Bingham, says. “It’s something that’s being more publicized.” Social media has revolutionized the nature of negative information. It incites a change in the societal analysis and acceptance of disasters. “Recent news of violence has made me feel very upset,” sophomore Elizabeth Thor-ley says. “The worst part is feeling powerless about what has already taken place.” Other students are less affected by the violence in schools and question the need for the district’s security measures. “Security seems like a nuisance,” sopho-more Jordan Riffer says. “There’s no guar-antee that something’s going to happen.” Despite many students sharing Riffer’s opinion, Dorer, along with the security team at Chaparral and SUSD as a whole, is still determined to keep our campus as safe as possible. “We can’t stop a bad person from doing bad things, but what we can do is hopefully deter them. If we can’t deter them, we can catch or delay them.” -Kamren Gilbard staffer

Page 14: Ashes Fall 2013

Over time, the high school tradition of Homecoming has become about more than just kings and queens. There are a lot of contributing factors to Homecom-ing. However, time and effort are the most important factors in planning Homecom-ing despite the changes that have occurred in homecoming traditions. While choosing a fun theme and the right venue is a difficult task, the expenses and finances are also crucial factors in having successful homecoming festivities. “Usually the venues are $10,000, so we make a little bit of a profit off of it, but mostly [the money from ticket sales] is for paying the venue and decorations,” Casey Fraser, a Stugo member, says. Although events surrounding Homecom-ing have stayed the same, the meaning it has to the students varies. Chaparral Homecoming has experienced a multitude of changes in 20 years. There was a time when Homecoming was much less of a concern to the students, as it was

only an informal dance after the football game. Now, Homecoming is an event that takes months of planning. “[Homecoming] was much lower key and much more casual and maybe more fun,” Ms. Barbara Wissmann, an English teacher and Chaparral alum, says. Over

the years, the fashion worn by students at Homecoming has also evolved. “No one really dressed up because ev-eryone just wore casual game clothing and then went to the dance,” Wissmann says. Additionally, the appearance of Home-coming dances has more importance now compared to 20 years ago. “I just think that sometimes kids get so worried about what they are wearing, who

they are with and how they are going to get from here and there that they forget that [the Homecoming dance] is supposed to be fun,” Wissmann comments. The long process of deciding the Home-coming theme was never an essential factor to most high schools. “We didn’t really have themes. It was just a dance, not as fancy as prom, but picking out the dresses was a big thing for

the girls and getting buttoners for the boys,” English teacher, Chris Marsh, says. Many factors make the school event memorable. “[Homecoming] is a good event

to meet new people and hangout with friends,” sophomore Grace Clearly says. A new school year means meeting new people and meeting new people leads to making more memories. All the home-coming festivities celebrated with friends allow many memories to form. “Homecoming just starts of the year right,” Fraser says.

Evolution of

Homecoming

“It just s!arts !he year o"f right”

-Luciana Dahdah Araujo staffer

spread made by : Gabby Hirneise14

Page 15: Ashes Fall 2013

When high school graduates leave for college, younger siblings are left behind to finish high school on their own. This change can have both positive and negative effects on the siblings who are still at home. Jamie Lemarr, a junior, describes the experience of the additional attention from his parents when his older sister left for college two years ago. “I get a lot more attention from my parents which I don’t look forward to,” Lemarr shares. Sophomore Rachel Prescott enjoys the greater freedom she has now that her older sister is out of the house. “My parents don’t observe me as much as they did my older sis-ter…they have a little bit more leniency on my side, so I do appreci-ate the independence from my parents,” Prescott says.Sibling relationships can evolve once an older sibling leaves for college. Many older siblings act as valuable guides and sources of information for their younger brothers and sisters. Prescott’s older sister, now a freshman at Duke University, left her younger sister with a multitude of resources. “I have all of her old stuff so I know all the formats the teach-ers want and what’s going to happen towards the end of the year,” Prescott shares. “No more surprises.” Katie Simms’ older siblings have provided her with more than just academic help. They have given her advice over the years and have acted as her moral compass. “They give me advice on what to do and how to have fun, like meeting new people,” Simms explains. “They teach me how to get out there.” According to an article by Dr. Kathy Zamostny, who has a Ph. D. in psychology from the University of Maryland, older siblings can grow apart from their younger siblings when they leave for college. Simms has communicated less with her siblings now that they have moved. “We’re a lot more distant; we don’t talk as much because they’re so busy and I’m so busy,” Simms explains. Although some siblings grow apart due to the long distances be-

tween them, the relationship between Prescott and her older sister has blossomed. “We’re definitely closer; she thinks of me more as a person, and I think she respects me more,” Prescott says. Sibling relationships are not the only changes that occur within a family once a sibling leaves for college. Parental relationships also transform once there are fewer children in the house. “Some younger children may experience increased pressure when an older sib is no longer around,” Dr. Zamostny explains. The entire household dynamic can change drastically when chil-dren leave for college. Both benefits and drawbacks can be brought from the new-found independence. “It’s definitely a lot more quiet, too quiet…a lot less movement,” Prescott reflects. Zamostny describes other transformations that may take place in a home with an older sibling that has left: “More physical space opens up—perhaps an extra bedroom that allows greater opportunities to entertain friends. The house may feel more peaceful and quiet.” A sibling can even bring about a change in the younger sibling as a person. “Some younger siblings blossom socially when an older sibling leaves home,” says Zamostny, “in part because there is more psycho-logical space to grow and interact.” “The reality is that a child’s departure to college affects all members of the family system--not only the student who is leaving and the parents who are letting them go--but also the siblings left behind.”

SIBLING SEND-OFF

-Laurel Tomlinson staffer

Chaparral students share how their siblings’ departures to college affected them.

Fall 2013 Features 15

Page 16: Ashes Fall 2013

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