2014 Summer Academy Yearbook

MISSOURI MILITARY ACADEMY SUMMER ACADEMY YEARBOOK1

Andrew Arnold Winona, MinnesotaErik Asbjornson

Tulsa, OklahomaNolan Ross Borgsmiller

Chesterfield, MissouriZeth Colin

Hazelwood, MissouriThomas Brian Dean

East Hampton, New York

Tristan DeWeese Union, Missouri

Noah Edmisson Danville, Iowa

Christian Mason Ell Columbia, Missouri

Noah Morgan Gaffer Pemberton, MinnesotaChristopher Greene

Atlanta, Georgia

Kevin Andrew Heiniger Colorado Springs, Colorado

Nathaniel Ray Hill Morrilton, Arkansas

Liam Holland Mayer, Minnesota

Chase Tanner Johnson Tyler, Texas

Hamilton Johnston Lakeville, Minnesota

Wade Kelly Lueckenotte Lohman, Missouri

Eric Mahn Pevely, Missouri

Nathan Corbin McGhee Blue Springs, Missouri

2014MMA Summer School

SUMMER ACADEMY

WE ALL SCREAM FOR ICE CREAM

The MMA Admissions Department hosted an ice cream social

in the mess hall July 16.LEFT Christopher Greene finishes

his bowl of ice cream July 16. MIDDLE Zeth Colin, Erik Asbjornson and

Nathan McGhee pose for the camera. RIGHT MAJ Mike Pemberton and his

Biology I students stop at Central Dairy during a field trip to Jefferson City on July 1.

PHOTOS BY ERIN CHAMBERS

MISSOURI MILITARY ACADEMY SUMMER ACADEMY YEARBOOK 2

Conner Morgan Osage Beach, MissouriWilliam Alfred Morgan Osage Beach, MissouriChristopher Nickolaus Jefferson City, MissouriGabriel Bryce Noll New Cambria, MissouriJacob Ornstein Monument, ColoradoDylan Nicholas Orten Columbia, MissouriRobert James Pryor Essex Fells, New JerseyMiguel David Ramos Nuevo Leon, MexicoNathan Reid Keller, TexasJonathan Rodeghero O’Fallon, Missouri

Alexander Joseph Seibert Mexico, MissouriMatthew David Seibert Mexico, MissouriMichael Joseph Settle Wildwood, Missouri

Seth Ryan Stewart Kansas City, MissouriNikolas Dalton Stuckey Jasper, IndianaTyler Noel Thomas Marshfield, Missouri

Franklin Union Austin, TexasIsaac Waites Marble Hill, MissouriAndrey William Wilke Warrenton, Missouri

CLASS ASSIGNMENTSALGEBRA I, MAJ ANANTA KHANAL Andrew Arnold, Christian Ell, Chase Johnson, Gabriel Noll, Seth Stewart, Andrey WilkeALGEBRA II, MAJ ANANTA KHANAL Nolan Borgsmiller, Dylan OrtenBIOLOGY I, MAJ MIKE PEMBERTON Christian Ell, Nathaniel Hill, Hamilton Johnston, Alexander Seibert, Seth Stewart, Andrey WilkeCHEMISTRY, LT MARCOS BENAVIDES Richard Pryor, Wade Lueckenotte, Dean ThomasENGLISH I, LT JACK HILL Andrew Arnold, Noah Gaffer, Nathaniel Hill, Chase Johnson, Hamilton Johnston, Gabriel NollENGLISH II, LT JACK HILL Thomas Dean, Dylan OrtenGEOMETRY, MAJ EDSEL BAKER Noah Gaffer, William MorganINTEGRATED STUDIES, CPT KEITH MORGAN Liam Holland, Conner Morgan, Christopher Nickolaus, Nathan Reid, Jonathan Rodeghero, Matthew Seibert, Michael Settle, Nikolas Stuckey, Tyler Thomas, Franklin Union, Isaac WaitesINTEGRATED STUDIES, CPT ERIC REYNOLDS Erik Asbjornson, Zeth Colin, Tristan DeWeese, Noah Edmisson, Christopher Greene, Kevin Heiniger, Eric Mahn, Nathan McGhee, Jacob Ornstein, Miguel Ramos


The Integrated Studies course melds several subject areas and helps students develop and enhance their reading, writing, math and study skills.Classroom objectives included creativity, critical thinking, collaboration, communication, cosmopolitanism, information literacy and problem solving. Discussion topics throughout the four-

from the teacher’s desk:

CPT KEITH MORGAN’S INTEGRATED STUDIES

SAMPLE QUIZ QUESTIONSWhat number is 25% of 30?On a road map, the scale indicates that 1 centimeter = 60 miles. If the measured distance between two cities on the map is 6.7 cm, how many miles apart are they?What number is 38% of 56?Suppose a truck travels at 55 MPH. How many miles will it travel in 8 hours?5/7 is what percent of 11/12?A recipe calls for 3 cups of milk for 8 servings. How many cups of milk are needed to make 6 servings?

week course included basic research methods, life-planning and goal-setting. Students viewed films including “Cosmos” by Brian Greene and “Guns, Germs and Steel” by Jared Diamond. Students also wrote short argumentative essays and three two-page research papers.During the mathematics session, students completed the Saddleback Community College pre-algebra course entitled Algebra2Go. Mathematic concepts included: fractions, percentages, decimal quantities, simplifying expressions, circumference, volume, perimeter, area and the applications of proportions.

I think global warming is occurring right now. ... The ozone layer is disappearing. The polar ice caps are melting, making the water levels around the world rise. Plus, glaciers around the world are also melting slowly but eventually they will all disappear. Species in the polar regions will have to migrate somewhere else. Finally, more carbon dioxide is being produced than can be taken out of the atmosphere. JONATHAN ANDREW RODEGHERO

I think that global warming is occurring. I think that because I can already feel the world getting hotter and feeling a little bit warmer. Also, another reason why I think global warming is going on is because people are making way too much pollution. The pollution rate is going up really high and the world is actually suffering because of all of the pollution. FRANKLIN UNION

I believe global warming is occurring ... because the temperature of the Earth seems to be rising every year. One of the reasons the temperature could be rising is the amount of gasses in the Earth’s atmosphere [which] get trapped, which causes the greenhouse effect. That is the reason I think global warming is occurring. NIKOLAS STUCKEY

I think that global warming is happening right now because our states are getting hotter every year by a few degrees. Also, [there are] more forest fires every day across the entire world due to global warming. I think that we need to fight global warming because then the whole world would get too hot and we would all slowly die a painful death. NATHAN REID

I think that global warming is affecting our world majorly. In no time flat there won’t be any glaciers, and there will be flooding because of that. Global warming could be too hot for the plants and animals, causing the food pyramid to collapse, meaning humans will have a high chance of extinction. CONNER MORGAN

My position on climate change is it is happening. It’s really hot then really cold, or its really cold then gets really hot. For example, this year it was really cold. We had thirteen snow days and now it’s really hot and humid. In Antarctica the same thing is happening there. This same thing is happening all around the world. But in the arctic it’s the worst. Glaciers are melting and it doesn’t seem to be getting any better. Pretty soon there won’t be any left. That’s why I think climate change is occurring. … The things I know about global warming are small. But then again, I’m still young. But what I do know makes me wonder if we can stop it. MICHAEL SETTLE

There are effects of global warming, like forest fires, hurricanes and dry ground. They are terrible things that happen to our world. The wildfires and the other stuff like that can be easily destroyed. [By] the time the ozone disappears, the whole world will be gone. It would be terrible [if all of us] disintegrate into ashes. TYLER THOMAS

I think global warming is occurring because of the ozone layer. The ozone layer is being destroyed. Without the ozone layer, we wouldn’t exist. The ozone layer protects us from the sun’s harmful and powerful rays. The ozone layer is being destroyed by people. The people of the world are killing the ozone. The cars and things that have an engine affect the ozone layer. Our exhaust and the gasses that release from some things on the Earth affect the ozone. That’s why I think global warming is occurring. ISAAC WAITES

THE WAY I SEE ITstudents write essays on global warming

LEFT PAGE Summer Academy instructors MAJ Mike Pemberton, CPT Keith Morgan, MAJ Edsel Baker and LT Marcos Benavides attend the graduation ceremony on July 18. PHOTOS BY ERIN CHAMBERS


The Integrated Studies course melds several subject areas and helps students develop and enhance their reading, writing, math and study skills.CPT Eric Reynolds’ Integrated Studies course focused on a theme of “Who Am I?” and asked students to discuss a daily quote and participate in Socratic Seminars.

INTEGRATED STUDIESstudents explore the

question WHO AM I? in CPT Eric Reynolds’

Students dissected words using background knowledge, prefixes and suffixes. They discussed the difference between truth and myth, fact and fiction.Reynolds encouraged goal-setting, critical thinking, creative writing and effective study strategies. Students used Cornell Notes throughout the course, focusing on main ideas, repeated concepts, formulas, summaries and key words. Students also discussed research methods such as EBSCOhost and Noodle Tools.

Students viewed several films, including “Guns, Germs and Steel” by Jared Diamond and “Kingdom of Heaven.”Topics of discussion during the history unit included anthropology, the evolution of man, the discoveries of the ancient Egyptians and Greeks, World War I, the Crusades and the Protestant Reformation.The math unit covered fractions, the distributive property, the commutative property, the associative property, area, volume and the PEMDAS order of operations.

STUDENT PROSE POEMS: WHO AM I?Erik. Impatient, crazy, tall, annoying. Son of Scott. Lover of girls, electronics and my family. Who feels happy when school ends, proud when I get good grades, and excited when I get on a roller coaster. ERIK ASBJORNSONKevin. Loving, brave. Brother of Kelly. Who loves animals and the beauty of God’s Earth. Who feels adventurous when hiking and camping. Who fears jumping off a building without a parachute. Resident of this mysterious universe. Heiniger. I am a lover of nature. The one who is there for a wounded animal of God. The one who is caring. This person is me. This person is brave and strong and outgoing. This person is me. KEVIN HEINIGER

Integrated Studies students pose in the mess hall.

ONE Eric Mahn. TWO Noah Edmisson.

THREE Miguel Ramos. FOUR Kevin Heiniger.

FIVE CPT Eric Reynolds and Erik Asbjornson.

SIX Zeth Colin.


FUN FACTS FROM INTEGRATED STUDIESThe human brain has more than doubled in size over two million years. The human population reached one million in 10,000 BCE. Pheidippides was the first person to ever run a marathon. ERIK ASBJORNSONModern-day France was once frozen. During the last ice age, a third of the world froze. The Incas thought the Spaniards were gods. Helen of Troy is known as the face that launched a thousand ships. ERIC MAHNWorld War I began in 1914. Chlorine gas use during WWI killed 5,000 men in 15 minutes. MIGUEL RAMOS

WHAT IS A LEADER?A leader is a person in charge. The one to look up to. The person who has a ton of stress. The one who took up the challenge. This is what a leader is. KEVIN HEINIGERA leader is not only a person that leads people or groups, because there are many leaders that don’t know how to lead. First of all, a leader doesn’t ever ask someone to do something that he doesn’t even know how to do. Because that would be a bad and mean leader. MIGUEL RAMOS

WHAT ARE YOUR GOALS?Get all As. Practice basketball. Read a book in one day. Clean my whole house without help. Make my parents breakfast every day for a week. I would love to be a veterinarian and save animals and just have fun with animals because I love animals. NOAH EDMISSONGraduate MMA. Pass and don’t ruffle any feathers. Pass with an A- at least. Pay attention! Win paintball. Keep my room clean. Pick up after myself. Finish “The Last Hero.” Read as much as I can. ERIC MAHN

WHO AM I? AN ESSAY BY ZETH COLINSo, who am I? I did not know when at first I got here at MMA. It took me a while to find out. But eventually I found out, although it was kind of hard at some times. At night, during taps, I would lie in bed and think about my day. CPT Reynolds would often say, “Who are you?” and during class I would think about it, but not very well. It was at night when I would think about that question. During summer school we wrote a poem about “Who Am I.”What I wrote was: I am Zeth Colin… What does that mean? I am a knight fighting for what is right. I am a Navy SEAL working for peace. I am loving. I care for nature. I can be strong as diamond yet brittle as a vase. I care for others and their needs.Yet as Summer Academy comes to an end, I have realized way more about who I am and what I can be. CPT Reynolds would always have a “Thought of the Day.”There was one that said, “Look at a man the way that he is, he only becomes worse. But, look at him as if he were what he could be, and then he becomes what he should be.”This quote brought a lot of thoughts to my mind about were my place on this Earth is. There was another quote that brought up a ton of questions about me that I did not even have an answer to. “If you really do put a small value upon yourself, rest assured that the world will not raise your price.”This would probably be my favorite quote of all time, just because it brought a lot of questions to mind about me.So, back to the main question of “Who Am I?” I am Zeth Colin. I am the son of Ivonne Colin and Francisco Bueno. I am a smart kid that has his bad moments just like any other kid. I am a knight will to fight for his kingdom. I am a Navy SEAL fighting for peace. I am strong as steel yet fragile as a vase. I am loving. I care for nature. I am Zeth Colin.


REACH FORLT Marcos Benavides’ Summer Academy students explore Ideal Gas Law, designing and building rockets which

IN-CLASS EXPERIMENTSLT Marcos Benavides’ Chemistry students conducted several in-class labs throughout the four-week Summer Academy.Using only a plastic bag, water and an antacid tablet, students designed their own experiment procedures to test Lavoisier’s Law of Conservation of Mass. To further their understanding of exothermic and endothermic reactions, students combined calcium chloride and sodium bicarbonate in a plastic bag.Students explored Boyle’s Law in the Lab in a Bottle experiment, pressurizing 1L soda bottles with tire valve caps and bicycle pumps.Other topics of discussion included fingerprinting, combustion, Charles’ Law, Lussac’s Law, solution properties & dilutions, solubility, stoichiometry, thermochemistry, nuclear chemistry and radiation.

LEARN THE LINGOBEAKER Used to hold & heat liquids. Multipurpose. Essential in the lab.BUNSEN BURNER Used for heating and exposing items to flame.BURET Used in titrations to precisely measure liquids.CRUCIBLE Used to heat small quantities to very high temperatures.ERLENMEYER FLASK Used to heat and store liquids. The bottom is wider than the top, thus liquids heat quicker due to the greater surface area exposed to the flame.EVAPORATING DISH Used to heat and evaporate liquids.FLORENCE FLASK Used to evenly heat substances. The bulbed bottom allows the heat to distribute evenly. Used in distillation experiments.FUNNEL Used to target liquids into a container, thus they will not be lost or spilled.INFORMATION COURTESY OF RICHARD PRYOR

SAMPLE QUIZ QUESTIONSWhy should safety be a top priority when conducting investigations?Are all objects composed of matter?If there are 3 moles of gas in a container with a volume of 60L at a temperature of 400K, what is the pressure inside the container?If there are 7.7 moles of gas in a container at a pressure of .09atm at a temperature of 56°C, what is the volume of the container?

A thermometer reads a pressure of 248 Torr at 0°C. What is the temperature when the pressure reads 345 Torr?How is polarity related to the geometric shape of a molecule?How are elements combined to make chemical compounds?

What is the relationship between pressure and volume when the temperature remains constant?How can physical and chemical properties be used to identify substances?What volume is occupied by 5.03g of oxygen at 28°C with a pressure reading of .998atm?What information can be derived from the name of a compound?There are 10 moles of helium gas in a balloon which can inflate to hold 5000L. Currently, the balloon is not full due to the pressure on the ground. What is the pressure when the balloon rises to a point where the temperature is -10°C and the balloon has completely filled with gas?

BOTTLE ROCKET PROJECTThe Ideal Gas Law Unit is one of the last subjects I cover in the school year and is usually reached in late April to early May. I use the “rocket lab” for a hands-on activity.The idea came from a video I saw years ago that showed a competition among students [about] who could make the furthest-traveling rocket. I decided to try to make a safer launching method than I saw on the video and then it kind of led to the hobby of mine that it is today. I often tell my students that chemistry is really a math class, so I have to make labs and activities like these to make it a little more fun than just solving math problems. The point of the project is to determine the moles of air students are using in their rocket for each launch. The mole, a unit used in science for counting really small particles, can be determined by using the Ideal Gas Law equation PV=nRT.There are many steps that have to be accomplished in order to make a good rocket. The nose of the rocket must be streamlined and heaver than the tail. The tail needs to have three or more fins for stabilization. The rocket must not contain objects that could be dangerous if it explodes — it is a cheap plastic bottle, after all!The idea is to make the rocket light, but heavy enough to fly straight like an arrow. They have to figure out how much water to add, since that is what provides thrust. The rest of the bottle holds air that is pressurized so that it can push the water out for thrust. Adding more water gives you a longer thrust, but at the same time takes space that could be used for air. You can add more air pressure to compensate, but then the bottle is in danger of bursting. It's a fine line.Once they know what amounts of water and air pressure they are using (based on their calculations), they can later determine the number of moles of air actually used during the flight.Most students like the activity. It turns into a competition. Whose rocket is the best? They can have bragging rights!ARTICLE COURTESY OF LT MARCOS BENAVIDESPHOTOS BY JONATHAN RICHARDSON ’15, ERIN CHAMBERS, CPT CHAD HERRON AND RODRIGO PADILLA ’15

ONE Chemistry students Richard Pryor and Wade Lueckenotte construct their bottle rockets. TWO A rocket blasts off, spraying water in its wake. THREE A rocket ready for blast-off. FOUR Chemistry student Wade Lueckenotte and instructor LT Marcos Benavides unravel wiring as they set up the firing mechanism July 10. FIVE Pressurized bottles. SIX Richard Pryor poses with his bottle rocket July 10 on Colonels Field.

THE SKY

STEP-BY-STEPONE Design your rocket and build it from the materials provided. Keep in mind your objective!TWO Test your rocket under low power. Make sure it flies.THREE Collect all data necessary to calculate the moles of air and the volume of water needed to reach your target.FOUR Make design adjustments to your rocket if necessary.FIVE Provide your final calculations to LT Benavides when you are ready to fire toward the target — for a grade!


ONE Dylan Orten studies on the front lawn June 23 during LT Jack Hill’s English class.

TWO Dylan Orten completes a textbook exercise during algebra class June 27.

THREE Nolan Borgsmiller draws a chart on the board during algebra class June 27.

FOUR Thomas Dean uses a media center computer during English class June 27.

FIVE LT Jack Hill hugs Dylan Orten following the Summer Academy graduation ceremony July 18.

SIX Andrew Arnold attends the Summer Academy graduation ceremony July 18.

PHOTOS BY ERIN CHAMBERS AND CPT CHAD HERRON

BARRACKS LIFEThough Summer Academy students may not have to follow the same routine as full cadets, they must live in the barracks, wear uniforms, stand in formation and practice military courtesy. RIGHT Gabriel Noll mops the hallway floor of his barracks. LEFT Thomas Dean makes his bed. MIDDLE Chase Johnson receives a voluntary “high and tight” hair cut from MMA barber Mark Clark.


instructors re-enforce the fundamentals in Summer Academy

RECOVERY CLASSES:ENGLISH & MATH

LT JACK HILL’S ENGLISH I: ANDREW ARNOLDEDGAR ALLEN POE Poe’s stories influence a lot of the horror filmmakers today. For example, a lot of the horror movies today have the same dark and scary theme that Poe’s short stories have. I think influences are in the movie Sleepy Hollow. Sleepy Hollow has the dark theme just like Poe’s stories. It has the goriness just like Poe’s stories. It also has the fear and horror just like Poe’s stories.Edgar Allen Poe was basically the first person to write horror stories, and people liked them. ... Poe describes the setting very deeply with lots of details. Poe does this to create suspense.[In both] the Fall of the House of Usher and Sleepy Hollow , dead people come back to life to create a problem. In both stories, the dead people come back for revenge. In Sleepy Hollow, the headless horseman comes back to life to cut off more heads, but he is controlled by another person. In The Fall of the House of Usher, the dead sister comes back to life for revenge.A BEAUTIFUL MIND In the first part of the film, Nash thinks all of his delusions are real. ... Nash realizes his delusions are not real when his wife is about to send him back to the mental hospital. She gets in the car and is about to drive away and Nash runs outside. He stops the car and says they aren’t real because they don’t age.From then on, he teaches himself what is real and what is not. ... Nash deals with his delusions by not speaking to the non-real people and not acknowledging they are there. But he still sees them and hears them.

ALGEBRA I & IIThe Algebra I course focused on algebraic expressions, functions, ratios, proportions, slopes, equations, graphing and solving linear equations and inequalities, and factoring — including solving quadratic equations.The Algebra II course focused on graphing and solving linear and quadratic equations, which also included factoring. Other concepts included operations with matrices, basic trigonometric functions, exponential functions and probabilities. Students in both classes worked to discover the real world applications of mathematical concepts.

ENGLISH I & II: MUSEUM TRIPStudents spent July 8 in St. Louis at the Missouri History Museum. Activities included a tour of exhibits on food, culture and the Mississippi River. At 10:30 a.m., the class attended a screening of the documentary, “Confluence: The River Heritage of St. Louis.”At noon, the group transitioned to a self-guided viewing of “250 in 250: A Yearlong Exhibit Commemorating the 250th Anniversary of the Founding of St. Louis.” The day ended with a tour of Sweetie Pies: Cuisine from the Mississippi, after which students returned to campus.


LEARN THE LINGOAXIS The point at which a body or part rotates. The T-Bot II has four axes.HYDRAULIC SYSTEM Uses fluid as a force. Force applied at one point is transmitted to another point, creating an equal and opposite reaction.LEVER A bar, called the lever arm, connected to a pivot point, called a fulcrum. Levers and axes give the T-Bot II its movement.ROBOT Something that imitates or performs human movements.

STEP ONE Prepare the materials. Cut the tubing into four pieces. Pop the wooden parts out from the basswood sheets. Cut the precision straw into segments.

STEP TWO Build the swivel base and platform. Attach dowels. Adhere Velcro to the base.

STEP THREE Assemble the mid-arm, forearm and syringe casings. Attach lengths of straw to three of the four syringe casings.

BY THE NUMBERS80+ Number of parts in each T-Bot II kit.60° Motion of the swivel base axis.8FT Amount of plastic tubing used in syringe assembly.55° Range of motion of the mid-arm and forearm axes.5CM Maximum width of gripper arms.

Integrated Studies students spent July 15 working together in groups of two to build T-Bot II hydraulic arm robots with PITSCO Education kits.

Integrated Studies students build

T-BOT II HYDRAULICARM ROBOTS

CPT Keith Morgan and CPT Eric Reynolds led students through step-by-step instructions as they assembled more than 80 parts. The T-Bot II is designed to illustrate motion, power, mechanics, load and effort. Syringes, tubes and water work together to power the robotic arm.

ONE Isaac Waites and Matthew Seibert assemble their T-Bot II during class July 15. TWO Michael Settle departs campus with his T-Bot II following the graduation ceremony July 18.


BIOLOGY I: MAJ MIKE PEMBERTONIn his Summer Academy Biology I course, instructor MAJ Mike Pemberton strove to present new and exciting information while teaching teamwork and encouraging students to give their best effort every day.“I want students to learn that science is not just memorization and recall,” Pemberton said. “Science, like life, is a process. Science is about taking chances, making mistakes, and learning from those mistakes.”Week one covered the basics of biology and ecology, while week two covered genetics and evolution. Students studied zoology (vertebrates) in week three and closed out the course with a discussion of human anatomy and physiology.Classwork featured several lab experiments, while outings included field trips to the Runge Nature Center and the St. Louis Zoo. Biology students virtually dissected frogs via SmartBoard projectors July 8. Two days later, Pemberton’s students caught 9 fish on July 10 while fishing in Teardrop Lake.

STEP SIX Build the syringe holder. Connect tubing to each axis. Fill the syringes. Color-coordinate the water for easy operation.

STEP FIVE Connect the forearm, mid-arm and gripper assembly to the swivel base and platform.

STEP FOUR Attach the gripper arms and syringes, completing the forearm.

THREE Andrey Wilke and FOUR Alexander Seibert complete labs in Biology I class July 25. PHOTOS BY ERIN CHAMBERS, MAJ MIKE PEMBERTON, GREG MAXIMOVITCH & CHRISTINE SMITH


RUNGE CENTER FUN FACTS117 POUNDS, 63 INCHES Missouri’s record for largest blue catfish was set on July 25, 1964, by Azel Goans and his sons at the Osage River.SCORE 333 7/8 On November 15, 1981, in St. Louis County, Missouri, Dave Beckman and Michael Helland set a world record for non-typical white-tailed deer antlers.DIDYMOSPHENIA GEMINATA (AKA ROCK SNOT) Didymo is a type of brown, white and beige algae which has migrated from Europe and North America by sticking to the equipment and waders of fishermen. The invasive moss grows in carpet-like thickness and feels like wet cotton or wool. Didymo threatens the food supply of many native Missouri flies, which in turn harms the state’s trout population. Help stop the spread of “rock snot” by cleaning and drying your equipment after fishing!


ONE Christian Ell, Nathaniel Hill, Hamilton Johnston, Alexander Seibert, Seth Stewart and Andrey Wilke pose for a group photo at the Runge Nature Center on July 1. TWO Alexander Seibert and Seth Stewart birdwatch. THREE Alexander Seibert and Andrey Wilke investigate the “Sharpen Your Senses” booth. FOUR A bee pollinates a flower on a conservation trail. FIVE Nathaniel Hill takes aim at the laser hunting simulator. PHOTOS BY ERIN CHAMBERS

MAJ Pemberton’s class visits Runge

Nature Center during annual field

trip to Jefferson City

BIOLOGY STUDENTS ANSWER THE CALL OF

THE WILD

UP CLOSE AND PERSONALThe Runge Nature Center complex houses many taxidermied animals, including owls, bobcats, bison, deer, fish, otters — and a mountain lion with a unique history.In August 2003, approximately one mile south of Fulton on Highway 54, the big cat was struck and killed by a car. Weighing 105 pounds at its time of death, the male mountain lion was estimated to be 1.5 years old and measured 5.5 feet long.The wild animal’s presence so close to a city sparked safety concerns in residents and a flurry of local media attention.The Missouri Department of Conservation’s Mountain Lion Response Team investigates reports and evidence of mountain lions. There is no substantiated evidence that mountain lions have attacked livestock, pets or people in Missouri.AT LEFT Biology students Nathaniel Hill and Christian Ell pose for photographs with the mountain lion.


VIEWFROM THE

TOPMAJ Pemberton’s Biology I students climb to the top of the Runge Nature Center fire tower for a bird’s eye view of Missouri’s capitol city

FIRE TOWER FACTSFire towers were historically utilized to promote public safety. A watchman or park ranger could climb up a ladder with his radio and compass, locating and reporting wildfires.In 1938, George O. White was appointed Chief of Forestry for the newly-formed Missouri Department of Conservation. One of his first acts was to arrange for the construction of additional fire towers.Fire tower construction picked up after World War II. By 1948, more than six million acres of forest were protected by a network of 54 towers.Today, most fires are reported by the general public or detected by aircraft. Though their role is diminishing, some fire towers are still in use.ROCKY MOUNT FIRE TOWERRunge Nature Center’s 100-acre complex includes a library, an auditorium, trails, exhibits, live-animal displays and, reaching high above its sister structures, the Rocky Mount Fire Tower. In the summer of 1949, the Rocky Mount Fire Tower was constructed just southwest of Eldon. In its glory days, it stood 72 feet tall and was staffed by P. A. Hess from 1956 to 1987. A portion of this fire tower still stands at the Runge Nature Center.

WHY ARE TURTLES FURRY?Snapping turtles are reptiles, so they are covered in scales — not fur or hair. The “fur” you see on the turtle’s shell is actually algae, which is a simple plant without leaves, stems or roots. Algae grows naturally on the shells of several types of aquatic turtles. Both the turtle and the algae benefit from this relationship. The coat of algae camouflages the turtle, which helps it catch its prey. The algae hitches a ride on the turtle and can establish itself in new parts of a lake or river.

ONE The Rocky Mount Fire Tower looms above Runge Nature Center visitors July 1. TWO Christian Ell enjoys an ice cream float at Central Dairy, where students stopped for a treat after leaving Runge. THREE MAJ Mike Pemberton, Alexander Seibert and Seth Stewart pose for a photograph at Runge. FOUR Hamilton Johnston climbs to the top of Rocky Mount Fire Tower. PHOTOS BY ERIN CHAMBERS

STUDENT VIEW: HAMILTON JOHNSTONWHAT WAS THE BEST PART OF THE RUNGE CENTER TRIP? Going up into a fire tower and looking at the overview.WHAT WAS THE COOLEST THING YOU LEARNED AT THE RUNGE CENTER? There was an alligator snapping turtle. I was make his mouth open twice. I saw a little bit of tissue inside of his mouth that allowed him to lure fish into it. I thought it was very interesting and I wanted to pet [it].


on July 7 during English, Chemistry I and Biology I field trip to the St. Louis Zoo

Summer Academy students meet

CRAZY CRITTERS

ONE Seth Stewart poses with a turtle he bought at the zoo gift shop. TWO Noah Gaffer and Thomas Dean peer into the tortoise enclosure. THREE Christian Ell, Richard Pryor and Wade Lueckenotte inspect a reptile exhibit at the St. Louis Zoo. FOUR Pryor, Dean, Andrew Arnold, Gaffer, Nicholas Orten and Hamilton Johnston pose for a group photo. FIVE Nathaniel Hill enjoys an ice cream cone at a St. Louis Zoo snack bar. SIX Christian Ell poses for the camera. SEVEN Nathaniel Hill and Gabriel Noll peer down into the alligator exhibit. PHOTOS BY ERIN CHAMBERS

ZOO TRIVIATOP: CALLIMICO GOELDII Fungus makes up more than half the diet of a Goeldi’s monkey — which is handy, as few other animals compete for this food source.MIDDLE: PROPITHECUS COQUERELI The long, frog-like legs of a Coquerel’s sifaka enable it to leap up to 30 feet between tree trunks.BOTTOM: PODARGUS STRIGOIDES The tawny frogmouth is a master of camouflage, roosting during the day while disguised as bark.

FIRE WHEN READYSummer Academy students take aim during marksmanship lesson

Summer Academy students tried their hand at target shooting for the first time June 27 in the field house rifle range. The shooting session began with a safety speech by rifle team coach and JROTC instructor 1SG Randal Jacobson, who discussed the Ten Commandments of Range Safety.SAFETY BRIEFING“You will hear three basic commands down here: load, start and stop. Load means that you can take the CBI [clear barrel indicator] out, put a pellet in and close the action,” Jacobson said. “It doesn’t mean you can start shooting. It doesn’t mean you can put your finger on the trigger.”According to Jacobson, all cadets are emergency range safety officers responsible for issuing the “stop” command if they see a dangerous situation arise. He impressed upon students the importance of following safety procedures when potentially lethal weapons are being fired.

“If you are in the act of shooting and you hear stop, you open the action,” Jacobson said. He explained that, unlike a high-powered rifle, an air rifle will not kick or eject a projectile. “That pellet is still going to stay in that chamber. It’s not going to come out.”Jacobson also stressed the importance of ceasing fire immediately when ordered to do so – even if a student has a perfect shot in their sight.ANATOMY OF THE RIFLEFollowing his safety speech, Jacobson also discussed the anatomy of the rifle, including the safety, pellet tray, action, stock, trigger guard, CBI and CO2 cylinder. Cadets used Daisy Avanti 887 model single-shot air

rifles which, according to Jacobson, can fire a projectile at 600 feet per second.Jacobson advised cadets to load their rifle with the flat end of the pellet downrange – and to gently squeeze, not jerk, the trigger.As Jacobson outlined the procedure for aiming through the front and back sights, incoming seniors Wade Lueckenotte and Nolan Borgsmiller demonstrated the proper prone shooting position.“You are gonna sight right through that little black rubber cone in the back, through your front sight and onto your target,” Jacobson said.The rifles are not “zeroed” for individual shooting, Jacobson explained, and “everybody aims a little different.” Students were thus instructed to aim for a “nice tight shot group,” but were not expected to hit a bulls-eye every time.

READY, AIM, FIREHalf of the group took their seats first, while the other half waited in the rifle range classroom for their turn to shoot.Shooters pinned their paper targets to cardboard blocks at the end of the range. The first batch of shooters lay down on padded mats, which were angled to encourage proper prone shooting position.Students were advised to shoot their pellets “at your own pace.” Following the commands of “load” and “start,” the characteristic “ping” sound filled the range as pellets struck their targets, gradually dying out as shooters used up their pellets.Summer Academy instructors wove through the group to ensure that each student properly loaded and fired his weapon. Anxious students in the second shooting group played with their pellet containers, pushing the pieces of metal back and forth. Others peered through the scope as they waited for the slower, more precise shooters to use up their pellets.“When you are finished shooting – you have shot all 10 pellets and you are done shooting – you of course take your finger off the trigger and put the rifle on safe,” Jacobson said. “Once you are clear, you are going to put the rifle down, get up and have a seat.”After every cadet in the first group finished shooting, they collected their used targets and studied their performance. The second group took their places as the first group of shooters proudly wrote their names on their paper targets, admiring their clusters of bullet holes.Students proceeded to the mess hall for their evening meal after finishing their shooting session. They were instructed to wash their hands thoroughly to avoid accidentally ingesting lead residue.

THE TEN COMMANDMENTS OF RIFLE RANGE SAFETYONE Treat every rifle as if it were loaded. TWO Always point the rifle in a safe direction. THREE Any person who observes an unsafe act will give the command to STOP/CEASE FIRE. FOUR Upon hearing STOP/CEASE FIRE, shooters will open the action, unload, place the CBI, and ground their rifle. FIVE Actions will remain open until shooters are told to load. SIX Horseplay will not be tolerated. SEVEN Shooters will not load the rifle until instructed to do so by the range instructor. EIGHT Eye protection will be worn at all times when firing is in progress. NINE No one will go forward of the firing line without permission of the range instructor. TEN When moving about the range, rifles will be pointed down range with the action open and the CBI in place.

THE WAY I SEE IT: MATTHEW SEIBERTWHAT IS THE COOLEST THING YOU DID AT SUMMER CAMP? Shooting at the rifle range.WHAT DID YOU LEARN? That if you are holding a gun, you should treat it as if it were loaded.

LEARN THE LINGOACTION A bolt which may be opened or closed, cocking the firing mechanism and preparing the weapon for firing.AIR RIFLE A relatively safe weapon, which uses compressed air and a soft pellet. Unlike a high-powered rifle, an air rifle will not kick or eject a projectile. Campers used Daisy Avanti 887 model single-shot air rifles, which can fire a projectile at 600 feet per second.CBI Clear Barrel Indicator. A brightly-colored zip-tie which indicates that a weapon’s chamber is clear and safe to handle.CHAMBER The portion of an air rifle into which the pellet is loaded. PELLET A projectile which is ejected from the rifle. Shooters must load rifles with the flat end of the pellet pointing down-range.PRONE A position in which marksmen lie flat on the ground while shooting.SAFETY A switch which prevents the use of a firearm. Used to prevent the accidental firing of a weapon.SIGHT Devices which assist shooters in precise aiming. Campers used rifles which feature a front and rear sight.STOCK The butt of a rifle, which is held against one’s shoulder when firing. Provides for firm support and easy aiming.TARGET The object at which a shooter aims.TRIGGER The lever which fires a weapon. Surrounded by a trigger guard, which prevents unintentional use. Campers were instructed to gently squeeze — not jerk — the trigger.ZEROING A process of adjusting sights until a shooter can consistently hit a target. Each person aims differently, thus each individual must zero their rifle to ensure accurate aim.

ONE Tyler Thomas takes aim in the rifle range June 27. TWO Matthew Seibert sits atop his horse June 26 during athletics. THREE Nolan Borgsmiller directs Summer Academy students as they march to the field house June 27. FOUR Conner Morgan listens as 1SG Randal Jacobson gives instructions. FIVE Christopher Greene aims a shot during marksmanship practice. SIX 1SG Randal Jacobson gives a safety speech June 27. PHOTOS BY ERIN CHAMBERS

THE WAY I SEE IT: NATHANIEL HILLWHAT WAS THE BEST PART OF CAMP? Horseback riding is the coolest thing I've done at summer school. I learned a lot of things from Miss Julie.

THE WAY I SEE IT: MICHAEL SETTLEWHAT WAS THE BEST PART OF CAMP? Horseback riding. I made three new friends! WHAT DID YOU LEARN AT SUMMER CAMP? I learned how to make a website.

IN THE SUNFUN


ONE Christopher Nickolaus rides his horse during athletics June 26. TWO Seth Stewart catches a fish in Teardrop Lake on July 10. THREE Hamilton Johnston fishes in Teardrop Lake on July 10. FOUR Thomas Dean and William Morgan share a farewell hug July 18 following the Summer Academy graduation ceremony. FIVE Nathan McGhee lifts weights in the field house on June 26. SIX Nikolas Stuckey, Noah Edmisson and Nathan Reid head back to Bravo barracks after school June 25. PHOTOS BY ERIN CHAMBERS AND MAJ MIKE PEMBERTON

Summer Academy students enjoy traditional camp activities like swimming, rock climbing, horseback riding and paintballIN THE SUN

FUN


ONE Erik Asbjornson and his family study the contents of his graduation packet.

TWO Tristan DeWeese receives his diploma from Academic Dean Dr. Frank Giuseffi.

THREE Isaac Waites carries a load of belongings out of Bravo barracks.

FOUR The crowd waits for the graduation ceremony to begin July 18.

FIVE Liam Holland moves a box of his personal items out of the dormitory.

SIX Director of Enrollment Management David Adams addresses the crowd.



A total of 27 students graduated from Missouri Military Academy’s 2014 Summer Academy program during a ceremony at 10 a.m. on July 18 in the Barnard Hall Atrium. The ceremony began with introductory remarks by Dr. Frank Giuseffi, Dean of Academics.“Before we highlight what these young men have done, I want to recognize the Summer Academy teachers,” Giuseffi said, “who worked for over six hours a day with your students.”Summer Academy teachers included MAJ Edsel Baker, CPT Keith Morgan, CPT Eric Reynolds, MAJ Ananta Khanal, LT Marcos Benavides, MAJ Michael Pemberton and LT Jack Hill. Giuseffi also recognized residential life staffers including CPT Chad Herron and CPT Thomas Roberts.“Our students, both at the middle school and high school, exhibited a high level of determination in accomplishing their academic goals,” Giuseffi said. “Whatever class these young men took, they should be commended for their hard work and their dedication.”Following a recitation of the Pledge of Allegiance led by cadet Wade Lueckenotte, students viewed a slideshow of their adventures during the four-week summer session.As each student’s name was read aloud, he came forward to receive his diploma. Special awards were announced following the distribution of diplomas – summer cadet Dean Thomas was awarded the Excellence in Academics Award, while Alexander Seibert received the Character in the Classroom Award.

GRADUATION CEREMONY

2014 Summer Academy Yearbook

Documents

Transcript of 2014 Summer Academy Yearbook