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NOVEMBER 14, 2007 RAIDERS’ Digest Page 3Archbishop Rummel High School: Icons and SymbolsAs the Archbishop Rummel students walkthe halls each day, they pass many icons andsymbols that are rich in history and tradition.At times, this history can go unnoticed orunknown by the everyday Raider. TheRaiders’ Digest feels the need to educate theeveryday Raider and the outsider alike aboutour many icons and symbols that are displayedthroughout the school building.RumpusOne of the lesser-known icons of Rummel is Rumpus.Rumpus, for those that do not know, is the horse on whichRufus proudly resides. In 1978, the Rummel student bodyhad an election to name the then unnamed horse. Afterreviewing hundreds of possibilities, the students voted on“Rumpus” and the name has been the same ever since.“He’s pretty awesome. Every Raider needs a strong horseto ride, you’re not a true Raider without a horse,” saysFreshman Ryan Duvernay.The SealDespite its presence on every Raider uniform, many studentsfail to realize that the school has a school seal. Mr. ThomasMoran, Executive Director of Institutional Advancement,says, “We want everyone to know what Rummel is about- our purpose, our mission, and what we do well.”The crest symbolizes the school in a fourfold manner anddisplays to all Rummel’s mission and purpose. The starsymbolizes the faith of the faculty in the youth and the faithwith which they seek to foster in their students. The huntinghorn symbolizes the man himself, Archbishop JosephFrancis Rummel. The open book symbolizes the knowledgeprovided by Archbishop Rummel High School. And lastly,the state seal of Louisiana represents the devotedness thatshould characterize each Rummel student.RufusIn 1966, Archbishop Rummel asked NewOrleans artist John Chase to draw the thenunnamed Raider on horseback. Also thatyear, Brother John Fairfax, the then principalof Rummel, made a deal with a Raider trackteam member’s mother. He promised Mrs.Puffy Cressend that if her son Rufus, whohad a broken arm, were to win his race, themascot would be named after him. Cressendwon the race and the mascot has been knownas Rufus ever since. Rufus Raider remainsvery popular among the student body. SeniorJonathan Vitale says of Rufus, “He’s coolbecause he shows the Rummel mentality of astrong character.”The “R”The newest addition to the Archbishop Rummel community iswhat has become known as “The R”. “The R” has become the officialsymbol of Archbishop Rummel High School and has already succeededin infiltrating the metro area. Driving around the metro area one caneasily find an “R” on one of the surrounding cars. “The R” has takensome fire lately, as many people complain that it is taking the placeof Rufus. Rufus is and always has been Rummel’s mascot; he is notthe symbol that represents the school. In many ways, Rufus is likeMike the Tiger of LSU. Mike the Tiger is LSU’s mascot; however, theschool’s official symbol is the decorated letters LSU – not Mike theTiger. Despite contrary belief, “The R” is not taking Rufus’s place it ismerely supplementing him and giving the school an official symbol togo along with him.Brother Baker Continues to PromoteService Across Communityby Michael Truxillo ‘09Brother Baker is a very active religionteacher at Archbishop Rummel High.He has done great things in the citysince Katrina and has contributed to therevitalization of the area.To get things organized he announcesto the students to meet on the RummelCampus to travel in a caravan to theplace of interest. Brother Baker hasassisted Mr. Whitman and the YRNO withgutting houses. Brother Baker was alsoin attendance with the Beacon of Hopeorganization when they worked in thedevastated Lakeview area.Brother Baker commented, “On anygiven day we usually have up to twentystudents working and get up to four hoursof work done.”Some of the greatest people BrotherBaker has met are the volunteers that comefrom the schools and it gives him a thrillto see good, caring people come togetherunder one purpose.Ever since the Rummel Raider Baseballteam assisted Brother Baker with hisservice projects, more coaches have beeninspired to become involved with hisservice projects. Many of the serviceprojects simply include cutting the grass,weeding the gardens, and chopping downtrees for the elderly or for those peoplewho have yet to return from Katrina.Brother Baker said, “The thing thatmakes me do this is to help break down thestereotypes for the homeless and the poor.Students begin to genuinely understand thehardships of poverty.”Most of all, Brother Baker feels that theprojects have brought people together andtruly helped those in need. He mentions,“You get more out of it than help, and it’sa commitment, and a sacrifice. It’s morethan just giving a handout, but giving ahand up.”Brother Baker absolutely enjoys thechanges he sees in students’ perspectives.Brother Baker is invigorated when he,“Sees that people are people and have loveand compassion.”– • –¤ SERVICE - The Raider baseball team recently volunteered their time withBrother Baker to cut the grass and clean the Lakeview area. Pictured issophomore Jared Gonzales, freshmen Ryan Womac, and sophomore StephenPisa.

Personal, political and professional perspectivesNothing in the foregoing questions or challenges the importance of literacy andnumeracy and raising levels of achievement in these areas. Nothing in the foregoingprecludes a critically important role for state, regional and district levels ofgovernment in providing support for schools, but these must be viewed as enablersrather than regulators. All of these things can be accomplished within a nationalframework that provides the necessary sense of direction.I am not a ‘Johnny come lately’ on these issues. My second book with Jim SpinksLeading the Self-Managing School was published in 1992 (Caldwell & Spinks, 1992).We had the following to say about the impact of high stakes testing in the light ofdevelopments in England where the Conservative Government had introducednational testing in primary and secondary schools and league tables were starting toappear.There are limitations in these approaches to testing, not the least of which istheir narrow focus and the resultant distortion which may occur in learningand teaching, especially for testing at the primary level. Highly valued goalsmay be devalued (Caldwell & Spinks, 1992, p. 142).There will be great pressure to release the raw data of school-by-schoolcomparisons in a manner that will distort the accountability process . . . In ourview the strongest possible stand should be taken against the release of suchdata when accompanied by claims or implications of relatively effectiveness(Caldwell & Spinks, 1992, p. 155)I became more sympathetic a decade later when improvements in literacy wereregistered in England as a result of an unrelenting effort by the Blair Governmentwhich expanded the testing and league tables approach of the Conservatives.However, achievement soon plateaued. One of the most powerful advocates,Secretary of State Estelle Morris, resigned when targets for improvement had notbeen achieved.The observations I am making and the conclusions I am drawing should not beinterpreted in a narrow political frame, especially as this symposium is being heldduring a federal election campaign. I am alarmed at what the government is doing inpartnership with the states and territories. I am equally if not more alarmed at whathas been proposed by the opposition which calls for testing at every level from Grade3 to Grade 10 (as reported by Harrison, 2010). Such a proposal shows nounderstanding of the nature and purpose of assessment and testing, nounderstanding of the capacities and potential capacities of the profession and nounderstanding of what has occurred elsewhere and the evidence of harm.Finally, from a professional perspective, it is important to acknowledge that Australiahas the expertise to test well and construct websites like My School. Professor BarryMcGaw and Dr Peter Hill, as Chair and CEO, respectively, of ACARA are at theinternational forefront in respect to their skills in these domains. They lead talentedteams. This is not the issue. The issue is about the purposes that are served and theimpact of the testing and reporting regimes.ConclusionIt is a paradox that Australia is moving to a more constraining, less creative and lessinnovative approach in education at the same time that world leaders in these fields5

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Jaikumar IJPAES ISSN 2231-4490[42] Michael C. Cremer, Hsiang Pin Lan , Jim Zhang. 2004. Evaluation of Rabbitfish as aCulture Species in Ocean Cages at Hainan, China Results of ASA/China 2004 FeedingTrial 35-04-106, American Soybean Association.[43] Sabapathy U, Teo L H 1993. A quantitative study of some digestive enzymes in therabbitfish, Siganus canaliculatus and the sea bass, Lates calcarifer. Journal of FishBiology 42, 595–602.[44] Yousif O M, M F Osman, AR Anwahi, M A Zarouni, T Cherian 2005. Growthresponse and carcass composition of rabbitfish, Siganus canaliculatus (Park) fed dietssupplemented with dehydrated seaweed, Enteromorpha sp. Emir. J.Agric. Sci. 16(2): 18-26[45] M.Jaikumar, L.Kanagu, C.Stella, Gunalan 2011. Culturing A Rabbit Fish (SiganusCanalicullatus) In Cages an Alternative Source For Fisherflok In Mandapam Coast (Palk– Bay South East Coast of India) IJWREE, (International Journal of water resources andEnvironment Engineering) 3(11):251-257International Journal of Plant, Animal and Environmental Sciences Page: 64Available online at www.ijpaes.com