Issue 3 - November, 2019

www.edinazephyrus.com

November 26, 2019|40:3

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COMMENTARY

Tuesday, November 26, 2019

On the inside...

Zephyrus staff 2019-2020 Editorial Board Mimi Beringer, visual editor Kyra Boorsma Bergerud, administrative coordinator Hans Janovy Meyer, visual editor Jack Marker, online editor Julia Nicholson, copy editor Syd Pierre, print editor Mihika Sathe, manager Alex Stenman, head staff writer Kerui Yang, editor-in-chief Page Editors Madeline Brandel Mia DiLorenzo Dedeepya Guthikonda Matt Hovelsrud Sadie Johnson Sieben Ellen Mi Reagan Stanchfield Alexis Yi

In-Depth: money page 6-7

Staff Writers Art Boettge Michael Crater Liliana Hanson Hanna Jaeger Isadora Li Sadie Roy Caroline Seiler Linnea Shively Izzy Wagener Photographers Sophie Charnell Erik Magnuson Lily Simmons

A sour response to Lime scooters page 3

“Greetings from Vietnam”: A letter from Franske page 10

Artists Gabe Antoine Lydia Olson Tiffany Qian Mallika Srinivas Advisor Daniel Amborn

Letters to the Editor To share an opinon or voice a conern over issues in Edina or an article Zephyrus has published, submit a letter to the editor online by clicking ‘Contact Us’ and then clicking ‘Send Us A Letter.’

Policies Zephyrus is a monthly publication produced by students of Edina High School; 6754 Valley View Road; Edina, MN 55439; (952) 848-3800 x3087.

Zephyrus is a designated forum for student expression that recognizes the First Amendment guarantee of freedom of the press, and abides by Tinker standard. Opinions published in Zephyrus do not necessarily reflect the views of the entire staff, adviser, administration, or entire student body.

Submissions and letters are printed based on space available. Letters should be mailed to the school or given to the adviser or a staff member.

WEB PREVIEW

Quiz: Which presidential candidate are you?

Album review: Kanye West’s “Jesus is King”

On the cover Art by Gabe Antoine

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Handball club throws hands: a look into the new club

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Beaton’s Beat: “With any challenge it often takes time, practice, and persistence to find success.”

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Andrew Beaton guest writer

s we have passed the midpoint of first semester, it is important to give thanks, provide some encouragement, and issue a challenge.

First, I am so thankful to be working with such outstanding students. I am inspired by your talent and work ethic to achieve your goals. Already this fall, we have won three team state titles #185, we have hosted musicians from the Virgin Islands, and sent a group of 10th grade students on an exchange to South Korea. We have been recognized once again as the top college prep high school in Minnesota and over 75% of the senior class applied to college by November 1st.

Next, as we are at mid semester, some of you may be facing a challenge in one or more of your classes. Please remember that with any challenge it often it takes time, practice and persistence to find success. Steven Covey in the 7 Habits of Highly Effective People circa 1989, writes about a See-Do-Get model.

The see part is regarding our paradigms or what we believe about ourselves and the world we live in. The do is about our behavior and actions. To get what you want in life, effective people first have to believe in the possibility of a better future and in themselves. They also need to match their behavior with future aspirations.

I like to tell the story of my son who when I asked him what he wanted to be when he grew up would always respond that he wanted to be a football player.

However, when I asked him if he wanted to play/sign up for football, he would always say no. He is now in his first year of college, and while good at many things, he clearly is not a football player.

So, if you want to be a football player, it's time to sign up. If you want to be a doctor, you may want to include some additional science classes in your schedule. If you want good grades, are you matching your time and effort with your aspiration? Are you working as a team and seeking help when you need it?

Stay warm and be well Hornets!

NEWS

Tuesday, November 26, 2019

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A sour response to Lime scooters in Edina

photo by Lilly Simmons

proves problematic in Edina

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Hanna Jaeger staff writer

n Saturday, Nov. 2, Edina police responded to a call reporting graffiti on a shed on Concord Elementary School grounds. The defacement included the word “TOE”, a phallic symbol, and, most concerningly, a swastika. Since the drawing was done with chalk and did no damage to the property, there was no crime. A juvenile has admitted to the vandalism, but their identity has remained anonymous. However, the incident has brought concern regarding Edina’s toleration of hate speech towards Jewish people and other minorities.

One would like to imagine there wasn’t really any malicious intent behind the adolescent’s actions, and it was just an act of impulsiveness and immaturity. Even still, there is still something uneasy about how young people often take the swastika, a peace turned hate symbol, so lightly. “It’s hard to believe that kids that young would have hate that strong,” sophomore Aliya Dahlin said on the matter. “But I have had experience with people in this school calling me a terrorist because of my connection to Judaism and

Israel.” Dahlin is an active member of the Jewish community and participates in Young Judaea, an organization that brings Jewish youth throughout the Midwest together. “[Anti-semitism] is possible, but it really isn’t something you’d expect,” Dahlin said. This type of incident is not entirely uncommon in Edina. A number of crimes involving racist graffiti have occurred since January 2018.

Most of the time, the motives behind this phenomenon can likely be attributed less to prejudice, and more to ignorance. “I really think that there should be more awareness of different religions [in Edina],” Dahlin said.

Edina has a vastly Christian community, with only 1.5% of the population being Jewish, according to BestPlaces.net. “A lot of the time people don’t realize how many people are different from them, especially because Jews don’t look any different,” Dahlin said.

One last point to this story is key: “It’s important not to glorify the person that did this, because that’s exactly what they want: attention,” Dahlin said. Perhaps if we were all a little more sensitive to who might be affected by our actions, problems like this wouldn’t be so prevalent.

A bitter ending: Lime scooters don’t serve their intended purpose in the city

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Linnea Shively staff writer

infographic by Dedeepya Guthikonda

lthough seeing Lime scooters sitting on street corners or leaning against traffic lights is now a familiar sight to most Edina residents, after a series of complaints against the scooters, there’s a chance that they won’t be around for much longer.

According to the Lime website, their bikes and electric scooters were designed to “reduce dependence on personal automobiles for short distance transportation and leave future generations with a cleaner, healthier planet.” The hope was that people would use them, rather than cars, for nearby errands and short commutes.

The scooters and bikes are rented via a QR code, which charges the user (an initial cost of $1 + and then 15 cents per minute in the Minneapolis area) and activates the scooter. After the program was well received by residents in Minneapolis, the Edina City Council approved the expansion into Edina in 2018, and clusters of neon-green scooters began to appear around the city.

However, an influx of complaints against the scooters in the last year may result in the termination of the program.

One of the largest sources of irritation is that the scooters are frequently left

lying in the middle of the sidewalk or in yards. “It’s kind of a pain when [riders] leave them in front of your house or in the middle of the street,” junior KC Lin said.

Others have noted that the scooters are rarely used for their intended purpose. “[Riders are] usually middle schoolers who are hanging out. I saw a lot of them in the summer; they went to the park or Uptown,” Lin said.

The relative lack of bike lanes in Edina compared to Minneapolis means that the scooters are frequently used on sidewalks, which can endanger pedestrians and violates city ordinances.

Additionally, both the helmet and 18-and-over age requirements are rarely obeyed by users.

However, there’s still a chance that the scooters will reappear next summer as the Edina City Council has yet to make an official decision. “I feel like they’re a good idea, but at the same time, they could be kept up a little better,” junior Julianne Browne said.

However, given the lack of zest for the scooters, it looks like Edina residents will need to find other ways of reducing carbon emissions.

Edina goes solar: new installments coming in 2020

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Kyra Bergerud administrative coordinator

Students who get to interact with the installations will have a more comprehensive and real world analysis of the cost and benefits of solar energy use.

courtesy of Edina Public Schools

olar energy has emerged as one of the most prolific ways to facilitate clean energy in the 21st century, and Edina Public Schools will get the chance to experience this innovation first hand. The district has undertaken three solar installations to forward clean energy and improve its footprint. The earliest installation of solar panels will occur in December on the Edina Transportation Center, followed by two other installations on Cornelia Elementary and Edina High School that will be completed by Spring 2020.

According to Eric Hamilton, the Director of Buildings and Grounds for Cornelia Elementary School, all three of the systems, together, are expected to cost a little over one million dollars, a price that at first seems steep, but will be extremely cost saving to the district in the long run. A post A preview: the district is working with the SolarPod from Umasolar indicates that solar panels are able to company who developed a prototype shown above convert 22% of their available energy into electrical Solar panels can be important tools of secondary power, a profitable tool when funding the power of education, as they show the clear impacts and utility an entire school district. of clean energy. Students who get to interact with The districts central goals of the project are to, the installations will have a more comprehensive and “Provide renewable energy that is close to the load, real world analysis of the cost and benefits of solar for a long term economic benefit for the district and energy use. community, educational opportunity around solar, These three installations are the start of a more especially with the Project Earth installation, [and] energy conscious and forward looking district. While help fulfill the cities desire to see more solar around the costs may appear steep, the conversion of solar the community,” Hamilton said. Solar panels can be important tools of secondary education, as they show energy to electrical energy is a long term economic gain and improvement to the city of Edina. the clear impacts and utility of clean energy.

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FEATURES

Tuesday, November 26, 2019

Interview with Media Specialist Sara Swenson and Media Assistant Andrea McElligott Liliana Hanson staff writer

Z.: What are some of the most popular books and authors in the EHS library? S.S.: I read kind of broadly, so if you’re going to ask me, I love Vince Flynn thrillers, and he’s a Sara Swenson: I think the fantasy genre is always a big hit. Realistic fiction, former Edina guy. The Latin kids love this book like Becky Albertelli and Adam Silvera books are pretty popular. Ms McElcalled Circe, that’s another one. I think that’s ligott and I work really hard to make sure that we have the popular releases what’s kind of fun about the school’s library, you here the day of or the next day from when they get published. If there’s a book never know what sort of gems you’re going to that’s going to be super popular, we get copies here so students can come and find here. get those right away; they don’t have to get on the waiting list at the Public A.M.: I like realistic and historical fiction...

Library.

My favorite one that we have in the library is Andrea Mcelligot: The new releases are on the front shelf, and those are Educated, and that one has been checked out always popular, I think just because they’re out there and people see them. pretty consistently. It’s a great memoir by Tara Westover.

Z.: How long have you worked in the library, and what inspired you to do so?

photo by Kerui Yang

Z.: What are some of your personal favorite books?

Z.: What is your favorite part of working in the library?

Working together: Sara Swenson and Andrea McElligott work to help studetns in the media center

S.S.: This is my 21st year. My high school job was at the Public Library, so I knew I liked being in libraries, but I also knew I wanted to be a teacher. So this job is perfect for me, it can combine my love of libraries, and my desire to be a A.M.: I just love seeing people choose a good book and finding something they like, and coming back and getting teacher, all in one job another one A.M.: I’ve been here about three and a half years or so, and I was just looking S.S.: I would say the same thing: working with students and staff, helping them find books, helping them with their for a job that I would love, and I love books, and it just seemed like a great fit. research needs.

I volunteered in the elementary school for about five years at Concord before I came here and I thought, if there was ever an opening in the [EHS] library I Continued online... would want to take it.

African American History class hides in the shadow

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or anything, Simpson just knows that we have good points to point out, so it’s really an open community,” Ruschy said. “Mr. Simpson is such an awesome teacher, he really makes everyone feel comfortable. And, since the class is such a small size, it’s really easy to share your opinion and have it be recognized by [him].”

Julia Nicholson copy editor

This class primarily differs from other history classes in where it directs its attention. The course covers a wide span of American history through an African American lens, focusing on their stories, struggles, and notable figures— many of which have been neglected from traditional history books. “In my opinion, in past history classes we kind of learn mostly like the ‘white side’ of history, [but in African American History], we get a better view of what was happening with African Americans at the time. I [have] learned so many things that I didn’t know happened,” senior Sarah Ruschy said.

While the class can be compared to most history classes in which students take notes and watch videos, the small environment provides for spontaneous discussions that most regular history classes might find hard to control. “I love the open discussions that we have. We don’t even raise our hands

photo by Madeline Brandel

mong the many social studies electives offered at Edina High School is African American History. This year, the course received an underwhelming enrollment: only 15 students signed up for the one-semester class, currently being taught by Brian Simpson. Despite its limited popularity, the class is well-received by the students who take it.

The comfortable atmosphere of the class not only allows for spontaneous conversations, but also structured debates. In particular, one debate involved separating the class and assigning them to different political groups from the Reconstruction Era (1863-1877). “One group was pro-slavery and one group was [anti]-slavery,” senior Fahat Omar said. “It’s a safe environment. It’s just a class, and we’re all here to learn and not scold each other… we all know that it’s just for [the] class and not the real thing. We don’t take it to heart.”

Students discuss: In class students become involved in class discussion

Although the small class size allows for an interactive classroom learning experience, it also brings about the question: why is it not more popular? “I think that a lot of people know about it, but some people are just too afraid to be in that type of environment, learning about African American culture.

Some people are scared to learn something new, but everybody’s welcome; there’s not just one race in the room,” Omar said.

Teachers getting involved in the world of student activities

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Dedeepya Guthikonda page editor

photo by Linnea Shively

ften overlooked among the dozens of student-led clubs and activities at Edina High School are the teachers who make it all possible. In order to start a club at EHS, students are required to find an advisor to assist on the administration side of things, as well as advise at every club meeting. While it can be challenging to find a teacher who is willing to put in time outside of their busy schedules, teacher advisors

Supporting Faith: Math teacher Mr. Murphy advises the Faith Club

often share the same passion for the clubs as their students.

Nathaniel Murphy, a math teacher at EHS, serves as the current advisor for Faith club.“It was an easy answer,” Murphy said, when a student approached him with the idea a few years ago. The club meets before school on Wednesdays, to immerse themselves through sermons, prayers, lectures, and games in their Christian belief. Murphy himself didn’t have the chance to take part in a similar club in high school, which contributed to his support for the students starting it at EHS. “It’s encouraging to see students that are active in their own faith, and aren’t afraid to share it,” Murphy said.

While Faith club is an example of a newly-started club, other teacher advisors have been part of clubs they have seen grow and change in an unprecedented way. Model United Nations (MUN) is perhaps the largest student activity at Edina, with over a hundred members. However, Elizabeth Nimmo started advising the club when it consisted of a yearly applicationbased trip to Canada, accepting only two students. When she first started, she didn’t know much about the activity. “I started investigating,” Nimmo said, “and it turn[ed] out there [were] Model UN conferences all around the country.” Over the years, the club has quickly progressed from twentythree, to seventy, to the one hundred and fifty members it currently has. She has seen the club spark an interest in

international relations and global studies for students as well. “I had no idea that so many students would be interested in that,” Nimmo said.

Clubs also allow teachers the rewarding experience of seeing their students excel in different areas; for Nimmo, it has been public speaking. “It’s really interesting to me to see students who maybe are afraid of speaking in public, to get over that fear and gain confidence,” Nimmo said. Another aspect that is important to advisors is the “student-led” part of it. Many clubs have their own student leaders, and oftentimes, students hold the main role in leadership. Page Kinner, a science teacher at EHS, is the current advisor for Science club. She describes her role as more of a facilitator and organizer. “I just help [students’] ideas become reality,” Kinner said. “I try to let them run the show whenever they can,” she added.

For many advisors, seeing their students grow into leadership positions and improve their skills in certain areas continues to be a rewarding experience. Despite the work that goes into serving as an advisor in addition to their roles as teachers, their passion for the club takes priority. When Murphy, Nimmo, and Kinner were all asked if they would take part in the clubs they now serve as advisors for during their high school experience, not surprisingly, all answered yes.

ACTIVITIES

Tuesday, November 26, 2019

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Mihika Sathe manager

anguage clubs at Edina High School provide an opportunity for students to gain a level of cultural understanding that they wouldn’t traditionally acquire in a language class. One particular club—the EHS French Club—has had an unprecedented level of success this year. This club celebrates French culture and traditions in a fun and inclusive environment.

Senior Bryn Osborne has been a member of French Club since her sophomore year. “In French Club, we focus on both building our language skills and learning about the culture.

For example, we make a lot of food, and we went to the Orpheum last year to see Les Misérables,” Osborne said.

With over 130 signups this year, French Club is one of the most popular clubs at EHS. “I think French Club is really popular because last year’s leaders did a really good job of promoting it. This year, all the leaders came around to all the French classes at every level of learning. They really emphasized that

French Club isn’t just a club for people who went to Normandale or are in AP French. It’s a club for everyone to participate in, even if you don’t speak French,” Osborne said.

While some clubs dwindle in their numbers after the first couple weeks of school, French Club has maintained a high attendance rate at their meetings. Unlike most clubs which typically have attendance rates of five to 10 students, about 20 students consistently come to the French Club’s meetings. “I think French club is always pretty popular especially with Frenchies, but this year there’s definitely a lot more people. We have a lot of fun things planned for this year too so hopefully we get lots of participation,” senior and French Club leader Hailey Felt said.

The friendly environment paired with cultural immersion makes French Club a highly rewarding experience for the students involved. “French Club has given me a level of learning outside of the classroom that I can’t get in a traditional classroom setting. We talk a lot about French culture in French class, but you really get to experience the culture in French Club,” Osborne said.

Economics department enriches and inspires

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Alex Stenman head staff writer

here’s a cliche that “not everyone can make it in business,” that the ability to make informed, viable decisions on the fly doesn’t come naturally to everyone, and that only a certain group of individuals can truly master the art of balancing economics. Since the introduction of the class, students in AP Economics (AP Econ) classes at Edina High School have faced this challenge head-on. In recent years, in an effort to help them, AP Econ teachers have increased learning opportunities for students to better grasp the challenging class content.

Steven Cullison, an EHS alumni himself, has been teaching economics at the high school for six years. Throughout that time, Cullison has learned that students are often unaware of economic enrichment opportunities to apply what they practice in class.

“One of my favorite things about this course is the number of [enrichment activities] that come with chances to actually get money or jobs and such,” Cullison said. “Businesses tend to be drawn to economics [when sponsoring education programs] as they see it being so closely tied to their missions. As a result, you end up with more competitions that are well funded.”

Cullison says economics students at EHS have the opportunity to join the National

Economics Challenge Team, which, in addition to being a part of a competition at Harvard University every year, competes for the first place state trophy and the right to go to the national competition in Washington DC. Students can also submit essays to the Federal Reserve essay contest, which grants prize money and a potential internship at the Federal Reserve for the winner. There’s also an option to join a team that operates their own virtual business and competes against other school’s businesses in the JA Titan competition. Along with one-on-one after school tutoring and optional side projects, Cullison says these activities can make students more confident in their business abilities.

Cullison doesn’t want the cliche of business being a tough starter class to discourage students from exploring the field or taking advantage of these offered competitions. “It’s not necessarily a math class, it’s more of a money class. [In AP Econ] you solve problems, and in that case it is similar to math. But [the class] also appeals to those who enjoy psychology and philosophy, and can embrace the logical aspect of it and find something there.”

These additional options being offered to students are inviting to those who could potentially utilize these skills in later careers. Student processing and understanding of learned economic knowledge is certainly improving and, much like the businesses they may end up working for in the future, is set to be trending upwards.

photo courtesy of Hailey Felt

French Club says, “oui popular”

At their first meeting: French Club displays their successful attendance numbers

What’s the scoop on Quiz Bowl and Science Bowl?

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Alexis Yi page editor

The largest islands in this archipelago are named Isabela and Santa Cruz. The finches on these islands were studied by a naturalist traveling aboard the HMS Beagle in the 1830s. Ecuador controls—for 10 points—what archipelago in the Pacific Ocean once visited by Charles Darwin?” If you thought of the Galapagos, you get 10 points. This question, which comes from the National Academic Quiz Tournaments LLC website, is an example of those that Quiz Bowl participants face at their competitions each year.

Edina High School has both a Science Bowl team, which meets Tuesdays after school in Michael Roddy’s room, and a Quiz Bowl team, which meets Thursdays after school in Nickie McKeever’s room. Both clubs prepare for knowledge-based competitions that require competitors to buzz in and respond to questions. In Quiz Bowl, these questions can range from human anatomy to geography to American literature, while Science Bowl, as its name suggests, only has questions about STEM fields.

Despite the core similarities of the clubs, their competitions differ. Quiz Bowl has three tournaments throughout the school year, and within each tournament are a series of preliminary rounds that lead to the playoffs.

Science Bowl has one practice tournament early in the year at Wayzata High School and then a state tournament in

January. The Edina Science Bowl team won the state tournament in 2016 and 2017, but hasn’t since. Senior Aryan Jain is a co-captain of Science Bowl this year (and a member of Quiz Bowl). “Two years ago we came in fourth place [at the state tournament]. Last year we came in fifth,” Jain said. “This year we’re hoping to get back [to first].” The Science Bowl team has been working on harder problems and practicing as if they were at the actual tournament.

During the meetings for each team, students buzz in and answer questions like they would at an actual competition, but in a more casual atmosphere. “During the [Science Bowl] practices we are not necessarily as competitive because it’s just to have fun. It’s also a place for people to learn new things,” Jain said. “[I’ve learned about] interesting facts like different formations of chemicals, like dual isotopes and allotropes.”

For interested students, both Quiz Bowl and Science Bowl are welcoming spaces that encourage members to participate.

Sophomore Mark Ghergetta has been on Science Bowl for two years, and just joined Quiz Bowl this year. “The first time I was in Quiz Bowl, I just didn’t feel like buzzing in because I didn’t really know the people. But after a few meets, I feel a lot more comfortable and it’s a lot more fun,” Ghergetta said. “Going into my second year [of Science Bowl], it’s [also] a lot more fun.

They’re both good environments.” Both clubs encourage interested students to join, and Science Bowl in particular is looking for non-senior members for next year.

Bad blood?

What happened to the EHS blood drive? art by Hans Janovy Meyer

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Art Boettge staff writer

wice a year at Edina High School, the Student Council teams up with the American Red Cross. Their goal: to provide an opportunity for students to help save lives by allowing those who are aged 16 and older to donate blood. Although the blood drive was originally scheduled for Oct. 29, it was later postponed twice and may be inconvenient for some donors, but Student Council still hopes to make this another great blood drive.

“It got pushed back over a month, actually, the original plan was initially late October, but we had to push it to mid-December because of a few complications,” junior Student Council member Max Optiz said. Because the soccer state semifinals were scheduled for the same day as the blood drive, Student Council chose to contact the Red Cross to postpone the event to November 5, with Red Cross cancel-

ling that date as well. “They canceled on Dec. 5, and pushed it to Dec. 16, which is obviously a big pushback, but it’s as soon as we could get it,” Optiz said.

Despite the long pushback, student council members are still hopeful that the blood drive will remain a success. “We hope students will still be as enthusiastic about it. The hype kind of had to be killed for it this month, but we hope that people get excited for it when it comes around again,” Optiz said.

Students who are currently signed up will remain signed up. “I would say it’s kind of weird because everyone already got hyped about it in the week leading up to it, but as long as StudCo does a good job of getting everyone into it again when the time comes, I think it should still be good,” senior Miles Harmening said. Additionally, Student Council offers another blood drive that usually occurs in the spring.

Despite the somewhat unusual time of the blood drive, students can still expect to see Red Cross trucks preparing for the blood drive on Dec. 16.

6 IN-DEPTH

IN-DEPTH

Tuesday, November 26, 2019

Tuesday, November 26, 2019

What does EHS do to alleviate financial stress?

Sadie Roy staff writer

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ith Edina having the reputation of being mainly highincome, not many people are aware of the number of low-income families in the area. However, there are a few programs in Edina that help relieve financial burdens and have been successful in doing so.

One of these programs is Edina Give and Go, which focuses on removing financial barriers for students’ participation in academic, artistic, and athletic opportunities. They do this by providing up to $500 per school year and summer for qualifying students.

Maggie McCracken, the executive director of Edina Give and Go, has had many opportunities to work with economically disadvantaged families. “Low-income families are more common than you would think, and that’s mainly how it started,” McCracken said. “In communities like ours where the percentage is low, the conversation never gets brought up, and students can be forgotten and not seen. The more we recognize that not every student is the same, the better we can improve our system.”

However, there are certain requirements to be involved in this program. Edina Give and Go supports the nine percent of Edina Public Schools students that live in households earning 20% or below the poverty line. For a family of four, this would be $50,000 annually.

The program has done a great job of reaching out to people, and it has provided over $23,000 in support to students. Not only has it assisted students in school, but also with outside programs such as Driver’s Education, where it has supported over 75 students in the past two years.

The program has been extremely successful in contacting students and helping them succeed through high school. In fact, there are about 750 students total across all nine schools who are involved in this program. Not only that, but EHS also has 8.3% of students on federal free and reduced lunch program, also known as FRL. This program helps out students who don’t have enough money to pay for lunch, allowing them to have a healthy meal at school. However, there are not a lot of students who are aware of the financial situations of others, as it is often a touchy subject that people do not openly share.

Even though kids don’t know each other’s financial situation, many are still aware that Edina has economically disadvantaged students.

“There are all kinds of different people here with different financial situations. I think a lot of people are aware, but not many address it because no one really cares how rich you are. It’s also a really personal topic,” an anonymous EHS student said.

Maggie McCracken encourages students to get involved in Edina Give and Go if they are looking for support to alleviate financial barriers. The school is here to help you, and if you’re interested, visit edinagiveandgo.org.

How much does a good education really cost?

Michael Crater staff writer

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here are multiple ways that money can influence a student’s education: parents legally donating money to universities, rewarding their children for their grades, or investing in a tutor. While parents think that these acts are beneficial to their child, studies show that it can be quite the opposite.

In 2018, Harvard University received complaints about a“Dean’s Interest List”: a list created by the Dean of Admissions that is comprised of students whose parents donated to the school. Court records reveal that Harvard admitted 42.2% of students on the list, compared to their usual 5.4% acceptance rate. These donations gave them an edge on other applicants, an edge only attainable by the nation’s extremely wealthy. There have been similar occurrences at other universities such as Yale University, Stanford University, and UCLA. Parents rewarding their students with money for good grades is also problematic. The New York Times reported that in a study where 25% of students were given rewards for good grades, 90% of the students said that they think their parents will love them more if they have better grades. The incentives can also cause mental health problems like perfectionism, depression, anxiety, and low self-esteem, as well as feelings of resentment or rejection towards parents. The concept of providing incentives reduces the student’s drive for learning.

Rather than learning to become smarter, they learn to earn money; it creates a “what’s in it for me?” mindset.

The money spent on tutors also increases stress. Globally, private tutoring is a $96 million dollar industry as of the 2017 study by Zion Market Research, but the money might have been better spent elsewhere. A majority of students that receive tutoring feel pressured to earn good grades since their parents invested the money, and they want to make it worth it. The consequences can be issues like high stress and anxiety, but on the other hand, it can give students an improved approach to learning and more confidence in the classroom. Having a tutor can allow a student to work out specific issues and ultimately will benefit their academics, regardless of whether or not it has a negative effect on their mental health. It all comes down to each individual student. It’s also a luxury that not everyone has access to. For those that can’t receive tutoring, they could be facing more stress due to a lack of assistance when they’re left to figure out problems on their own. This once again gives an advantage to wealthier students in the college admissions process.

Any benefits that come from parents spending money on education is only available to the most fortunate. For those who can’t afford it, they don’t get the opportunity to receive benefits from tutors, providing rewards for grades, or donating to a college; a disadvantage that could be influential on their college admissions. The college admissions process should be based on merit, not on money. These factors can make the alreadystressful admissions process even more toxic for the students.

art by Tiffany Qian

infographic by Isadora Li

infographic by Linnea Shively

infographic by Ellen Mi

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6 IN-DEPTH

IN-DEPTH

Tuesday, November 26, 2019

Tuesday, November 26, 2019

What does EHS do to alleviate financial stress?

Sadie Roy staff writer

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ith Edina having the reputation of being mainly highincome, not many people are aware of the number of low-income families in the area. However, there are a few programs in Edina that help relieve financial burdens and have been successful in doing so.

One of these programs is Edina Give and Go, which focuses on removing financial barriers for students’ participation in academic, artistic, and athletic opportunities. They do this by providing up to $500 per school year and summer for qualifying students.

Maggie McCracken, the executive director of Edina Give and Go, has had many opportunities to work with economically disadvantaged families. “Low-income families are more common than you would think, and that’s mainly how it started,” McCracken said. “In communities like ours where the percentage is low, the conversation never gets brought up, and students can be forgotten and not seen. The more we recognize that not every student is the same, the better we can improve our system.”

However, there are certain requirements to be involved in this program. Edina Give and Go supports the nine percent of Edina Public Schools students that live in households earning 20% or below the poverty line. For a family of four, this would be $50,000 annually.

The program has done a great job of reaching out to people, and it has provided over $23,000 in support to students. Not only has it assisted students in school, but also with outside programs such as Driver’s Education, where it has supported over 75 students in the past two years.

The program has been extremely successful in contacting students and helping them succeed through high school. In fact, there are about 750 students total across all nine schools who are involved in this program. Not only that, but EHS also has 8.3% of students on federal free and reduced lunch program, also known as FRL. This program helps out students who don’t have enough money to pay for lunch, allowing them to have a healthy meal at school. However, there are not a lot of students who are aware of the financial situations of others, as it is often a touchy subject that people do not openly share.

Even though kids don’t know each other’s financial situation, many are still aware that Edina has economically disadvantaged students.

“There are all kinds of different people here with different financial situations. I think a lot of people are aware, but not many address it because no one really cares how rich you are. It’s also a really personal topic,” an anonymous EHS student said.

Maggie McCracken encourages students to get involved in Edina Give and Go if they are looking for support to alleviate financial barriers. The school is here to help you, and if you’re interested, visit edinagiveandgo.org.

How much does a good education really cost?

Michael Crater staff writer

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here are multiple ways that money can influence a student’s education: parents legally donating money to universities, rewarding their children for their grades, or investing in a tutor. While parents think that these acts are beneficial to their child, studies show that it can be quite the opposite.

In 2018, Harvard University received complaints about a“Dean’s Interest List”: a list created by the Dean of Admissions that is comprised of students whose parents donated to the school. Court records reveal that Harvard admitted 42.2% of students on the list, compared to their usual 5.4% acceptance rate. These donations gave them an edge on other applicants, an edge only attainable by the nation’s extremely wealthy. There have been similar occurrences at other universities such as Yale University, Stanford University, and UCLA. Parents rewarding their students with money for good grades is also problematic. The New York Times reported that in a study where 25% of students were given rewards for good grades, 90% of the students said that they think their parents will love them more if they have better grades. The incentives can also cause mental health problems like perfectionism, depression, anxiety, and low self-esteem, as well as feelings of resentment or rejection towards parents. The concept of providing incentives reduces the student’s drive for learning.

Rather than learning to become smarter, they learn to earn money; it creates a “what’s in it for me?” mindset.

The money spent on tutors also increases stress. Globally, private tutoring is a $96 million dollar industry as of the 2017 study by Zion Market Research, but the money might have been better spent elsewhere. A majority of students that receive tutoring feel pressured to earn good grades since their parents invested the money, and they want to make it worth it. The consequences can be issues like high stress and anxiety, but on the other hand, it can give students an improved approach to learning and more confidence in the classroom. Having a tutor can allow a student to work out specific issues and ultimately will benefit their academics, regardless of whether or not it has a negative effect on their mental health. It all comes down to each individual student. It’s also a luxury that not everyone has access to. For those that can’t receive tutoring, they could be facing more stress due to a lack of assistance when they’re left to figure out problems on their own. This once again gives an advantage to wealthier students in the college admissions process.

Any benefits that come from parents spending money on education is only available to the most fortunate. For those who can’t afford it, they don’t get the opportunity to receive benefits from tutors, providing rewards for grades, or donating to a college; a disadvantage that could be influential on their college admissions. The college admissions process should be based on merit, not on money. These factors can make the alreadystressful admissions process even more toxic for the students.

art by Tiffany Qian

infographic by Isadora Li

infographic by Linnea Shively

infographic by Ellen Mi

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STUDENT LIFE

Tuesday, November 26, 2019

Student sustainability: What steps you can take to be more eco-friendly Izzy Wagener staff writer

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ith climate change underway, some may be wondering how they can practice sustainability in their everyday lives. The conversation around sustainability is often filled with solutions that may be unattainable for high school students or low-income Edina residents. “It kind of seems hard sometimes to be sustainable because it doesn’t feel like there’s a lot you can do, but there’s a lot of little things that you can do that help,” Edina High School sophomore Zoe Haise said. With this in mind, here are some ways EHS students can realistically decrease their environmental impact: Compost and recycle One simple way everyone at EHS can reduce landfill waste is to sort trash. With nearly every EHS garbage bin accompanied by both recycling and organics bins, you may think that this solution is already realized. However, so much trash is sorted incorrectly at EHS that all bins are often emptied into the trash; minimize this avoidable waste by taking a minute to sort correctly.

Use reusable Another lunch-centered way for students to limit their waste is to use reusable containers. However, this shouldn’t necessarily be taken as a recommendation to buy new products. Instead, look through your kitchen for tupperware or containers you already have. If plastic bags are a necessity, consider washing them and reusing them a few times.

Buy less clothing According to the United Nations, the fashion industry is responsible for 10% of carbon emissions globally. Fast fashion companies, like H&M and Urban Outfitters, also create a culture of wastefulness around style. Have you ever thrown out a shirt because it’s no longer “on trend”? To combat this, think about how often you’re going to wear something before buying it. Avoid shopping sprees and, if possible, clothing that will wear down easily. Consider donating old garments to Goodwill or another nearby organization that takes donations.

Cut down on online shopping According to an MIT study, buying online with expedited shipping is less environmentally friendly than going to an actual store. With rushed shipping, companies don’t have enough time to eliminate extra package use or make the most of truck space. Therefore, it’s a good idea to lessen frequent Amazon buys or opt for standard shipping. Go to a nearby physical store when possible.

infographic by Isadora Li

Although students can significantly reduce waste in their lives by being more mindful, many do agree that further steps need to be taken to protect the environment. “On a bigger sense we do need transformational change, like we do need corporations and the government to get involved,” sophomore Ana Martinez said. However, reducing your waste by putting some of the above ideas into action can still have a much needed impact.

art by Mallika Srinivas

STUDENT LIFE

Tuesday, November 26, 2019

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Humor: nosy neighbor Nextdoor

infographic by Hans Janovy Meyer

Get checked or you're canceled A

Sadie Johnson Sieben page editor

s the days get colder at Edina High School, students have become fearful.

However, rather than being stressed from the tests and assignments due before break, they are afraid of being either vibe checked or canceled. Although students are the ones who are worried, teachers may start to fear as well, as of recently, a teacher at EHS was vibed-checked by a student.

During their lunch, the teacher was walking down the hallway on their way to the bathroom, but before they could turn the corner, they were hit straight in the face by a student. The teacher is now recovering after taking a leave from school. Both the teacher and the student’s names are confidential. The teacher does remember one thing before he blacked out, however. “Right before I turned the corner by the office, I heard the student yell ‘vibe-check,’ but at the time of the incident I wasn’t aware of the meaning,” the teacher said.

Both vibe-checking and canceling are two new trending forms of aggression in adolescents today that first surfaced on social media.

These two terms can be used in a playful way but also can be taken very seriously.

Urban Dictionary defines “vibe-check” as “[a] phenomenon that occurs when

someone of a higher status would like to examine your vibe. The words ‘vibe-check’ will be uttered aggressively by the authority to warn everyone in the vicinity of a vibe-check. Seconds later, a hand will appear and extend towards the victim.”

Some may consider that students can just vibecheck others, which could be considered physical torment with no question.

Canceling, on the other hand, is more on the mental and social side of torment. The term “canceled” emerged during the beauty guru drama between YouTubers James Charles and Tati Westbrook. Urban Dictionary defines “canceled” as, “ to make someone or something irrelevant due to current drama.” Within the past weeks, many friend groups have been canceling some of their friends due to drama, leaving the souls of these outsiders looking for companionship. Even though friend group quarrels have been happening for years, are students willing to make a bigger deal for this diagnosis now that they have the cure of canceling?

Canceling and vibechecking have both caused dangerous situations for teachers and students, with no end in sight. art by Gabe Antoine

Zephyrus' guide to surviving Thanksgiv-

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Mia DiLorenzo page editor

hanksgiving: a time meant Ok Booomer to spend with relatives, but notoriously known for tensionfilled family interactions. As Edina High School students start gathering with family to celebrate the holiday, Zephyrus has some tips for dealing with uncomfortable situations that will undoubtedly arise. art by Gabe Antoine Avoid talking about politics. It’s may serve you well. Upon hearing the word likely that you guessed this would be on the “college” in the conversation, mentioning Aunt list. Family-wide political conversations hold Amy’s 20-minute Vegas marriage might bring the most uncertainty; you could either have a about a much needed change in discussion. Afproductive conversation about the current state ter masterfully transitioning the attention away of affairs, or it could turn into a battle that ends from yourself, sit back and watch the events with more than one family member needing unfold. to leave the room (I’ve found that the latter As family members’ names are brought typically occurs). As a conversation about imup, act like you remember them. Though you migration ethics unfolds, be prepared to dodge may have forgotten that Brad, your second various flying pieces of food. Though the cousin once removed who was involved in a conversation may get chaotic, at least you’re major money-laundering scheme, nod along somewhat safe from the destruction. as though you also remembered that he was a Don’t comment on what the food really family member. Forgetting the names of your tastes like. Thanksgiving has been anecdotrelatives would be the worst-case scenario; if ally recognized as the holiday with the best you are unlucky enough to have that happen food. Maybe your uncle has watched too many to you, Zephyrus recommends an immediate episodes of “The Great British Baking Show” departure from the table and a quick nod to and is now convinced that he could win the each person at the table before driving home. prestigious glass cake stand. He might know Don’t bring up embarrassing subjects. what proofing is, but that doesn’t mean he can While it might be fun to watch your siblings bake. If that’s the case, just smile and nod! squirm as you bring up your best friend’s Animals or nearby plants have proven to be an brother (who is now ‘dating’ your middle excellent place to stash burned cherry pie. school aged sister), it can easily go the wrong When college inevitably comes up, change way. What starts as innocent banter can escathe subject. As your relatives not-so-subtly late alarmingly fast and result in an uncomfortattempt to hint at your future plans, rememable silence and awkward attempts at restarting bering a small detail about one of your aunts conversation.

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OPINION

Tuesday, November 26, 2019

The joys of Minnesota’s winters

“Greetings from Vietnam, Edina High School!”

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Noah Franske guest writer

arlier this month, around election time, I made a bit of a buzz on Facebook surrounding the changing demographics of Edina. The response has been so positive (thank you all so much), and your wonderful Zephyrus staff have asked me to expand a bit by comparing my new school here in Vietnam to EHS. Since it’s the hot-button issue of the day, I’d like to focus on tracking—that is, specifically grouping students based on ability level within a subject. Edina Schools has been moving away from tracking, creating more opportunities for leadership within the school and even between grade levels within a single course. My current school is at the opposite extreme. The classes are labelled within a year level—we have Math 10.1, Math 10.2, etc. with the highest achieving students in class level 1.

There is incredible pressure to move up the ladder.

Students here take academics very seriously; their number one motivator is getting out of Vietnam and attend a top university in the world.

What I’ve noticed here, since it’s more obvious than in the states, is that the common denominator in these tracked classes is English proficiency.

Every aspect of the school, including instruction,

is supposed to be in English. In fact, our school goal this year is to use English all the time. But I’ve noticed, predictably as the students get older, that the high-achieving math classes have a much higher level of English than the low-level classes.

How amazing would it be to have an English language learner come to our school and frequently interact with students only speaking English at a high level, getting high-quality tutoring from peers in their own classes? Tracking makes that experience increasingly difficult and only widens the gap.

My takeaway, after a decade of teaching across several different kinds of schools, is that homogeny is bad. Whether it’s the people with whom you socialize, work, attend school, or anyone that gets a consistent share of your time, I believe that surrounding yourself only by people who share a common trait (race, socioeconomic bracket, academic ability) creates fear, distrust, and injustice. Interacting frequently with people different from yourself creates a more understanding world, a richer life experience, and well-rounded citizens. That sounds like a world in which I’d like to live. Stay classy, Edina! Love and miss you all.

--Mr. Franske

photo courtesy of Noah Franske

Smiling for selfies: Mr. Franske takes a photo with his new students.

school life. Also, the below freezing temperatures make the taste of hot chocolate and gingerbread just that much better. Plus, since ast year, the temperatures sports practices and clubs are in Minnesota got as low as also cancelled, you don’t have to -28 °F, cold enough for the worry about your extracurricular fuel in the school buses to congeal. obligations either.

School was canceled because the Sitting inside and reading a school buses could not function good book or watching a holiday in such low temperatures, but also movie is the perfect way to feel the to protect students from getting holiday spirit. Having a holiday frostbite while waiting at the bus halfway through winter to look stop. Minnesota might have terrible forward to lightens up the season road conditions, and high chances as well. When you look outside and of frostbite in the colder months, see the holiday lights on rooftops but winter is still a marvelous glow through the fluffy clusters of season. falling snow, you feel the magic of One of the greatest things winter in Minnesota. about Minnesota winters is the The roads do get bad. We all amount of snow there is. It’s know that. However, bad roads perfect for playing outside, making could also be seen as a good thing a snowman, or even building an too: it forces you to stay home and igloo. The snow is great for a relax. The little family fun activity. nudge encourages Growing up and us to loosen up, being able to de-stress, and go outside any take life one day day and play at a time. So, in the snow is the next time something every school or work Minnesotan should or sports practice be grateful for. In gets cancelled some states with because of the warmer climates, winter weather, children miss out be grateful for on experiencing the opportunity to snow, making the art by Gabe Antoine curl up in a cozy holidays feel less festive. blanket, watch some movies, watch Snow days are by far what the snow fall, and perhaps play a will make a student happiest in game with your family if you are the winter (ignoring e-Learning feeling extra-cheery. Oh, and don’t Days). You get to sleep in and lay forget to finish your homework. in bed all day, watching Netflix shows, taking a break from crazy

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Caroline Seiler staff writer

What does personalized learning really mean?

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Mia DiLorenzo page editor

still seem to be unclear as to exactly what this new effort would entail, many details seem to have gotten lost.

I’ve had teachers directly state their confusion as to what personalized learning looks like, and I know students can echo that sentiment. The lack of solid implementation seems to be rooted in the idea that no one is quite sure what a personalized learning classroom environment is supposed to be. Is it using the flex spaces? Is it adding different forms of lectures? Is it utilizing projects rather than tests?

Regardless of what personalized learning looks like, a lack of a unified definition seems to be the issue. However, the effort was important, and I’m glad

the district is realizing the need for a change. But while a change is necessary, the good intentions behind it becomes obsolete without proper implementation.

For example, the district can easily survey the student body on their ideal educational environment, create a strong definition of personalized learning, and focus on building a solid base for future educational innovations.

We have the resources and the means to establish a strong individualized learning program. If Edina truly wants to depict themselves as a leader in the movement to de-standardize education, they must recognize their shortcomings and begin to address the students’ concerns.

EHS student opinions on advisory SENIOR ARTHUR SENIOR ISAAC JUNIOR JOEY GRAHAM STOLTZ SULLIVAN

"I don't like advisory because it is a waste of time and the videos we watch aren't helpful."

"I like it [because] there are people in my advisory I enjoy being with. It [is also] good to be updated on school news."

"It gives you a chance to bond with people you might not talk to otherwise. I also think it's a great chance to get news ."

infographic by Matthew Hovelsrud

s we pass through the school system and as new programs are implemented within the district, we often hear the phrase ‘personalized learning’ being used to describe our curriculum and learning environment.

However, many students are still confused on what the program really is. Though this program has been implemented for a number of years, a qualitative difference in classroom activity has yet to be discovered.

I’m not trying to come after the theory of personalized learning; in fact, I’m here to argue the opposite. I think that personalized learning with an emphasis on individual growth is necessary to advance the public school system and its goals. However, the implementation here at EHS leaves much to be desired.

As I researched for this piece, I wanted to ensure that my perspective wasn’t a singular experience.

When I glanced at the Edina Public Schools’ page detailing personalized learning efforts within the district, I noticed that the high school section had something in common: extracurricular efforts.

With descriptions of personalized learning opportunities ranging from “[u]nique collaboration brings band and ballet together on stage” to “[a]

rt show will bring generations together,” it was clear that the personalized learning opportunities cited were all extracurricular enrichment opportunities. While I completely agree that extracurricular work is underappreciated and often disregarded, personalized learning is about making the in-school education system work for all students. Enrichment opportunities aren’t valuable if the basics aren’t being understood.

Adding extra work to an already overburdened student is both unappealing and unrealistic. During my freshman year, I was never offered an opportunity to work at a pace that was best suited for myself; I know that many of my peers experienced the same. Since both the students and staff

HEAD TO HEAD

Tuesday, November 26, 2019

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There is no question that space travel is necessary

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Kerui Yang editor-in-chief

n 1961, President John F. Kennedy propelled the U.S. forward in developing a Space Program to match the United States’ rival, the Soviet Union. Eight years later, motivated by the president’s words, American astronaut Neil Armstrong became the first human to step foot on the Moon.

We must not lose this type of enthusiasm and ambition as we look to exploring space, especially if we want to increase the quality of life and resolve climate issues.

The technological progress that has accompanied space exploration has been critical in bettering the lives of millions, if not billions. Imagine suffering from a stroke and the doctor needs to use a Computer Tomography (CAT) scan to take a closer look at your brain. According to the California Institute of Technology, the necessary technology for the CAT scanner was actually developed by the National Aeronautics and Space Administration for their space programs. Or, perhaps, imagine slipping on a pair of athletic shoes for a run. The shock absorbers on the bottom of athletic shoes that protect your feet during workouts, according to culture based newsite Thrillest, were engineered after NASA realized that the rubber molding techniques to make astronauts’ helmets could be applied differently. iPhone cameras, memory foam, baby formula, water purification systems, home insulators, the list goes on and on: each owes its creation to space exploration. If we look to continue improving lives around the world through

technological advancements, we must not stop our space exploration journey.

Some people might view space exploration as a cop out to addressing the current climate crisis that we are facing on Earth, but this is simply untrue. Rather than creating nonchalance in the face of mass extinction and climate change, space travel actually teaches us the value of Earth.

According to Foreign Policy, a photo of the Earth rising on the Moon in 1968 set conservationists into motion, and the first Earth Day was celebrated in 1970. In 1987, NASA’s satellite data discovered the growing hole in the ozone layer above the South Pole. This discovery then pushed forward a series of environmental plans worldwide that stopped the usage of chlorofluorocarbons, the chemical that was eating away the ozone layer. Since then, the size of the ozone hole has been decreasing. We could not have increased environmental awareness nor mitigated an environmentally disastrous incident without space travel.

Humans also have other reasons to protect the Earth humans develop space travel. If major natural disasters due to climate change destroy too much of Earth’s resources or mass biodiversity loss were to occur, then humans will have no possibility of continuing space exploration efforts. If we cannot resolve current environmental problems, then colonization attempts on another moon or planet will fail—we will not be able to prevent the same climate change and biodiversity destruction from occurring again. Thus, by supporting space exploration, we are also simultaneously encouraging people to resolve environmental problems we see today.

Furthermore, the monetary cost of space exploration should be another bonus factor. The current budget for NASA sits at around $21 billion, or 0.4% of the 2020 fiscal year’s federal budget. Yet, according to The Balance, a website dedicated to finance information, every dollar spent on NASA contributes to around 10 extra dollars to the economy. This phenomena is due to how NASA’s activities stimulate growth in other industries as they utilize “the business model of relying on capabilities and expertise across the country,” according to NASA, from universities to private manufacturers. Therefore, NASA is also an effective way to utilize national funding for a greater cause.

Of course, private companies should also have the freedom to develop space exploration technologies. Elon Musk’s SpaceX program has become quite famous due to its goal of colonizing Mars within the near future. Major private space companies are now the main suppliers of satellites to the International Space Station, according to earth.com, a space information focused website. Through the private sphere, individuals are incentivized to develop technologies that will be beneficial to both space exploration and, as seen before, regular human life. There is no reason why private funding should become an issue as long as the industry is appropriately regulated by NASA and the federal government.

Unquestionably, space exploration is worth it. Not only will it continue to be a center of technological and environmental progress, but also a growing industry that can only benefit the general public. Similar to what President Kennedy once said, we shouldn’t do it because it is easy, but rather because it is hard and critical to humanity’s advancement.

art by Lydia Olson

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Reagan Stanchfield page editor

lthough he’s most known as the mastermind behind Tesla and the focal point in memes, Elon Musk is also heavily involved in space travel. Musk’s company SpaceX has ambitious plans to develop a colony on Mars, making humans a multiplanetary species. However, our steadily progressing interest in space travel illuminates several serious concerns regarding the effects of human presence in space, including pollution, the hazardous progression of interplanetary meddling, and the astronomical costs.

During the Industrial Revolution in the 18th century, people displayed an instinctual drive for wealth, destroying the environment in the process. Based on the current increasing privatization of space exploration, there is an imminent risk that humans could destroy interplanetary ecosystems, just as they have exploited the terrestrial environment in the past.

Already, the National Geographic reports that an accumulation of satellite debris is forming in Earth’s atmosphere. While the article criticizes this “space junk” as a problem for launching future satellites into space, I believe that the growing presence of debris in the atmosphere raises a more pressing concern: the negligence surrounding minimizing impacts on the environment. If those involved in designing, manufacturing, and launching satellites are allowed to amass debris in the atmosphere, what will prevent corporations from bringing the pollution plaguing Earth, and now its atmosphere, to other planets?

Jeff Bezos, the CEO of Amazon and wealthiest man alive, has another potentially harmful goal for space travel—mining.

On the Blue Origin website, one of Bezos’ companies, he credits the "unlimited resources and energy" of space with opening the door to opportunities for economic development and technological innovations, which he compares to the advancements of the Industrial Revolution. An article from BBC's Science Focus Magazine mentions that potential mining destinations include the Moon, Jupiter, near-Earth asteroids, and the Asteroid Belt.

The prospect of mining and potentially destroying these nearby environments reveals another issue with space travel: the aggrandizement of human entitlement and ego. Already, humans disregard maintaining the environmental integrity of their home planet, one that they share with millions of other species, causing rapid climate change and the looming threat of mass extinction.

Although arguments can be made that mining in space alleviates the strain on our limited supply of terrestrial resources and prevents the harmful practices of mining fossil fuels on Earth, this viewpoint minimizes the concern over the effects on the other planets. The geocentric philosophy of mining outside of Earth for our benefit will lead to the brutal and destructive exploitation of the solar system.

Rather than learning from our mistakes in ignoring the limits of resources and measures to prevent ecological degradation on Earth, plans to expand mining to an extraterrestrial scope are only inflating the problem. Blue Origin’s goal to exploit these resources normalizes the idea of maintaining unsustainable economic and industrial growth

while disregarding ecological conservation.

In context with the impending threat of space warfare, reliance on raw materials from unstable sources is irresponsible. According to Politico, the United States already relies too heavily on its space and military advantages, and with the rise of China and Russia into the forefront of technological innovation, warfare in space is approaching.

President Donald Trump has mentioned creating an extension of the U.S. military dedicated to extraterrestrial combat, what he calls a “space force.”

The modern competition for dominating space is eerily similar to the Space Race of the Cold War. Although countries remain invested in the intense nationalism of space travel, the rivalry between Musk’s SpaceX and Bezos’ Blue Origins, driven by the possibility of cosmic profits, ties in a new aspect of the Cold War tensions: excessive economic risk.

Space travel, especially through the lens of its economic and social drawbacks, is incredibly expensive. For instance, according to the Planetary Society, NASA's annual budget hovers just above 20 billion dollars, 45 percent of which goes toward human space flight. In comparison to the United States government's other spending, NASA's budget is not a substantial sum of money. However, it is still money spent on the prospect of resource exploitation and fantasy that could easily be destroyed or rendered inaccessible at the advent of a hostile conflict in space.

Therefore, when it comes to the unknowns of space, we need to reflect on our history before allowing our insatiable desire for conquest to drive society toward the unrealistic fantasy of grand space exploration.

Let’s take a lesson from sci-fi: space is dangerous

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SPORTS

Tuesday, November 26, 2019

Signing off: Edina seniors commit to furthering their athletic pursuits by playing in college

AOTM: Maggie Wagner Fall sports:

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pon winning the 2019 State Championship, the Edina Girls’ Cross Country team has some unexpectedly young athletes to thank. In particular, sophomore Maggie Wagner has become an integral member of the Edina High School team, as evidenced by her impressive tenth place finish at the MSHSL State Cross Country Class AA Championships.

Wagner’s family—including her sister, Claire Wagner, who is a senior on the Girls’ Cross Country team—is full of runners, which inspired her to begin the sport in seventh grade. “Both my mom and dad are runners and so they told my older sister to do cross country to just have a fall sport. I saw her having fun and I wanted to do it too,” Wagner said. “It feels so cool to play a part in [the team] and know you’re welcome.”

Despite facing multiple injuries this year, Wagner has proved to be an athlete with determination and clear goals. After straining her Achilles before one of the races this year, Wagner briefly halted her regular weekly practices. “I feel like taking time off to treat it before it gets bad helps a lot. I took a week off when that happened and then I came back strong,” Wagner said.

While she is considered one of the younger members on the high school team, Wagner’s presence has not gone unnoticed. “She’s one of the hardest workers I’ve ever met, and she’s quiet, but she’s super humble even though she’s so good at running. You would never know that she’s such a good runner based on how she acts because she’s so humble and friendly to everybody,” junior and

fellow teammate Jayne Parry said.

After finishing within the top two spots at the Regional Championships, Wagner, along with her team, will be joining the National Championships in December. “It feels cool to see how all of the work we’ve put in since June to come together into a great finishing product,” Wagner said. “I think that we set the standards high this year, but even for the national meet, our goal is to get into the top ten. In future years, we want to continue our legacy.”

Season in review

courtesy of Maggie Wagner

Ellen Mi page editor

photos by Erik Magnuson

Finding the finish line: Wagner shows off her athletic prowess on the EHS XC team

Edina students sail to success Matt Hovelsrud page editor

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ith frigid winters and frozen ponds, Minnesota is typically not the first place most imagine suitable for a sailing team. But, for a select few at Edina High School, Minnesota is the perfect location.

The Edina Sailing Team is a high school sport that allows students to discover their interests in activities both on land and in the water. Sometimes confused with the rowing team, sailing is a sport that consists of two high school athletes navigating a small sailboat in races referred to as ‘regattas.’

The EHS Sailing Team is a member of the 55-school league, known as The Midwest Interscholastic Sailing Association (MISSA), a subdivision of US Sailing. MISSA hosts regattas throughout the country. “[In a regatta] there are two fleets: the A fleet and the B fleet. You have two people in each fleet sailing,

and then the scores together give you your final result. You want the least points,” sophomore Virginia Higgins said.

The Edina Sailing Team meets three times a week and occasionally on the weekend.

With Minnesota lakes freezing in the winter, the sailing season is planned around water temperature, so the season dates differ slightly each year.

Higgins joined the team in eighth grade after her older sisters competed on the team and convinced her to join. Her passion for sailing before joining the team, sparked by sailing at many camps she attended, made joining the team an obvious choice.

Along with varsity and JV skill levels, the team also has a ‘Learn to Sail’ team for those students who may not have prior sailing experience. “I did know how to sail before going on to the high school team, but we have had a lot of people join and had no experience and really loved it,” Higgins said. This team makes the activity inclusive

to any student interested in the sport. The sailing team at Edina has 20 students, but Edina partners with Minneapolis high school teams to practice together and improve as a group.

One of the aspects of sailing Higgins likes the most is the social nature of the sport. “You get to meet a lot of other people from other schools, and we all work together,” Higgins said.

Edina’s partnership with Minneapolis teams allows sailors a more social experience through interacting with non-Edina students.

Being a part of a high school sailing team is a unique activity most EHS students do not participate in, but nonetheless a great opportunity to get involved in high school extracurriculars. “Being a part of a high school sailing team is a title most people cannot claim,” Higgins said. Sailing’s uniqueness drove Higgins to start sailing, but it is the sports outdoor nature and social environment kept her on the water.

infographic by Jack Marker