Issue 5 - February, 2020

www.edinazephyrus.com

February 14, 2020| 40:5

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COMMENTARY Friday, February 14, 2020

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

Staff Writers Art Boettge Michael Crater Liliana Hanson Hanna Jaeger Isadora Li Sadie Roy Caroline Seiler Linnea Shively Izzy Wagener

In-Depth: ZHarmony page 6-7

Photographers Sophie Charnell Erik Magnuson Lily Simmons Artists Gabe Antoine Lydia Olson Tiffany Qian 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.

On the cover Art by Tiffany Qian

WEB PREVIEW Billie Eilish was the “Bad Guy” at this year’s Grammy’s

Find Zephyrus online @edinazephyrus

#Zharmony Make sure to check out who your EHS soulmate is online today!

NEWS

Friday, February 14, 2020 photos courtesy of Person First

infographic by Jack Marker

Person First Day made official

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Speak kindness: Edina students support inclusive language with Person First

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Izzy Wagener staff writer

signed proclamation from Governor Walz adds one more event to Minnesota’s official list: Person First Day. Jan. 15th now marks the progress of a youth-powered campaign for inclusivity and kindness, one which a number of Edina High School students played a role in.

The Person First campaign is an effort by Special Olympics Minnesota, or SOMN, to promote the use of “person-first” language, which emphasizes a person over their disability. Prsnfrst.org uses the example, “When describing someone, start with the person first: This is Emma. When mentioning a disability, refer to their name first: This is Emma. She has a disability.”

The initiative was first introduced by SOMN’s student board of directors, who work on solutions in schools and programs like Person First.

Person First Day primarily seeks to spread a message of inclusivity and mindfulness in schools and aims to open up a conversation about the effects that language can have. Over 120 schools, not limited to Minnesota, have participated in the group’s two-year existence. Students have shown their support further through social media.

Katie Howlett, who runs the organization, attributes much of its success to student involvement.

“It really was student-driven and student-led. [The student board of directors] came up with the idea, and they helped me develop the campaign. But it really came from a need that our students identified,” Howlett said.

Many EHS students have worked to promote the campaign; Person First Day was also initially piloted at EHS. The event continued last year with a table in the cafeteria where students were encouraged to sign a banner in order to show their support. Senior Emma coming!

Primaries are coming!

Sebek,The one Primaries EHS studentare involved withThe the campaign, encourages more student involvement. “All of us, everybody, every student that has a voice should use it Mr. Sigmund to promote Person First,” Sebek said.

While the goal of Person First Day is to change On February 3rd, the contest begins to determine who will be the Democratic nominee to run against language and attitudes, Howlett doesn’t see it as a problem but as an ongoing opportunity. “There’s Trump for President of the alwaysDonal an opportunity to educate people.

AndUnited I think States. Technically, both the Democrat and Republican parties have the most important point that we try to make is not like ‘you can say this’ ‘you can’t say this’, but the likelihood of President Donald Trump being nominated as the primaries this or spring.

However, since really just choose to respect people and choose to be kind to people. And the rest is a no brainer,” Howlett Republican candidate is almost guaranteed, this article will focus on the Democratic primary, where there is a said.

lot of competition and uncertainty.

The primaries are coming! The primaries are coming!

Each political party creates its own rules for how their primaries will work. Democrats have a total of

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last 17% of the vote.

In thisand case, Candidate would receive based the on the election 3,979 pledged delegates divide themAamong the 50 states, District ofresult.

Columbia, territories and other

Claude Sigmund guest writer

infographic courtesy of 270 to Win

n Feb. 3, the contest begins to determine who will be the Democratic nominee to run against Donald Trump for President of the United States. Technically, both the Democrat and Republican parties have primaries this spring. However, since the likelihood of President Donald Trump being nominated as the Republican candidate is almost guaranteed, this article will focus on the Democratic primary, where there is a lot of competition and uncertainty.

Each political party creates its own rules for how their primaries will work. Democrats have a total of 3,979 pledged delegates and divide them among the 50 states, the District of Columbia, territories and other jurisdiction. The number of delegates each state gets is based on a formula that takes into account both population and the Democratic Party’s strength in particular jurisdiction.

For example: while Massachusetts and Tennessee have similar populations and 11 votes each in the electoral college, more people vote for Democrats in Massachusetts than in Tennessee. Thus, Massachusetts has 91 pledged delegates and Tennessee has 64.

Pledged delegates are allocated in a proportional manner based on the percentage of votes received by each candidate. A candidate must receive at least 15% of the vote to receive any delegates. Those not receiving this minimum are excluded, receiving zero delegates. Currently, there are twelve Democrats running for president. However, polling data shows that there is really only a competition between the top five candidates.

The Democratic policy of requiring a minimum of 15% before a candidate can receive any delegates was instituted to promote only those candidates that are actually popular with the people, ie. forcing candidates only earning a small percent of the vote out of the primary competition. However, this policy can create quite a series of problems.

In a more historically accurate example; if we are in a state that has 100 delegates and we hold a primary. The results are: Candidate A gets 45% of the vote and Candidate B gets 38% of the vote. The remaining 10 candidates split the

54 delegates and Candidate B would receive 46 delegates.

A more shocking potential result is if all the candidates The other candidates would receive no delegates. received less than 15%. Then no candidate would be awarded jurisdiction.

The number of delegates each state gets is based on a formula that takes into account both In another example, let's say the voting results are closer a delegate from that state. The very first primary (called the together. Candidate A gets 16%, Candidate B gets 15%, Can- Iowa Caucus) was held February 3rd. The first 43 delpopulation​ ​Democratic jurisdiction​ . didate C getsand 14%,the Candidate D gets Party’s 13% etc. strength Again, onlyin particular egates will be up for competition.

For more information on Candidate A and B would receive delegates. This has many primaries and updates on each candidate, come check out the people concerned as to the fairness of who earned delegates display by room S260.

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FEATURES

Friday February 14, 2020

Moving to Edina High School: behind the scenes with freshman teachers after the move Caroline Seiler staff writer Zephyrus: What is the biggest difference between teaching at a middle school and teaching at a high school?

Claude Sigmund: [The middle school] was this big sense of community, and that’s a big difference. However, [at EHS] there’s a lot more sense of freedom.

Greg Pokorski: I think the biggest difference is the switch from having a few relationships that I would develop with younger students over time, to having a lot of students that I've never met before.

Heidi Degener: In terms of collaboration, for teachers in the middle school, we work with teachers of different discipline areas. So we have interdisciplinary work, [while] in the high school we work more with our own department.

Z: How has teaching the subject you teach changed?

CS: [In high school] it’s much more what I call teaching by committee. Before, it would be me and one other teacher that would be comparing, and now it’s a committee of, let’s say, six people

that have to meet.

GP: We have lots of materials [now], whereas at the middle school we maybe had to stagger a lesson by a day or two to make sure that everybody had a chance to use all of the materials.

HD: Well, in the middle school our teaching teams were relatively small to the people teaching the course. So there's a bit more organization when you have a larger team, but it also brings the benefits of having all of those different perspectives.

Z: Since class periods are shorter at the high school, how has that changed how you format your lesson plans and testing spacing?

CS: A lot. I actually like the blended seven-period for three days a week and block [schedule] for two days a week. When I was teaching in block [periods at the middle school], it was much more activity-based.

GP: We have to pay more attention to when things happen [with a varied 7-period and block schedule], when we used to have all block days, all the time. We have generally tried to stay away from testing on block days.

HD: One of the pieces we had to change in ninth grade English was the testing. It seemed that the tests were dominating the shorter class periods in ninth grade English.

photos by Lily Simons

Z: Do you ever notice a maturity level difference in your students at the high school, and how would that impact how you address your students?

CS: I actually found students [in the]middle school to be more mature than they are at the high school.

GP: It seems like our students are now more aware than they were in middle school [with] all of the resources that are available to them.

HD: I think that when students are the oldest in the building, there's a sense of what is kind of an earned place that they have sought after. And I think once they're at the high school, they're a bit more wary because they don't, it's all just brand new.

From left to right: Mr. Pokorski, Mrs. Degener, Mr. Sigmund

More than just security guards

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Isadora Li staff writer

Harmon worked at Valley View Middle School for close to 16 years, but moved to the high school two years ago in order to coordinate the training of an effective security team with Griffin, of which Craven became a part of. The three work together to respond to situations that may arise during the school day, from helping students with special educational needs to making sure others aren’t skipping class.

successfully. Communication within the team is an important part of their day-to-day activities, whether it is making a daily plan or handling a difficult student. “The relationship we have, we are always communicating, because without communication, then your foundation is broken,” Craven said. Part of their communication is ensuring that they are stationed at appropriate parts of the school, from the parking lot to the Edina Performing Arts Center.

Due to the range of students at the school, their job is one that takes heart and passion to encourage students to do the right thing. For them, it is challenging at times to be hard on students, but they feel it is an essential part of guiding students in making good choices. Some students feel intimidated by the sight of security personnel in the hallways, but the goal of the team is to impart lessons that extend beyond high school and translate into the outside world. “If you’re working with anybody, you should treat them as humans, you do it with love. Sometimes you have to be corrected, and it may not feel good in the moment. So we’re looking at the long haul,” Craven said.

courtesy of Omika Craven

hile you can almost always find them in the hallways, the duties of Edina High School’s security guards Onika Craven, Tony Harmon, and Jason Griffin go well beyond the role of a hall monitor, with their primary concern being the well being of students and school security. Some of their more mundane tasks include monitoring the parking lot, hallways, and intersections around the high school. Aiding students in their personal development is what makes them unconventional in their role with the school. Combined, the three of them have a total of almost 40 years of experience at Edina Public Schools.

Forming relationships and mutual respect with students is an integral part of what allows them to manage the student body so well. “I can tell a kid ‘Hey go to class’, and I may not know that individual, [but] I have the respect from the students as a whole as security,” Craven said. The bond between each other needs to be strong in order to carry out their daily tasks

Fighting crime one day at a time: left to right, EHS security guards, Jason, Omika and Tony.

Mangalick earns a (temporary) seat in Congress

In the end, the team is there for the students. The formation of bonds with students is what makes the team and their role unique at EHS.

Ellen Mi page editor

ment, my existing leadership exposure, and what my future plans are,” Mangalick said.

rom presenting a TEDx Talk about photography to leading the Congressional Debate Team at Edina High School, junior Yash Mangalick has jumped at every opportunity to further immerse himself in his interests. As one of the two Minnesota students who were admitted into the United States Senate Youth Program, Mangalick will take a trip in March to the United States Capitol to experience politics first-hand.

Mangalick anticipates that the program will provide him with the opportunity to experience the day-to-day routine of the U.S. Congress, a perspective typically only seen through the media.

“You meet your senators, and last year they met the president and some other cabinet secretaries. I hope that happens again this year,” Mangalick said. “I think that this will be a great chance to see if [politics are] actually the way [they are] portrayed in the media.”

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photo by Madeline Brandel

In addition to this week-long experience, Mangalick earned scholarship money towards his college tuition. The program is offered through the Minnesota Department of Education and requires applicants to write multiple essays, provide their academic information, and, if selected, undergo an interview process. “The interviews talked about why I’m interested in politics and govern-

USSYP: Mangalick earned a spot in the program for high schoolers to travel to DC.

Aside from being the captain of the Congressional Debate Team, Mangalick is a cabinet member for Edina Mosaic and a member of Student Senate. “The great thing about working with Yash is that we both have similar leadership positions,” senior and teammate Anushka Thorat said. “You really see the way that he wants to lead in that he wants to see that things are going in the right direction. He generally wants to come up with new ideas and implement new initiatives for [debate and Mosaic] to be better.” On the Congressional Debate Team, Mangalick researches, drafts, and debates legislation. As a leader in an activity that simulates the United States Congress, Mangalick is no stranger to the structure and function of the federal government. “He loves reading the news, and he always has very interesting ideas for bills and legislation, so I think that really got him interested in the world of fixing things as much as he can,” Thorat said.

Overall, Mangalick’s genuine interest in public policy fuels his hunger for knowledge. “Through all of his extracurriculars, he really tries to help people as much as he can. Everything he does is driven towards making people feel better and be better,” Thorat said.

Day in the life of Beaton: video profile

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can the QR code to watch Zephyrus’ 44-question interview with Principal Mr. Beaton.

Learn about his college soccer career, his favorite movie, and whether he prefers Zephyrus or Whigrean.

ACTIVITIES

Friday, February 14, 2020

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One-Act Play takes the (competitive) stage

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photo courtesy of Suzanne Magnuson

Dedeepya Guthikonda page editor

he theater program at Edina High School is well-known for its often sold-out seasonal productions. After a successful run of “Matilda” this fall, they are now working towards their spring production, “Into the Woods”. However, during the hiatus between these two shows, there’s a unique, collaborative program for the cast. The One-Act Play program at EHS, consisting of three different plays this year, is part of the high-school One Act Play Festival in Minnesota.

The One-Act is different in the sense that participants get an hour to set up the show, perform, and take it down. Additionally, they are in charge of writing their own scripts and improvising. As senior and second-year participant Brendan Polomis explains, their play “The Group”, involved a little of both. “The premise is a group therapy session that is the subject of a documentary,” Polomis said. Additionally, the show has multimedia aspects. “During the stories the patients are telling, they’re filmed, and a projection of what is being filmed is showed up on the screen. This means that we have the opportunity to play around with different camera tricks,” Polomis said.

While Polomis has always been actively involved in theater (he played the Trunchbull in “Matilda” earlier this year), One Act draws those who aren’t as actively involved in theater as well, such as junior Leo Hickey.

“Usually I just do the One Act because I like the competitive aspect of it,” Hickey said.

“The idea that you are performing the play in front of judges is intriguing.”

However, despite the competition, the crew decided to take a relaxed approach this year.

“We had this idea that we were going to write it and go with the flow,” Hickey said. “We knew something would come out of it.” While the competitive aspect can seem stressful, the team is able to find the perfect balance.

Acting fine: performers are seated together in “The Group” Both Polomis and Hickey explain their favorite parts of their plays as the people, their fellow cast, consisting of 15-18 members. “There is significantly more of that community element to it because they’re not just words that we’re performing,” Polomis said. “We’re growing closer to the cast because we needed to share those intimate details with each other.”

art by Erik Magnunson

A look inside Whigrean’s lively print room

Marvel Cinematic Universe takes over the halls of Edina High School Marvel Studios inspires students to develop a new club to connect with heroes

M Working hard: students view past yearbooks and express their thoughts

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Hanna Jaeger staff writer

earbook distribution always punctuates a school’s last weeks. Students look forward to leafing through those glossy pages, reminiscing about all the highs and lows of the year. However, few really know how much hard work goes into creating Edina’s yearbook: Whigrean. The staff works all year to put Edina’s beloved memory book together.

A typical day for staff is rather busy with three weeks to put together a two-page spread.

There is little time for rest or relaxation. “Usually the first week we plan out the pages, the second week we get all the pictures and interview people, and the third week is putting everything in place,” said senior Ryan Lowe, a third year

Collaboration is a key part of how the yearbook staff operates. They operate like a business, with tasks and deadlines that require effort from everyone to complete. “It can be kind of hectic trying to get everything done because if you lack communication within your group it can be hard to make sure everyone is on top of their work,” Meitrodt said. “We’ll have weeks where almost no work gets done and then we’re grinding for that last week trying to get everything on the page.”

Whigrean gives the whole student body a way to look back on their year, but students on the staff find something more rewarding. Through exploring the different events and interests on campus, they’re able to get to know kids they would have no chance of meeting otherwise. In their own classroom, they are a community of students from all grade levels and backgrounds that share the interest of learning about their school and the people in it. It gives members a chance to explore all kinds of activities, even those they’re not involved in. “It’s really helped me feel more involved in the school,” Meitrodt said. Just one piece of advice from Lowe, don’t let their advisor, Mrs. Guerin, catch you late to class.

arvel’s “Avengers: Endgame” currently tops the chart for the highest-grossing film of all time. Yet, the influence of the Marvel Cinematic Universe (MCU) extends far beyond the silver screen.

At Edina High school, a group of students formed the EHS Marvel Club to share their passion for the MCU. “We’re all pretty crazy about Marvel.

It’s a fun thing to discuss and talk with people. Everyone said that it would be fun to have somewhere to all get together every other week, and just talk about what we love,” Marvel Club founding member sophomore Zoey Keepper said.

Meeting every other Thursday after school in the flex space near EHS social studies teacher Jason Dockter’s room, the club engages in different activities to explore their shared interest. In one of the earlier meetings, the club questioned the unrealistic aspects of the MCU, such as Thor’s hammer, and went around to different teachers and asked for their opinions. Other times, the club will

also put up character polls in the social studies’ hallway and ask people on their thoughts on Marvel’s controversies.

Starting a club as a freshman has been an eye-opening experience for Avery Gill. “I was a little nervous, but I was also excited to be a part of the beginning of something. I’m in other clubs too, but it’s different when you’re running it. There’s a different sense of leadership that goes into it,” Gill said.

As one of the club leaders, she needs to maintain the group chat to update members on meetings and cancellations and plan activities.

Keepper developed an interest in Marvel due to how she could connect with the characters. Instead of only being solely perfect and superhuman, MCU’s heroes share more relatable experiences such as Post Traumatic Stress Disorder and depression. “It also shows how they overcame that to be the hero they are. And I think that’s kind of an inspiring message that helped me a little bit, when I was trying to get through school. It shows that even the strongest people struggle,” Keepper said. courtsey of Marvel Studios

The Whigrean room is comprised of four different jobs. “Writers do all the writing, design puts the page together, photography is kind of the backbone,” said junior staff member Abby Meitrodt. There is also a business group that handles advertising and social media. They divide students into groups with one member from each staff and are given new assignments every three weeks. “We [put it together] linearly,” said Meitrodt, “So it kind of depends on what’s going on in school [that week].”

Whigrean member.

Kerui Yang editor-in-chief

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STUDENT LIFE Friday, February 14, 2020

Senior slide or freshman focus? EHS seniors and freshmen look back on the semester Liliana Hanson staff writer

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very year, around the beginning of second semester, an epidemic of a highly contagious condition begins to spread among Edina High School seniors. Symptoms often include a drop in grades, fewer turned-in assignments, and/or a generally nonchalant attitude toward school. This disease is known as “senior slide”, caused by the impending entry into post-highschool life. Meanwhile, like seniors, freshmen are in the midst of one of the largest transitions of their school life—the move from middle school to high school. Due to changes in class size, academics, expectations, and social groups, the transition can often be confusing for freshmen.

With the end of first semester finals, the completion of college applications, and graduation on the horizon, some seniors start to take school less seriously. They choose to take a breather, hang out with friends, or participate in new extracurricular activities and events. This is a stark difference from seniors who are nervous about the potential of rescinded admissions notices from colleges, and work hard to maintain their GPA. Many, such as senior Bryn Osborne, want to find a balance. “I’m kind of trying to find a happy medium,” Osborne said. In the comingfall, she hopes to pursue a degree in political science or international relations. “I’m trying to give myself a little more wiggle room on homework assignments and just kind of trying to enjoy every last bit of my senior semester. I really want to make sure I participate in every fun activity that we do—going to the dances, hockey games, and things like that.”

While senior slide isn’t always intentional, it affects many students in some capacity. “I think you just get tired, and things feel like they don’t matter as much,” senior Olivia Pierce said. “I have to focus a lot harder on doing my homework.” After high school, Pierce plans to pursue a degree in nursing and eventually become a pediatric nurse practitioner. To avoid the worst of senior slide, both Pierce and Osborne are keeping themselves on track by taking AP classes. Because the AP exams in May can earn seniors college credit or scholarships, both of which can cut down on college costs, AP students must continue to study hard if they want to earn a qualifying score.

Both Pierce and fellow senior Hendrik Grzybowski agree that, while continuing to work hard is important, it’s also alright to relax. “This year I’ve had a little more time to be able to focus on myself and explore what I find interesting and do some self-learning and personalized learning,” Grzybowski, who plans to study fine arts at the University of Puget Sound, said. Pierce, an avid singer and musician, also plans to participate more in extracurriculars this semester, including auditioning for the spring musical “Into the Woods”.

With college, trade school, and jobs pulling friend groups across the country, senior slide can also take a toll on social lives. “I feel like there’s a kind of social senior slide where you don’t really put as much time into your friendships because you know that you probably won’t see these people again after you graduate,” Pierce said. “I’m trying to invest in the friendships I have because I feel like you should make the most of them before you leave.”

On the other end, EHS freshmen are continuing to adjust to the differences that come with the entry into high school.

comic by Gabe Antoine

Academics make up some of the largest changes. With a larger course load and often more challenging courses, it can take time for new students to adjust. “You get a lot more work, [and] everything counts. Formative is a lot more important than [it was] in middle school,” freshman Clara Duray said.

Other grading policies also change. For example, while a middle school teacher might allow retakes for full credit, high school teachers rarely allow retakes to earn above art by Tiffany Qian a passing grade. English essays also often pose a challenge for many freshmen, with the format and criteria for Pre-AP English 9 analysis essays differing significantly from English 8. “I did expect the teachers to be a bit harsher with grading,” freshman Lucy Keepper said. “And that was true, but not too bad.”

The size change that comes along with entering high school can also affect social dynamics.

Once in high school, friend groups often change based on lunches, classes, and extracurricular activities, which provides opportunities to branch out. “I still have all my friends that I did last year,” freshman Alper Guevenen said. “And then I made some new friends from South View and even other grades up.”

Looking forward, many freshmen said that they’d like to take better advantage of teacher office hours. Meanwhile, Guevenen and fellow freshman Peyton McKeehen hope to make varsitylevel Ultimate Frisbee and volleyball, respectively. Others hope to eventually win admission to their dream college. So although the move into high school can be shocking, it provides numerous opportunities, both social and academic.

As both grades face major transitions, they deal with different challenges. While seniors look forward to graduation, freshmen adjust after their first semester in high school.

After being asked for advice they would give their younger selves, all three seniors - Pierce, Grzybowski, and Osborne - recommended that they work hard but also allow mistakes and embrace the high school experience. “Just enjoy everything; not everything has to be about grades all the time,” Osborne said. “High school is four years of your life that you’ll never get back, so make sure you’re living every moment to your ultimate potential.”

STUDENT LIFE Friday, February 14, 2020

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"YOU" might need to start watching this

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Sadie Johnson Sieben page editor

talking people on social media is a skill most of us have already, but when it leads to multiple crimes and obsession, it’s scary—even if it is just a TV show. The Netflix original series “YOU” has become wildly popular with the release of its second season. Warning: this review will contain spoilers. The series follows Joe Goldberg, a bookstore employee who’s looking for love. Little does the audience know, his journey for love will cross lines that shouldn’t be crossed, including stalking, obsession, and murder.

As a fan of this show from day one, I have followed Joe’s quest from his first love interest, Guinevere Beck in New York City, to his most recent, Love Quinn in Los Angeles. Both stories have striking similarities, such as Joe falling for the first woman he sees in a public place, connecting and trying to protect one of his young neighbors, and trapping people who become problematic to him in his big glass prison. However, season two has taken a twist, with Joe trying to change who he is for Love.

This season was refreshing with a new setting, but old issues from last season arise again. Namely, his first victim, Candace Stone, who comes back from the dead, literally, in the last ten minutes of season one. Candace follows him all the way from NYC to LA to make his life unbearable and hopes to catch him in the act of murder so she can finally turn him in. Candace coming back was the cliffhanger that enticed me to continue watching the show from season one to season two. Bringing a supposed dead character back from the dead is no new concept, but it still

photo courtesy of imdb.com

created a good start to the season. It also ended with a bang by revealing Love murdered Joe’s neighbor and lover, Deliah, and by revealing that Love was actually as obsessed with Joe as he was with her.

This turning point really showed the moment Joe lost love for Love. The minute he realized she was Deliah’s murderer and had the ability to kill Candance, he realized that she was not the person he wanted to be with. Joe, finally doing the right thing and ending his killing and his destructive behavior, is then punished with his one true love being as murderous as him.

The only turn off of this show for me, in general, are Joe’s monologues. I believe there is nothing creepier or more appalling than Joe’s monotone comments on his victim’s dead bodies, such as describing the blood splatter on Henderson’s body. To add to this is the appeal of his care for his victims, such as Love and Beck, which leads some girls to voice their opinion online saying that they think they need a man like Joe’s character, even though he stalked and murdered the girls he cared about. Personally, I find myself feeling compassion, even though I do not condone his violent actions, for him and his childhood trauma due to the abuse from his father, even though he murdered his father.

Overall, I would rate season two an 8/10. The story is absurd but overall, it’s so jaw-dropping that I can’t stop watching. The plot twist of Love ending up also being obsessed made the season worth watching until the end, but the end scene of Joe throwing his new villainous family away to go after the neighbor was too telltale. Now I have to endure another season of the same story over again. Hopefully, for season three, the writers will develop a storyline completely different from the first two.

infographic by Mia DiLorenzo

EHS offers two new courses for 2020 2021 school year For the full article by page editor Mia DiLorenzo, check out Zephyrus online: edinazephyrus.com

Class-conscious Korean thriller ''Parasite" is a shocking masterpiece W

symbolizes how the Kims are the “parasites.” Even the camera angles help develop the themes. When the rich Park family is shown on screen, the camera is pointing up at them, and when the Kim family is featured, the camera angle looks down on them.

This epitomizes how the Park family is vastly superior to the Kim family Every aspect of this film is there for a reason.

Joon-Ho delves into the collective unconscious by tapping into the audience’s pre-existing prejudices about rich people’s apathy towards those who are less fortunate. For example, Mrs. Park, a perfectly coiffed and delicately beautiful socialite, calls a catastrophic rain that causes massive flooding in poorer areas and leaves scores of people homeless a “blessing.” While the Parks never do anything actually wrong, they seem wooden, aloof, and easily manipulated. They do not care for those who have been truly loyal and as a result, they find themselves preyed upon.

The film utilizes symbolism effectively in crafting a tense atmosphere. Dark spaces juxtaposed with sunlight streaming through the windows create a stark contrast between the social classes in Korea. Through sensory imagery the director makes the audience better understand the character’s world. For instance, Mr. Park’s dislike of Mr. Kim’s smell shows rather than tells the audience how intolerant and judgemental the wealthy can be.

"Parasite" is an epic tale of wealth, power, greed, and dreams, told through the lens of a down-on-their-luck family trying to better their own lives at the cost of others. The film effectively communicates many different themes and makes social commentary while also remaining highly entertaining and emotionally exhausting until the very end. With deep and relatable characters, effective cinematography and plot twists—"Parasite" well deserves it’s four Oscar wins for Best Picture, Best Director, Best Foreign Language Film and Best Original Screenplay.

Art Boettge staff writer

riter-Director Bong Joon-Ho’s newest film “Parasite”, released in 2019, is a mixed bag in terms of genre. At first it looks like a dark comedy. Then the story begins to veer suspensefully into the land of pseudo-horror and quickly has you gripping your seat. The movie focuses on the destitute Kim family, who, as symbolized by their half underground basement apartment, are literally at the bottom of society. Their situation is juxtaposed by the immensely wealthy Park family, whose hilltop mansion designed by a renowned architect represents the extreme class divisions in their society.

The film opens with a glimpse into life for the Kim family as they struggle to make ends meet. The middle-aged parents live in a cramped back-alley apartment with their young adult children. From trying to steal their neighbor’s wifi to leaving their windows open during a fumigation for “free extermination,” the Kims are clearly opportunists. When the oldest son, Kim KiWoo, is given a rare opportunity to be an English tutor to the Park family’s teenage daughter, he forges university credentials to secure the job and paycheck. Soon, the entire family connives to wedge their way into sought-after positions in the Park family’s household.

Joon-Ho skillfully tells the story from the Kim family’s perspective—allowing the audience to empathize with them as they ruthlessly take advantage of the Parks. Through the use of close-ups that show the characters’ deep emotions, the audience can feel their anxiety and desperation throughout the film, even up until the very last moments. Additionally, close attention to detail serves to further hammer in the points the film is trying to make. For example, the fumigation that was mentioned early

photo courtesy of imdb.com

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OPINION

Friday, February 14, 2020

Election day deserves a holiday of its own

Wildfires are a dangerous accelerator of climate change

According to the Pew Research Center, only 55.7% of Americans voted in the 2016 presidential election. 14% of citizens who neglected to vote cited overall “business”, including other responsibilities and conflicting work schedules, as their reason for not voting, making up around 2.7 million people.

With the upcoming 2020 election, it is imperative that the United States as a whole finds a solution to back up their promise of universal suffrage and provide a better opportunity for all eligible citizens to cast their votes.

Our upcoming election day, Tuesday, Nov. 3, 2020, should be declared a national holiday. In order for it to become a national holiday, a bill must be passed by the House and Senate and signed by the President. A bill acknowledging an election day holiday has been proposed four separate times by Democratic Representatives—the most recent being

rom videos of scorched kangaroos being saved from flames to koalas sipping from water bottles, the news and social media have been flooded with sensational images of the devastating wildfires ravaging Australia throughout the past few months. Despite the heart-wrenching stories about the deaths of animals and the destruction of their homes, the fires in Australia have a less obvious, but more drastic impact on the acceleration of climate change.

Wildfires are a dangerous promoter of climate change because they cause a snowball effect—they are both caused by, and a cause of, climate change—which makes them an urgent target for protecting the planet. According to the New York Times, higher temperatures as a result of climate change create warmer and drier summers, dehydrating forests and leaving them susceptible to wildfires. Consequently, these wildfires release enormous amounts of carbon dioxide into the atmosphere, which is one of the primary causes of climate change.

The massive scale of Australia’s wildfires will no doubt increase the effects of climate change. Copernicus, the atmospheremonitoring service affiliated with the European Union, reports that the fires have released smoke covering an “estimated area of 20 million square kilometers,” which can stimulate glacier melting. As of January 6,

art by Lydia Olson

Syd Pierre print editor

introduced in January of 2019—but none have ever passed. In contrast to the U.S, Israel’s election day is a national holiday and their voter turnout in the most recent election (2019), was 68.5%. Singapore, is also another country with mandatory voting and an election day holiday. In their most recent election in 2015, they had 93.56% of voter turnout.

If election day was guaranteed a national holiday, it would provide nearly 2 million government workers with a paid day off, leading other companies to follow in their footsteps. Giving workers the day off of work would allow for more citizens to have increased opportunities to get to a polling place. Single parents, those who work multiple jobs, and anyone suffering from the inescapable businesses of life would benefit from a day off and additional time to cast their ballot.

The U.S. currently has ten national holidays, a large number centered around celebrating American ideologies, such as freedom and patriotism—like Memorial Day, President’s Day, and Independence Day. Making election day an official holiday would offer American citizens an opportunity to celebrate and emphasize both our right and responsibility to participate in our democracy.

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Reagan Stanchfield page editor

the fires have also “released approximately 400 megatonnes of carbon dioxide into the atmosphere.” For reference, the United States released a total of nearly 6,500 megatonnes of carbon dioxide in 2017, according to the Environmental Protection Agency.

Unfortunately, in response to the fires, Time Magazine reports that Australian Prime Minister Scott Morrison is upholding his country’s environmentally harmful habits, which will ultimately perpetuate both wildfires and climate change. Rather than working to curb climate change, Morrison has the contrary goal that “the nation must become more resilient to the impacts of a changing climate.”

When looking at the global impacts of the wildfires, Australia’s response is utterly disappointing. As some politicians and citizens alike do not acknowledge the causes and effects of climate change, disasters like the wildfires are minimized in the fight against environmental damage. Without immediate action, climate catastrophes will only become more common and more destructive worldwide.

art by Gabe Antoine

Royal call for reform Why young people need to

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Mihika Sathe manager

n Jan. 8, 2020, the Duke and Duchess of Sussex— Prince Harry and Meghan Markle— announced that they would be stepping back as senior members of the royal family and relocating to Canada. This announcement came as a shock to millions of people across the UK and the world. While there has been a lot of speculation about why the couple made this decision, one of the main reasons is the British media’s harsh and oftentimes racist treatment of Markle.

Ever since Prince Harry and Meghan Markle began dating in 2016, the British media has relentlessly criticized Markle’s every move. Even when Markle did something as simple as cradling her baby bump, Express—one of the UK’s most popular tabloids— wrote an article with the headline, “Meghan CAN’T STOP showing off: Duchess uses these SNEAKY tricks to flaunt her baby bump.”

Furthermore, Markle has been subject to immense racial prejudice in the media. For example, the Daily Mail, a popular UK tabloid has described Markle as “exotic,” “almost straight outta Compton,” and “gang-scarred.” This language was intentionally chosen to

art by Lydia Olson

portray Markle as an outsider who didn’t belong in Britain, further perpetuating the media’s unfair treatment of Markle.

The major driving force behind this media misrepresentation has been the royal rota system. The royal rota gives a select group of media outlets exclusive access to royal events. These outlets can then share the information they receive with other publications. The effect of this system is that it allows one small inaccuracy or rumor to spread rapidly throughout the British media.

As access to media continues to grow throughout Britain, the consequences of media misrepresentation become even more serious. Racial prejudice and misrepresentation in the media perpetuate racism and exclusion in smaller communities such as social media. For instance, the media’s depiction of Meghan Markle led to the creation of #Megxit—a hashtag used on Twitter, Instagram, and Facebook to urge Markle to exit both the royal family and Britain.

The inaccurate and discriminatory reporting in the status quo should not be tolerated.

One possible reform would be to eliminate the royal rota system, which would encourage media outlets to engage in more meaningful reporting, rather than relying on false claims and rumors. Regardless of how the British media decides to address this issue, it is imperative that some change is made in order to preserve the credibility of the media for future generations.

care about the Middle East

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Alexis Yi page editor

ollowing the announcement that top Iranian General Qasem Soleimani had been killed by a United States airstrike on Jan. 3, the internet quickly found its new meme: world war. #WorldWarIII was trending on Twitter, with accompanying GIFs and nihilistic jokes.

Generation Z unleashed a flood of new content on TikTok to cynically make light of the attack. One such TikTok, with the caption “can’t get drafted if they can’t see me”, shows a person systematically blocking the Twitter accounts of all the US military branches.

This frenzy of internet activity has shed light on the sheer amount of confusion surrounding these issues. First, the possibility of world war: the US isn’t going to go to war with Iran any time soon, according to numerous experts. Iran responded to the Jan. 3 airstrike with a missile strike on an American airbase in Iraq, but most experts considered it a de-escalatory response.

Soleimani was a prominent public figure in Iran, integral to the government’s intelligence and military operations, and Iran could have retaliated much more severely. Since then, the two countries have refrained from actions as aggressive as these.

Even so, the current relationship between Iran and the US is strained.

Next, the draft. Or rather, the lack thereof.

Teenagers seem to think that if the US declared war, the draft would be effective immediately. In reality, the US military has been all-volunteer since the draft ended in 1973, following the Vietnam War. It would take another act of Congress to reinstate the draft. As for Selective Service online registration, which all American men ages 18 to 25 must complete, that’s simply for a database from which to choose from should a draft be reinstated.

Another question is whether women would be included in a draft. If Congress authorized one, yes. A recent 2019 federal court ruling held that

all-male drafts are unconstitutional. However, women don’t register with the Selective Service right now because the ruling didn’t strike down existing government policy concerning all-male registration.

So we’re not going to war with Iran. But saying that everything is alright just because no official wars have been declared is ignorant and privileged. There are current US military conflicts that have been going on for years, conflicts that affect millions of men, women, and children. The US started sending troops to the Middle East in 2003 when the Iraq War began, and over the years (nearly two decades) we’ve sent more to engage with numerous groups, including Al-Qaeda and ISIS. The violence in the region has led to the rise of several extremist groups, and other interested governments, including Iran and Russia, have further complicated the situation. These conflicts have been disastrous to civilians, who’ve seen their homes and communities destroyed. Millions have been displaced in what is one of the world’s largest refugee crises. A 2018 study from Brown University shows that at least 480,000 people have been killed in the Middle East since the Iraq War, with civilians making up at least half. The study says that those numbers are probably an underestimate because of how poorly records are kept during conflict.

The most obvious reaction to these issues, since we’re minors, is to just ignore it. But our generation is going to inherit this violence— violence started by adults before many of us were even born. Shouldn’t we do everything possible, as early as possible, to do better by the generation after us? If we say yes to these questions, then we need to educate ourselves about the situation and stay informed about our government’s decisions.

We can’t let the government evade accountability, as it has done before in our nation’s history, by giving us false narratives, or because of our own passivity and disinterest.

HEAD TO HEAD Friday, Febuary 14, 2020

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Enriched classes enrich student learning on all levels

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Linnea Shively staff writer

s Edina High School reconsiders the addition of more enriched classes, the Edina Public School board must not overlook the benefits of ability-based classes. Enriched classes help not only students who require accelerated curriculum but also allow students in standard classes the personalized attention needed to succeed at a greater rate. At its core, personalized learning is about meeting each student where they are at in their educational journey, and the ability for students to participate in classes of different levels is an essential step of the process.

Separate classes based on ability level allow teachers to more specifically target the needs of their students. “Each student needs high-quality support, and that support won’t look the same for each student,” former Edina School Board member Amir Gharbi said in his report on the need for enriched classes at all levels, “Honoring Student Differences.”

Although some range in ability is beneficial within classes, large ranges create a lack of appropriately challenging material.

For students performing above grade-level, separate enriched classes provide a more stimulating learning environment while maintaining balance. EHS’s Advanced Placement (AP) curriculum allows students to take more rigorous classes, but some high achieving students often overwhelm themselves with these AP classes. “We’re asking kids to do things that it’s not natural for them to do sometimes, and then it’s putting undue pressure to stand out in a way that they’re making themselves basically sick. It should be more appropriately matched,” EPS teacher of fifteen years Linda Friede said. By providing enriched classes along with AP classes, motivated students are still able to have a more robust

curriculum without being required to take all college-level courses as high schoolers.

Given that mental health conditions, such as anxiety and depression, are a common concern for today’s teenagers, different levels of classes relieve the pressure to take multiple AP courses for above-grade-level students. Instead, these students can take a mix of enriched classes and AP classes that they are passionate about, while still maintaining a healthy balance between school and extracurriculars.

Homogenous ability-based classes also benefit students in standard classes. In her experience as a math teacher who specialized in working with below-grade-level students, Friede believes separate classes allow these students a chance to grow at a faster rate than if they were in heterogeneous classes. “[Below grade level students] have an opportunity to shine [in the classroom] for the first time in their lives. They’ve never been a leader, but you have the chance for them to understand what it feels like [in these classes],” Friede said.

In addition to homogenous classes, targeted attention is also needed in order to facilitate individual student growth.

“With that type of support, [students] can go way beyond grade level,” Friede said. She found that especially in math classes, providing supplemental teaching on background skills allowed students to get back on track with peers at a faster rate.

Targeted attention is logistically easier for a teacher to provide in a homogenous classroom in which ability levels are similar.

Eventually, this model allows students who were previously underperforming the chance to take more robust enriched courses in their areas of strength or interest.

A greater variety of classes also provides students with “on-ramps” and “off-ramps,” which empowers them to make the best educational choice for themselves. This flexible strategy allows students to easily try different level classes

(on-ramps), but does not trap students in a certain path by allowing students to switch classes (off-ramps). By providing different difficulty levels for classes, students are able to try an enriched class to determine if it is a correct fit while not trapping themselves in the rigor of an AP class. For example, a student interested in Biology can take Enriched Biology, and can then make an educated decision on whether they should choose to take AP Biology the following year. Instead of being forced to jump from standard science to AP science, students are more adequately prepared for AP classes by testing out an enriched option.

For EPS, the addition of enriched classes as stated in school board policy 601 creates consistency throughout the district in the level of courses offered by filling in gaps. “The changes are not as sweeping as have been depicted,” current EPS School Board member Owen Michaelson explained. In fact, the changes would only add seven classes across grades 3-12, such as Enriched Language Arts from 6th-10th grade, providing an opportunity for students to remain in an accelerated program before reaching AP United States Literature and Language in 11th grade. However, the addition of these challenging, enriched classes is essential to promoting continuous student growth from elementary school through high school.

Ultimately, helping all students develop curiosity, critical thinking skills, and knowledge should be the goal of education.

“The key to excellence is viewing students as individuals and celebrating their personal growth,” Gharbi said. Only by providing the opportunity for robust enriched programs in addition to standard curriculum, and allowing students to determine their own path based on interests and strengths will each student reach their full potential and achieve EPS’ vision of excellence.

The debate over Policy 601 P

olicy 601 is a standard for Edina Public School’s curriculum applications and educational opportunities for students.

In the fall of 2019, there was a proposal to modify the policy to add a customizable curriculum for students in grades 3-12 which involved increased selective accelerated and advanced learning opportunities through the addition of enriched classes. Although these changes were approved on Nov. 18, the proposed changes were placed on hold by the new board on Jan. 13. art by Tiffany Qian

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Kyra Bergerud administrative coordinator

lthough enrichment and diversity can be beneficial to students in an educational setting, “improvements” must be interpreted through a holistic lens that takes into account constraints. The changes to Policy 601 presented in subsection K cannot be analyzed independently, but must be looked at in context of a strained school budget, the needs of struggling students, and the tradeoffs that are necessary in order to create more enrichment in Edina Public Schools.

The halt that was placed on implementation of the changes to Policy 601 on Jan. 13 was one of the best decisions that the school board could have made because it will force us to look deeper at structural issues that need to be changed in the district.

The costs of designing and implementing a new curriculum are extensive to say the least. Just last year there was a frenzy over class selection due to budget cuts and layoffs in the district to fit within budget constraints. In these circumstances, how is it possible that now we have the resources to staff new enriched and honors classes, design a new curriculum, and ask students to make a definitive determination over what “new” classes they want to take without adequate knowledge of preparation?

These inequalities in education have created large divides amongst students. The World’s Best Workforce bill facilitated

by Edina Schools’ administrators had five Goal Area and Status Standards from 2018-19: school readiness, to have students be well read by third grade, to close academic

achievement gaps, have all students attain career and college preparedness, and that all students graduate high school.

While four out of five of these goals were completed at Edina, the only one that lacked sufficient completion was closing academic achievement gaps of students.

With the new proposed changes in enrichment starting in third grade, it is critical to assess the current situation of attainment at Edina in young students. “Last year on MCAs, Edina had 25% of third graders considered not proficient in reading. More staggering is that 63% of third graders that qualify for free and reduced lunch were not proficient,” Nicole Danielson, a leader of the Dyslexia Parent Alliance and a speaker at the Nov. 18 school board meeting, said. While proficiency for all students and enrichment for some seem unrelated, they are not. Important programs in Edina are struggling to provide adequate services for students due to lack of funding. Although Edina has worked to find innovation in reading and is pushing to close the achievement gaps, the funding that the amendments to Policy 601 are extensive and would trade off with important equity programs. These consequences could be dire. “Is there an opportunity for more rigor in our schools for our highest performing kids? Perhaps.

But if that is at the expense of teaching our young students the fundamentals of reading it would be devastating,” Danielson said.

Although increased development is important, pressure and advancement come at a cost. Attending Edina Public Schools carries with it prestige and incredible privilege, but also an immense amount of social and emotional weight that students feel everyday. The desire to not only achieve, but to

excel, is driven into us from a young age causing mental health problems, anxiety, and depression from the crushing weight of failure. Increasing the levels of classes at such a young age begins this pressure and cements stigmatization of those who choose not to partake in honors classes. The truth is that we already have many options for advancement, and we are just not equipped to handle additional stresses on mental health work at the high school or more generally in the district.

Again, it comes back to the funding question. “At last count there were 2,696 students at Edina High School; there are three social workers. That averages out to 898 students each. There are nine school counselors who each support 299 students. There is one school psychologist, two licensed school nurses, one co-located fraisure mental health professional, and a very part-time chemical dependency counselor,” Pamela Balabuszko-Reay, an audience speaker at the Nov. 18 school board meeting, said. This distribution of counselors to students isn’t sufficient. Although the counselors and health professions do great work, it's impossible to manage the immense ratio of students to professionals at Edina. Increased funding and staffing in these departments could provide a much needed ease and reduce the burden while providing students more resources for help, but only if money and time is devoted to it.

The stall on the proposed changes to Policy 601 are significant and important because if enacted, the changes will have undue consequences in the district. We should be aiming to provide a more equitable and beneficial system for students, and the changes to Policy 601 will do more harm than good.

"Enrichment" in Policy 601 yields devastating consequences

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SPORTS

Friday, February 14, 2020

AOTM: freshman Uma Corniea EHS alumnus Jamie

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Julia Nicholson copy editor

With only one loss to their name, coming from #1 ranked Andover, the team has been kept safe in Corniea’s hands. “Having the best goalie in the state behind you provides confidence to everyone playing in front of her. She is a great insurance to have,” sophomore Vivian Jungels said.

Looking ahead, Corniea knows that she has a lot to be excited about. After graduation, Corniea has verbally committed to play for Princeton, where she will join her current teammate and sophomore Jane Kuehl. Playing for Princeton wasn’t her initial plan, however; Corniea had planned on attending the University of Minnesota. “My mom like forced me to go to [Princeton’s] summer camp. I didn’t think I wanted to go there, but I went there, and I just fell in love with it,” Corniea said.

As for the next three years, Corniea is optimistic about her team’s chances to expand upon their three consecutive Class AA State Championship wins. With a 24-1-0 record thus far this season and the state tournament in view, the Girls’ Varsity Hockey Team looks ready to clinch another title, this time with Corniea in goal.

With great powder comes great responsibility

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Matthew Hovelsrud page editor

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Sadie Roy staff writer

eing an Edina High School alumnus, Jamie Gaard Chapman has always had a connection to the Edina sports community, leading her to be the coach of Edina Varsity Girls Basketball.

In high school, she excelled at basketball and tennis and continued her passion for sports by becoming a coach.

In high school, Gaard Chapman was extremely involved in sports: going to the State Championship for basketball for three consecutive years and winning four high school State championships for tennis.

Gaard Chapman also won the state tennis doubles match in 2001 and received All-Conference and All-State honors. Gaard Chapman’s success in high school helped her be a strong athlete at Gustavus Adolphus College where she was a four-year All-Conference tennis player.

Basketball and tennis are such a big part of Gaard Chapman’s life which is why she chose to coach basketball after college. “As I got closer to graduation, I knew I wanted to continue to have sports be a part of my life after college. It happened that the Edina JV basketball [coaching] position opened up the year I graduated, so I jumped at the opportunity,” Gaard Chapman said. During her time coaching basketball at Edina, Gaard Chapman was also a part of the tennis staff at Benilde-St. Margaret’s.

Gaard Chapman spent 12 years as an assistant coach for Girls’ Varsity Basketball and was the head coach for the first time this year.

Sophomore Katie Erickson is a JV/Varsity manager for Girls’ Basketball and has gotten to know Gaard Chapman well. “She’s a former player and knows how everything works because of her experience, and she’s been in it so long so she knows what’s best for us,” Erickson said. “She has really helped us improve. Even though the season isn’t going well, she still works on taking us to a higher level and doesn’t let us give up.”

Gaard Chapman is looking forward to coaching such a high level of tennis this upcoming season, especially because the tennis team has won 13 state championships, including the championship this past year. “The commitment level and pride in competing for the team was always something that was emphasized when I was a player, and those values hold very strong within the culture of the Edina tennis program today,” Gaard Chapman said.

Life imitating televised art The TV show “American Ninja Warrior” inspires students to replicate the obstacle courses in their own time

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Hans Janovy Meyer visual editor

“Kung Fu Panda” and “Wipeout” crossover may very well have been the best hour of television 2008 unfortunately never saw. Luckily, 2009 brought about a spiritual successor to that fantasy. NBC’s “American Ninja Warrior” has seen contestants compete in mind-boggling physical challenges for the past 11 seasons, leaving a mark on television game show history and Edina High School students alike.

“American Ninja Warrior” sees contestants running, jumping, climbing, hopping, and skipping their way towards a grand prize on courses that combine parkour with gymnastics.

In the wake of the show rising to popularity and viewers hoping to one day become ninja warriors themselves, special gyms began to open throughout the country. These gyms have obstacles aimed to test any number of physical skills, including balance, speed, and strength.

At EHS, there are a number of students who participate in “American Ninja Warrior” style activities. One notable participant is senior Jon Klippenstein. For the past four years, Klippenstein has been involved in the local ninja community. He regularly posts videos of himself practicing or competing on his Instagram page, and also works at Conquer Ninja Gym in Eden Prairie.

While everyone may not be able to compete on the TV show, there are many regional and national ninja competitions. These time-based competitions can put a lot of stress on ninjas, but the reward makes it all worth it. “[My proudest moment] was two years ago; while competing at nationals, I got fifth place,” Klippenstein said.

Unlike many other sports, being a ninja is a uniquely independent venture. “I think it’s easier [to work independently] because I only have to worry about myself and getting myself to a level to compete,” Klippenstein said. “I like that it’s an individual sport, but [I still have] people I work

with, and train with and kind of compete with,” he added.

Ninjas need to be able to motivate themselves so that the grueling training hours don’t become a drag.

For any student looking to become a ninja themselves, there are a variety of options for both local gyms and programs to attend. “Just come try classes; they work in all the basics, and you can kind of get into it,” Klippenstein recommended. photo courtesy of Jon Klippenstein

hile sports teams are often known for their successes, a key aspect of every team at Edina High School often remains unnoticed: managers. One of these key-figures is senior Jack Mrachek, who is vital to the logistics of Edina’s alpine teams. Managing one of these teams can be an ever-important task. While many managers’ duties are not common knowledge, Mrachek opened up about his journey and experience in his first year as the manager of the Edina Boys’ and Girls’ Alpine Ski teams.

Mrachek did not have a detailed past in skiing and was introduced to managing the team because he is friends with some of the current team captains. With a connection on the team, he was able to introduce himself to the coach and express his desire to be a manager. “I contacted the coach, and it was pretty straightforward from there. He let me become a manager because they had lost their previous manager last year,” Mrachek said. With the apparent lack of an application process, the process of becoming a manger was simply knowing someone on the team. “It’s more about connections than actually applying,” Mrachek said.

The biggest role a manager adopts is helping out with the team’s needs in practices and events. Specifically for Alpine Ski, most duties revolve around preparing the team for a race or filming the skiers. Since most races begin during the day, this often entails missing part of school. “On race days we will hand out bibs [and] lift tickets, [and] sometimes we will time people, and write it down—whatever is going on that race day,” Mrachek said. When they are not preparing for a race, manager duties consist of filming skiers and doing busy work.

Becoming a manager has its perks: from team gear, the possibility of lettering, and missing school; however, lessons and friendships are the most valuable outcome of serving in a managerial position. “[I feel I have gained more] friendships and responsibility.

Having to balance out my schedule was the biggest change because usually in the winter, after I quit hockey, I would do my own thing.

But now I am doing something more involved,” Mrachek said.

While managerial tasks differ on each team, the overall importance of their responsibilities remains constant across every team.

photo by Madeline Brandel

f all goes well for the Edina Varsity Girls’ Hockey Team in the coming weeks, freshman Uma Corniea will be able to boast three state championship wins from two different schools. Corniea, who has started in goal every game this season, transferred to Edina High School this year after spending two years at Breck School. With a .970 save percentage so far this season, Corniea has quickly become a crucial part of the team.

Corniea attended Breck for seventh and eighth grade, winning the Class A State Championship both years. “I was honestly really fortunate just to be a part of a team that was able to accomplish that. My seventh grade year, my coach really believed in me and allowed me to actually play in the game, which was really generous. I’m really grateful for that opportunity,” Corniea said. Corniea decided to transfer back to Edina Public Schools this year, (she attended EPS before transferring to Breck) seeking a bigger high school atmosphere.

Although she left behind close teammates at Breck, Corniea had grown up playing with most of her current teammates. To make things sweeter, the team beat Breck in both of their meetings this season. “Beating my old team Breck, that was pretty fun. The first time we demolished them 6-1, and it felt really good. My best friend scored on me. I actually didn’t mind, I thought that was kind of fun,” Corniea said. Just a few weeks later, Corniea and the team shut-out Breck Defending the goal: Uma Corniea gets ready to save a shot from the opposing team to win 1-0.

Gaard Chapman coaches two teams

Reaching for victory: Jon Klippenstein trains to become an American Ninja Warrior