The Roundup roundup.brophyprep.org
February 2017 Edition 3
Learning by Design BEHIND THE SCENES OF HOW CURRICULUM COMES TO LIFE
B
y graduation, the typical Brophy student will have taken 28 courses in at least eight different disciplines. In these classes, students will experience a variety of different teaching styles while discovering more about their own individual learning styles. Students may hear opinions they disagree within class, or to juggle class work with sports and other activities. In this edition, The Roundup examines what goes into what we learn.
Inside » Curriculum
See Opinions, Page 10
• Teachers use unique teaching styles to reach students
•Sports Medicine helps athletes diagnose injuries
See News, Page 3
• Taking advantage of broad curriculum necessary for success
• Theodicy and the Holocaust to examine ‘God’s justice’ See News, Page 4
• The Classroom: Can we flip it? See Opinions, Page 7
See Sports, Page 14
See Entertainment, Page 7
Graphic by Camden Andl ’19
•MyBrophy closing after finals is both a blessing and a curse
New ‘safe space’ signs spark campus conversation By Graham Armknecht ’18
THE ROUNDUP New signs reading, “Diverse, Inclusive, Accepting, Welcoming, Safe space for everyone” started to appear around campus and in classrooms
after this year’s election. “A student asked me if I wanted one, and I said yes,” said Ms. Kelly Guffey, who was one of the first to put the sign in her classroom. “As a government teacher, we spent the entire first semester talking about the election.”
“I always try to make my classroom a safe space from a political perspective, but I certainly wanted to let all students know in a more visual way that everyone, and their opinions, are accepted here,” she said. Nico Pacioni ’18 said he thinks these safe spaces
Culture Project seeks to build empathy on campus Page 4 Inside » The Summit on Human Dignity The Brophy Summit on Human Dignity examines an issue facing the local and national community and will be held from Feb. 27 to March 10. • Summit to focus on political discussion See News, Page 6 • Summit keynote speakers to cover religion, media, politics See News, Page 6
Pro/Con: Safe Spaces: Safe haven or abused system? Page 9
aren’t actually safe. “I think that [the signs] are an overreaction on the part of teachers,” Pacioni said. “Brophy is a safe space; we are inclusive and we are all brothers.” Caesar Lopez ’18, one of the creators of the See SAFE SPACES, Page 3
McKeon: ‘Drawing is a big part of my life’ Page 16 Track and field’s distance runners look to propel team to success Page 15
Award-winning news, photos and opinions online at roundup.brophyprep.org
News Online
Page 2 | February 2017
The Roundup
Kort reflects on Brophy experiences, facilities By Hayden Welty ’19
THE ROUNDUP Can I have your name and class? Rob Kort. Class of 1987. What college did you attend? I attended the University of Arizona, and I majored in general business. Where are you working now? I’m a lawyer. I work at a law firm called Lewis Roca Rothgerber Christie. What do you do in your current position? I’m a litigation attorney, so I represent clients in litigation matters: any kind of lawsuits or disputes. And I focus on business-related disputes, so I don’t do personal injury or anything like that. Anything involving business matters like contracts, securities and business issues. How has your experience at Brophy helped you live your life as a “Man for
Others”? I think Brophy definitely teaches the value of preparation in any field. Being a lawyer, it’s important to know how to prepare for things. At Brophy, I learned the importance of preparing for school and, really, all kinds of things in life. Also, in terms of serving others, Brophy, at an early stage, showed to me the value of being involved in the community, which can apply in a variety of different settings to your work life and to your personal life. If you had to do it all over again, what would you do differently? Brophy has changed a lot since I’ve been there. I think now there’s a lot more opportunities in terms of clubs and trips. Some of those were available when I was there, although certainly not
to the extent that there are now. If I could do it over, I would have tried more and different things instead of just sticking to the few things that I was comfortable with. I didn’t do an immersion trip, which I think would have been a really good opportunity. Also, I could have done more in terms of community service. We had a minimum number of hours that we were required to fulfill, and I did do that. But looking back on it and thinking about it now, I probably could have become more involved instead of just going there and getting my hours in. What advice would you give to current students? Following up on my last point, take advantage of all those opportunities. Brophy’s got amazing
AlumniToday
opportunities, more so even now than when I was there. Having a nephew at Brophy and knowing what’s going with all the different clubs and activities, you should take advantage of that and pursue new things, whether you think you might like them or not … Think of your experience at Brophy as a stepping stone … Focus on your studies and think of Brophy as your next step toward college. Like you said, Brophy now is very different than it used to be. What was different at Brophy back then compared to how it is now? In terms of just difference of the school itself, the biggest thing that would stand out to me are the facilities. When I was there, Brophy was a great school, but the facilities were pretty average, to be honest. What’s there now: for athletics, art, the Innovation Commons all these things. It’s night and day compared to what it was.
»Faces of Brophy
Photo by Hunter Franklin ’19
Photo by Hunter Franklin ’19
Will Mulkern ’17
Ricardo Hernandez ’19
“I love mock trial because I have a passion for “I like playing music, specifically percussion law and it allows me to play with rhetoric.” instruments. Basically, I play everything you can hit.”
The Roundup Brophy College Preparatory 4701 N. Central Ave., Phoenix, AZ 85012 (602) 264-5291 roundup@brophybroncos.org Editors in Chief Anthony Cardellini ’17 & Andrew Howard ’17 Managing Editors Joseph Valencia ’17 & Matthew Zacher ’18 Multimedia Editor Bryce Owen ’17 Online Editor Tyler Conrad ’17 Social Media Editor Alex Kirshner ’18 News Editor Chris Agnone ’18
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“I am most excited about going to college next year because I will be able to experience life away from my home for the first time.”
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Mission Statement The Brophy College Preparatory Roundup exists to inform and entertain the Brophy community by producing a quality product that contains pertinent information about the Brophy community. This newspaper will educate our Brophy community and by doing so provide an understanding of journalism theories and techniques for our staff. We will be ethical, honest, trustworthy and dedicated in our news coverage. We strive to be fair and balanced, yet not afraid to report the truth even when it is unpopular to do so. Our goal is not only to report information, but also to encourage and foster discussion amongst our community. Overall we attempt to do all things for the greater glory of God. The Roundup is a student publication of Brophy College Preparatory. Copyright 2016 Brophy College Preparatory’s The Roundup. No material may be used without permission from the editors and adviser.
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The Roundup
February 2017 |
From SAFE SPACES, Page 1
signs, said the signs don’t imply that the school isn’t physically unsafe. “Not everyone feels safe–not that their life is in danger–but as they don’t feel as welcome,” Lopez said. “I’ve always felt safe on campus, but freshman year I was uncomfortable. I was worried about how people would treat me and talk to me because I am gay.” Pacioni said he is concerned that safe spaces don’t actually solve problems. “If there’s an idea that’s a problem, you shouldn’t solve it by censoring it. We should have to discredit it. If you have a hole in a pipe, you don’t tape the pipe.You replace it,” Pacioni said. EL Gaylord ’17 echoed that sentiment saying that safe spaces have evolved from their original intent. “[Safe spaces originally] were to shield people from racism and discrimination, but since have evolved into a way to shield people from criticism,” Gaylord said. “We need to stop coddling people and promote an intellectual dialogue.” “If we want to move our ideas forward, we are not going to have more heated debate in safe spaces. I don’t believe high school or education should have safe spaces. There’s nothing wrong with strong opinions on either side, it’s just when you censor the other side you’re going to get problems,” he said. Ms. Breanne Toshner, who has a sign on her door, said that is not how she sees a designated safe space. “I haven’t heard the perspective that safe spaces
Photo by Bryce Owen ’17 Safe Space signs are displayed across many classrooms and offices across campus. Faculty are placing the sign in an effort to deter harmful comments towards students.
hinder freedom of speech,” Ms. Toshner said. “The sign literally said diversive, inclusive, welcoming safe space for everyone. That to me inspires heated, but respectful debate.” “If someone is having an issue, I want them to always know that my door is open period,” she said. “All the signs do is add more open doors. And if I can have one student who needs a person to trust, or one person to listen to them, if I can do that for even one person, that’s a great thing,” she said.
Mr. Gil Martinez said how counseling plays a role in being a safe space, even before the signs went up. “Being in counseling, we are privileged to be brought into the lives of a lot of guys,” Mr. Martinez said. “Usually, we are involved more in academics, but other times it’s guys who are having issues with sexual identity, racial issues, and family issues.” “I always tell my guys when they come in, they
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should consider my office a safe space where they can share what’s bothering them without it being broadcasted to anyone else. It helps guys open up a bit more and it lets them know that someone is willing to listen to them,” he said. The two students who created the signs, Carter Clelland ’17 and Lopez, said they have been in the process of getting these approved for about two years. “We’ve been trying to get the safe space signs approved for about the last year, and it just got approved,” Clelland said. “Now that it’s approved, we want to let students know they can talk to teachers, no matter the problem they are having.” “I got the idea because I talked to a teacher and she helped me through circumstances,” he said.“I think it would be great to just know which people would be able to take things. When asked about the timing, Clelland said that how it lined up with the election was a coincidence. “It just happened they got approved the same week as the election,” he said. “Neither of us had time to put the signs up until then. However, regardless of whether it’s election or not it’s a great thing to have to make students welcome.“ Lopez said there is a target audience for the signs, but anyone can use them. “[Carter and I] were aiming for the LGBTQ community because of the rainbows,” he said.“Some students thought [the signs] aren’t needed because they think Brophy is all ready a safe space. However, it’s really helpful for people who are gay, Hispanic, undocumented, etc. I feel like some people don’t understand that.”
»Learning by Design
Teachers use unique teaching styles to reach students Students show affinity for unique teaching techniques By Ethan Winkler ’17
THE ROUNDUP Inside the sports-medicine room, a group of students walk in circles, observing the many types of human bones laid across the room. The students take turns picking up the different bones, looking at their labeled names and feeling the many carvings and grooves on the surface. At the same time, anatomy and physiology teacher Mr. Chris White is explaining where the bones are on the body while pointing to a diagram projected on the wall. He wants to make sure that his lesson gets across to his students in any way possible.
“Your brain works and integrates information in a lot of different ways and everyone can use all of those different systems,” Mr. White said. “But some people have stronger neural activity in certain systems than others.” That’s why Mr. White believes that it is very important for his classroom to be diverse in the way he teaches. “Students are much more visual and tactile than they used to be,” he said. “That’s how they were raised, that’s how they entertain themselves, and that’s the area of their brain that they stimulate the most, so I always try to include those areas in my teaching.” One of his students, Keegan Kalkman ’18, said he appreciates Mr. White’s approach to teaching his students. He said he believes that every part of a student’s brain should be tested when trying to learn something. “I feel the best way to get to a student
is to make them use all of their senses,” Kalkman said. He said he finds anatomy and physiology to be a refreshing class from some of his classes that are more lecture-based. “The worst thing you can do, in my opinion, is just lecture on and on about something,” Kalkman said. “You should always keep students involved and keep them active.” Students being bored by lectures is something that Mr. White has become very aware of over his 31 years of teaching at Brophy. “Certainly my lessons were mostly lecture and students taking notes initially,” he said. “But now I try to do more hands on and group activities where students are interacting together.” Upstairs from Mr. White’s room is spanish teacher Ms. Rosalinda Freeman, who is having her students learn vocabulary words through drawing
“I feel the best way to get to a student is to make them use all of their senses.” —Mr. Bill Kalkman
and reading definitions. She said she always tries to keep her students engaged with a wide range of daily activities. “I think the first thing I keep in mind is how there has to be variety within the day,” Ms. Freeman said. “Within one day I’ll have them speak in groups, and then maybe go over homework, and then maybe there’ll be a competition or a game.” She finds this variety through activities
such as skits, drawings, groupwork, conversational practice and worksheets. But something she’s learned over her 10 years of high school teaching is that students react well to moving around and being active. “I’ve noticed that using a lot of kinesthetic activities with the students here seems to disarm them and build trust,” Mrs. Freeman said. “Teens in general by this age are so used to sitting in their seats, even if it’s just getting up a visiting with each other.” She also knows how important utilizing all types of learning is to teaching a group of students. “You have to hit all sorts of proficiencies,” Mrs. Freeman said. “Because otherwise you don’t access the students.”
MathXL provides an online platform for math help in the classroom By Spencer Inglett ’19
THE ROUNDUP Many Brophy classes have turned toward digital based learning, and the introduction of MathXL has furthered this goal. MathXL is a learning tool that provides students an online platform for math. With 13 years of mathematics teaching experience at Brophy, math teacher Mr. Doug Cox said he thinks MathXL is a great alternative to traditional homework. “We experimented with it in a few classes two
years ago and last year was the first year of real use,” Mr. Cox said. This online math program provides students with different math problems to attempt, and gives teachers power to create lessons and supervise how students are doing. “I can see how much time you are spending on each problem and what specific problems you need extra reinforcement on,” Mr. Cox said. Mr. Cox has also seen an increase in test scores due to the immediate feedback given to the students. “I think that the instant feedback the students get is great,” Mr. Cox said. “And the interactive help
has provided an increase in the retention of the concepts in students.” Students who have experienced the MathXL system have a variety of opinions. Jack Eden ’19 said he believes MathXL is a critical resource for studying for tests. “It’s definitely a helpful resource to have, especially when doing chapter reviews,” Eden said. “It helps refresh my mind on the concepts from earlier in the chapter, which ends up helping me on the tests.” Not all students agree with the purpose of this new resource. Matthew Whitehouse ’19 said he believes that
MathXL disconnects the teachers and the students. “Personally, one of the main drawbacks I see with MathXL is the distance it seems to put between the teacher and the work,” Whitehouse said. “Sometimes this disconnectedness can leave teachers assigning what seems like enough to them, but in the format of MathXL is an extreme or an unreasonable amount.” Though MathXL may be liked and disliked by the student body, teachers like Mr. Cox said he approves of the fairly new system and believes that it brings results to the classroom.
Page 4 | February 2017
The Roundup
»Learning by Design
Theodicy and the Holocaust to examine ‘God’s justice’ By Anthony Cardellini ’17
THE ROUNDUP
In 99 percent of Brophy’s classrooms, you will find one teacher in the room as the sole instructor of the class. Theodicy and the Holocaust is the only exception. Theodicy and the Holocaust is taught by both Mr. Chris Agliano and Mr. Matt Hooten. The class is in its fourth year and combines elements of the religious studies and social studies departments. Mr. Hooten said his background in
the Holocaust comes from a class he took at Claremont McKenna College entitled “Researching the Holocaust.” “I ended up spending my entire senior year doing a thesis, and part of what I focused on was the treatment of Jews inside Nazi-occupied Europe,” Mr. Hooten said. He said he and Mr. Agliano came up with the idea when they learned of their mutual interest in the study of mass genocides through a Christian lens. Mr. Agliano explained that the course includes three phases. First, the class covers the history of anti-Semitism. It then moves on to the
“The quest for theodicy is to understand the impact of God’s justice in our lives.” — Mr. Chris Agliano
study of Nazi treatment of Jews as well as other mass genocides, such as those in Rwanda and Cambodia. Finally, the class examines the idea of theodicy in the modern world.
“Theodicy means ‘God’s justice,’” Mr. Agliano said. “The quest for theodicy is to understand the impact of God’s justice in our lives. The basic idea is we take God as all good, all knowing and all powerful. With that understanding of God, how can evil exist in the world?” Mr. Agliano said that having two teachers helps the energy of the class. “There are two teachers in the room that can go back and forth and I think that not only do we feed off each other’s energy but the students do as well,” he said. Senior Hunter Cisiewski ’17 is in the class and said he would “absolutely”
recommend it to an interested student. “I’d say it’s a class that you’ll get a lot out of,” he said. “It’s more of an experience than it is a class.” Cisiewski said the class is built on reading and watching firsthand accounts of the Holocaust and trying to understand where God can be found among such evil. He said his favorite part of the class is the discussions they have about God. He said the central question of the class is “How can we say that God is around when he lets millions of people die?”
Aviation class offers intro to flight simulation, piloting ability By Matthew Zacher ’18
“I got my pilot’s license before I go my driver’s license.” — Mr. Gale Hestense Xavier offers an aviation elective course that THE ROUNDUP
uses computerized flight simulators to build flight experience. The class is taught by Mr. Gale Hestenes, a Xavier faculty member, and the class is housed on Xavier’s campus, but is open to Brophy students. Mr. Hestenes is a certified flight instructor and had a career instructing actual pilots. “I got my pilot’s license before I got my driver’s license,” Mr. Hestenes said. “When you learn to fly at a young age, you feel the plane become a part of your physique; that doesn’t happen with older people learning to fly.” Jarrett Davis ’18 is enrolled in Mr. Hestenes Aviation 1 class and said that Aviation has been a
lifelong interest for him. “Everyday we have to fly simulators,” he said. “That’s a pretty special thing, at least in high school, that kind of immersion. I mean it’s an elective class, so I’m still getting credit for something that I would do even if I wasn’t getting credit for it.” Mr. Hestenes said that because the course is simulator based and rarely uses textbooks, students have more fun.
The class generally has no homework, but there are challenges among classmates during class, for example, to make a certain flight time. The computer flight simulators have the ability to have all of the students in the class flying in the same server at one time. Davis said that the in-class challenges are called missions. “You have to go to from an airport to another, or you have to do an AvLog or something like that,” he said. Davis added that the controls on the simulator are very realistic. “The controls are realistic to how you actually control an airplane,” he said. Mr. Hestenes said that aviation is like a language because of the complexities of aviation lingo that can be found in the hefty aviation textbooks.
“It’s not a science credit,” he said. “But aviation is really an applied science.” After participating in the course, Mr. Hestenes said that several students have moved on to become pilots and flight controllers. “We’ve had some pilots come out of this course for sure,” he said. Davis said the class is definitely for students with an interest in planes and aviation. “For a long time it has been what I want to do,” he said. “It was a big thing for me, and I think it’s a major thing for a lot of people who take the class.” The class tends to allow 10 or 12 students, and freshmen are typically not enrolled in the course. “If you’re looking for a unique elective, something that you certainly haven’t done before, I would say it’s a great class to take, and it’s at Xavier too,” Davis said.
»Club Profile
Culture Project seeks to build empathy, respect, unity on campus By Tyler Conrad ’17
THE ROUNDUP
On a post election campus, the Brophy Culture Project seeks to share stories of student’s heritage and allow diversity to have a greater presence on campus. Club leader Juan Carlos Lopez ’17 said faculty members who wanted to emphasize discussions of race and culture on Brophy’s campus started the group. “At the beginning of this school year, some faculty like [Mr. Will] Rutt [’08], [Mrs. Kallie] Hylle, [Ms. Kendra] Krause, [Mr. Jonathan] Londoño and [Ms. Tanea] Hibler got together and brainstormed the names of some students they felt really cared about culture and where we come from,” he said. Despite being a founding faculty member, Mr. Rutt said the club is truly student-run now with occasional guidance from teachers. “We thought we needed to go from both a faculty and a student level,” he said. “So we created a student committee on diversity, and we kind of let it up to them to shape it from there.” Mr. Rutt said this idea did not come solely due to observations on campus, but rather through the advice of the larger Jesuit community. “It came out from the larger push in
“We just had a student talk about being gay, another one about having immigrant African parents, and another went so far as to say he was undocumented.” — Juan Carlos Lopez
the Jesuit world that Jesuit schools are struggling on an institutional level to talk about race, to deal with race, to think about race, to address race in a focused way,” he said. Mr. Rutt said the goal of the project is to achieve a dialogue that leads to better understanding on campus. “I think empathy and vulnerability are at the center of it,” Mr. Rutt said. “The only time I think vulnerability takes place sometimes are on a retreat like Kairos or Magis, and it seems kinda silly to restrain those moments of openness to just the retreat.” The project has been hosting presentations known as “Faces of Brophy” that allow students to share their stories, in hopes of increasing this empathy. Lopez said the momentum of the project has been increasing after every
“Faces of Brophy” sharing. “We just had a student talk about being gay, another one about having immigrant African parents, and another went so far as to say he was undocumented,” he said. “I feel the reason for this drive to share is because we are seeing how much of a success our project is having. At every new Faces of Brophy, we have a larger turnout than the previous one, helping us want to share more.” Club member Axell Komlan ’18 said the presentations are giving a voice to students who have felt they were silenced in the past. “Because of this club, people are not only more open to listening to other points of view, but they are also gaining the courage to share their own unique experiences and start contributing to the conversation,” Komlan said. Both Lopez and Komlan shared their stories at Faces at Brophy events in the first semester. Komlan said being able to share in an open community was a liberating experience for him. “I’m a very introverted person to be honest,” he said. “It wasn’t until that Tuesday that I really felt at ease in front of a community like this.” Lopez said that even though the club was formed months before, the election placed an even greater importance on
Photo by Bryce Owen ’17 Axell Komlan ’18 speaks at the first installment of Faces of Brophy presented by the Culture Club, Dec. 6. The Culture Project seeks to share culture and stories through lunchtime presentations.
the project’s mission. “Before the election, the kids that presented at the Faces of Brophy were really just sharing who they were without any opinions behind hot topics,” Lopez said. “When the election was over, it drove us into talking about hot topics and expressing how we felt with as much authenticity as possible, even if that meant sounding angry.” However, Mr. Rutt said the club was
made to be a place to address culture and heritage, not political mindsets. “There’s the tension to address political ideologies, and I think that’s actually been the biggest role of the faculty advisors, is to say ok, we have to be all inclusive, we to engage all political affiliations, and we have to come up at this with a humanistic perspective, not a political perspective,” he said.
The Roundup
February 2017 |
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»Teacher Profile
Krause finds inspiration, motivation in Loyola scholars By Andrew Howard ’17
THE ROUNDUP
As Loyola academy scholars scurried out of the room to get to P.E. Ms. Kendra Krause sat down to discuss her many jobs on campus. “Primarily I am the director of Loyola Academy … I teach here, I am the head of admissions, anything really specific in the Academy goes through me,” she said. “I took on a new role at Brophy, which is assistant principal for faculty development. That means I work more intentionally with the teachers and helping them.” Ms. Krause’s job as an assistant principal is new this year, a job she said she believes is important and necessary to a well run school. “I work with first and second year teachers in small group conversations and we talk about how the year is going, what kind of teaching we want at Brophy, and how their teaching is going at Brophy,” she said. “On a larger scale I have been involved in faculty conversations about race equity and inclusion.” Daniel Bonner ’17 has known Ms. Krause since he went on Kairos during his junior year, and has become close with her since the retreat, even asking her to be the faculty leader during frosh retreat. Bonner said he is impressed with everything Ms. Krause has done at Loyola Academy. “Ms. Krause has an unbelievable impact on the scholars of Loyola,” he said. “Her commitment to their education and development as young men has been fruitful for both the scholars and the Brophy community as a whole.” Before Ms. Krause came to Loyola, she worked at public schools in Arizona for seven years, originally coming for Teach for America. Ms. Krause joined TFA because of her belief in education.
Photo by Manny Mata-Flores ’19 Ms. Kendra Krause (right) speaks to Ms. Ann Wolf in her office Monday, Jan. 9. Ms. Krause is the head of the Loyola Academy and has a passion for the kids she works with.
“I believe that education is of paramount importance, all across the country, but especially at Brophy,” she said. “I believe all kids should have access to the kind of school Brophy is, and making sure they do well once they are here.” During her time at public schools, she started a nonprofit to get students from under resourced schools into Brophy, St. Mary’s and other Catholic high schools, so when the idea of Loyola Academy came up, Principal Mr. Bob Ryan gave her a call. Ms. Krause said being at Loyola is different
from teaching at public school because she has deep relationships with not only the students, but also their parents. With the first Loyola class to graduate from Brophy coming in 2018, Ms. Krause said she expects to be very emotional when they walk across the stage. Ms. Krause also said it has been exciting to watch the scholars grow up since leaving the Academy, and develop into young men at Brophy. Even though a majority of her time is spent in
Loyola, Bonner said he thinks she still makes an impact on the Brophy students she interacts with. “Nonetheless, it is no surprise that one of the few Brophy-specific activities she is involved in, is the retreat program, specifically Kairos,” he said in an email. “It is on this wonderful retreat that she left such a profound imprint on my Brophy experience.”
»Student Profile
Pasionek’s campus involvement increases after sports injury By Michael Taszarek ’18
THE ROUNDUP
Everyone may not know him by name, but every member of the class of 2018 remembers the student who was in a wheelchair his freshman year. Justin Pasionek ’18 was in the wheelchair for about half a year while recovering from a gruesome injury. “Going into freshman year, I played football all summer,” Pasionek said reflecting on his injury. “The week before school, on our very first official practice of the season, I was doing a simple cutting drill I had done a hundred times, except this time when I planted my left foot to cut right, I broke my femur. It turned out that I had an excess of fibroma on the bone that caused it to become extremely weak.” Many juniors who played football their freshman year said they remember Pasionek getting injured, including Christian Cardenas ’18. “It was weird,” Cardenas said when asked about Justin’s injury. “I was right in front of him when it happened. I was very confused because it happened so fast I had no time to process it.” Pasionek had surgery to remove the tumor and to reset his femur.. In addition to the physical recovery, the injury was also difficult mentally for Pasionek to overcome. “I became pretty depressed after my injury,” Pasionek said. “All of my hard work was for nothing, and I knew I wasn’t going to be able to
Photo courtesy of Justin Pasionek ’18 Justin Pasionek ’18 lectors during the Father Son communion breakfast Nov. 12, 2016. Pasionek got involved in many clubs and organizations on campus after breaking his leg freshman year.
play again. It was really tough, but I learned that there wasn’t anything I could do to change it, so I just sucked it up and kept on living.” The injury opened up many new opportunities for Pasionek, as his schedule that was once full of
sports was suddenly pretty open. “I thought my schedule was going to be filled with sports, so I had a lot of free time after my injury,” Pasionek said. “Originally, I wasn’t going to run for Student Council because I’m a pretty shy
person, but Mr. Mendoza forwarded me the link and told me that I should run.” Cardenas has also noticed Pasionek’s embracing of new opportunities. Pasionek is not only respected by his fellow classmates, but also by his former teachers. Mr. Jose Mendoza ’88, a Spanish teacher, taught Pasionek his freshman year. “I had the great pleasure of teaching him during his freshman year,” Mr. Mendoza said. “Even among a great class, Justin consistently stood out as a top, exemplary student. I recall vividly how he would come to class daily with a smile and a positive attitude. Justin continues being one of Brophy’s all-around finest young men. He’s an effective leader and a superb role model for our younger students.” Pasionek has used his time to become very involved in the Brophy community. “I’m involved in Mock Trial, Key Club, Red and White, Best Buddies, NHS and the Big Brother Program,” Pasionek said. Even though he is no longer in a wheelchair, Pasionek is still very visible around campus, and friends say the work that he puts in is of great benefit to the Brophy community. “I’ve been friends with Justin since before arriving at Brophy, and he has always done the most he can for whichever community we were a part of,” Cardenas said. “Even with his injury, Justin wanted to do and has done everything he can for other people.”
Page 6 | February 2017
The Roundup
»Summit on Human Dignity
Annual Summit to focus on democracy, faith By Alex Kirshner ’18
THE ROUNDUP
Every year the Office of Faith and Justice engages students for two weeks on a specific topic with the intention of addressing human rights issues that are prevalent both in America and throughout the world. This year’s Summit on Human Dignity is entitled “We, the People: Inclusive and Faithful Citizenship in Modern Democracy,” and it intends to focus on democracy and how Catholics and people of other faiths can use democracy as a form of government, according to the Summit’s mission statement. This year’s Summit will run from Feb. 27 to March 10. Mr. Paul Fisko, who is the in charge of the Summit, said that it is not just about this election cycle, although it will be covered.
“It’s the Summit on Human Dignity,” Mr. Fisko said. “It’s not the Summit on whether you’re red or blue.” Mr. Fisko said that the Summit will cover many aspects of democracy, including the Catholic perspective on democracy and how faith plays a role in the way people vote. “The Catholic faith says that there are certain things that you can’t be too wishy-washy on,” he said. “So, listening to each other, but also being faithful to the things that really matter.” Mr. Fisko said that the adult planning committee has met three times during the fall semester to write the Summit mission statement and decide what issues they want to focus on. Ms. Kelly Guffey, who has been involved with the Summit since its inception, says that she became involved with the Summit because it is one of the best things that the school does. “It’s very much like a college campus,” she said. “I think it’s a great way to enhance critical
“It’s a Summit on Human Dignity. It’s not a Summit on whether you’re red or blue. The Catholic faith says that there are things that you can’t be to wishy-washy on.” — Mr. Paul Fisko
thinking and discussion amongst students in a topic that they don’t get to discuss every day.” Ms. Susan Maynard, who has also served on the Summit committee since its inception, echoed Ms. Guffey’s statement.
“I really think it’s one of the best things Brophy does,” she said. “It feels like an offering on a college campus where you have this intense examination of a critical issue that affects human dignity.” Ms. Guffey is an AP Government and Economics teacher, but she says that she would rather not lead a workshop. “I usually try to find other voices in the community to do that,” she said. “Students have teachers and clubs and those things are great, but I want to try to get people who do this for a living.” The topic of the Summit, We the People, was chosen before the election, according to Ms. Maynard. “There was some concern that people may be burned out on talking about it, but I think that it’s more important than ever to keep the conversation going.”
Summit keynote speakers to cover religion, media, politics By Juan Carlos Ramirez ’18
THE ROUNDUP CNN political reporter Eugene Scott, the Rev. Jim McDermott, S.J. from Loyola Marymount University, Arizona Gov. Doug Ducey, and Phoenix Mayor Greg Stanton are slated to be at this year’s Summit on Human Dignity keynote speakers. This year’s Summit is titled “We the People” and will focus on our call to respect the human dignity of each person especially as it pertains to democracy. A document provided by Assistant Principal for Ministry Mr. Paul Fisko said that the Summit will present four main questions to the Brophy community. First, “How did our political system get to this point of fracture with such
distrust of government and deeply polarized and polarizing discourse in politics?” Second, “How are the current powers of influence and processes of government essentially leaving citizens out of their own democracy?” Third, “Why are life, liberty, and the pursuit of happiness still so hindered by issues of race, religion, family, and globalization?” Finally, “What would responsible, inclusive, faithful citizenship look like in our modern democracy?” The first speaker will be the Fr. McDermott. Mr. Fisko said that his purpose is to present a religious way of looking at elections. “Where is it that people are missing the mark in our society right now to allow people to have civil dialogue and live freely?” he said. “Why is it that we
still have a problem with such a simple idea: accept everyone?” Mr. Fisko also said that the second thing the Jesuit will do is give us some perspective on why the Catholic Church’s approach presents a middle ground opposed to a radical idea. “Does the Catholic Church’s teachings on being involved in policy represent one or the other? No. It’s somewhere in the middle and how that can help us,” Mr. Fisko said. CNN political reporter Eugene Scott was a national figure in the coverage of the 2016 presidential election. Mr. Ryan Hubbell said that Mr. Scott is one of his personal friends and that he had worked many years at The Arizona Republic reporting on the downtown community, criminal justice reform and issues surrounding race. “He now got promoted and is
working for CNN,” Mr. Hubbell said. “He co-hosts their program Early Start on CNN in the morning. He also covered the Trump campaign from start to finish, so the first day he worked at CNN was the day Trump announced his running for president. He’s seen the election from the beginning up until now, and he’s going to continue to cover it.” Mr. Hubbell also said that Mr. Scott checks many boxes that qualifies him as a relevant speaker for the student body. “He’s also a deep man of faith too,” Mr. Hubbell said. “I think being an African-American male covering this election, given that he’s covering on a national level and that he is a person of faith, he kind of checks a lot of different boxes that makes his perspective really relevant to you guys.” Mr. Fisko said that Mr. Scott will be
second speaker, and he will dive deep into the media and how it influences human beings when it comes to elections. “Everything from news reporting to false news reporting to the power of Twitter … things like that,” Mr. Fisko said. “If all you do is go to one news source, does that do you a disservice to only go to one news service or only hear certain opinion papers?” Mr. Fisko said that Mayor Stanton and Gov. Ducey are slated to offer insight in a panel format on how to be a person of faith and still operate as a person who serves the people. “Hopefully they offer stories of personal struggles,” Mr. Fisko said. “How have I really wrestled with my faith when it comes to what I want to do?”
»Teacher Profile
Birgenheir flips classroom to benefit students By Manuel Mata-Flores ’19
THE ROUNDUP
Walking into Mr. Philip Birgenheir’s math class someone might think students just doing homework rather than listening to a lecture is backwards. They are correct. Mr. Birgenheir teaches Algebra 2. In his three years on campus he has been involved in some clubs like the anime club, the competitive gaming club, and the Magic: The Gathering club. He has taught in other places before coming here to Brophy. “I taught at a middle school in Glendale for two years where I taught math and science, and I taught for two years in a
high school in Vienna, Austria where I taught English for a second language,” Mr. Birgenheir said. When asked about the flipped classroom Mr. Birgenheir said he likes the format. “I do consider my class to be a flipped classroom and I like it that way because it gives a lot of flexibility to me and my students,” he said. Jair Garcia ’19 said that he likes being in Mr. Birgenheir’s math class. “It’s an exciting class, you never know what is going to happen, and Mr. Birgenheir is very fun. He keeps us active in class, and gives us funny videos.” “He is unique with his teaching methods, and I like how he teaches,” Garcia said. “He gives us problems to make sure we get the concept of the
chapter and he is always there to help.” When asked about the flipped classroom Garcia said he really likes the style of the teaching method. “I in a way like it because I actually do stuff at home, and it gives me a lot of space to do my homework and if I don’t get the concept I always rewatch it.” Edwin Muñoz ’19 said he likes the way Mr. Birgenheir teaches. “I like my math class because we have a cool teacher” Muñoz said. “ I really like how he teaches because he puts on funny videos and is very dedicated to teaching us the subject” Muñoz said that his favorite part about being in Mr. Birgenheir class is how he gives the class the opportunity to work on our individual work during class time.
Photo by Manny Mata-Flores ’19 Mr. Philip Birgenheir looks over a student’s work before class starts Jan. 12. Mr. Birgenheir runs a flipped classroom where students work on homework in class and do most of the learning outside of class.
Opinions The Roundup | February 2017 »Learning by Design
Photo Illustration by Bryce Owen ’17 Mr. Phillp Birgenheir is one of several teachers on campus who utillizes the flipped classroom method.
Today's Classes: Can We Flip Them? Flipped classroom allows for selfpaced cirrculum, innovation
Traditional style effective, allows for in-person teaching, interaction
The flipped classroom is an innovative many students to be able to learn way of teaching that allows for students the material at their own set pace, to learn at their own pace. not leaving those behind who need A flipped classroom is a way that to take more time to learn about a some teachers are beginning to adapt specific lesson. so that they can watch videos on notes The argument against this could and lectures during the night and do be that the students prefer learning homework in class where they can ask about the lesson from the teacher questions. during the period then doing By Edwin Perez ’18 In a math class the teacher will work at home because it THE ROUNDUP give the video as homework and is easier for them to learn the student takes notes on the the lesson while someone "Flipped things that are important. teaches it in person. classroom has The day after the teacher goes over When time comes to test, the seen class average student who may be slower at the lesson then checks if anyone has a grades as a whole learning the material might not question. go up.” - Mr. Otherwise time is spent doing be able to do as well because Patrick Kolb problems to make sure the student they had to learn it quickly in grasps the idea. class and could not understand While doing the problem the student it. can then ask any specific question of how to Mr. Patrick Kolb is a geometry solve that question. teacher and teaches in the style of Doing homework at home at times can be flipped classroom. hard because you may have grasped the lesson “Flipped classroom has seen class average grades in class but did not quite get how to do it for a as a whole go up,” Mr. Kolb said. specific problem. Jarrett Davis ’18 was in Mr. Kolb's geometry A flipped classroom allows for students to do class last year and spent the year going through the math questions in class so if they need to ask a flipped classroom. question the teacher is there. “This type of teaching makes it easier for me to It has been a way of teaching that has allowed for learn and it showed with my grade,“ Davis said.
If it isn't broken then don't fix it, listening to a teacher explain the and that is exactly why we should go subject in person. back to a normal classroom setting. This is turn causes many students to In a USA Today article by Emily be confused and ask their teacher in Atteberry, she says, “during a study class to re-explain the concept from between flipped and non-flipped the videos. classrooms in the majority of the Because of a flipped classroom being measured categories, there was in a set schedule, it is hard to spend no demonstrable difference more than one day on a difficult By Josh Spano ’18 between the two class types.” subject. THE ROUNDUP If there is no considerable So when the test comes back difference between the two around many students get low then we should go back to the old way of teaching. scores because they feel like they were rushed A flipped classroom gives students time to do and did not have enough time to understand the homework and projects in class with the teacher’s subject. assistance, and they spend time at home watching This may even make some students feel like they videos or reading lesson material. are more of their own teacher even though they This is a style that is used in some classrooms have an actual teacher at their disposal. across campus, math especially. This can also discourage students and maybe While doing homework in class is nice, many even cause some students to have resentment students still haphazardly watch the YouTube toward a flipped classroom. videos and do not take the time to understand the There is a solution: Go back to the old way of concept. teaching math. In regular classrooms teachers have more time After all, it has been working for hundreds of to spend on the topic and are also able to answer years and provides flexibility for both the students many more questions from their students. and the teacher. I pay more attention when someone is talking Students want to learn and the best way of to me in person, and this is the same with many learning is to go back to the old way and have students. teachers teach in class and to do homework at When watching videos it is harder to study home. because there are many more distractions than
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Opinions
Page 8 | February 2017
The Roundup
»Staff Editorial
Taking advantage of broad curriculum necessary to later success The Issue: Students define themselves as “math and science” or “arts” kids in their early high school years, and begin to shift their schedules to meet these definitions Our Stance: Taking a variety of classes across all disciplines builds skills for real-world success. Brophy offers a wonderfully diverse curriculum, but it’s up to students to take advantage of the courses offered and faculty who teach these classes. According to the school website, there are 143 courses divided into 10 subject areas. This does not include the 43 courses students can take at Xavier. The Business and Industry department
has three courses, the English department 17, the Mathematics department 18, the Science department 18, the Religious Studies department 13, the Social Studies department 11, the World Languages department 19, the Physical Education department eight, the Fine Arts department 39 and the technology department five. This is not to suggest that an education is incomplete without all of these courses. Instead, by looking at these numbers, it becomes clear that there are courses within each discipline that any particular student will find interesting. No longer should students brand themselves as “math and science” kids or “arts and theater” kids. In today’s world, both a strong base in the humanities and an awareness of the sciences are
important to success. It is nearly impossible to succeed with knowledge in only one of these disciplines. For example, a student with a superior understanding of science needs to be comfortable with English in order to be able to communicate his ideas and discoveries with the outside world. In the same vein, a student who excels in English and writing needs a strong understanding of technology in order to make his work widely available. These basic examples illustrate a larger point: A huge understanding in any one of the 10 subject areas mentioned above does not compensate for a gap in understanding in another. In more relatable terms, this means a student who takes six science classes at the expense of adding one extra arts
credit does himself a disservice more often than not. Of course, taking extra classes within a discipline one is interested in is important. However, once those classes begin to dominate one’s schedule, students need to take a step back and make sure they are getting a diverse education. With Brophy’s great diversity in classes, this shouldn’t be difficult. Within the English department, students can learn about topics ranging from Ernest Hemingway to Shakespeare to designing a yearbook. The social studies department runs the gamut from sociology to psychology and comparative government. Science students can study everything from anatomy and physiology to engineering. Students should look at the school
course descriptions and put more thought into choosing their schedules. This would allow students to find classes they are interested in across all disciplines. The diversity and breadth of knowledge Brophy curriculum offers is key to being successful in the modern world. Students only have to continue taking advantage of it to make the most of their high school experiences. By Anthony Cardellini '17 & Andrew Howard '17 Staff editorials represent the view of The Roundup. Share your thoughts by e-mailing roundup@brophybroncos.org or leave comments online at roundup.brophybroncos. org.
MyBrophy closing after finals is both a blessing and curse be rounded up a grade That’s beyond level or not. frustrating, but it’s With gradebooks also game-changing MyBrophy Shutdown Policy Change shut down, students in a strange way. It » MyBrophy closes over the entire break will not know their means that there is and also during the first week of second grades, and, as a result, nothing I can do to see semester. students cannot ask to my grades; in other » Not having access to the gradebook does be rounded up. words, no matter have some good aspects. Closing MyBrophy what, I can’t do » Because teachers submit their final over the break also anything to discover grades on the Monday we return from allows everyone, both what my final results school; we should be able to have access to our grades sooner. students and teachers, are, despite any effort to have an actual break that I could put in. without having to be That is a definitive concerned over final grades. Being shut out of the and resolute way to force me to tune out and forget system is a nice excuse to ignore academia for two about finals until I get back to school. weeks and just relax, as there’s no reason to be I know I would be constantly checking and concerned about when a teacher will input a final. stressing about when all my final grades would For me, I tend to easily get obsessed with my be inputted and what those grades were, so, in a grades, so not being able to access them at all times, strange way, I guess the fact that the grade book especially when the final scores are getting tallied closes is kind of liberating. up, is really frustrating. When it comes to whether or not Brophy should Throughout a semester, I pour all my effort, from open the gradebook over the break, I understand 7 a.m. in the morning to 3 p.m. in the afternoon, both student and teacher perspectives on the issue, into this one activity that boils down into a series and I feel like there’s no obvious answer that would of letters. make all students and teachers happy. And, at the moment when all the effort either However, I think the current policy can be pays off or doesn’t, I’m locked out of the system. reformed.
At a Glance
By Hayden Welty '19
THE ROUNDUP From a student perspective, it can easily seem like there is no reason why viewing grades in MyBrophy should be closed down over the winter break. But if you look deeper, there is a good reason why the policy is what it is. For example, if a student has an 89.4 percent, then that is technically a B+. However, some teachers, if they feel the student worked hard that semester, would round it up to a 90 percent, or an A-. As such, teachers are often bombarded with emails from students looking to raise their grade. This can present a problem because not only do teachers want to enjoy their break like the rest of us, but some teachers also like to use the break as a time to reflect on whether a student deserves to
Currently, grades continue to stay closed past the break and throughout the entire first week of the second semester. This is primarily because after the final grades are submitted by teachers the first morning of the semester at 8:00 a.m., the registrar needs to work on making sure that all of the information is correct on GPAs, transcripts and report cards. I see no reason why the school cannot release the grades when we get back. Obviously, someone needs to go through all the official school documents listing the grades to validate everything, but I still think that the actual grades themselves should be released to the student body on the day we get back. I see no reason why the unofficial final grades shouldn’t be released on that Tuesday; they wouldn’t be rounded up at this point, and by then, teachers are back to school and have a responsibility to answer emails or student questions in person. To me, this is what is wrong about MyBrophy closing down over break: Not only is it off limits during break, but it is also blocked when we get back too. I would propose that the unofficial grades— not on any sort of report card or transcript— get released to all students the day after teachers submit all final grades.
Curriculum should shift toward project-based learning, class setting Although the traditional teaching style has been a class and only hinder themselves to watch the clock of using its core material and applying it to realistic norm in the classroom for at least decades, it should until the next period rolls along. problem like taxes, mortgages, loans and stocks. definitely progress into a more realistic Technology within the classroom Project-based learning engages the class and and preparative phase to better prepare has provided a great break from allows teachers to dig deeper into subjects being students for the real world. textbooks, but it still taught in class. Project-based is the When I observe some of the professions has more potential A teacher has two perspectives out in the world today whether it’s for incorporation process that students that they have to take into construction, project management or of project-based work for an extended account for the benefit of the period of time something in the technological field, learning. student. and respond to an teamwork is an essential virtue in these The old style of The first and most obvious one work spaces. teaching which should engaging, complex and is the clarity of the information According to article from be lessened presented to the student: authentic problem. Getting Smart, everything is is the cycle If the content of the subject By Juan Carlos becoming more project-based. of learning a isn’t being understood, the Ramirez '18 “Projects are how leading certain topic student has no way to achieve THE ROUNDup organizations develop new in a subject mastery of that particular products, bring things to market, approach and then taking an exam without subject. customers in different ways, and reduce costs,” putting it into practice. The second is the creativity in the classroom to said Chris Gagnon, who oversees McKinsey’s Project-based is the process that students work exercise the material. organizational health research. for an extended period of time and respond to an According to Buck Institute for Education, The archaic style of teaching of a teacher lecturing engaging, complex and authentic problem. project-based learning has been successful in areas from the front of a room causes students to jade in For example, math teachers have the opportunity such as engaging students more, building success
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skills for college, life and career, making teaching more enjoyable and creating a connection to the real world. Although this seems very promising, there should be a good balance between this style of teaching and the traditional style of teaching. Total domination of project-based learning could result in the loss of learning a breadth material. A free-minded student would feel liberated with pure project-based learning; however they could also lose direction and ultimately the essence of education without guidance and balance. Education should be a mixture of enjoyment and concentration. When you begin to have one element more than needed, the final product will suffer and ultimately wasted. Project-based learning is a necessary implementation to the mixture of curriculum so it can create a well-balanced environment in the classroom.
The Roundup
Opinions
February 2017
| Page 9
Photo by Bryce Owen ’17 Teachers have put up safe space signs, like this one in front of Ms. Jessie Mason’s class, in the last half of the first semester.
'Safe Space' signs spread, sparking controversy Safe Spaces offer comfort, support
After the recent election cycle environment was clean and and many current events such as the respectful of everyone. Black Lives Matter protests, tempers The problem is that society has flared over a variety of political and created a dangerous place for many social conflicts. people to state their opinion openly. This has created a volatile Unfortunately, many students get environment for many students on attacked when they openly support and off campus. a view that is different from the These hard times opened majority around them. By Chris Agnone '18 the door for the recent While we would all like phenomenon around Brophy, to consider the entirety of The Roundup the “Safe Space” signs. Brophy’s campus as a safe These signs can be seen outside many space, think about the insults and derogatory classrooms and offices. words you have heard here. The reason the signs were put up is to recognize As much as we want to have a campus where that, in those rooms, all opinions and views can safe space signs aren’t needed, we aren’t there be talked about without fear of criticism or attack yet. from another party, no matter what is being said. These safe spaces are also for a peaceful place Safe space designations have been around for where students can step out of the storm of life years but heated rhetoric in the last two years has and get a break. brought them to light again. This is very important for the mental stability This is creating clean discussion on both sides of everyone, especially those who struggle to get of many social issues, which is important for the support they need from the rest of the school community, unity and respect. or at home. “Safe spaces” are refuges for like-minded people, The students who do not support the safe where they don't have to explain or defend their spaces signs do not seem to understand them. political beliefs or practices, as stated in an article They are not for people to hide behind or flee to. by CNN in August of 2016. They are there for open, clean and nonaggressive High school students are usually in the process conversations. Everyone is welcome: Democrat, of forming their own personal beliefs and Republican, white, black, latino and everything political views. in between. Safe spaces offer a place where the aggressive The safe spaces are a beautiful thing that give influence of others in deterred and allows for respect and support to the most vulnerable in clear thinking and a peaceful environment. our community in these trying times. Some students feel like the safe spaces signs are America can only move forward in these useless and that people need to be able to share conflicting times by allowing for clear, clean their opinion in any environment. conversation on modern issues and figures. This would be a valid argument if that
Safe Spaces often misused, abused
Throughout the country, schools Now many people do not have been putting up “safe spaces” in use safe spaces in this manner. order to make students feel safe from Kudos to those who use a formal outside criticism and judgement of declaration that a space is safe societal issues. as a way to protect others from Declarations of safe spaces isn’t abuse and humiliation. a new thing, but the election has But, when it comes specifically created a renewed prominence. to politics, it becomes a problem This could be harmful for the when people abuse them to not By Sam Romero '17 growth and education of students listen to opposing viewpoints The Roundup by making them unable to deal and challenge their own beliefs. with the real world and opposing This in turn can make people viewpoints. closed minded and only hear I worry students The idea of safe spaces is a great part of a political controversy. and others are using concept, where kids do not have to designated safe spaces But having a safe space that is hide who they are and worry about to a point that abuses not politically based would be a the judgement of others. good thing. the original point of But especially when it comes to I admit that I use my bedroom them. politics, safe spaces can also be as a safe space, where I can be seen as babying the future leaders alone and feel safe. Everyone of America. They will not get far needs that from time to time. in life when they cannot work with What I do not use it for is to people who do not agree with them block out opposing ideals that go politically. against what I believe in. The main problem with safe spaces is that it does Safe spaces can be a great thing, and I do think not let the individual and their beliefs be challenged everyone has a designated space they can escape the by an opposing side of the argument. pressures of the real world. This leads to people truly not seeing the other side But I worry students and others are using of a controversial subject matter and not coming designated safe spaces to a point that abuses the together to find a middle ground. original point of them. That’s what we should be encouraging; to have They are using them to restrict the freedom of people be challenged and to have them grow as a speech by silencing those who they do not agree person. with. I have had so many of my beliefs challenged We all need to bring ourselves out of our personal and changed by having debates with others that bubble and let what we stand for be challenged by disagreed with me. And none of that could have others in order to grow. happened if I was in a safe space with only people who agree with me.
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Opinions
Page 10 | February 2017
140Characters
Musings on matters of the day
Will 2017 be better than 2016? —Matt Zacher '18: Donald Trump. —Hayden Welty '19: If the Pittsburgh Steelers don’t win, then yes. —Andrew Howard '17: Who said 2016 was a bad year? —Manuel Mata Flores '19: There hasn't been a gorilla death so far, so yeah it should be good. Will Chelsea win the Premier League? — Hayden Welty '19: Obviously. —Cameron Andl '19: Hmm, I wonder who wrote this question? (*cough cough, Hayden*) — Ibukun Oluyi '17: Conte is the savior we need but don't deserve. — Jack Cahill '17: This is America, soccer is pointless. ―Anthony Cardellini '17: No chance. Hazard will fall out of form while Tottenham's adoption of the 3-4-3 will get them the title. Who will win best picture at the Oscars? — Hayden Welty '19: La La La La La La La, I don’t know. — Graham Armknecht '18: It should be “La La Land.” However, there will probably
Question
“I think it will be a great place where I can spend time with friends in my final months at Brophy.” Amit Syal '17
of the Month
The Roundup
be an upset. — Jack Davis '19: I would say “Zoolander 2.” Phenomenal storytelling and a gripping plot. —Spencer Inglett '19: "Rogue One," obviously. What is your favorite Star Wars film? —Jack Cahill '17: "The Phantom Menace," because pod racing. —Camden Andl '19: The one with Spock. —Sam Romero '17: "A New Hope." —Anthony Cardellini '17: The only one I've seen is the one we watched in Middlemist. How would you describe the state of democracy? —Matt Zacher '18: American democracy is functioning smoothly. The nature of a democracy is that its results do not determine its efficacy. — Collin McShane '19: It’s perfect, comrade. —Andrew Howard '17: As long as we maintain freedom of speech, democracy will run smoothly.
“I think that as a result of “Since I'm on the crew this new space to work out team, this new gym will give in, the school will become me and the team a new more active.” space to practice and work Nick Popolizio '18 out." Alex Edwin '19
“I think that the new gym is a really great place to be active. You can tell when you're in there that the wait was worth it.” Kenneth Roe '20
By Cooper Parson '20
THE ROUNDUP
How do you think the new gym will affect you?
What do you think? Let us know Letters to the Editor and Online Commenting Policies The Roundup provides an open forum for public comments, criticism and debate. Submit letters to the editor to roundup@brophybroncos.org or to Mr. Mulloy in room E331. Letters must not exceed 300 words and must include your full name and a phone number or E-mail address. All letters will be verified with the author before printed. The Roundup reserves the right to edit letters for grammar, style, context and inappropriate content. Letters will be printed as space allows. The Roundup values your opinion, and in keeping with our mission “to encourage and foster discussion amongst our community,” we welcome you to comment on current issues and our content online. Comments containing obscene, suggestive, vulgar, profane (including implied profanity), threatening, disrespectful, or defamatory language will not be published. Attacks on groups or individuals based on race, gender, sexual orientation, or creed will be rejected. All comments are reviewed by The Roundup editors and/or adviser prior to approval. The Roundup reserves the right to track IP addresses of persons posting comments. The Roundup reserves the right to edit comments based on inappropriate content, style, grammar and context. The views expressed in comments are solely the authors’ and do not reflect the views of The Roundup or Brophy College Preparatory.
The Roundup
Februrary: Bryce Owen '17
The Roundup Staff Member of the Month
“ ... We strive to be fair and balanced, yet not afraid to report the truth even when it is unpopular to do so. Our goal is not only to report information, but also to encourage and foster discussion amongst our community.” — From The Roundup Mission Statement
Sound appealing? If so, The Roundup is looking for you. If you are a writer, photographer or graphic designer and are interested in making an impact in the information the Brophy community reads, talk to Mr. Mulloy ‘99 in E331 about joining The Roundup.
Sports The Roundup | February 2017 »Learning
by Design
JUGGLING
CLASS & SPORTS
Illustration by Bryce Owen ’17 Junior and senior athletes often face difficulty when preparing for ACT and SAT tests due to a lack of time from athletic activity.
SAT-ACT presents rigorous element to athletes’ schedule By Juan Carlos Ramirez ’18
S
THE ROUNDUP
tudent athletes, mainly juniors and seniors, who participate in winter, fall or club sports are presented with the difficulty of preparing themselves for the ACT or SAT while also practicing and competing on the field or court. Ian Burke ’18 said that time management is definitely an issue, but he uses outside sources to help him. “It is hard to keep everything organized, but I took a PSAT prep course and currently taking a ACT prep course with Pimentel,” Burke, who
Online
This month
roundup.brophyprep.org
plays varsity basketball, said. “It’s hard to get everything in, but it’s doable.” Burke said that the best advice given to him was that he needed to prepare academically before basketball season. “Really prepare well before the season starts, because inevitably your grades are probably are going to drop as much as you don’t want that to happen,” Burke said. “You just can’t be on top of everything at the same time,” he said. Head varsity basketball coach and Social Studies Department Chair Mr. Matthew Hooten said that he believes in the philosophy that academics come first. “We always tell our students that they
Basketball game recaps and photos
“Really prepare well
before the season starts, because inevitably your grades are going to drop as much as you don’t want that to happen.” — Ian Burke ’18
are scholars first and athletes second,” Hooten said. “It’s really important to
me that they are taking care of their academic responsibilities and ultimately they are challenging themselves as students. In reality, they are going to be students for the rest of their lives, and they are building those habits right now through that process.” In the case of a student being academically ineligible, Mr. Hooten said that there are so many people who are a stakeholder in a student’s experience at Brophy and that a student should be able to recover with the help of these people. Head baseball coach and college counselor Mr. Tom Succow said that a student athlete can be recruited to play their respective sport collegiately, but
» Best of The Roundup’s sports photos » ‘Wrestling team makes up for lost leadership, grabs
out-of-state wins’ » Athlete profiles » Baseball, lacrosse, track and field previews
they must also excel academically and be involved in the community. “I had a conversation with a university recruiter of a highly selective university who called about a student athlete here at Brophy,” Mr. Succow said. “One of the most important factors that they mention is that the student must be admitted by the admissions department at Stanford. It isn’t just because that student has this ability to play this sport that he will be recruited by Stanford. He needs to fulfill all the requirements that an admission committee, like at Stanford, would require to accept that player.”
The Roundup
Page 12 | February 2017
Junior de la Rocha brings direction, dedication to wrestling team
Photo by Bryce Owen ’17 Gabe de la Rocha ’18 runs sprints during practice Nov. 7. De la Rocha is a captain for the wrestling team, and he is a source of motivation for the rest of the team.
De la Rocha hopes to inspire his teammates and provide leadership as a captain By Jack Davis ’19
THE ROUNDUP Gabe de la Rocha ’18 received the most votes for captain of the 2016-17 wrestling team. The intriguing part about it—he did it as a junior. De la Rocha said that his duty as a captain is to be a source of guidance to the team. “I, as well as the other co-captains, bring
»Learning
leadership to the team,” de la Rocha said. “It's our job to make the team feel like a family, those guys are like my brothers. I'm always there to help them.” Wrestling head coach Mr. Wayne Catan said that de la Rocha is completely devoted to Brophy wrestling. “He has set high goals for himself, and he is doing everything right to ensure he achieves those goals,” Mr. Catan said. “He’s a good student, he’s the hardest worker in the wrestling room, he’s the hardest worker in the weight room.” “He carries himself well, especially on the mat and off the mat,” he added. “When we’re away or at home, he embodies everything that Brophy stands
for.” De la Rocha said that he hopes to inspire his teammates to stick with wrestling because of the values it has provided him. “It's a grueling, exhausting, sport, but in the end, it's where I found the best group of friends I could ask for,” de la Rocha said. “It taught me dedication, it has done so much for me,” he added. “I just want to share that same feeling with my team, especially the underclassmen.” De la Rocha’s teammate Jacob Robles ’19 said that his captain’s perseverance is his greatest attribute. “Gabe never quits, no matter the opponent,” Robles said.
De la Rocha said that the offseason is integral to improving as a wrestler. “Improving in wrestling is all about the offseason, that's when you really study the craft and find what works with your style,” he said. “I've participated in the offseason by wrestling both Freestyle and Greco-Roman,” he added. “Also, I've participated in camps over the summer.” Mr. Catan said that it is not easy to be picked as a captain before one’s senior season. “It’s quite rare,” he said. “However, this year we have three junior captains and that’s a testament to those three men. The other two are Luke Jacobs ’18 and Brogan Smith ’18.” “Gabe did receive the most votes, not based on his accomplishments last year but based on what he did this spring and summer,” Mr. Catan added. While wrestling plays a big part in his life right now, de la Rocha is unsure if he’ll continue it in college. “I'm not sure if I'll wrestle in college,” he said. “Only time will tell I guess.” However, de la Rocha already knows what job field he’d like to go into. “I'm definitely thinking about going into the medical or engineering field,” de la Rocha said. When he isn’t on the mat, de la Rocha enjoys being with family and friends, cooking and exercising. De la Rocha said that wrestling has helped him improve his diet. “I've learned to cook healthy food like grilled meats, quinoa and salads,” he said. “A big part of wrestling is diet. Knowing what's best for your body is key.” De la Rocha said that his faith plays a big part in his life and is a source of inspiration. “God is No. 1 for me, and after that, it's the people who keep me going,” he said. “I've learned so much from my family, teammates, coaches.” “I'm so thankful to have them, because everyday I can look back and see the progress I've made not only in wrestling, but in academics and in my personal life,” de la Rocha added. “It's all because of them. And I thank God for having them in my life.” De la Rocha said that he feels grateful to be presented with his opportunity. “I'm so thankful to have this position and especially thankful to share this position with such an amazing group,” he said.
by Design
7th period athletics gives benefits to busy students, two-sport athletes 7th period sports helps student athletes balance athletics and school By Jack Davis ’19
THE ROUNDUP The school schedule has provided a seventh period athletics class in order to help student athletes hone their craft and create a manageable workload. One seventh period athlete is Matthew Kempton ’17, a varsity basketball forward and varsity football player who said that his end-of-the-day class has helped him develop on the court and in the classroom. “Instead of getting home around 6 or
7, I’m getting home at around 5, giving me more time to get homework done or get extra work in,” he said. “Now, I have more time to get a lot of rest.” Kempton said that seventh period gives students a chance to have good time management, allowing them to be a better student and athlete. The class gives student athletes the chance to complete their scholarly requirements but also have time available to spend training. “Student athletes are all busy,” said baseball head coach Mr. Tom Succow. “It allows us in that 50 minute time, which is during the school schedule, to get some work done, and kids still can be kids.” Mr. Succow said that the period helps students gain muscle and become better athletes overall. “It helps us tremendously in terms of
training, which to me, is different than practice,” Mr. Succow said. “We’re able to do conditioning, agility work and speed enhancement along with Coach [Joe] Denk … It gives us a stepforward in terms of working on skills.” Mr. Succow pointed to Mason Kokodynski ’19 as an example of why seventh period is beneficial to dualsport athletes. “We have a sophomore, Mason Kokodynski, who has been in our seventh period baseball all year long so far,” Mr. Succow said. “He definitely is a candidate as a sophomore to make varsity. Mason is still able to go to shootarounds in basketball … He’s allowed to do both.” “He’s going to be a really good baseball player in the future, and it’s allowed him to really mature as a baseball player yet still work on his skills after the class with
“Student athletes are
all busy. It allows us in that 50 minute time, which is during the school schedule, to get some work done, and kids still can be kids.” — Mr. Tom Succow
basketball,” he added. College recruiters are very interested in kids who play more than one sport, making the opportunity to take a seventh period athletics class very enticing. Urban Meyer, the head football coach
at Ohio State University, has posted on Twitter that there’s a very small percentage of kids that they recruit and sign to play football at Ohio State that are only football players. “Most of the kids they sign are kids coming out of high school that have played more than one sport,” Mr. Succow said. “I think it’s really important that they experience some other opportunities in other sports.” Kempton said that he finds seventh period athletics to be a good end to the day. “It always gets my mind off of school or the day and whatever has happened,” Kempton said. “It’s my favorite way to end the school day.”
The Roundup
February 2017 |
Page 13
Baseball to lean on senior pitching during Succow’s final season By Jack Davis ’19
THE ROUNDUP With the graduations of Chad McClanahan ’16, JJ Hessel ’16 and more, the Broncos are without a player who has hit a homerun at the varsity level as they prepare to kick off the 2017 season Feb. 22 in the Adam Donnenfield Memorial Tournament. Head coach Mr. Tom Succow said that the team’s returning pitchers will ease the transition. “We have some seniors coming back who threw a number of innings last year,” Mr. Succow said. “Frank Allman ’17 was our best pitcher recordwise last year and did a great job as our No. 2 starter.” Mr. Succow also said that Wyatt Maus ’17, Jake Vice ’17 and Brett Taylor ’17 will contribute on the mound. Taylor said he agreed with his coach’s sentiment that pitching was the team’s forté. “This year we’ll only have five seniors, four of whom can pitch, so that definitely will be a strong suit with three of them being starters,” Taylor said. “We have a lot of good, young arms coming up too.” Despite the mature pitching staff, the roster is far from being set. “We only have eight returning players from last year,” Mr. Succow said. “There will be some sophomores, more than likely, on the team this season and once we get some experience, we’ll start to grow.” “We have a lot of work to do between now and then, I expect us to compete really well,” he added. Taylor said that one area the team will focus on improving over the course of the season is batting. “An area to build on would definitely be our hitting,” he said. “I feel like with tryouts coming up, the hitters become a lot better, starting to see live pitching through our live scrimmages.” Experience will play a key part for Brophy this season, with five returning seniors ascending from reserve roles into the starting lineup. “I’m looking for all of those seniors to take the leadership role,” Mr. Succow said. Taylor said that the team doesn’t have a lot of star power but is capable of winning a lot of games if they play as a unit. “We don’t really have any standout players,” he said. “If we all do our jobs and play together, we have a good shot of being really good this year.”
Photo by Hunter Franklin ’19 Baseball player Tommy Trudeau ’18 pitched against North Canyon Friday, Feb. 26, 2016.
Four of the five returning seniors will operate from the mound, with the only exception being catcher Max Fees ’17. Mr. Succow said that Fees was a source of motivation for the team last season. “Fees was a tremendous leader in the dugout for us,” he said. “I expect him to be that leader again.” Mr. Succow pointed to three returning juniors to make their mark on the team during this upcoming season. One junior he said he expects to produce is Lucas Grennan ’18. Grennan, who because of an injury to Jake Lieberman ’16 during the
team’s 2016 season opener, started predominantly the rest of the season at second base. “He got better and better each game last year,” Mr. Succow said of Grennan. Mr. Succow said that Nick Tiedemann ’18 has the potential to be an impactful player as he begins his junior season. “I’m looking for Nick Tiedemann, who didn’t get a lot of playing time last year, to be a big-time breakout player this season,” he said. Mr. Succow also pointed to Tommy Trudeau ’18 as a candidate to perform well. “I’m looking for Tommy Trudeau to step it up,
he’ll play first base when he isn’t pitching,” he said. After 700 plus wins and 40 years at Brophy, head coach Mr. Succow is stepping down and will retire at the end of the season. Taylor said that the team will be working hard to make sure Mr. Succow goes out on top. “By doing our jobs and playing well, we’ll have a really good shot of going far in the playoffs and making it a good one to remember for him,” Taylor said.
Highly recruited sophomore baseball player seeks to fit with varsity By Juan Carlos Ramirez ’18
THE ROUNDUP Sophomore baseball player Will Worthington ’19 currently has a Grand Canyon University offer, an unofficial visit planned to Vanderbilt and is pursuing the varsity team. Worthington said that the varsity team has been working hard and really gelling together. He also said he is hoping to find a spot in that group. Apart from his current GCU offer, head varsity coach and college counselor Mr. Tom Succow said that he has been contacted by Arizona, Arizona State, Stanford, Vanderbilt and Louisiana State University asking about Worthington.
Mr. Succow said that anytime he steps onto the he has no doubt that field, even in our seventh Worthington will play hour baseball class, he Will Worthington ’19 collegiate ball. does not waste one » Scholarship offer from Grand Canyon University “Will is going to be an second,” Mr. Succow » Unofficial visit to Vanderbilt University outstanding player,” Mr. said. “He tries to get » Contacted by Arizona, Arizona State, Stanford, Succow said, who plans to better every minute that Vanderbilt and Louisiana State retire after this school year. we are on that field.” » Made the varsity team as a shortstop “Being only a sophomore, Grennan said he is going to spend three that he would advise “He is going to be a big time part years on varsity and his junior-senior for us,” Grennan said. “ We are going Worthington to trust in himself. year with a new head coach … Will to really need him to play up to his “I would tell him to play loose,” Worthington will go on to play expectations this year.” Grennan said. “Last year I really college baseball. Whether he is able to Mr. Succow said that the element struggled just because I was all up in my go on beyond that is yet to be seen.” that makes Worthington very pleasing head worried if I was going to make a Lucas Grennan ’18 said that is that he doesn’t waste his time. mistake. I would tell him to trust in his Worthington is a great player and will “What I like best about him is that abilities because he is a great player.” be needed this season. Worthington said that his passion
At a Glance
for baseball began when he was small and played T-ball. He also said that the one person who really influenced his baseball career was his brother. “My brother, who played baseball, really influenced me,” Worthington said. “He influenced me to stay on the right path and work hard.” Worthington said that baseball is so sacred to his family that they have a tradition to invite relatives to watch the World Series at his house. Mr. Succow said the one piece of advice he would give Worthington is to commit himself to get better everyday.
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The Roundup
Page 14 | February 2017 »Learning
by Design
Sports medicine curriculum helps athletes diagnose injuries By Jack Davis ’19
THE ROUNDUP Mr. Chris White has been a part of the Brophy community for three decades. Throughout his time at Brophy as an athletic trainer, he has transitioned into a teaching role after his time instructing a health class and developing a unique sports medicine and anatomy curriculum. “I’ve always had an interest in teaching,” Mr. White said. “But really my passion was athletic training. I went to graduate school at the University of Arizona for athletic training … and then got a job at Brophy.” Mr. White said that he originally started teaching Health, and then later began to propose his own classes like Sports Medicine and Anatomy. Junior-varsity basketball player Dalton Hogan ’19 said that Mr. White is devoted to his job and his teaching method is effective. “I think he’s a great teacher,” Hogan added. “He has a sense of humor, he breaks it down to the point where it’s not so like, ‘Woah, this is all over my head.’ He organizes each unit really well according to all of the different levels. I think he’s a great guy.” Hogan takes Mr. White’s sixthperiod Sports Medicine class. Hogan said one reason why he took the class is that he wants to go into a medical profession. “I’ve always been interested in the body and athletics,” Hogan said. “I thought, two things I like: sports and medicine, it was tailor-made for me.” Hogan said that he enjoys the handson classroom experience. “I like the hands-on activities,” Hogan said. “We do a lot of hands on things whether it’s palpitations where he tells you to go a certain structure and you go to it. We get to learn how to use the Bod Pod, we get to administer the swaybalance test to all of the winter-sport athletes. A lot of the hands-on activities, it’s good to know it but then also to practice it.”
Photo by Andrew Brown ’18 Mr. Chris White teaches his sixth period sports medicine class Jan. 17 about bone structure in the foot.
“I had students coming in after school, and then I thought, to really make this work, I wanted to give them more knowledge and more skills.”
— Mr. Chris White
Mr. White agreed about the large amount of hands-on learning and said that the students learn primarily musculoskeletal anatomy with a list of competencies and skills that they need to check off. Mr. White realized the necessity of a sports medicine class after several students displayed interest. “I started here in 1986, even then I had a couple students to help me then,” he said. “I had students coming in after school, and then I thought, to really make this work, I wanted to give them more knowledge and more skills.” Mr. White has been teaching Sports Medicine for 25 years. He originally taught one class per semester, but now he teaches two which are periods six and seven.
Along with Sports Medicine, Mr. White also teaches an Honors Anatomy and Physiology class. “I took it because I was done with all of my science credits and it’s an elective class,” said runner Quinten Argiropoulos ’19. “I was interested in learning more about the body and diving deeper into its functions and how it works.” “The class is more of a lecture class,” Argiropoulos added. “Although we often do watch videos to help us understand topics and there’s often labs. We’re dissecting a brain later this week.” Argiropoulos said that White’s experience helps him teach Honors Anatomy and Physiology. “It has lived up to my expectations,” he said. “I’ve already been able to develop
a more thorough understanding of the body on a small scale as well as a large scale.” Mr.White said that he enjoys teaching Anatomy, primarily assessment. “I really love teaching anatomy,” he said. “The anatomy component to me is always fun. I think everyone should know about his or her body and how it works and how to prevent problems and injuries … I like teaching people how to evaluate injuries so they can determine what’s going on. I love every phase of it, but if I would say if I were to narrow it down I enjoy the anatomy and assessment part. I like teaching young people.” Mr. White said that the two classes are different. “Sports Medicine is a one-semester P.E. elective class,” Mr. White said. “I have freshman through seniors, four different levels .... It’s really focused on musculoskeletal problems and issues.” “Anatomy is a year-long science elective where we hit every system in
the human body,” he added. “It’s much more in-depth in terms of anatomy and it covers a lot more than just musculoskeletal. We do every system, all of the organs, tissues, structures, how they work and how they function. It’s a lot deeper and broader of a subject.” Hogan said that Sports Medicine has helped him diagnose, prevent and treat injuries. “Being an athlete myself, it helps me realize what my injuries are and how I can prevent certain things from happening,” Hogan said. “My friends will say, ‘something is hurting over here.’ I can anatomically break it down using anatomical language that medical professionals use and it’s taught me a lot.” Hogan said that people should take Sports Medicine regardless of whether they are involved in athletics or not. “You don’t even have to be an athlete to take this,” he said. “All people should know how their body works, how it moves. We all have a body.” Argiropoulos seconded Hogan’s notion that athletic classes help with playing and watching sports. “It has helped me by knowing proper methods to not go too hard and methods that better strengthen your muscles and keeping different muscle strength in your body,” he said. “It helps you run better and not injure yourself.” “Honestly, it helps me understand football injuries more and stuff,” he added. “Whenever someone tears something, I actually know where it’s located.” Hogan said that in order to attract more interest to sports medicine as a whole, it should be credited as a lab science rather than a semester of a P.E. credit. “It’s a course that should definitely be credited as a lab science,” Hogan said. “I think that if it was credited as a lab science, we would have a lot more people in sports medicine. Chemistry, physics and all that stuff is great but I definitely think that if it was a lab science a lot more people would take it.”
Varsity lacrosse boasts senior heavy team, seeks offensive consistency By Juan Carlos Ramirez ’18
THE ROUNDUP Varsity lacrosse assistant coach Mr. Zach Widbin said that this year’s team will have a leadership aspect that has been different from other years. “In the weight room, coach [Mr. Joe] Denk has mentioned several times to coach Beau Pich and I that we have some really good leadership down there,” Mr. Widbin said. Mr. Widbin said that it is too early to foresee how the team is going to shape up and that the real formation happens during the season, and many factors could affect the team in that time frame. “Every season evolves differently,” Mr. Widbin said. “Depending on what happens early. Injuries could happen. The dynamic of the team can shift … I think the challenge is to allow the team to be unique and play to their strength while at the same time making sure that the focus is on the right thing every year. So it is hard for me to say at this point what the team is going to shape up to be like,
Photo by Hunter Franklin ’19 Brophy Lacrosse, seen here from last season, played HUN Tuesday, March 8, 2016, at BSC. This year’s Lacrosse team has a lot of senior leadership heading into the season.
personality wise.” Mr. Widbin also said that this team has some areas to improve on build off from last year’s team. He said that some areas that are eligible for
growth is in their offensive consistency. “We were fairly strong defensively,” Mr. Widbin said. “ I think we can get better … We were inconsistent offensively last year. We had
games where we played really well and games where we couldn’t seem to do much. It was a lot of simple mistakes. So I think our biggest need for improvement is to stick to the work. It is not about making the flashy plays. It is about making the plays that you should make and making them all the time.” Mr. Widbin said that some key players for this upcoming season will be Joe Van Ribbink ’17, Luke Van Ribbink ’17, Alex Fletcher ’17 and Joe Ducey ’17. “It’s going to be an upper-classman team for sure,” Mr. Widbin said. “A lot of seniors this year who have contributed over the last few years.” Lacrosse player Marcus Pimentel ’18 said that he also agrees that Joe Van Ribbink and Fletcher will be essential players because of their roles in the offensive schemes of the team. Pimentel also said that he has high hopes for the new freshman goalie Liam Bailey ’20. “I’m hoping this goalie can be good and better than anything we’ve seen before,” Pimentel said.
The Roundup
February 2017 |
Page 15
Fletcher to bring experience, passion to UC Santa Barbara Sam Fletcher ’18
national championship. Is playing in college your ultimate goal or do you have a goal for afterwards? My priority is to earn a college degree, but if the opportunity arises to go pro afterwards, I would certainly take it.
By Edwin Perez ’18
THE ROUNDUP What is your name and year? My name is Sam Fletcher, I am a junior. How long have you played soccer for? I have played soccer since I was five years old. Heading into every season do you have a set amount of goals and assists you want to accomplish? There aren’t set numbers for either because I believe these stats do not define a player’s contribution to the game, but as a midfielder I mainly look to get assists with a few goals in as well. Which positions have you played? I have played just about everywhere other than goalie, but I prefer center mid and left mid. Many athletes try to resemble a professional athlete, do you try to resemble a player and if you do who? I try and resemble Jermaine Jones because of his work rate, passion for the game, and his competitive nature. What is your plan for after high school? After high school, I will be attending UC Santa Barbara to continue my journey at soccer, and hopefully compete for a
Pitch
Catch
&
Photo by Bryce Owen ’17 Sam Fletcher ’18 will attend UC Santa Barbara to play for their collegiate team.
Track and field’s distance runners look to propel team to success Track and field’s strength are distant runners who three are top five in state By Jack Davis ’19
THE ROUNDUP Track and field’s 2015-16 season featured a Northeast Valley Regional Championship and a fourth-place finish in the Arizona state meet. Since then, head coach Mr. Bill Kalkman said the team has been working, primarily through fall and winter sports, to ensure the same level of success come February. “It [track and field] builds on what our athletes in the school are doing with their other sports,” Mr. Kalkman said. “The cross country guys had a great season and they’re resting right now, gearing up to run distance for us.” “A lot of our strong guys are involved in football and strength classes with Mr. [Joe] Denk,” he added. “The same with our spring group, they’ve been involved in various activities whether it is soccer, basketball or football.” Mr. Kalkman said that the team’s biggest strength is its distance runners. “Our distance runners are our top strength, with
Photo by Roberto Aponte ’17 RJ Brooks ’17 (second from the right), seen here from 2015, competes in 200 meter race at the Chandler Rotary Invitational Meet.
Luke Mason ’17, Hociel Landa ’17 and Drew Burns ’18, the top-three guys in the state in cross country with our state runner-up banner that they earned this year,” Mr. Kalkman said. “They come to track for the mile and the two-mile, those are our best events.”
Out of Left Field Jonathan Lopez ’19
Soccer
Sebastien Taillieu ’19
Swimmer Gabe Domingo ‘19
Track Logan Barnes ‘19
Tennis
While the distance runners are expected to be large contributors, Mr. Kalkman said that other athlete groups should perform well. “We also have some great athletes in the jumps, and in the pole vault and in the sprints,” Mr. Kalkman said. “We’re excited to bring it all
together this spring.” Runner Elisha Brooks ’19 agreed about the team’s proficient distance team. “Our biggest strength is probably our distance team,” Brooks said. “Last year, we had three of the top five runners in the state. All three of them will be returning this year too so they will definitely be doing some work for us this year.” Mr. Kalkman said that he expects production from newcomers as well as veteran runners. “Guys that we have returning that we know what to expect from are young sophomores like Izak Wall ’19 and Brooks,” he said. “We have good seniors in addition to those distance guys: RJ Brooks ’17, Cole Yandell ’17, Nico Nicholson ’17 and Carson Ingram ’17.” Brooks said that two large meets will present a challenge for the team. “The toughest test this season breaks off into two big meets that we always train towards,” he said. “Those being the state meet and the Arcadia Invitational, which is a big out-of-state meet in California.” Brooks said that the development of freshman and sophomores will be critical to prolonged success. “I would say the ultimate goal would be to build up underclassmen to take the spots of the seniors that we will be losing this year,” he said.
By Collin McShane ’19
THE ROUNDUP What would you Is a hotdog a replace Michael’s sandwich? with?
A game of basketball, Trump or Obama?
Would you be a cat or a dog?
Obama
Dog
In-N-Out
No
Obama
Dog
Chick-fil-A
No
Obama
Dog
Chick-fil-A
No, a sandwhich has two separate breads
Obama
Dog
In-N-Out
Yes
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Entertainment The Roundup | February 2017
Photo illustration by Bryce Owen ’17
Carter McKeon is juxtaposed beside a few of his artworks.
McKeon: Drawing has been a big part of my life Artist Profile: Carter McKeon By Andrew Howard ’17
THE ROUNDUP Carter McKeon ’17 has been drawing since he was young, but he said over time the meaning behind his art began to change. “I first started drawing when I was in elementary school,” he said. “I originally started drawing in art class and when I realized I enjoyed it, I started to draw at home and ever since then drawing has been a big part of my life.” McKeon said he has drawn hundreds of pieces in his life, and it’s hard to pick a favorite. “It is hard for me to decide my favorite
piece of art but I think it would have to be the pastel portrait of Kendrick Lamar I drew last year,” he said. “That was near the end of my AP Studio Art class and I had been working with pastel for an entire semester so I was very experienced at that point so it is probably my best drawing. Also, I love Kendrick so that helps.” Mrs. Deb Cronin, who taught McKeon, agreed that his best piece was the pastel of Lamar. “He caught the lighting and smokiness and atmosphere in that drawing,” she said. Ms. Cronin also said that despite his best work coming from his ability to create atmosphere, he was always trying new styles and ways to draw,
which makes him even more unique as an artist. McKeon said he has had many struggles drawing, but one struggle stood out to him the most. “My biggest problem in art is knowing when to stop,” he said. “When you work on a piece of art for so long, especially with a blending technique like pastels, you just want to keep going. It is sometimes hard for me to stop working on something because I know it can always be better.” Daniel Weinberger ’17 said McKeon has a very special eye when it comes to his artwork. “He just has a unique, individual style with an incredible eye for detail,” he said.
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Art has meant a lot to me throughout my life, but its meaning has changed. -Carter McKeon ’17
Ms. Cronin said that despite his many talents as an artist, he still remains humble. “Carter has no confidence in his art, he thinks everyone is better than he is, but he really turned into the master of pastel work,” she said.
McKeon also said that when you are younger, art has an entirely different meaning, and that as you grow, your art grows too. “Art has meant a lot to me throughout my life but its meaning has changed,” he said. “When I was a young kid, art was just fun for me. I really didn’t think much about what I was doodling or how I drew things, I just knew I liked it. That is not to say art isn’t fun for me now, because it still is. However, at this point in my life art allows me to express a part of me that not everyone knows. Art is an outlet for me to express how I feel in a way that most people would not really expect.”
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The Roundup
February 2017
| Page 17
»Learning by Design
3D Art classes bring different perspective to creation By Camden Andl ’19
THE ROUNDUP 3D Ceramics, 3D Advanced Ceramics and 3D Sculpture teacher Mr. Marc Kelly ’87 has been teaching 3D Arts at Brophy for 16 years. In his classes, Mr. Kelly teaches students hand building, wheel throwing and glazing techniques, as well as the processes of carving and building with materials including wood, plastic, metal and plaster. Mr. Kelly said that Brophy’s 3D Art classes allow students to explore aspects of creation most students have not experienced before. “There’s always a variety of different things happening in the studio to get guys
interested in,” Mr. Kelly said. “I like to have varieties so people can explore and be introduced to new things.” Mr. Kelly said that the class is project based, with assignments often including a theme, art movement or a building concept or technique. “With all the projects that the students do, I always do one with them,” Mr. Kelly said. “I like to be right in with the students, working hand in hand with them.” Senior Sammy Pistorius ’17 has taken Mr. Kelly’s ceramics and advanced ceramics courses and said he found the courses to be both fun and engaging. “3D is more involved than 2D art,” Pistorius said. “It’s not just one little
I like to have varieties so people can explore and be introduced to new things. -Mr. Marc Kelly
2D aspect of what you see from up front, but it’s what you see from behind it, and from the sides. It’s something that you can really admire at the center of a room and not just on a wall.” Ryan Cantrell ’18 has taken advanced studio art and 3D art, and said he feels 3D art gave him more of a way to express his personal artistic abilities. Cantrell said that having Mr. Kelly
as a teacher was a lot of fun. “He brought a lot of positive energy to the class,” Cantrell said. “He’d be playing music and coming around, complementing our work and helping us out.” “Mr. Kelly’s just a really cool guy and I’m kind of sad I won’t have any more art classes with him,” Cantrell said. Mr. Kelly said that he holds his advanced classes to a higher standard,
and that he thinks that his advanced students create better work because they are somewhat fueled by competition. “Some guys look around and say ‘I can probably do better than that guy over there,’” Mr. Kelly said. “In that respect it’s a good thing because the creative energy can be bolstered by a competitive atmosphere, and that’s how the industry is: competitive.” Both Cantrell and Pistorius said that they recommend Mr. Kelly’s 3D art classes to anyone who’s interested. “If you’re taking an intro art course and you feel confident about your art ability, go to Mr. Kelly and ask him, he’ll most likely be able to get you in,” Cantrell said. “They’re really fun classes.”
»Teacher’s Pet
Orem shares interesting stories, advice for Brophy students Mr. Quentin Orem
By Camden Andl ’19
THE ROUNDUP Ms. Kelly Guffey asked: Does this election cycle make you more or less proud to be an American? I would say a mixture of both. I’m kind of a moderate thinker and I think the election of Donald Trump is, for me, deeply concerning for a lot of reasons. I think what makes me sad or less proud to be an American isn’t necessarily that I think supporters of any one candidate are worse or better than those of the other candidate. I guess for me the sad thing is that there’s a whole portion of our population that feels like they’ve been completely left out of political dialogue. I’m still proud to be an American because I don’t feel like America has changed. The America that existed the day before the election is the same America that existed the day after. I think it still has a all the wonderful values that we love and cherish. If Trump doesn’t do a good job, we’ll be able to vote again in four years and if he is amazing we’ll be able to do the same thing. What is one of your best high school memories? The birth of “Moby Sick.” That was my rap group in high school. Our very first performance was a rap that we wrote for the girls varsity soccer team that we gave after the last game of their season. In my mind it was the whole school around us and the principal. It was truly the birth of a legend. Other than soccer, what are your hobbies and interests? I love hiking, playing with my dog and I love reading—I can’t read enough. I wish I had more time for reading. I also love hanging out with Mr. Davis, Coach Denk and Mr. Rutt. I’ve also been getting into crossfit recently. What college did you go to? I went to Santa Clara University where I first started studying business and then moved to philosophy with a brief stint in music production because I thought I wanted to make beats and be Kanye West for a living. Then I studied theology in graduate school at Boston College. What inspired you to become a religion teacher? It was a series of events. I think honestly what inspired me to become a religion teacher was when
Photo by Bryce Owen ’17 Mr. Quentin Orem speaks to his Sacraments class Aug. 31, 2015. Mr. Orem’s global experiences caused him to become a religion teacher after seeing poverty in India and other parts of the world.
my best friend, Adam, and I dropped out of college in our sophomore year and we went to India. It was supposed to be an epic adventure across India and Nepal to the base camp of Mount Everest. And instead what will forever stay in my heart was the first 24 hours in India where I encountered poverty like I had never seen before. Poverty that you don’t just see, but you smell and you feel on your skin. It kind of disturbed what my vision of what the world was. Ever since then, I’ve been looking for ways to respond to what I saw. And for me, teaching religion, especially in a Jesuit high school where we take social justice so importantly, that’s been a wonderful way for me to live out and express this calling. What is one regret that you had in either high school or college that you would like
I first started studying business and then moved to philosophy with a brief stint in music production because I thought I wanted to make beats and be Kanye West for a living. -Mr. Quentin Orem
to advise Brophy students not to have? I think in college, I studied what my parents wanted me to study and what I thought would make me financially successful. And while there’s nothing wrong with being financially successful, that’s just not the way to find a vocation that makes you truly happy. That’s what I would say—listen to what you
know you love to do. Would you like to pose a question for the next faculty: Have you ever had an unmistakable experience of God?
The Roundup
Page 18 | February 2017
» Artist Profile
Hawkins uses instrumental talents to teach others Matthew Ramella ’19
THE ROUNDUP How often do we make real life decisions based on a video game, especially when it comes from a game like “The Legend of Zelda?” Karson Hawkins ’19 thought back to when he heard the cello being played on “The Legend of Zelda,” and said from then on he decided to play the large, deep sounding string instrument. “The cello has a deeper sound, and it can play more interesting and emotional music than other instruments,” Hawkins said. “The fact that you can strike up emotions from people and make them feel something from the music, it’s amazing.” He has learned, in his three years of playing the cello, the emotional part of playing orchestral music.
The cello has a deeper sound, and it can play more interesting and emotional music than other instruments. -Karson Hawkins ’19
Mr. Leo Werner is director of the band program. “Karson is a very fine musician, he has a passion for the art and he commits himself fully to whatever he is playing,” Mr. Werner said. Hawkins has also began practicing the tenor
saxophone since earlier this summer, and he still practices the saxophone nightly. “The sax really contrasts the cello, when you play the saxophone and then go back to the cello, you say ‘“wow, this is amazing, it’s totally different,’” he said. “Same as the cello, you can’t play chords and a bunch of notes with it, but you can play the melody,” Hawkins said of the tenor saxophone “It’s really deep and emotional, and you can ride with the notes that you are playing.” Although Mr. Werner does not directly teach Hawkins, he and Hawkins help with the United Sound Club, a club paired with Central High School that teaches students with special needs how to play an instrument. “Karson meets with us after school at Central High School,” Mr. Werner said, “He helps teach a young lady how to play the cello.”
Hawkins is still looking into playing more instruments other than the tenor saxophone and cello. He plays for Brophy’s orchestra, but he hopes to expand his horizons by playing in a band outside of school. “I like rock music, I’d like to play in a band with friends, but I’m not sure how far the cello goes with that,” he said. He hasn’t given up on playing the cello in a rock band, however. He does think that the saxophone could help him with expanding his horizons with playing rock music. When asked about music helping him in school he said, it has an impact. “Academically, it makes homework more tolerable, it pushes me to go home and get it done, and go on for the sake of his music,” he said.
Smartwatches provide convenience, mixed reviews on campus By Spencer Inglett ’19
THE ROUNDUP Smartwatches are becoming one of the most exponentially growing tech industries, with the market expected to reach $32.9 billion by 2020, according to BusinessInsider. The concept of smartwatches is fairly simple: to limit the amount of times you check your phone each day by providing notifications with a buzz upon your wrist, while providing basic fitness tracking among other widgets. This growth of the smartwatch industry is displayed in Brophy’s community as well. Principal Mr. Bob Ryan said he believes in the potential impact of smartwatches on campus, but also sees a downside. “I think there’s an addictive quality not just to the watch but to the instant communication,” Mr. Ryan said. “While I may be checking my phone less, it doesn’t cut down on that constant stimulus.” Many students can be seen wearing the new tech gadgets, including Paul
Cassidy ’19. Cassidy said he believes the device is incredibly useful but requires selfcontrol. “During school hours, I usually put on Do-Not-Disturb so that it doesn’t distract me in class,” Cassidy said. “However, it is useful during break and lunch when I can just glance at email and other notifications to clear my inbox quickly.” However, the tech does not get along with everyone. Rohan Sidhu ’19 said that smartwatches can be rude when interacting with someone. “I can be talking to someone, and they just keep looking down to their watch as the notifications keep coming in and that irritates me,” Sidhu said. “I feel that the technology is still a few years away from being a useful and practical piece of tech.” Many schools and universities have begun to ban smartwatches during assessments and from the school altogether. The College Board has began to require students to take them off during AP, SAT and PSAT testing.
Photo by Bryce Owen ’17 Smartwatches and wearable technology are growing in popularity and offer convenient messaging and notification capabilities to users.
At the beginning of each final exam, Dean Mr. Pat Higgins now directs students to place phones and smartwatches at the front of the room. However, Mr. Ryan says there is currently no specific Brophy policy on them beyond that practice.
The smartwatch industry came to life thanks to pioneer company Pebble. The company conducted a record-breaking crowd-funding campaign on Kickstarter campaign in 2012 that rose over $10 million dollars. The website allows people with ideas
to pitch them in hope of receiving money to pursue them. Bigger companies began to follow suit later, with Google releasing Android Wear in 2014 and Apple releasing the Apple Watch a year later.
» Movie Rewind
‘Dark Knight Rises’ fails to continue Batman legacy, struggles with gaps ‘Dark Knight Rises’–starring Christian Bale, Anne Hathaway, Tom Hardy, Joseph GordonLevitt, Marion Cotillard, Michael Caine 6 out of 10 By Chris Agnone ’18
THE ROUNDUP “The Dark Knight Rises” attempted to continue the Batman legacy in 2012, but failed to fill character gaps as the plot progressed. Bruce Wayne has stopped his crime fighting career after the destruction of the Joker. Gotham has been slowly falling into chaos again as Bruce refuses to put on the Batman suit again. Through this chaos and hate, a new villain emerges to take advantage of the Batman-less Gotham, Bane. This movie closed the book on the Dark Knight trilogy.
The first issue was the replacement of the Joker with Bane as the dominant antagonist in the series. The film gave Tom Hardy an almost random, impromptu performance as Bane. Bane had very little background explained in his performance, and his motivation to violence was unexplained. Bane rises as a random character in Gotham by releasing thousands of criminals for the local prison. Where Bane got his funding and ability to do this is not shown, leaving a large gap of explanation in the beginning of the film. Seemingly, his end goal is to destroy the top class in Gotham. Christopher Nolan does allude to two of the nation’s main obsessions as the targets of Bane’s chaos. Bane targets the Stock Exchange, showing the destruction of one of America’s obsessions, money. He then goes on to blow up a football stadium, showing America’s obsession with professional sports.
Bane had very little background explained in his performance, and his motivation to violence was unexplained.
These attacks are not explained in full light, as Bane seems to hide behind his mask for the entire film. Bane also is able to entrap Bruce in a well in the Middle East. The film flashes back to Bane’s childhood and reveals that Bane was held there as an orphan. This flashback is an attempt to show Bane’s motivations, but fails to shed light on anything else. Bruce Wayne, played by Christian Bale, comes out of the Wayne Manor after eight years of living
like a hermit. He had chosen to stop his vigilante activities, but decides to don the suit again when Bane attacks his beloved city. Bale has a strong performance as the playboy billionaire who has lived in hiding after the Joker’s reign of terror in the previous film. With the help of Lucius Fox, played by Morgan Freeman,Wayne begins the creation of new gadgets and gear, as well as making Wayne Enterprises broke with his explorations. “The Dark Knight Rises” did do some things well. Batman was still portrayed as an amazingly dark character that was there to protect the people, but sometimes let emotions get the best of him. There were also a lot of awesome new gadgets that made the film that much sweeter. Watching Batman pull up in his new ship/helicopter was a mind blowing scene where it seemed like victory was inevitable. The movie ends slightly corny, but a decent film all in all.
The Roundup
February 2017
| Page 19
‘Fantastic Beasts’ catalogs solid entry into expanded wizarding world ‘Fantastic Beasts and Where to Find Them’ Starring: Eddie Redmayne and Colin Ferrell 8 out of 10 By Hayden Welty ’19 & Collin McShane ’19
Its fast-paced action, light-hearted comedy and well-told story provide for a pleasant night out at the movies.
THE ROUNDUP “Fantastic Beasts and Where to Find Them,” despite some minor character problems, manages to bring a refreshing look to the Harry Potter universe, while still staying true to the original’s aesthetic. The spinoff “Fantastic Beasts and Where to Find Them” features four unlikely protagonists fighting an unknown evil in a new setting for the Potter universe: New York City in the 1920s. The main character, Newt Scamander, who is played by Eddie Redmayne, is a wizardry animal rights activist writing a book, which features the movie’s title. While on the way to Arizona, however, some of his animals get out and attack the Muggle world. Tina Goldstein, portrayed by Katherine Waterston, is a wizard police officer that gets her, and her sister Queenie, played by Alison Sudol, caught up in Newt’s adventure by trying to arrest Newt, and then eventually helping him. The last man in the group is Jacob Kowalski, who is portrayed by Dan Folgar, a Muggle (someone who does not posses magic) who just happens to run into Newt as Newt’s creatures are
escaping. With a solid plot, script and storyline, the film manages to distinguish itself from the Harry Potter films yet also retains that core magical feeling that enthralled audiences in the first place. However, we have a problem with the constant references back to the old series and the lack of development of the new ones: As fun as it was to have Dumbledore and Lestrange get their names dropped, it didn’t really add anything to the story and added a nostalgia factor that really wasn’t necessary in the first place. Another problem with the movie was that if you hadn’t read the books or seen the earlier movies, then you might not understand what’s going on. Despite this being a prequel to those movies, it is still heavily dependent on the presumption that you already know a decent amount about the Harry Potter universe. Overall, we believe the movie is a thoroughly fresh and enjoyable experience that catapulted us back into the Harry Potter wizarding world that we love so dearly.
J.K. Rowling’s newest work adds context to the realm of Harry Potter.
Its fast-paced action, light-hearted comedy and well-told story provide for a pleasant night out at the movies. “Fantastic Beasts and Where to Find Them” released to theaters Nov. 18, topping the domestic weekend box office by raking in $75 million and beating out competitors “Doctor Strange” and “Trolls” in an impressive showing. It was shown in 4,144 theaters and
Photo Courtesy of Tribune News Service
grossed an average total of $18,098 per theater. The film also cast a spell over moviegoers worldwide, earning a magical $143.3 million in the foreign box office. In total, on its first weekend after being released, the movie grossed a wellearned total of $218 million, as both moviegoers and critics alike seemed to
enjoy the film. Cinemascore, an organization that polls moviegoers, said moviegoers gave the film a solid “A” rating. Critics responded similarly: Rotten Tomatoes gave it a 90 percent, IMDb gave it an 8 out of 10, Metacritic gave it a 72 percent and Roger Ebert gave it a 3 out of 4.
‘Rogue One: A Star Wars Story’ adds clarification to franchise ‘Rogue One: A Star Wars Story’ — starring Felicity Jones, Diego Luna, Donnie Yen, Ben Mendelsohn
This is the first Star Wars movie that put the “war” in Star Wars showing the perspective of the soldiers fighting.
9 out of 10 By Sam Romero ’17
THE ROUNDUP
A new chapter in the Star Wars franchise is opened with their first ever live action movie that does not follow the Skywalker family as main characters. “Rogue One: A Star Wars Story” takes place in between “Star Wars: Episode III – Revenge of the Sith” and “Star Wars: Episode IV — A New Hope.” Director Gareth Edward does an outstanding job at showing the events that lead up to Episode IV and explains the biggest plot-hole in Episode IV; why would the Death Star have such a great weakness without the Empire knowing? He keeps the feel of the other Star Wars movies by having many of the original characters make guest appearances, but he also brings in completely new characters to the Star Wars universe to expand it further. Jyn Erso, played by Felicity Jones, is the daughter of the main architect of the Death Star, and the only one who can find out how to stop the Empire’s plan of finishing their weapon and taking over the galaxy. Her character development from a scared child running from the Empire, to a soldier for the
Photo Courtesy of Tribune News Service “Rogue One: A Star Wars Story” adds clarification to some of the older movies from the saga, but offers a different plot line.
rebellion, happens naturally and is not forced onto the viewer, making it more believable. Sadly, not all character development goes that smooth in the film. Donnie Yen plays Chirrut Imwe, a blind man who
puts all of his faith in the force. Even though Imwe is my favorite character, being the closest character to a Jedi force user in the movie, his introduction is forced onto the audience and they have to accept that he is apart of the team
with little background to who he is. The main purpose of the movie was to bridge a gap between the original trilogy and the prequel trilogy, which Edward succeeded and surpassed. This is the first Star Wars movie that put the “war” in Star Wars showing the perspective of the soldiers fighting. Near the end of the movie, it has a huge cinematic battle on the planet of Scarif which gives the viewers an actual war scene they have been dying to see. This scene puts the movie apart from all other Star Wars movies, making it a true war movie. Another scene that shocked everyone came at the very end with the appearance of Darth Vader. While only being a few minutes, this scene of Vader mercilessly cutting down rebel soldiers shows the true power of the dark side of the force. “Rogue One: A Star Wars Story” was an amazing success and I cannot wait to see what other Star War stories Disney has in store for us.
Page 20 | February 2017
The Roundup
Xavier
Gator
Payton Rutkowski ’19 By Jack Davis ’19
THE ROUNDUP Can I please get your full name and year? My name is Payton Rutkowski, and I am in 10th grade. Where do you work and what do you do? I work for Denise Decker, she runs a gymnastics organization that teaches elementary kids from grades kindergarten to fifth all the tricks and skills of a gymnast. I am a teacher at work and I get to spot and train the kids on every activity they do. I teach at Hopi Elementary School, Kiva Elementary and Biltmore Prep. Interesting. So, not a lot of high schoolers teach. How did you get into that? Well, I’ve been very independent growing up and always wanted to be a leader in a way, and I think I enjoy kind of being in charge. But, I actually had a friend recommend me to Denise Decker, she thought I’d be great for the job, and now I am very happy with teaching little kids. Could you see yourself teaching as a career? If not, what field
By Chris Stanek ’19
THE ROUNDUP
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would you want to go into? I don’t think I see myself teaching as a career, though I love it and have much respect to teachers, I’m really interested in sports broadcasting. I love football, and think it’d be awesome to be the one interviewing the players after the game, or provide coverage about the game on TV. Do you like watching college football or the NFL more? Who’s your favorite team? I definitely like college football because I go to the ASU games, even though they aren’t the greatest this year. But, I’d say I like the NFL more. One of my favorite teams is the Denver Broncos. Wide receiver Demaryius Thomas is one of my favorite players. What’s your least favorite subject in school? Math. I’ve always been bad at math and will never get better. Geometry this year isn’t as bad as Algebra I last year, but I’m so scared for Algebra II next year. What’s your dream college? Oh gosh, I don’t know if I have one because there are so many great ones. But, if I had to choose one, possibly NYU. But that’s a dream. What’s the worst movie you’ve ever bought a ticket to? “Annabelle.” I hate horror movies. Me too. They’re awful.
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Words from the Wise ... “Always be thinking...” -Cameron MacKenzie ’19
“Have you seen ‘Mama Mia’? It’s incredible!” -Matt Zacher ’18 retracting his comment that Meryl Streep is overrated.
“You can take from the day, or the day can take from you.” -Mr. Scott Heidemann
“Well, it’s going to be Kanye.” -Ms. Guffey on the 2020 election
“You just got Munroasted.” -Mr. Munro after roasting a student
“I’m not artsy. I am just very entertaining.” -Sam Romero ’17 responding to why he is the Entertainment editor
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Have you heard any wise words lately? Send them to us at roundup@brophybroncos.org or @BrophyRoundup