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Friday, October 28, 2005 Volume XLXIII Issue No. 3

iewer V

THE MOUNDS VIEW HIGH SCHOOL

MV student arrested By Emilie Wei news editor

Jaime Patton, a senior at Mounds View High School, was arrested on Oct. 9 with two counts of conspiracy to commit firstdegree murder. Previously a student at Concordia Academy in Roseville, Patton had transferred to MV the beginning of this year. His arrest has left MV in scattered reactions. “[Though I wasn’t here very long,] he was one of those ones that I knew exactly who he was,” said Charlotte Osborn, math teacher. “[He was] really personable, real quiet.” “All of a sudden, it felt like tragedies were a lot closer to home,” said Kristen Shepard, 11. “One day he came into class with all these college applications, and it’s really sad because now he won’t be able to go to any.” “When I first heard about it...I just knew that it was some kid who went to MV,” said Nate Grann, 10. “But to be honest, it was just kinda like, ‘Oh, wow.’ It seemed like a dumb move on the kid, [but] it didn’t really seem like it made the school seem any different.” “[His] attendance was poor so I didn’t get to know him that well, [but] when he’s in class, he’s quiet and respectful,” said David Barhan, chemistry teacher. “When the newspaper came out, everyone was like, ‘What?’” “What’s hard about it was that

Jamie Patton

Senior allegedly involved in Hastings shooting

he wasn’t here very long. [But] any comments that I’ve gotten are about ‘what a tragedy’ and ‘how do we ever make sense of this?’” said Julie Wikelius, MV Principal. According to police reports, Matthew Niedere and Clayton Keister had been talking at school and meeting with Jamie Patton during evenings for two weeks, planning the death of Matthew’s parents, Peter and Patricia Niedere, both 52. Patton, originally promised $15,000, had been offered even more, while Keister was assured $20,000. But Keister told police when Patton and Niedere first spoke of killing the parents just for money, he told them that he wasn’t going to become a hired killer, “[and] then I guess I turned around and did.” Deciding against poison and sabotaging his parents’ car, they chose to break into the house, take items from a safe, shoot the couple just after midnight, and make the entire scene seem like a robbery. Neidere told police that he had thought of the burglary cover-up only after his mother had told him about a robbery which took place at a neighbor’s house. He saw this as Keister and Patton’s perfect disguise to successfully carry out their plan. Niedere then told the two exactly where money and valuables were located inside his residence. On Oct. 8, at 12:23 a.m. Patton and Keister each carried a shotgun as they went to the Niedere home. Patton told police that they started

talking about what they’d do once they entered the house. One would go to the bedroom, the other to the couch. “Then we’d kill one of the parents and take a safe box,” just to make it look like a robbery. But when Patton and Keister tried to enter through the back yard, a burglar alarm was triggered, security lights flashed on, Patricia called the police, and the teens fled back to their car. After seeing police drive by, Patton and Keister got scared and left. After Matthew found out the plan had failed, he created a new one. They were to drive to his parents’ auto glass business in Hastings, Keister was to hold a pistol on Niedere, get over to his parents, and finally shoot them. When they arrived the next day, Keister gave the gun to Niedere and left the store. Niedere told police that when his parents first saw the gun, they assumed it was a joke. But Niedere killed his father with five shots and wounded his mother. Finding that she wasn’t dead, Niedere told Keister to get the .22 caliber handgun, and Keister shot fatally into Patricia’s head. Afterward, Niedere, 12, and Keister, 12, went home and got ready for the homecoming dance at Concordia Academy. Police called the two by cell phone and managed to meet up at a Cub Foods for an arrest. Police had no idea of Patton’s involvement until a later interview with the two. “While interviewing Niedere and Keister, they acknowledged an

attempt on Friday night, which led to the mentioning of [Patton’s] name,” said Mike McMenomy, Hastings Police Chief. Later, police found an aerial map of Hastings with a red “X” on the Niedere residence. The .22 caliber handgun was found at a neighbor’s residence. “We have requested sample DNA of finger, palm, and foot prints to match what was [found] at the [Niedere’s] home,” said Monica Jensen, Community Relations Director of the Dakota County Relations Center. After arrest, Patton told police that he had not been forced to participate in the planning of the murders, and going to Niedere’s home Friday night was his own free will. The only motives Niedere gave police for shooting his parents were having arguments regarding flirting with younger girls at church, oversleeping and missing a church service, a wish to join another church, and concerns about being adopted. Patton is held at the Dakota County Jail with a $500,000 bail, while Niedere and Keister are in juvenile detention with $1 million bail. James Backstrom, Dakota County Attorney, intends to charge the two as adults, according to the Star Tribune. Niedere and Keister are facing eight charges in relation to premeditated and intentional murder along with murder while committing aggravated robbery. According to McMenomy, Patton is facing a possible 15-year sentence.

About Sept. 26 – Oct. 7

Early that morning

1:48 p.m.

Patton, Keister, and Niedere meet about five times to plan the murder. Oct. 8 - 12:23 a.m.

Patton and Keister call Niedere, telling him the plan failed, and NIedere creates a new plan 1:30 p.m.

Patricia Niedere, Matthew Niedere’s mother, reports to police that she observes two people near the back entrance to her house.

A witness observes two young men drive to and enter Gordy’s Premier Auto Glass in a red, Pontiac Grand Am.

Officers at the Hastings Police Department are dispatched to Gordy’s on a report that someone had been shot. Later that day Officers reach Niedere on his cell phone, and Niedere admits to the killing of his parents.

An activity by any other name By Laura Linder-Scholer staff writer

MV has always been a school to welcome progressive ideas. The environment needs help; students form Synergy. National demographics and societal attitudes change; we create the Diversity Council. America puts a higher standard on education and academic excellence, and we recognize this through the National Honor Society program. But, with the initiation of the Gun Club in particular, many students wonder about what limits are in place for groups allowed to form or meet at Mounds View. After students apply or petition, Principal Julie Wikelius and Activities Director Bob Madison have the final say in a group’s formation, following the guidelines laid out in the new MV School Board Ends and Goals Policies and Regulations document. Every activity is either schoolsponsored or not, which determines the group’s content, rules, and outside support. School-sponsored activities include most athletics,

academic and fine art programs such as the language clubs, NHS, Speech/Debate, and theater. Some activities are offered as school courses, including music, DECA, journalism and yearbook production. All sponsored sports and activities are sanctioned by the Minnesota State High School League, giving them the right to affiliation with the school, and eligibility to receive funding, facilities, and a coaching staff. Until they are recognized by the state as sanctioned sports, the school will not formally sponsor them. While a wide range of involvement opportunities are currently offered, MV feels the strain of limited budget and resources as new ones are proposed. “We don’t want to take away from existing activities with new ones, but that doesn’t mean that we do not support or accept them,” said Madison. Every two years, as required by the state, an Activity Interest Survey is issued by the district to gauge the student body’s reaction to offered activities. Rugby, bowl-

ing, speed skating, and boys’ lacrosse are prime examples of sports that are quickly gaining popularity, but are still not schoolsponsored. Madison predicts that boys lacrosse will be sanctioned by 2007. Anything not recognized by the state is qualified as a non-curriculum related student group. These groups can have no involvement of staff members or outside persons, and need a permit or permission for usage of school facilities. In addition, they can have no affiliation with the school or district, chiefly through the utilization of the school/district name or mascot. Referring to the ‘Mustang Gun Club’ sweatshirts, Wikelius said, “In the case of the Gun Club, certain liberties have been taken as to implications of school affiliation or sponsorship.” In addition to the school affiliation dilemma, the Gun Club comes to contrast with another section of the Ends and Goals Policy, which clearly outlines that student groups will not engage in any activity that is illegal, dangerous, or disruptive to others.

Wikelius said, “It is true that the Gun Club could be considered a dangerous or disruptive activity. My assumption is that, because a main focus of the club seems to be in firearm safety, they would not be partaking in any particularly dangerous or illegal activities. In the future, however, Mr. Madison and I will need to discuss in greater detail the activity of these clubs and how they are to be handled.” Nevertheless, members of the Gun Club don’t seem to be too concerned. Donny Matuska, 11, said, “The only advantage to being a schoolsponsored event is getting to be in the yearbook. Otherwise, we get to be more in control, and don’t have to follow all of the school’s rules and policies.” Because the establishment of new groups, Gun Club in particular, so closely coincided with the composition of the district’s new policies, numerous violations have been disregarded. Said Wikelius, “The regulations are new as of this year...we will begin implementing them in the future.”

IN THIS ISSUE - Silly Sally sleeping on p. 2 - iPod nano debuts on p. 4 - Where’s Werner? find out p. 5 - See what MV is tuned into on pp. 6-7 - The ultimate team player on p. 10 - A new friend in the void? p. 12

CORRECTIONS - In the October 7 issue, we printed that 2500 books were donated to the library by the Mustang Club. In reality, $2500 was donated, not books. - Also, the photo caption contained only the name of Salome Baroda. Melissa Farrell, 12, was also pictured.

NEWS IN BRIEF An unknown student or group of students chalked the front of the school on Monday, Oct. 9 around 11:45 p.m. according to the janitors. This was triggered by “National Coming Out Week,” which began Oct. 10. The messages were ones of encouragement and support for gays, lesbians, and transgender teens, such as: “We love gays,” “It’s time to come out,” and “Lesbian is O.K.” The writing ran along the ramp from the parking lot to the entire area in front of MV and down the stairs continuing onto the sidewalk in front of the school. Janitors had started clearing by 7 a.m., and the chalk was almost gone by 7:30 a.m. Though the administration isn’t looking for the “chalker” to punish them, some hours of community service might be required to make up for the work and time the janitors put into cleaning it off.

By Carolyn Wright staff writer


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OCTOBER 28, 2005

EDITORIALS U.S. education gets failing grade American students fall behind due to an apathetic approach and floundering curriculum

By Mishka Kalan staff writer & Lauren Nelson guest writer Worst things to give a trick or treater

Shampoo

Ashlee Simpson’s new CD

Curry

A bowlcut Old bag of airline peanuts Wallet photos of Kushal Doshi A rash

The Vista Anything related to oral hygiene

A karate chop Editor-in-Chief Hannah Goldberg Managing Editor Alex Eldridge News Emilie Wei Editorials Matt Hoffman Commentary Josh Bornstein Features Kendall Dole Adam Ruffner In-Depth Laura Regan Lauren Tjernlund Variety Katie Moret Reviews Will Haine Sports Sierra Krebsbach Dan Pastorius Gallery Alesha Durkot Business Manager Kaitlin Ostlie Photographers/Artists Katie Vogel Advisor Martha Rush Assistaint Advisor David Weinberg Staff Britt Ahlstrom, Percy Botchway, Michael Bonin, Alex Bonemeyer, Courtney Bona, Lauren Bennett, Ashley Aram, Anna Brockway, Nick Cairl, Makinzie Cole, Patrick Delahunt, Louise Dickson, Chistina Florey, Ryan Gallagher, Alejandro Gomez, Kathleen Gormley, Kit Hale, Katie Hanzal, Sarah Hornbaker, David Inman, Bijan Jalali, Mishka Kalan, Allie Kelly, Eddy Kwon, Alyssa Larson, Debbie Li, Josh Lin, Gina Lin, Laura Linder-Scholer, Paige Lindley, Alice Liu, Swati Mahajan, Joe Mama, Chelsy Mateer, Ryan Mcgrath, Ben Messerly, Jace Nelson, Graham Odean, Elizabeth Roemer, Katie Rolbieki, Meg Schmidt, Rebecca Shaw, Lauren Thornton, Megan Wang, Tanner Winslow, Carolyn Wright.

The Viewer is published by the student editors at: Mounds View High School 1900 Lake Valentine Road Arden Hills, Minnesota The Viewer is printed by: Crow Wing Press

Mounds View students often justify their scholastic shortcomings by exaggerating the effort necessary to acquire an outstanding class rank. There are exceptionally intelligent students at Mounds View, which does increase the difficulty of procuring coveted standings, but it is by no means a breeding ground for incomprehensible degrees of potential. Class rank is more dependent upon work ethic than aptitude. The problem is not an overpopulation of intelligent individuals, but a decline in the population of students who consistently present their best effort. The quality of education in the United States is decreasing. According to an article posted Tuesday, Sep. 13, 2005 by The Associated Press entitled “U.S world position in education slipping,” countries across the world are surpassing us in scholastic achievement. This lack of proficiency is presumably linked to the tenacity of the individual considering the abundance of educators and financing at the disposal of the education system. It is unreasonable to expect our standings to improve if the majority of our students fail to maintain an interest in learning. Students will generally produce the minimal amount of achievement required to get by. Though the school does not encourage this behavior, neither does it inflict punishment. In an attempt to ward students away from this decline in self-motivation, commonly termed “the senior slide,” teachers often cite its repercussions at the beginning of each semester. However, even with the efforts of faculty to instill sufficient work ethics in each student, there are colleges willing to accept applications showcasing average to low credentials. In addition, students from lowincome backgrounds and communities fail to see the significance of a college degree

because their parents were fairly successful without one. The U.S. is ranked seventh internationally concerning the number of people with a college degree (Associated Press). It is reasonable to assume technology will only advance, therefore requiring a more comprehensive reper-

body be present for basic skills testing in order to accurately determine its aptitude. The purpose of the act is to guarantee equal-opportunity education for all students. It assesses early in the learning process which students need additional training in order to

photo by Katie Vogel

Sally Voyles, 12, takes a break from her physics assignment by indulging in a mid-class nap. Declining U.S. education is stemming from poor student work habits and program inadequacies. toire from applicants aspiring to ensure their capabilities at a procure a position that will adehigher level of education. quately finance the cost of livStudents who are proficient ing. should not be hindered by a less Gradually, students are losadept population. If one person ing their ability to recognize the falls behind everyone falls opportunities provoked by dilibehind because the teacher is gence and how an apathetic compelled to review each year approach to education is what has previously been inevitably consequential. There instructed. are, of course, students making For example, sentence strucgains, but typically that progress ture, grammar and the “Fiveis stalled during secondary eduParagraph Essay” are reviewed cation. In comparison to other endlessly in the high school age groups, American eighthEnglish curriculum. Relearning graders are actually gaining in the basic components of writing scientific and mathematical is tedious for those who acquired achievement compared to other a competence during the initial countries (Associated Press). instruction. They are deprived of It is the responsibility of the the opportunity to explore the school to maintain its students’ multitude of more advanced level of achievement, dictates writing forms. It is imperative the No Child Left Behind Act that the majority of students in a (NCLB) that was made federal given grade maintain a similar law in 2002. The act ensures that ability to facilitate progress. schools are held accountable for Unfortunately, the results of progress. It is required that a NCLB are difficult to confirm certain percentage of the student because the most recent census

was taken a year after its implementation. The scholastic ability of American students should better reflect the vast amount of funds reserved for educational services. “In all levels of education the United States spends $11,152 per student,” said the Associated Press. In the opinion of Barry McGaw, director of education for the Paris-based Organization for Cooperation and Development, the low student achievement throughout high school shows that the American school system is insufficient given the percentage of financial government support directed toward education. “The very best schools in the United States are extraordinary,” McGaw said. “But the big concern is the diversity of quality institutions - and the fact that expectations haven’t been set high enough,” (Associated Press). It is the responsibility of the school to encourage better performance from its students. Students will not necessarily motivate themselves to go beyond what is expected or even perform at their potential if they can pass with a minimal amount of effort. Extra credit and padded grades are a plague on the American educational system. The merit awarded to a student should reflect only their achievement compared to the achievements of others in the same course fulfilling exactly the demands. Any additional effort or interdisciplinary research associated with the course should be noted and rewarded separately from the student’s overall grade. The expectations of students for themselves are determined by the demands of the curriculum. If the intensity of the curriculum doesn’t progress, students can’t be expected to advance either.

Intelligent design not fit for science classes

By Alex Bonemeyer staff writer

I struggled to come up with the missing variable for the last chemistry equation on the test. After five minutes of fruitless labor on the question, I wrote down a comical answer. I hoped Mr. Barhan could understand my humor, and maybe, just maybe, he’d give me partial credit. “Mass + God = Temperature.” Recent debate has raged on whether or not Intelligent Design (I.D.) should be taught in science classes, as a way to explain the holes in the theory of evolution. Intelligent Design is the idea that the world and the organisms that live on it are too complex to have evolved by Darwin’s Theory of Natural Selection without help. Spurred on by recent comments from President Bush that both Intelligent Design and evolution deserve to be properly taught in science classes, I.D. advocates have stepped up the push for equal

representation in the classroom. The main flaw with teaching Intelligent Design in science class is that I.D. is not a scientific theory. It is an idea. A scientific theory must be tested with repeated experiments and observations. Herein lies the problem. No matter what data you come up with, there is no way of proving Intelligent Design right or wrong. It is not based on any empirical data. Kitzmiller et al. v. Dover Area School District, which opened in a Federal District Court in Harrisburg, PA, on Sept. 26, is just the latest battle in a string of court cases dealing with evolution that date back to the Scopes trial of 1925. In 1987, during the case of Edwards v. Aguillard, the Supreme Court ruled that teaching creationism in public schools is unconstitutional, because it is based on religion. Intelligent Design supporters, however, maintain that the “intelligent designer” has nothing to do with God or religion. It is presented

in a critique of evolutionary theory. “Part of education is to expose people to different schools of thought,” President Bush said at an August press conference. What Bush said, in essence, is true. People should be exposed to different ideas and thought processes. Science class, however, is meant to teach science. One problem faced with teaching Intelligent Design is determining how far it should be taken. If we are to accept the premise that I.D. is valid science, should we not then consider other possibilities as to the identity of the ‘intelligent designer’? There are some people who believe that life on Earth originated from advanced space aliens. If it is so important to expose students to different schools of thought, then I suppose this should be taught in science class as well. In school, students are taught

to experiment, collect data, and attempt to put together a picture of how something works, based on these observations. Intelligent Design disregards the enormous number of facts that have been found, and paints a picture based on no observable evidence. It disregards the scientific method we are taught in school. Supporters of Intelligent Design are creationists, and although I do value their opinion, I do not feel they have given enough thought to the scientific process, or to the value of an education based on facts. I have nothing against the teaching of Intelligent Design, but it should be taught in church or at home, not in a science class. Believing in Intelligent Design is a matter of faith, not of science. Teaching I.D. in biology would be to trivialize a wellestablished theory that is based on overwhelming scientific evidence. Intelligent Design has about as much room in a science class as God does in a chemistry equation.


COMMENTARY Dear readers, We appreciate your letters to the Viewer. We encourage any and all letters from Mounds View students, teachers, and even members of the community – and we’ll do our best to print them all. Our restrictions are that we will not print letters that are vulgar, slanderous, or libelous. (We reserve the right to correct spelling and grammar.) In light of the recent letters we have received, we are pinning on another rule: In order to be printed in the Viewer, a letter must not exceed 500 words. It’s not fair to other writers who want to voice an opinion when a gigantic 1200-word letter is eating up all the space on our Editorial and Commentary pages. As always, please send letters! Truly, The Commentary Editor

Dear Viewer Readers, While enjoying a crisp autumn evening of MV high school football I recently observed something disturbing: a lack of respectful behavior during the playing/singing of our national anthem. Hopeful that it is mostly due to ignorance rather than disregard, I would like to remind everyone of the US Code (of Conduct) written in 1942, ten years after Congress adopted The Star Spangled Banner as our official national anthem. The US Code states that all present will stand, face the flag and put the right hand over the heart. All hats will be removed during the playing/singing of the anthem. Those choosing not to sing will be respectful of the anthem as it is performed by remaining silent until it is completed. Students all around the country are taking part in the National Anthem Project, whose main goal is encouraging all Americans to proudly sing our own nation’s song by learning the words and the song’s historical significance. No one would dispute the song is difficult at best musically, with a range of an octave plus a fifth, which can discourage even professional singers from attempting it. However, the difficulty of singing a challenging song is nothing when compared to the hardships endured by those who fought valiantly for your right to choose not to sing, among other things. In recent times, the performing of the national anthem has become just that – a performance. This great song was never intended to be a performance piece. The Code of the Star Spangled Banner states (paraphrased) that the song should be sung at a moderate pace, and the slighting of note

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OCTOBER 28, 2005

Halloweenies!

Too many treats, not enough tricks; how Halloween has fallen

By Eddy Kwon staff writer

It was October 31 in the fifth century B.C.E., Celtic Ireland, and in a matter of minutes, the hungry souls of the deceased would arrive for their yearly blitzkrieg, and no one would be safe from their soul-stealing claws. Being the geniuses that they were, the Celts devised an ingenious plan: to make themselves and their village as disgustingly undesirable as possible. The mindless destruction, monster dress-up and mass rioting that followed would form the roots of a tradition that would be passed on through the generations. But somewhere in the 2,500 year long game of Telephone, the once brutal tradition of cheating evil and wreaking havoc had somehow transformed into a four-year old girl dressed as a pony asking her neighbor in a Spongebob costume for some Reese's Pieces. The night of Halloween used

photo illustration by Katie Vogel

Eddy Kwon wonders what happened to the good old days of All Hallow’s Eve. to bring fear into the hearts of the innocent and glee into the hearts of the wicked, but the idea of Halloween now only brings greed into eyes of the hungry and spoiled. We need to bring back the destruction, the rioting and the good old days when Halloween was great. As I observed the past few

Halloweens alone at my bedroom window, I noticed a very minimal amount of destruction of private property and virtually no slaughter of animals. In the good old days, the grounds would be littered with carcasses of you-name-it, and private property was practically nonexistent come the evening. Nowadays, the best attempt at destruction on a mass scale was the smashing of my pumpkins, the obliteration of my mailbox, the devastation of my garden lights, the stealing of my lawn frog, the subsequent exploding of said lawn frog, the bashing-in of my neighbor's porch lights and the kicking of my neighbor's cat. It wasn't great, but it was at least a start. If more were to follow in the footsteps of these neo-Celts, we would be one step closer to making Halloween great again and a few steps back into the good old days. That's not all we can do to resurrect the true Halloween. In archaic Celtic Ireland, neighbors who may have known nothing of

each other would band together once a year against a common, terrifying enemy. Unified, boisterous and hideous, this drunken, stumbling mass of trust and loyalty was strong enough to keep the gods from penetrating the village. Rioting through the night while destroying everything within reach of their opposable thumbs, Halloween night was a night of bonding (the ensuing morning being a morning of rebuilding). Through their shared fear of the dead, the Celts united as one scared and bumbling unit — something we must learn to do. We must change our ways this Halloween. No longer can we differentiate ourselves as witches or bears or ponies or superheroes. Let us riot through the streets as brothers and sisters, no matter what race or creed, and let us try to remember the good days while shattering windows, pushing little kids and breaking mailboxes as one. Let us make Halloween great again.

e t t e r s t o t h e d i t o r E L values will seriously impair the beauty and effectiveness. Performers should meticulously observe correct note values. (In other words, it ain’t a jazz or gospel solo!) Since some of these “freer” renditions have become more commonplace, audiences/spectators have become listeners rather than singers, for fear of not being in synch with the performers, and becoming unintentional soloists themselves. The National Anthem Project aims to make all Americans aware of the lyrics and the correct protocol in singing/performing this great song. On a humorous note the following is a lighthearted explanation of how the song began: "In an attempt to take Baltimore, the British attacked Fort McHenry, which protected the harbor. Bombs were soon bursting in air, rockets were glaring, and all in all it was a moment of great historical interest. During the bombardment, a young lawyer named Francis Off Key wrote The Star-Spangled Banner, and when, by the dawn's early light, the British heard it sung, they fled in terror!" In a recent Harris Poll, two out of three Americans did not know all the words to the SSB, nor did they know the historic event during which it was written or the person who wrote it. How good’s your American history recall? Challenge yourself to try ALL the words (yup, even those really high ones at the end of the song) in honor of Francis Scott Key’s tribute to the flag flying over Fort McHenry after the British bombardment during the War of 1812. And hey, while you’re at it, how about trying all the words to the Rouser?? Buffie Eicher District Music Teacher

Dear Viewer, Nikhil Gupta’s response to Mr. Hazen’s previous letter merits commendation. While I am sure Mr. Hazen recognizes the vast amount of consequentially disproportionate and non-consequential suffering in our world, his analogy does not reflect that awareness, so Nikhil is justified in dissecting the logical extensions of that analogy. Nikhil’s letter reflects mature reasoning and the importance of inclusive awareness. Though I am unfamiliar with the impetus behind Mr. Hazen’s letter, Nikhil’s cautionary advice to faculty members seeking the Viewer as a forum to share their worldviews is also prudent. On the other hand, Mr. Hazen’s commentary certainly surfaced a thoughtful student writer. May other such reflective, articulate students fill these editorial pages. All that being said, I would like to recommend some clarifications, additions, and cautions to Nikhil’s letter. Nikhil’s explanation of Buddhist and Hindu perspectives on suffering aids in establishing a better understanding of the diverse views regarding suffering. However, in assuming Mr. Hazen’s comments represent Christianity, Nikhil’s letter does not actually address the Christian view of suffering. It is reasonable to conclude Mr. Hazen is a Christian based on multiple evidences, including the letter. Even so, Mr. Hazen does not mention Jesus Christ, who makes more than a semantic appearance in Christianity. Therefore, a Christian view on suffering is

more aptly described in the following: Humanity is broken, unleashing disconcerting amounts of suffering on itself and the natural world. Considering Jesus to be God-inflesh, Christians believe God has entered human brokenness and experienced suffering. His suffering is particularly displayed in his crucifixion, which Christians believe to be sacrificial, thereby redeeming them from their brokenness. Hence, for the Christian, Jesus’ death has validating and redemptive value. It affirms the reality of suffering as well as seeking the redemption of suffering, using it toward hopeful, meaningful ends in the life of the believer. Lastly, Christ’s life, death, and resurrection call the Christian to enter with compassion and courage into the sufferings of others to aid in that redemptive process. Unfortunately, as Nikhil points out, Christians have often stood aside during, and have even perpetuated, suffering in stark contrast to their calling. These behaviors demonstrate the creativity of humanity’s narcissistic darkness in usurping an ultimately hopeful and meaningful worldview for the sake of self-preservation and power lust, both further evidence of humanity’s brokenness.

Send letters to mvviewer@yahoo.com or deliver them to room 223.

Lastly, I would caution Nikhil in his thoughts that “no [. . .] religion can believe they have the only right ideas, or only true God.” This comment, while appearing to encourage tolerance, instead trivializes worldviews. Everyone, atheists included, holds his/her belief system to be true. What other motive is there for believing a particular worldview over another? Simple preference? Similar to making a drink selection at Caribou? Presently, Muslims are fasting during the daylight hours of Ramadan. They do this because they believe their worldview to be true and not because they prefer that level of self-denial. While its presently “trendy” not to hold any beliefs as ultimately true in the hopes of gaining at least the appearance of tolerance, this purportedly sophisticated mentality instead betrays the prevalent lack of depth in worldview thinking. Tolerance is more genuinely attained through the thoughtful, respectful sharing of belief systems that a more profound appreciation of truth may ensue and a more empathetic appreciation for our diverse journeys may be gained. Speech Team, Nikhil? Sincerely, Janelle Hallberg


FEATURES The iPod Nano 4

OCTOBER 28, 2005

Just when you think Apple can’t take the iPod any further, you’re proven wrong. The new iPod Nano, the tiny mp3 player that fits in the palm of your hand, has Mounds View students raving. “I love it, everyone loves it, I never get to hold it because everyone else always has it!” said iPod nano owner Becky Englin, 10. The iPod nano can be purchased in 2GB (500 songs) and 4GB (1,000 songs) and has models starting at $199 in either black or white. It plays up to fourteen hours of music, has a color display and can also store photos. The possibilities are endless.

How small is it really?

THE SCREEN

ALMOST INVISIBLE

The iPod nano has many functions such as storing up to 25,000 photos, a 0.5-inch color display panel so you can see the album art of your music, a contact list and a calendar.

The new iPod is 3.5 x 1.6 x 0.27 inches, and weighs 1.5 ounces. According to Apple chief executive Steve Jobs, it’s as thick as five credit cards.

THE MENU The menu options are the same as the other iPods. You can still browse by artist, composer, album, song, genre, and playlist, but some extras have been added. One of the additions are Podcasts. These are free radio shows that you may subscribe to. You can subscribe to ABC or ESPN, and it will show up on your menu so you can listen anytime. Another new menu option is called Audiobooks. These are books that you can read right on your iPod. You can bookmark your place and change the speed of your reading. Also, the alarm has been modified. The sleep timer allows you to fall asleep to music and lets you set your alarm to the song of your choice.

Personalize in style

“I don’t think the nano is worth it because I got my iPod mini for about $300, but it has much more memory and capabilities than the nano,” said Janet Belland, 11.

Tubes Personalize in style! You can express your creative side while protecting your precious device by purchasing these slip-on iPod nano Tubes. Comes in clear, blue, green, purple and pink.

Student opinion

Armband Listening to your nano is made easy with a special hands free, clasp-on arm band. These can be purchased in pink, green, red, blue and gray.

“I recently bought a 2G white iPod nano and I really like it because it’s smaller and more convenient than a CD player. But the screen scratches really easily and there’s nothing I can do to protect it,” said Alyssa Marko, 10.

Anna Hadley, 10, said “My mom has one and she likes it, it’s super small, it’s very colorful and it’s fun to stare at.”

Headphones

photos by Katie Vogel

Information By Alice Liu staff writer

The lanyard headphones or in-ear headphones can be purchased to go with your iPod nano. These give great sound quality and come in different sizes so you can listen comfortably.

Amelia Narigon, 10, said, “ I like the old-school CD player better because it’s just fun. It [iPod nano] is so thin and tiny I’d lose it.”


FEATURES Teacher

By Katie Rolbiecki

staff writer photos courtesy of www.wernersafari.com Every year, students welcome new staff members, but this fall, a seemingly irreplaceable teacher has not returned to provide his thought provoking class discussions, offer advice, or coach the Ultimate Frisbee team. This absence has left many students scratching their heads asking themselves, “Where’s Werner?” English teacher Richard Werner didn’t transfer schools within the district, or within the state. In fact, he can no longer be found teaching on our continent. This past July, Werner and his wife, Pam, also a former MV teacher, left Minnesota to take temporary teaching jobs in Tanzania, Africa. Moving to Africa required the Werners to adjust to a whole new culture. Pam Werner said, “As non-car owners, we ride the morning dala dala with the students. In Swahili, dala dala means cramming 25 people in a 10seat bus. On two occasions, Rich has had to get out to push-start the bus.” While altering their lifestyles, Rich and Pam have had to grow

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OCTOBER 28, 2005

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accustomed to the changes between their school in Tanzania and Mounds View. Their school starts a bit earlier, at 6:55 a.m, and gets out at 1:10 p.m. With smaller classes and a studentteacher ratio of 18:1, students receive a more personal style of teaching. Werner said in an email, “There are no bells at school. The kids just come to class when they are supposed to, and there are no hall passes. But on average, the power goes out two to three times a week.” One of the biggest differences between American and Tanzanian students is that students in Tanzania often ask for more homework to better understand concepts. Despite the cultural change, Werner is still able to be a leader and a mentor for his students. While he is no longer a Synergy leader in Tanzania, he is able to personally interact with his students in other ways. He said, “In February, there is an Experiential Learning Unit where we are able to take students to climb Mount Kilimanjaro. Students are also able to scuba in Zanzibar, or track chimps in Gombe Park.” It may seem a bit spontaneous for Werner to just pack up everything and move to the other side of the world. On the contrary, Rich and Pam attended a job fair last spring in Boston in hopes of finding potential teaching positions overseas. The Tanzanian school was looking for a husband-wife pair. Job and career fairs, like the one Werner attended, are constantly being held across the United States, giving teachers the opportunity to interview for a potential teaching position worldwide. One of the largest job fairs is held at the University of Northern Iowa. Other recruiting agencies include the European Council of International Schools, International Schools Services, and Search Associates. There are approximately 700 schools worldwide that employ up to 35,000 teachers yearly. Surprisingly, Werner was not the first teacher at Mounds View to leave to teach internationally. Principal Julie Wikelius said, “There have actually been a few staff at Mound View who have taught in other countries. If teaching abroad is something a teacher is interested in, they are able to take a leave of absence here at Mounds View to teach temporarily

overseas.” German teacher Cheryl Wason was one of the privileged to have the opportunity to teach in Germany for a semester. Wason said, “The students in Germany had the misconception that all Americans were fat and naïve, but I went over not only as a teacher but also as a representative of my country. The program allowed Germans to have a better understanding about America by interacting with an American and I was able to learn more about the German culture. The whole purpose is to get rid of intolerances and biases.” When hiring new staff for teaching positions Wikelius is often impressed to see a teacher who has had international teaching experiences. She said, “I believe it makes a teacher well rounded and gives a broader range of experience to draw upon.” Those experiences perhaps contribute to a teacher’s ability to draw on life’s diversity and interact with his or her students. Colleen Budge, 12, said, “Mr. Werner taught life lessons to students instead of always sticking to typical school things.” Though he is missed by many, Rich is now able to spread his ability across the world.

Options expand for MV grads

By Louise Dickson staff writer

Not going to college is something that is almost unheard of at Mounds View. From peer and parent expectations to ambition and success, going to college is the norm. But what many don’t realize is that there is a whole world of opportunity outside of college. In the class of 2005, 75 percent planned on attending a four-year college and 18 percent planned on attending a two-year college, which left three percent undecided, three percent who planned to go straight to work, and one percent who planned to join the military. “A lot of students are high achievers with high goals they want to reach,” said Colleen Lavin, career specialist, explaining why so many MV students go to college. “And because of social/peer expectations.” Scott Wiens, guidance counselor, had a similar take, “We live in an affluent area that val-

ues education. Many parents of students at MV have higher education, so students typically go on to get a degree of some sort.” “I plan to get an English minor, law major, and then a law degree at either Boulder or USC,” said Chip Parenteau, 12. “I just want my parents to be proud of me.” “I hear construction is good money, but it’s not for me,” said Brad Reinen, 11. “I’m definitely going to college.” If the class of 2006 follows the class of 2005, about 93 percent of the students will have the next four years of their lives planned out. The other seven percent are considering less traditional routes. Going straight to work after graduation means no college loans and fast money. Some students like the opportunity to immediately enter the career world. “I could see myself still working at Davanni’s in two years,” said Salena Apekelis, 11.

“I could become shift manager if I work really hard.” Joining the military after high school is rare, but Reserve Officers Training Camp and military academies are not. ROTC is a military program that allows students to go to college after high school and then serve in the military as a commissioned officer. “ROTC appeals to more students because they receive both education and military experience,” said Lavin. In addition, many of these programs offer financial aids to help those in lesser economic conditions. Edward Bloom is a perfect example of how success is not always directly correlated with a traditional a four-year college. Bloom, a 1995 MV graduate, attended West Point Military Academy. “My brother was in ROTC at the time, so I wanted to go into the military,” Bloom said. “The challenge of West Point appealed to me and I could also play DI football there.”

“After graduating from the academy, students have a five year military commitment,” said Bloom. Bloom returned from Baghdad, Iraq, seven months ago and has been working for the Guidant Corporation as a product manager for the past four months. “It was a smooth transition and easy to get a job because companies actually look for military officers to fill certain positions,” Bloom said. Students sometimes already know what careers they want to enter and want to get a more direct education in their field. Paula Kim, 12, plans to go to cosmetology school for a year and then go to an art school. Kim said, “I would rather do something I like instead of going to a four-year college and not know what I want to do.” Another option for graduates is to help those abroad and enter the Peace Corps, but many aren’t willing to take the dive

into uncertain waters. “It seems like such a huge commitment,” said Bridget Michaels, 11. “The Peace Corps doesn’t appeal to many MV students because of their maturity levels, mindset, and fear of losing contacts,” said Lavin. However, programs like the Peace Corps encourage secondary education, so that applicants are not left alone in the dark once they leave the program. “I plan to go to college for a little bit, and then join the Peace Corps,” said Maggie Jansen, 11. “Students feel that going to college is the only way to be successful in life when in fact there are a lot of different options to fulfill people’s goals,” said Lavin. Despite the collegiate mindset of many students at Mounds View, there are many great opportunities that don’t involve going to college. Jansen put it simply, “College isn’t for everyone.”


Classic rock builds By Michael Bonin

foundation for

Keeping it classy

staff writer

modern music

By Lauren Bennet staff writer

Back in the day our parents and older relatives listened to CCR, The Beatles, or maybe Grand Funk Railroad. That was the music of the 1960s ‘70s and ‘80s, and now it’s known to our generation as classic rock. Mainly found on 92 KQRS or Kool 108, classic rock is a form of music that is fading fast, but students at Mounds View are desperately trying to hold on to that seamless psychedelic sound. “Classic rock is good. It’s better than music today,” said Jared Moen, 11. Other students agreed but with a variation of opinion. Kenny Smith, 11, said that a variety is just as good: “Old rock is better, but you have to listen to both classic/oldies and modern music to appreciate both.” Many bands today are influenced by older groups. The Redwalls, a new, smalltime rock band, are largely influenced by older artists and classic rock bands. The bio on their web site said, “…when they were younger, the trio found themselves soaking up classics like the Rolling Stones, The Beatles, Bob Dylan and Otis Redding.” Not only was this rock band influenced by classics, but Maroon 5 was as well. “When I think of songwriting, I think of the Beatles, Dylan, Simon & Garfunkel and the stuff that I grew up on, but then Stevie Wonder came into my life at that point, and I just found a knack for doing [R&B],” said Adam Levine, lead singer for Maroon 5, describing how Stevie Wonder influenced the R&B style to his music (www.maroon.com). “[Artists] these days just remix what they did, no band today can say that they weren’t influenced by classic bands,” said Chris Rykken, 11. However not everyone feels the same about these tunes. Jordan Salo, 11, said “[I listen] to a little bit of Bob Dylan and The Beatles, but otherwise I don’t listen to [classic rock]. It’s not bad, it just seems toned down and slower than modern music. Also it’s not often you hear [that type of music] on popular radio stations so our generation is less exposed to it.” In truth, teens are actually more exposed to old music than they think. School of Rock, for example, is a movie in which the soundtrack is based around music from the ‘60s and ‘70s, but most teens wouldn’t even know who the mentioned artists and song were. Nine out of 14 of the songs on the album are either classic rock songs, or remakes of classics. Salome Baroda, 11, said, “I never really knew anything about classic rock before [a friend] showed me some pieces from the time, and now I love it,” an example. When asked how she felt about classic rock/oldies Hannah Lancashire, 11, said, “I love it. I listen to all types of music, but I listen to classic rock the most. It seems like today’s music all sounds same, but older music is unique and more upbeat.”

Centuries old, classical music is an art form that has won praise and admiration of listeners from all countries and time periods. However, many high school students can’t find anything to like about it. “It sucks! My grandma listens to it,” said Shane Whitehurst, 11. “I hate it ‘cause you can’t dance to it—it has no beat,” said Nadine Yacoub, 9. “People don’t give it a chance,” said Mounds View orchestra director John Madura. “But usually people get to that point [of liking classical music] at some time in their life.” Despite local availability of the Minnesota Orchestra, St. Paul Chamber Orchestra, and Minnesota Public Radio, the more mature connotations attached to classical music keep many students away. “The thing about the Minnesota Orchestra,” said social studies teacher Kathy Miller, “is there’s a lot of great things for children and a lot for adults who already know a lot about classical music…but there isn’t much geared toward high school kids.” Regardless of the stigma of sophistication, some students at MV have taken an interest in classical music. Grisha Hammes, 12, said, “I like Beethoven more than Mozart; he was more of a rebel.” Hammes toned the signature opening of Beethoven’s 5th symphony: “Bum bum bum bum… see, that’s

pretty intense for that period in time.” “I like [classical music],” said Nathanael Chan, 9, “except you don’t tell people, because then they’re all like, ‘You nerd!’” People like Chan need not be timid about their tastes; a random survey of about 80 people showed that just over one third of students at MV, a significant minority, enjoy classical music. Although most adolescents would scarcely move to a minuet at a dance party, pop culture has found itself incorporating classical elements. “[Classical music] is the inspiration for everything,” said Zach Mann, 11. “If you listen to bass lines of pop music today, it’ll be exactly the same as some classical music.” One good example of this is “Graduation” by Vitamin C, in which the bass line is taken straight from the cello part of Pachelbel’s “Canon in D.” Other examples are “Basket Case” by Green Day, which also echoes “Pachelbel’s Canon,” and “Piano & I” by Alicia Keys, which uses Beethoven’s “Moonlight Sonata.” With classical influence already pervading popular music, taking a genuine interest in the classical genre isn’t such a difficult stride. Having played principal cellist in last year’s MV Symphony Orchestra, Mounds View alumnus and classical connoisseur Erik Radio supplied some advice for those who wish to be more involved in the classical community.

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Putting th By Percy Botchway staff writer

As the population of African-American students is less than 10 percent, rap music is an unlikely find at Mounds View. But rap is exactly what students were treated to at this year’s Homecoming pepfest, with a performance by El Karnwie-Tuah, and his group, D-Mine. Though rap has primarily been popular in urban communities, it is becoming bigger in suburban areas. Early in the 20th century, blacks started to use rap around white communities as a form of entertainment. This was one of the first ways rap was introduced to whites. Research shows that rap’s primary audience today is whites who live in the suburbs, according to an article by David Samuels in his November 11, 1991 issue of The New Republic. This was proved correct when KarnwieTuah, 12, took stage with his group to perform to the admiration of the students. Karnwie-Tuah, also known as Kamikaze, makes up one third of the group, D-Mine. The other members are Conflict, 16, who attends Irondale High School, and Darrow Conley, 18, known as D-boy. D-Mine has been performing at a lot of home parties as well as major projects, such as

What are you

Everyday, Mounds View students become absorbed people’s taste in music varies. Here is a closer look


y

Following their own beat

mportant to start with comhave more simple harmonies maninoff and Bruch, or comMozart who are easier on the aid. ecific starter pieces, Radio recd, “Any of Rachmaninoff’s ertos, Haydn’s ‘Winter’ syme usually a pretty good introven Beethoven’s symphonies ful even though they’re a lot plex than a Haydn symphony.” r way to experience classical attend a live performance. an attend Mounds View orchess to see their peers perform. a Zenk, 11, who went to two stra concerts last year, said, c was great…It was exciting ple I knew on stage [performhat.” xt Mounds View orchestra convember 14 at 7 p.m. in the MV . ional performances are also ocally. The Minnesota MN Orch, and the St. Paul Orchestra, SPCO, make consible to students through the ush program. nging a student ID, students can ckets for $10 before concerts seats are available). For more rmation, call MN Orch at (612) and SPCO at (651) 291-1144. also be seen online; MN Orch innesotaorchestra.org and www.thespco.org.

By Kit Hale staff writer

In the glow of the black lights, the Chinese lanterns, and the broken stoplight, The Vox drummer John Synhavsky automatically starts a drum beat to accompany Peter Chalmers’ catchy guitar melody. The song is hard to identify - which volume of Now is it from? Actually, The Vox is working on a new song fresh from the mind of Chalmers. Members of the rock group -- Synhavsky, 12, Chalmers, 12, and Eric Kramlinger, 12 -- are among many Mounds View students who regularly compose their own music instead of covering today’s hit singles. “Music is a connection to the freedom of our souls,” said Chalmers, the band’s main composer. “[It] helps convey the divine nature of your inner self.” To create such music, the band usually practices in the dark. “Atmosphere is key to our mood,” said Synhavsky. Most important to a new piece is a hip melody or beat. “I like to listen to music in the shower, I get ideas from that,” said Chalmers. “[My ideas] go off like a tree branch then.” “It’s like he went to college and got his doctorate in [chords],” said band member Kramlinger. After perfecting Chalmers’ guitar part, the band usually adds drums. “It’s totally instinctive to me,” said drummer Synhavsky. After that, a bass line and any other sounds or effects are added.

“We bring up an idea someone on the band got, we structure it, and make sure it’s solid,” said Chalmers. Pat Carroll, 12, another guitar composer at MV, said “[Composing music] is such a free experience, you can express anything you want.” As with The Vox, juniors Andy Bergman, Ben Messerly, Nick Cairl, and Brad Reinen write their own rock music for a band called Green Hairy Pillow. “We’re influenced by what we see and hear,” said Bergman. He added, “I don’t confine myself to the chords I know.” Rock music is not the only type of music MV students compose. Dave Afdahl, 12, has played and composed music for the piano and keyboard since he was five. “It’s a place where I can escape to, a stress reliever,” said Afdahl. Mood plays a major role in Afdahl’s compositions. Dave Matthews Band as well as Ben Folds influence Afdahl’s music. “However I’m feeling, that’s what kind of song I’ll play,” said Afdahl. When thinking up a new piece, Afdahl usually starts with random chords. After elaborating on a chord progression or melody, he sometimes adds lyrics based on the feeling and mood of the piece. “I drop down little bits [of lyrics] here and there.” Music composition, and more importantly music in general, will surely continue to play a major role in MV students’ lives.

he ‘urban’ in ‘suburban’

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the Cultural Expo at the Shoreview Community Center, the Red Sea Bar and this years’ Homecoming pepfest. Karnwie-Tuah wanted people to know more about rap so he put his name down to perform at the pepfest. “No one really asked me, I thought it would be a good promotional thing and to show us a bit more,” he said. Though students may listen to the music, many are not aware of the origins of rap. Matt Prokop, 11, said “It seems like rap music originated here in America.” Rap music actually originated from Griots, West African professional singers and storytellers. Hip-hop, however, originated from the Bronx in New York City. Not only African culture influenced rap. Jamaican music also had an enormous effect on American rap music. The most noticeable influence is ‘toasting,’ when Jamaican disc jockies talk over the music they played. They used simple slogans like ‘work it’ and “move it up” to encourage dancers. As this technique became more popular, the slogans became longer. Image is everything in the minds of many rappers. Rappers and their young fans normally wear their pants hanging down their hips without knowing how it originated. This style is visible in the hallways of Mounds View on most boys. This style actually

originated in the prisons where young male minorities were incarcerated. While in the prisons, officers removed inmates’ belts for safety reasons, so they walked around with their pants around their hips. Once released, they took that new lifestyle away without recognizing it. Students at MV have had mixed responses about rap being a presence at school. Regarding the performance at the pepfest, Chase Krebsbach, 10, said, “I guess it was okay but I don’t think it was phenomenal.” Laura Arthur, 11, said, “I thought it was really good and it was fun to watch.” Karnwie-Tuah felt the appreciation as well, “Everyone I saw in the hallway were appreciative, not just blacks. They were like “good job and well done” to me, so that made me feel like people appreciate and like what we do.” Karnwie-Tuah is currently working on releasing a new CD early next year or late this year and wants everyone who really enjoyed the performance that there’s already a CD out, and you can contact him if you want to get one if you haven’t already. With renewed confidence and new awakening of rap in the school, Karnwie-Tuah wants to do it all again to further popularize this type of music to all people of all races and music taste. He said, “I’m looking to perform at next pepfest with a band.”

u tuned into?

d in their own world of music. From TV to iPods, to see what kind of music people are tuned into.

photo courtesy of The Rolling Stones Concertsl


VARIETY

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OCTOBER 28, 2005

What will you be doing on October 31st? Guy: A night of pranks

By Jace Nelson staff writer

Pumpkin guts, rotten eggs, and toilet paper — all the basic ingredients for a guy’s Halloween night out. Halloween is a night of mischief and mayhem, a time to get together with the guys and cause some trouble. A guy’s favorite Halloween pranks are essential; it just wouldn’t be Halloween without them. Thomas Burke, 11, said, “Every year my friends and I like to go out and hit all the cars we can find with a carton of eggs, and then cover them with flour. In a couple of hours it dries, and the car is caked in a thick crust.” Sure you have the classic pumpkin smashing, toilet papering, and the terrorizing of little kids, but that is just the warm up for the night. You can take it to the next level with some lawn forking, egging, and Saran-wrapping. But we are continuously looking for new and inventive ways to terrorize the neighborhood. You can save the bobbing for apples and costumes for the girls, but give a guy a good old fashioned egg and roll of toilet paper and let the good times roll. There is something about the splatter of an egg against a car, or the smash of a pumpkin on the concrete that is just a little more appealing than getting all dressed up and plunging your face into a bucket of water. Eric Fertig, 11, said, “You get a real thrill when you are out chucking eggs, or throwing toilet paper, the whole time knowing that you could get caught.” Girls just don’t seem to understand our innate desire to cause a little trouble, but they are probably just distracted by their dangerously revealing, spandex costumes. Bobbing for apples will never be as fun as throwing them, or playing pin the tail on the donkey as fun as pin the egg on the car. Sure the girls have the occasional person mummified in toilet paper at their

parties, but that is in no comparison to a mummified house. Of course, at the girls’ party, you probably won’t have the chance to be brought home in a cop car, but that is half the fun. The thrill of a little public harassment has always been exciting, but on the one night when it is practically expected, nothing is left out. We are always looking for new ways to prank

photo illustration by Katie Vogel

the night away. One student said, “Last year, my friends and I rounded up our trucks and loaded them with a couple of Port-OPotties from the park and set them in our friend’s yard.” Kyle Grossman, 12, said, “This year, my friends and I are going to dress up in all black suits and take my black car to a neighborhood crowded with little kids, get out, straighten up our ties and walk away. When the kids’ curiosity gets strong enough, my friend who has been hiding the trunk will pop out and scare the crap out of them, being dressed in his crazy outfit.” Halloween pranks have become just as much of a tradition as young children, and some not so young, going out and trick-or-treating. But no matter what it is you are going to be doing this October 31, remember to keep it original and keep in mind that we have school on Tuesday.

Girl: Costumes over candy

By Katie Rolbiecki staff writer

Something huge is coming. It’s bigger than Homecoming, more important than the ACT, and has the ability to send girls into an absolute frenzy. As Halloween approaches, everyone anticipates the expected treats, scares, and pranks. Yet for girls, the spooky holiday has a much deeper meaning. Girls have always been known as the gender that loves to plan. Everything must occur at the perfect time and in the perfect sequence. Even though Halloween always falls on the last day of October, girls usually start planning for the big day months before. “Girls need to start planning six months in advance to have a perfect costume,” said Jackie Palermo, 11. Costumes have always served as the core of Halloween. “Halloween is more about dressing up than it is the actual holiday” said Casey Williams, 10. Each year, girls teeter on five inch high heels, plaster on the sky-high false eye lashes, and see which group of girls can use the least amount of fabric to cover the necessities. Seeing guys sit around and plan what house to T.P. disgusts girls when they could be using that time to plan out their outfits. Nothing could be more mortifying then sporting a mediocre costume on Halloween. “Having the same costume as someone on Halloween is ten times worse than having the same prom dress as someone,” said Suzanne Florey, 11. Once girls have their costumes picked out, they are far from being done planning for the event. “To get ready for my last Halloween, I bought a tanning package, got my nails, hair and make-up done, and got a pedicure,” said Lynn Owczarzak, 12. While many girls are willing to spend

Not your normal cup of joe Local coffee shop brews up something different

By Laura Linder-Schoeler staff writer

What used to be known as Village Coffee has been remodeled, renamed, and relocated within the Shoreview Village Mall. The result: Raz’s Café and Ice Cream Parlor. It took years of hard work, but now the owners are seeing the fruits of their labor in a small, homey coffeehouse in Shoreview. It is a seemingly unthinkable task to open a no-name coffee shop in corporate suburbia. It even moved me enough to put down my low fat, half-caf, vanilla cinnamon Caribou cooler and sample something of Raz’s. In total, there are a whopping 27 Caribou Coffees and 21 Starbucks within a 15 mile radius of Shoreview. It would seem that an independent café doesn’t stand a chance. In a time when the logo on the outside of your cup appears to matter more than the quality of what’s in it, I offer up a plea for perception - stop and smell the freshly roasted beans! Chances are you won’t be able to distinguish between the bulkbought Caribou beans and the lesser-known, organically-grown beans that have been selected by Raz himself.

Raz hopes to lure customers in with a broader menu and less commercial feel than the North Oaks Caribou. While Caribou sells-out on your generic coffee coolers, Raz’s offers a broad array of flavored coffees, teas, mixed drinks, and smoothies, all costing nearly a dollar less than their commercial counterpart. Drinks run from $1.35 up, the most expensive on the menu being the fruit smoothie at $3.25. Offering drink choices such as the Mandarin (orange) Chocolate, Almond Joy, Pumpkin Spice, or Chai Tea flavored lattes, the menu grabs your attention, taunting the ever-adventurous caffeine addict; and that’s just the coffee. Raz’s also markets ten flavors of ice cream. Displaying a few more out of the ordinary kinds like Elephant Tracks, Irish Coffee, and Superman (a combination of cherry, vanilla, and blue raspberry), it has a small town ice cream shop feel to it; the Minnesota-nice sort of a place where one scoop means three, and no one gets upset if you ask to sample every flavor. A small bakery case displays an array of homemade baked goods and white-bread sandwiches, each individually covered with care in saran-wrap. Raz and his wife, the only peo-

photo by Katie Vogel

Raz’s Cafe and Ice Cream Parlor spices up the Shoreview Mall atmosphere. ple staffing the shop, go out of their way to make sure everything is enjoyable and satisfactory. Personally checking in on how everything tastes every once and a while, a grinning Mrs. Raz herself offers my friends and me complimentary baked goods ‘on account of a beautiful fall day.’ As we begin to leave, she calls out a warm thank you and good night through the open door. Sure, it’s not your popular neighborhood hangout, but the smiles are abundant, the coffee is hot, and the ice cream is delicious. As for the happily-ever-after ending, we’ll just have to wait and see.

all their savings for the holiday, some girls are even willing to sacrifice their own body and suck it up as they live by the motto “beauty is pain.” “I have a scar from my curling iron when I burnt myself last year as I rushed to get ready,” said Tara Heck, 10. When the big day actually arrives, the process of getting ready for girls resembles a chaotic feeding frenzy at a zoo. The claws are sharpened, bobby pins fly everywhere, and pushing and shoving are never out of the picture. “Waking up at four a.m. to get ready and fighting for the mirror always causes drama between girls when they are getting ready,” said Sharon Stone, 11. Yet somehow, in the midst of hectic primping, every girl manages to have perfect hair and makeup. Then the spritz of a carefully chosen perfume with floral undertones to enhance her ensemble. After making the bathroom into a gas chamber with all the hairspray, the girls are ready to go strut their stuff at the most anticipated event of Hallow’s Eve: the dance. Each year, every girl prepares for an intense night of dancing with all her girlfriends without the restraints of an uncomfortable formal dress. “The Halloween dance is the best dance because you don’t have an annoying date hanging on your arm,” said Bailey Moreland, 10. Trick or treating seems so juvenile to girls when they can go display their costumes that they have slaved away on all year. And of course, girls never even think about performing childish acts such as egging and scaring little kids. Before the dance is even over, nothing is more haunting than the pressure and stress a girl undergoes when she realizes only 365 days lie between her and next year’s Halloween.


REVIEWS

9

OCTOBER 28, 2005

Ancient meets modern in Oracles Gray Matter Huang Yong Ping at the Walker Art Center

By Megan Wang staff writer

Lion smells, waist-high rice bowls, a 20-ton sand castle, a full-scale jet cockpit, and a plethora of creatures (alive and dead) come together to form House of Oracles: A Huang Yong Ping Retrospective, now open at the Walker Art Center. Huang Yong Ping, a Chinese artist currently living in France, fuses ancient Chinese mythology and tradition, modern politics, and avant-garde techniques to produce a fascinating collection. This is the first ever retrospective of the artists work, spanning from the mid-‘80s to 2005. This installation, ranging from sheets of grime covered paper to a fuselage littered with 350 bat carcasses, focuses on bestiary and the strategy of chance. “House of Oracles,” the piece after which the exhibit is named, contains an abundance of Chinese divination instruments including a grandiose roulette wheel and “weapons” made from rusted iron bars and mâchéed copies of the I Ching (a book used to interpret oracles in the Chinese tradition). “I still consult [it] on every project I do,” Huang said. At the entrance of the exhibit looms a colossal elephant constructed from concrete, steel, and cowhide. The creature bears the weight of a lifesize ferocious tiger attacking its British style passenger basket. The piece, titled “The Nightmare of George V,” is a historical statement regarding the British colonization of East India. This motif continues through the “Passage,” but not before you are greeted with a ghastly smell emitted from empty cages lining the entrance (an installation in itself). “Because I wasn’t allowed to use real lions in the exhibition space, I represented them by using cages containing their smell – their feces and the carcasses they left behind,” Huang said. The next part of the exhibit surrounds you with “The Doomsday,” a series of waist-high bowls filled with British foodstuffs. The piece is meant to represent the British ability to westernize a distinctively eastern product, in this case porcelain bowls. Walking into the main portion of the collection, you are towered over by a 50-foot wooden python skeleton and confronted by a gigantic gourd. In Chinese tradition, gourds were used to carry medicines, thus the title of the piece: “The Pharmacy.” Turtle carcasses, nuts, lizard skins, rocks, and various herbs are displayed in the corner to embody this. On the opposite side of the gourd lie several black grapefruit sized balls.

“The gourd digests all of the medicines,” according to curator Phillippe Vergne. “Travel Guide for 2000-2042” is an especially intriguing work, especially in light of recent events. It consists of a suspended double spiral, “cut from the face of a globe as though it were an apple peel,” Vergne said. The spiral is covered in masses of pins, each labeled with a natural disaster and the date on which it is supposed to occur. Each was taken from a book of predictions called The Future Century by Li Yu, which only vaguely describes the locations of the events. The most attention-seeking piece in the exhibit is “Theater of the World.” Modeled after the “pentopticon,” a British concept for the ultimate prison, the “theater” in itself is a cage. Crickets, lizards, tarantulas, scorpions, and a python all move about the gladiatorial arena. This is, again, a reference to a Chinese method of placing various poisonous creatures in a vat and leaving them for a certain time, resulting in the final surviving creature containing the cumulative poison. The exhibit stretches on to reveal “Pole of the East”- a sizeable, politically charged street sign. The pole, topped with a crown and eagle, has arrows pointing towards various countries. Each sign has a 3-inch tall American soldier embossed just before the country’s name. The signs point to places America is likely to go to war, with Afghanistan and Iraq at the top and Russia and Germany at the bottom. The pole once stood upright, but now lies toppled on its side. The final room is dominated by the remnants of a life-size EP-3 spy plane. This alludes to an incident in the summer of 2001, where an American spy plane crashed into a Chinese fighter jet, killing the Chinese pilot, and made an emergency landing on Hainan Island. The jet was disassembled and flown back to America in pieces. Huang created a replica of this plane and has reassembled the parts several times, this creation entitled “Bat Project IV.” 350 taxidermized bats dangle from the nose of the plane and the fuselage constructed of bamboo. Along with these fuzzy friends, glass-covered display cases show the story of the spy plane blended together with documentation of the various assemblies of “Bat Project”. Many of the installations in Oracles carry historical references. Without knowledge of the mythology, however, the exhibit probably seems absurd at certain points. Scheduled public tours are given regularly. The 20-ton sandcastle, “Bank of Sand, Sand of Bank,” contained in the front lobby is expected to crumble when the gallery closes on January 15.

Nickel Creek blazes the country trail

By David Inman staff writer

In the world of bluegrass and country, the sounds of change couldn’t be played any clearer than on Nickel Creek’s third album, Why Should The Fire Die? The trio from southern California, featuring brother/sister Sean and Sara Watkins and mandolin madman Chris Thile, not only evolve their own sound but also reach deeper into the thoughts of anyone who will listen. The three members started performing together as kids in 1989. Almost ten years later, in 1998, they were signed to Sugar Hill Records, and released their successful self-titled debut album in 2000. Their Grammyaward winning (for contemporary folk album) sophomore record, This Side, was released in 2002. Nickel Creek has always had success in the country world with catchy hits from past albums, such as “This Side” and “Speak,” but until now have not shown a rougher side that fans have been waiting to hear. On Why Should The Fire Die? Nickel Creek has given up in trying to identify their sound with a specific genre. “I think of us as a sort of high-energy chamber band," said violinist Sara Watkins on the

band’s website www.nickelcreek.com. The 14 tracks on this album travel not only the musical elements of country and bluegrass, but also experiment with alternative, folk, and even a little rock. Thile takes the driver’s seat as far as the overall direction of the album. A new kind of honesty drives the lyrics to strange heights. In songs such as “Can’t Complain” and “Eveline,” Thile narrates characters realistic and even disturbing, which reveal Creek’s darker and more concealed side. Songs “Doubting Thomas” and “Jealous of the Moon” (cowritten by Minneapolis’s own Gary Louris of The Jayhawks) explain the struggles and tiny emotions that are often hard to explain, but which everyone faces. The lovable violinist Sara Watkins continues with her signature sweet voice in a rendition of Bob Dylan’s classic ballad, “Tomorrow Is A Long Time.” Yet, in the fashion of the record, she surprises her fans with the wild tune “Best of Luck,” in which her voice, bordering on anger, describes the specifics of the confusion of a complex relationship. Old-time Creek fans won’t be surprised to find the usual addition of instrumental tracks, (“Scotch & Chocolate,”

By Carolyn Wright staff writer

You might fall asleep listening to this Life in Slow Motion, but it wouldn’t be out of boredom. David Gray has once again proven his ability to write songs that are relaxing without being depressing. While much of Gray’s work is known to be more low-key, many of his songs are hopeful and inspirational. The album has some of the same characteristics of his previous albums, but it is clear that two years of experimenting have left Gray with a more unique sound. Born in Manchester in 1968, Gray was raised in Wales and attended the University of Liverpool where he played in some punk rock bands. While experimenting with different styles of music, he realized he had poetic talent of his own. Unfortunately it took being dropped from two labels and three albums before Gray produced White Ladder himself and landed a permanent place in the music scene. Since then he has released two more albums, Lost Songs and A New Day at Midnight. One element that has made a break through in Life in Slow Motion is the use of orchestra and more background vocals. The opening song, ‘Alibi’, has a 55 second orchestral introduction. In contrast, Gray uses only piano, drums, and vocals in a more raw “Now and Always.” “From Here You Can Almost See the Sea” and “Ain’t No Love” also use an orchestra to give a more intimate feeling. Another difference between this album and his others is that this is not an autobiographical album. On his website, Gray describes this album as “It’s more like talking heads – not the band, the concept – each song being from a different person’s perspective with a bit of overlap and quite a lot of me thrown in.” There is definitely a change of viewpoint in each song. The feel-good love song comes in

“The One I Love” which is followed by a juxtaposing “Lately” which describes a relationship falling apart. “Nos Da Cariad” (Welsh for “Goodnight Sweetheart”) is a darker song in which Gray encourages his lover to sleep so they can dream of “running/afraid of nothing/ yeah we’ll be running.” Having the stories from other people’s perspectives, as opposed to autobiographical songs, makes it easier for more people to identify with the album. The title track “Life in Slow Motion” is one of the most moving and beautiful pieces on the album. This song is based on the realization that people go through life more or less

numbed by everything they come in contact with. The message appears to be when someone dies or is born, the reality seems distant and everything surreal because people get desensitized by film and television. The song sums it up simply in the chorus of “life in slow motion somehow it don’t feel real.” Gray continues how people just pass through life in “Hospital Food,” which describes life as just a series of events that are dealt with rather than actually lived to the fullest. In 1998 Gray released White Ladder, which became the top selling album of all time in Ireland, beating out Ireland-born U2. The album’s success may be attributed to Gray’s lyrical and poetic form. Life in Slow Motion carries the same personal feel that may boost it to the same heights.

Hear it See it The best music is made with passion; few bands have it, even fewer know how to express it in music. Belgium left the Congo with almost nothing but cars, loudspeakers, and

“Stumptown,” and “The First and Last Waltz”). Fans also won’t be surprised to find that their instrumentation is impeccable as usual. At the album’s climax, Thile speaks again of the usual mixture of confusion and love in the ballad “Helena.” Like the emotions that the song describes, the music builds up to an explosive ending that can only be described as bittersweet. With the final track, Nickel Creek leaves the listener with a question that couldn’t fit the album more; “I’m just happier being confused/ Beside the fire as long as it’s with you/ Why should the fire die/ My mom and dad kept theirs alive.” With the finale of the album slowly strumming away, the mood is one that will leave you listening over and over again. Be sure to check out Nickel Creek on tour, appearing at the State Theater on October 29.

other electronics when they packed up; one band’s passion was to turn these memories of oppression into instruments. Konono No 1, who has been together for 25 years, is the brainchild of Mingiedi who is known for his uncanny talent on the likembé (or “thumb piano). The resullt is entrancing and joyous. With microphones made of magnets from car alternators they’ll dance their way into town Novermber 10 at the Cedar Cultural Center.


10 SPORTS SEPTEMBER 16, 2005

The ultimate team player By Ashley Aram staff writer

photo by Ben Messerly

Seung-Min Baik, 12, plays on the defensive line during a recent practice

The players assume their positions. There’s a tense pause from the time the quarterback yells hike to when he snaps the ball. A clash of color ensues, as the defensive line explodes from their crouched positions and bombards the opposing team. The hit is made, the tackle a success. Roars erupt from the crowd. Most defensive line men would say this is one of their favorite parts of the game of football. Seung-Min Baik, 12, would tell you his favorite part is his teammates. Seung-Min started playing football for Mounds View his junior year. His main focus was not to start on varsity or even JV, but to get in shape. He wanted to be prepared for entering the Air Force Academy after high school. This year, as a senior, Baik plays between the two teams, but mostly on JV. “I sometimes play for green [varsity] defense, but I feel I can contribute the most on white [JV] defense,” said Baik. Seung-Min seems to put one

thing above all others when it comes to football: his teammates. When asked what the most important thing is about sports, his answer was straightforward and unwavering. First he paused, looking down in concentration, as if to choose his words carefully. Then he smiled and said, “The most important thing is to keep the goal in mind, even if you’re not starting. You should be thankful to be able to play at all, and you should put your whole heart into it. You should be thinking of your team as a whole, not just of yourself.” Growing up, Seung-Min never experienced what it was like to be the top player on a sports team. In his younger years he played soccer and baseball, but was never the most skilled. “I’ve never really been the best player, so I think this developed more of a team aspect within me,” said Baik. Other aspects of life have taught Seung-Min to work with others and be a “team player.” For example, Baik is deeply involved in jazz band, orchestra, and symphonic winds.

“In a band or an orchestra, if you don’t listen to the others playing around you, you can’t make music. The same goes with football; you need to work with the others around you to make the play,” said Baik. Seung-Min’s teammates commend him for his tremendous devotion to the team. “He never gives up. He always has a good attitude,” said Donny Matuska, 11, a JV player. Other teammates feel the same. “If he’s on the sideline he’s always cheering, and when he’s on the field he plays his heart out,” said Lucas Bengston, 11. Athletes who enjoy every minute of the game, including the ones spent on the bench, are rare. This makes Baik an exceptional football player, as well as an exceptional person. “He’s the ultimate team player,” said Matt Goldsmith, Mounds View’s defensive line coach. “He is the perfect role model for every single athlete in this school.”

Girls rugby shoves its way into MV Volleyball team stands out By Bijan Jalali staff writer

The Mounds View Rugby Club (MVRC) boasts yet another State title under its belt for the upcoming season. The unbelievably successful five-time champs will continue to recruit with ease from now until spring, drawing from the school’s deep pool of great athletes. By mid January, the boys will already be in gymnasiums hammering out fundamentals – but will they be aware of another group of “ruggers” silently preparing on the same turf? Are they prepared for the same demographic of the opposite sex? The first ever Mounds View Girls Rugby team is slowly becoming a reality. The MVRC is independent, especially in terms of funding, from Mounds View. It’s up to the MVRC board whether to adopt the girls team as well. “Well when I first talked to the Amateur Rugby Foundation, they made it clear that we needed an organization of adults that could formally represent us. That’s when I decided I should probably contact the boys’ team board that already exists,” said co-captain Amanda Oliverius, 11.

The board is currently waiting on a vote in favor of taking the girls team under their wing. If things go through for the girls, their only remaining obstacle will be to recruit a coach – and more players. Co-captain Grace Geere, 11,

photo by Katie Vogel

Captain Amanda Oliverius, 11.

said “It’s hard to find a lot girls who know anything about Rugby, but it helps that we can easily recruit girls who want to hit people.” Rugby is one of the few sports that lets girls engage in

some old-fashioned physical contact. Noting the spring season’s lack of physical sports, numerous girls from the hockey team are taking immediate interest. “I was interested in joining rugby because it would be sweet to be on the first girls’ rugby team at MV and it seems to be a fun, physical sport,” said Maddie Dragich, 11. Attracting girls to the sport presents far less a challenge than getting them into the league. The main goal for the team right now is to find adult representation. “Right now they need to get more adults involved in the club, because all they have is kids organizing it right now. The boys’ team has a board who figure out how to handle all the expenses of being separate from the school,” said Damien Chevallier, 11. Realistically, the current Saturday get-togethers on the soccer fields are capable of transforming into full-team training sessions. But they’ll have their work cut out for them – preparing for match-play against the twelve girls teams established in the state.

Upcoming events state and sections Girls Tennis Sat., Oct. 29, 8 a.m. individual State tournament @ 98th St. Northwest Athletic Club Boys and Girls Cross Country Sat., Oct. 29, 9 a.m. State tournament @ St. Olaf College Girls Swim & Dive Sat., Nov. 5, 9 a.m. JV conference meet @ Stillwater Jr. High Thur., Nov. 10, Sections swimming preliminaries @ Stillwater Jr. High

Fri., Nov.11, diving Sections @ Stillwater Jr. High Sat., Nov.12, swimming Section finals @ Stillwater Jr. High Volleyball Sat. Oct. 29, Section tournament vs Champlin Park @ Champlin Park, Time TBD

By Ryan McGrath

play really well, and other times we look pretty bad. I staff writer think it’s a long shot.” With their season coming to But for the varsity team, a close, and state looming on which holds a 16-9 record this the horizon, the Mounds View season, when the game is on girls volleyball team seems it’s no laughing matter, pleased with their progress, as “We’re probably the best well as their continuity. team [in our section] if we play “This year’s varsity line up consistently,” said Keiger. “If couldn’t have been any better,” we play as well as we possibly said captain Diane Kieger, 12. can, we could take state.” “We have really experienced For many players, volleyplayers.” ball won’t end with high This school. summer The varthe girls sity were squad given an includes extra two divipush for sion one the seaathletes, son by captains renowned Kieger South and Dakota Slagter. State volBoth leyball girls have coach received Andrew full rides Palileo, to their and it prospecseems to tive colhave paid leges. off. Keiger “He will be taught us attending a lot of Iowa fundaState, and mental photo by Katie Vogel Slagter volleyplans to ball, like Diane Keiger, 12, and Katie Johnson, 11 play dur- study and passing, ing a recent game. play at blocking, South hitting and footwork,” said Dakota State. Both players Brittany Johnson, 12. “Andrew seem excited for college ball, is a very strong coach, and he but hesitant to leave the more pushes you to your limits.” relaxed high school environDespite their training, secment. tions look bleak for the squad, “I guess I’m a little worhaving already lost to two ried,” admits Keiger. “It’s realcompeting teams. ly competitive volleyball.” The team is strong, but the While both girls have players will be the first to prominent futures ahead of admit they’ve had their share them, their main focus lies in of problems with consistency. their last high school Section Captain Jolene Slagter looks tournament. almost bemused when asked Rest assured, both girls will about the team’s chances at do everything within their state. power to cap off their high “We’ve gotten a lot better,” school careers in style. she said, “but sometimes we


SPORTS 11 OCTOBER 28, 2005

photo illustration by Katie Vogel

Is cheerleading a sport? No guts, no glory, it’s not a sport

By Chelsy Mateer staff writer

to the “A ccording Minnesota High School

Determination and skill define a sport By Elizabeth Roemer staff writer

hroughout history, many T wise philosophers have asked pertinent questions. Galileo asked if the earth revolved around the sun; Christopher Columbus asked if the world was round; and John Locke asked if man was inherently good or evil. Out of all of these imperative and crucial questions, there is one that is still left unanswered: Is cheerleading a sport? The misconception that cheerleading is not a sport has been extended to all generations including ours. According to the Public Health Agency of Canada, a sport is defined as “A form of leisure-time physical activity that is planned, structured and competitive.” Cheerleading fits all of these requirements, so why do some not considerer it a sport? “Cheerleaders practice really hard and they do stuff I’d never be able to do, ever,” said Jake Rafter, 10. “They have at least the same amount of dedication as any other athlete.” Dedication is important if you want to be a successful athlete. Many cross country runners wake up early in the morning to stretch and stay after school for long periods of time for grueling practices, as do cheerleaders. “We put a lot of work into cheerleading, with practice every day after school at Chippewa for two-plus hours, not to mention the morning practices that start at six a.m.,” said Meagan Weidt, 11. In the past two years, Weidt has sustained numerous injuries and seen many of her fellow cheerleaders injured as well. Although extremely rare, death is also a possibility that cheerleaders are aware of. “A girl from Maine actually died at a competition in the East

Coast this summer after she fell during a stunt. That proves that cheerleading really is a sport, we risk our lives like everyone else,” Weidt said. “This summer alone I’ve broken my nose, put my tooth through my lip, got a black eye, and sprained my ankle three times.” Injury is a monumental risk that all cheerleaders face, as they are often in the trainer’s room getting ice and tape for their injuries. “Cheerleading is very dangerous. A lot of girls get hurt and people don’t think they do,” said Kelley Nicol, 9. “If you don’t catch a girl right she could get seriously injured or die.” “A lot of girls get chronic back pain due to basing and putting so much stress on the back and that can lead to worse problems,” said Laura Amlie, 11, a cheerleading captain. “The injuries that could occur during cheerleading can be just as bad as other sports.” According to www.nyssf.org, 18,858 cheerleaders were injured in 1998. This was more than field hockey, boxing or even rugby. Not only do cheerleaders work hard at their sport, they also work hard for other sports. Cheerleaders decorate the hallways at homecoming for the football players, as well as themselves. “We fundraise for football. We work really hard for ‘the guys’ just as much as we work for ourselves. It’s almost like we’re covering four sports,” said Hiede Tuckner, 11. Cheerleaders also compete in tournaments just like other sports. Unfortunately, Mounds View cheerleaders aren’t able to compete because of lack of school funding. “We practice like everyone else. We have consequences like everyone else,” said Rose Heinen, 11. “Everyone thinks we’re not a sport, but we are.”

League, cheerleading is viewed as an activity, not a sport,” said Mounds View’s activities director, Bob Madison. The American Heritage Dictionary defines a sport as an activity involving physical effort and skill that is governed by a set of rules and often undertaken competitively. Clearly, cheerleading is not a sport. “When I think of sports, I think of competitiveness, and they don’t compete,” said Cam Dickison, 10. If cheerleaders want to be considered a sport, there are certain characteristics that should be considered. Being in good physical condition is one of those. All sports have to do conditioning to keep in shape. In cheerleading at Mounds View, you don’t have to stay in peak physical condition. “It doesn’t take skill or talent to stand in front of a crowd and clap your hands, anyone could do it,” said Brock Pederson, 10. In any other sport you have to run, lift, or train year-round to stay in shape so you can run up and down the field or court. In cheerleading, they typically run for five to ten minutes at the beginning of practice during their season. “For basketball if you don’t run before tryouts, you can’t keep up, you feel like you’re not in shape,” said Reyna Sawtel, 10. To be able to be deemed as a

Abbey Holt, 12, tries to pump up the crowd at the football game against Roseville on Wednesday, October 19. The football cheerleading squad is led by senior captains Meghan Kinsel, Allison Kuehner, and Samantha Brunn. sport, competitions are necessary. That’s how you can tell whether a team is skilled. In cheerleading, there’s no point system to show how they compare to another team. “They don’t have a point system to score and win, meaning they are not a sport,” Max Bowell, 10, said. The Viewettes have been in competitions and won state

titles. Last years boys’ varsity basketball team placed third in the State Tournament. The cheerleaders have no such records. Cheerleader Michelle Brunn, 10, said, “We aren’t allowed to compete because there’s not enough funding.” While that may be frustrating to cheerleaders, that’s the way it is. “It’s not for a competitive purpose, it’s just being a fan who gets to go on the field, and wear a weird costume,” said Gerald Legarde, 10. If it weren’t for other sports at Mounds View, the cheerleaders wouldn’t have anything to cheer for. However, students point out that this is not necessarily a bad thing. Dave Bothwell, 10, said, “The purpose of cheerleading is to motivate fans at the game.” The enthusiasm of cheerleaders runs high. The familiar cheer of “We Got Spirit” brings happiness to the fans, and lets them enjoy the game. Bryan Larson, 11, said “The cheerleaders do a lot of good stuff for the football team and are very enthusiastic about what they do, but there’s no way they’re a sport because there’s no competition involved. But, we still love our cheerleaders.” Many fans at MV appreciate what the cheerleaders do to motivate the fans and get them cheering for the team, but as Chip Parenteau, 12, said, “They cheer for the real sports.”

all photos by Katie Vogel


12 GALLERY OCTOBER 28, 2005

Filling the

It’s second period. Too early to be near lunch, or leaving, but late enough to be fully awake and feeling the brunt of school. Perhaps you think all hope is lost on such treachery of an hour; think not! Lo and behold, Eric Kramlinger is here!

void

By Meaghan Schmidt staff writer

This school year introduced a slurry of new and exciting features, and one is the new voice of the morning announcements. When the year started, Mounds View Principal Julie Wikelius knew she had quite the void to fill. As in years past, she asked Janelle Hallberg, English teacher and speech team coach, for an announcer recommendation. “Of course multiple names came to mind,” says Hallberg. “But Eric just stood out.” “Eric’s got a great voice…great personality…” said Hallberg. “And he’s just one of those kids that everybody likes!” It seems that Mounds View students are enjoying the new voice of the announcements too. “My whole class goes quiet to hear his voice,” said Anne Kuduk, 12. “Everyone is like ’shh’…Eric is on.” Not easy sentiments to discount, considering this is the guy who wants to bring the announcements a newfound “optimism and joy.” “Before I did the announcements, I thought they were so grim,” says Kramlinger, 12. “They needed inspiration.” Bringing that extra dose of funk has been Kramlinger’s main focus thus far in his morningannouncement career. For instance, he tries to spice it up every day by working a pun or some sort of other clever wordplay into his daily spiel. “Usually at least one person notices,” he said. Perhaps playing off of his future aspirations

My whole class goes quiet to hear his voice,” said Anne Kuduk, 12. “Everyone is like ‘shh’…Eric is on.

Rachel Tucker, 12 and Greg Suzikida,12, listen intently to the morning announcements. In previous years some students were unaware that the announcements existed while others would just talk over them.

photos by Katie Vogel

for a career in the music business, Eric has also created a bell intro to be played every day. “I got a little carried away,” he says, and goes on to detail the inclusion of guitar bars, fifteen keyboard notes, and a synthesizer (on the echosetting). “My pride and joy!” Kramlinger calls it. With both the administration and students pleased, Kramlinger has plans to keep announcing as long as he can. “It’s the morning!” said Eric. “I want to get people excited!”


October 28th, 2005 - MVHS Viewer