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Issue 1, Volume 78 Septemebr 21, 2012 4525 Highway 109
thebugle
One step at a time
monika nayak featurewriter
Individuals combat cancer
Like superheroes out to save the world, EHS works to aid the fight against cancer, a disease that plagues half of all men and one-third of all women in the US during their lifetimes, according to the American Cancer Society. One of these superheroes is Maddi Schaefer (10). After posting on Twitter, “100 retweets I’ll shave my head for cancer research,” Schaefer received 225 retweets within a half hour. Schaefer sported the new haircut during school, Aug. 30. Robbie Dutton, a close family friend of Schaefer, developed cancer in his leg at age 8 and has been battling the disease intermittently for the past two years. In support, Schaefer shaved her head, Aug. 29, and donated her hair to Wigs for Kids, an organization which offers free wigs to children who have lost their hair to chemotherapy, radiation therapy, and other medical issues. Schaefer started CampaignBC, a Twitter group, which jumpstarted the #beatcancer trend, with Timmy Borroff (11), Aug. 30. @CampaignBC spreads the word about Schaefer’s efforts in cancer awareness. She is working with Mrs. Carolyn Baremore, science teacher, to start fundraising events, such as selling t-shirts. The colors of the shirts will correspond to a type of cancer and will say #BeatCancer on the front. With the help of Borroff and Carolyn Frauenhoffer (10), Schaefer has been able to publicize her efforts by the word of mouth and social networks. All profits will go to St. Jude’s Hospital. “Eureka has the potential to do a lot because we are a big school and a big community,” Schaefer said. “If we all work together, we could make a change.” Students understand the severity of the disease. “Having cancer made me appreciate life and not take things for granted,” Jordan Cole, cancer survivor, said. “Out of nowhere, cancer can affect anyone. There needs to be awareness because you never know when someone will be diagnosed.” Read more about Cole’s fight against
cancer at www.EHS-hub.info. Schaefer met with Dr. Jason Green, activities director, to discuss fundraising ideas, just as several other students have in the past. “We have students here who take up causes all the time,” Dr. Green said. “I think cancer awareness becomes important to people for a couple of reasons. It’s usually something that has impacted their lives in some way.” In the past, the girls volleyball, girls basketball, boys swim and football teams have shown their support by wearing pink for breast cancer. In addition, the wrestling and boys basketball teams plan to start showing their support. This year, the pinkout football game will be Oct. 5, which is also the Homecoming Game. The pink-out game is the most prominent event held to support breast cancer at Eureka and has helped raise over $8,000 for the Siteman Cancer Center, a local organization based in Barnes-Jewish Hospital and the Washington University School of Medicine, in past years. “We wear pink socks for football to show that we support the cause and we want to find a cure for breast cancer,” Nate Echard, defensive back, said. “It’s a symbol that we have respect for people who have survived.” Cats for a Cause t-shirts will be sold for students to wear at the pink-out football game and throughout the month of October. The proceeds go to the Siteman Cancer Center. Embroid Me, the t-shirt company, does not make any money from producing the shirts with every penny of profit donated. Mrs. Becky Stevenson, language arts teacher, and Mrs. Mary Wisdom, mathematics teacher, collaborate on the design for the t-shirts. Almost 400 Cats for a Cause t-shirts were sold last year, donating $2,400, according to Mrs. Wisdom. “I was surprised by the number of students who purchased the Cats for a Cause t-shirts,” Mrs. Dianne Johnson,
After shaving her head, Schaefer was overwhelmed with a wave of support. She
started the #BeatCancer trend on Twitter to show her support for the cause.
breast cancer survivor, said. “We have four or five teachers in the science hallway alone who have been affected by breast cancer. The impacts are huge whether it’s a mother or a sister.” Whether it is buying a t-shirt or attending a game, students are willing to get involved in whatever way possible. “I bought a Cats for a Cause shirt, and my brother bought one also,” Harrison Fain (11) said. “If someone puts a good idea out there, everyone can support it. The school is a good place to start.” StuCo holds an annual blood-drive. Donating blood directly helps cancer patients since they may need blood transfusions during treatment. “Everybody should do their part. You tend to do more once it affects you, but you should do something now because you never know when it’s going to affect your family and friends,” Mrs. Gail Haynes,
leukemia and breast cancer survivor, said. “When you’re going through all of the emotional turmoil, it’s big to not have financial worry. Cancer organizations do so much. They do research; they provide information; and they provide financial aid to those who need it.” The amount of effort EHS puts into cancer awareness shocks incoming students and teachers. “I’ve been in several schools and it seems like we’ve done pretty well here in the last few years,” Dr. Green said. “I don’t know how we could get cancer awareness and fundraising at Eureka any bigger.” EHS is there to save the day when someone is in need. Various clubs and individuals have gone out of their way to give a helping hand. These everyday people will not give up the fight to find a cure. “They are my heroes,” Matthew Butchart (10) said.
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2Feature
Discover the Future
yes
Since the first day of freshman year, counselors, teachers and parents have been hammering one word into students’ minds: future. While the future can appear threatening and daunting, students motivated by their life plans use them to fuel their work ethic.
Do you schedule your classes around your future career or college goals?*
“Grades are very important to me because I understand that they carry on to the future and that they help set up your future,” Ben Schroeder (11) said.
yes
Though intangible and far-removed, college and a career still power a strong work ethic simply because of their significance to future-motivated students. “I know if I’m going to get to where I want to go, then I need to work hard now so I can start building up for the future,” Katelyn Bagwill (9) said. “I try to do as much as I can.”
no
A strong desire to succeed in the future possesses the potential to override other motivating factors for students, even if they hold more immediacy. “If I lose the car for the weekend because of bad grades, that’s not a big deal because that will come and go,” Schroeder said. “But my future, that’s the rest of my life.”
“I think it’s very fulfilling to put a lot of work into something and get good results out of it,” Kylie Ruprecht (12) said. This sort of work ethic often drives the students to even do extra work in school subjects that interest them, even if the work isn’t mandatory. “I like to read a lot,” Matt Taylor (11) said. “Also, I also enjoy learning about history. It kind of happens on accident. For instance, I’ll be watching TV and I’ll see a documentary. I enjoy it because it’s just fun to learn new things and it’s interesting.” Even though the additional work holds no weight in their grade, these students put in time and effort to enhance themselves, as opposed to only enhancing their grades. “Learning is always making you better and expanding your view of the world,” Kath Farmer (12) said. “I like seeing the different dimensions of things.”
Do you have a dream college that you aspire to attend or career you evertually want to have?*
no
Start
Internal
In the middle of a late-night study session, more than the thought of a high grade on a test or improving a G.P.A. keeps intrinsically-motivated students going: the idea of doing the best they can motivates them.
no
yes
Does the joy of learning hold more importance than actual letter grades?
no
Would you do improve your if you didn’t tutoring or o
yes
*If you get st
yes flow chart, y
be driven by motivations. the explanat the motivatio which one fit
Do you have a school subject that you invest time in outside of the classroom?
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External
yes
Are you rewarded for good grades or punished for bad grades?*
no
Follow the flow chart and learn the motivation behind school work Like playing an arcade game over and over to earn tickets for prizes, externally-motivated students focus on achieving in school to earn rewards — or avoid punishments. Most commonly, parents set up the reward/punishment system. “I get $10 for every ‘A’ I get and $5 for every ‘B,’” Juliana Ferrara (10) said. “If I get a ‘C,’ it cancels out an ‘A.’ If I get an ‘F’ or a ‘D,’ then I don’t get any money at all. This payment system happens every quarter.”
yes
no
Do your parents check your grades frequently on Infinite Campus?*
When the system in place works, a win-win situation occurs because the students earn rewards and parents have hard-working students. “If they expect me to get ‘A’s’ and ‘B’s’ and they’re willing to pay me for it, then it helps me stay motivated to do my homework and practice,” Ferrara said.
no
On the other hand, a looming punishment can engender the same results as a desirable reward. “My mom threatens that she will get me a tutor, and I really don’t want to do that,” Brett Geisz (10) said. Whatever the external factor, an immediate reward or punishment can push students to succeed in school.
here
extra work to grades, even have to (eg. online help)?
no
Does the idea of getting a higher grade than someone else motivate you?
yes
tuck in the you may multiple . Check out tion of all ons and see ts you best!
no
Do you enjoy sharing your good grades after you get a test, quiz or assignment back?
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Competition yes
In school, a work ethic powered by the hope of victory exists outside of the sports field and gym — it also exists in the classroom within students motivated by competition. Because taking test after test can turn monotonous, competitive students liven up their school work through a little friendly competition. “Last year in Calculus I had a bet that if I earned above a 95% on a test, my friend would buy me a Taco 12 Pack at Taco Bell,” Andrew Hosna (12) said. “I won.” The exhilaration of a competition — and the hope for victory — gives competitively-motivated students that extra push in their schoolwork. “It gives me motivation to study,” Jeff Lazar (12) said. “Instead of just getting an ‘A,’ I know that I am beating someone, which was what I had a goal for. It means more this way.” Though the excitement from the victory may not last past the dismissal bell, the extra work put in because of the competition shows in the grades of competitively-motivated students.
4Sports
Their place on the field A curious question for a young program When learning how to drive, teenagers start on the back roads and in abandoned parking lots. Not yet ready for the highway, they build up confidence in their abilities before taking on the challenges of the interstate system. In its third year—its second as a varsity team—the girls field hockey program found itself in the fast lane of the highway with little driving experience while teams of much longer standing speed by. As an up-and-coming team, they have struggled, with a record of 2-9, as of Sept. 19. The scoreboard doesn’t reflect the players’ passion for the sport. “I play field hockey just for the team aspect of it,” Shea McCrary, varsity attack, said. “We don’t win a lot of games, but we always have the same goals, and with or without a win, we always work towards those goals.” While the team develops a strong foundation, Matt Bozdech (9) sought to join the girls field hockey program. During the spring of his seventh grade year, dsepite the fact that Bozdech was in middle school, Mr. Paul Bozdech, Bozdech’s father, asked Dr. Jason Green, activities director, for permission for Bozdech to play on the girls field hockey team. Matt has been playing with the Gateway Field Hockey Club since the summer after second grade. The club works to spread field hockey throughout the St. Louis area by providing leagues and camps during the year, according the the Gateway website. However, a set of Missouri State High School Activities Association (MSHSAA) by-laws dictate that boys cannot participate in girls sports sponsored by a MSHSAAregistered school, so the Bozdechs’ request was denied. “We want to make sure there are plenty of opportunities for everyone, especially for females,” Mr. Jason West, MSHSAA communications director, said. “Some teams have one girl on a team and say it’s a girls team. That may not be fair for everyone involved, so we want to make sure there are plenty of opportunities for everyone.” According to by-law 3.20 in the MSHSAA handbook, if the overall boys athletic program equals or exceeds the overall girls athletic program, boys may not play on a girls team. If a boy did join the team, that team would be labeled as coed, and EHS field hockey could then only play other boys teams or other coed teams. Field hockey is only a girls sport under MSHSAA, so there would be no schoolsponosored teams for EHS field hockey to play. The reasoning for these by-laws stems from the establishment of Title IX, a federal law which prevents discrimination based on sex in educational opportunities. The basis of this law came from a lack of equality for opportunities given to men and those given to women, according to the Department of Labor’s website. Federal regulation of the law then requires that males and females be given equal opportunity in athletics. Title IX passed in 1972 because equality between boys and girls educational opportunities failed to satisfy women. Before Title IX, only 1 in 27 girls played high schools sports. Today that number is up to 1 in 3, according to a Brigham Young University study. The addition of girls field hockey three years ago equalized athletic options for the genders: 11 fall sports each. “We wouldn’t be able to play any games [if a boy joined] so it wouldn’t help because it would prevent us Look who’s at Design Nails: Tiffany, John, Sophai & Vivian, our experienced & licensed technicians!
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Fighting for an airborne ball in their game against Clayton, Mackenzie
Sherman and Lauren Nickens, varsity midfield, have sticks ready to take
from getting better,” Marissa Albanello, varsity defense, said. “I really like field hockey, but I would want to play games because I like games better than practices.” Furthermore, Bozdech joining the team would cause field hockey to become a club sport and lose school funding. While Mrs. Katie Schulze, head coach, declined to comment on the story, Dr. Green clarified the ramifications of field hockey becoming a club sport. “In our case, since boys field hockey is an unsanctioned MSHSAA sport, our field hockey program would become an unsanctioned MSHSAA sport,” Dr. Green said. “This means we would lose the catastrophic insurance, which you get as part of MSHSAA. At that point, it would become a club sport, and we don’t sponsor club sports, so down the road they would lose school sponsoring of it from the budget and funding aspect.” Without funding, coaches could not be paid. Also, all money used to pay for equipment, transportation, referees, uniforms and field use and maintenance would not be available to the program. The addition of a male in a female sport proves daunting, as the whole nature of the sport could change if boys would be allowed to take the field. “He’s a really good player, and I think he would be good for the team,” Mackenzie Sherman, varsity defense and Gateway Club player, said. “The problem is we would only get to play other coed teams, which would make it difficult because then we wouldn’t really be able to play. If other schools start doing that, we might go up against 250-lbs guys, which would be really tough.” The situation becomes tricky because if one boy is allowed to play, he establishes a precedent and other boys, who may be significantly bigger and stronger than the girls, could then join the team. “I think if boys played girls sports it could be rougher,” Miranda Sherman, varsity midfield and Gateway Club
control of the ball, Sept. 10. Eureka lost to Clayton 3-0.
player, said. “But, I don’t think [Bozdech] playing affects us at Gateway, our club team, because everyone is used to him being around.” Bozdech plays with Gateway in year-round tournaments and leagues, being trained by coaches that have played at the NCAA Division I level, as well as members of the US National team and other internationally-experienced players, according to the Gateway Field Hockey website. Despite his inability to participate with the high school team, Matt continues to enjoy field hockey, a sport that he has loved since grade school. “My dad and I were driving, and we saw a game going on at Lafayette when I was eight years old,” Bozdech said. “I said, ‘That looks like hockey. It kind of looks like fun.’ I tried it and I really liked it.” In Europe and the Middle East, men play field hockey just like girls, as it was featured as an Olympic sport for both men and women. However, since it is up-and-coming in the United States, few males have yet to be involved. “He’s gone to school with the kids at Eureka and that’s why he wanted to play there, but Gateway loves having him and he knows all the girls there,” Mr. Bozdech said. “He may still go ask if he can help with the team just because that’s the kind of kid he is—he likes to be able to help out.” However, field hockey is not an NCAA sport for boys, so Matt will not be able to participate at the collegiate level. He may continue participating in the sport by joining in pick-up games with the international coaches he has met through Gateway. While navigating the highway of varsity competition proves tough, the girls have built up their confidence to leave the back roads and confront the challenges that occur in the fast lane head on. Playing on a coed team will not be one of the new experiences they face as they log the hours necessary to become a force on the field.