bugle
the
eureka high school 4525 highway 109 eureka, mo 63025 636.733.3100
volume 76 • issue 6
www.ehsbugle.com
april 18, 2011
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aly erutti
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melissa reed
Playing the actors, Jaclyn Nischbach (11) and Mira Roberts (9) rehearse “Rosencrantz and Guildenstern are Dead,” March 8. “I loved playing Alfred. I did a lot of goofy things and I meet a lot of new people,” Roberts said.
Madison Omohundro (9) critiques“Symbiosis” by Lauren Wright during the art show, April 4. Wright’s piece is in the Third Annual Art Show, at Wildwood Community College, April 11-15.
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melissa reed
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melissa reed
In sync with her fellow seniors, Arin Dorlac performs a dance routine at the Renaissance Assembly, March 9.“It was stressful to put together but more fun because my friends did it with me,” Dorlac said.
melissa reed
Leading the varsity girls lacrosse team to an 18-5 victory over Parkway North, Melissa Menchella, midfield, moves the ball, March 31. “My job is a big role in transitioning the ball down field,” Menchella said.
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angie winkler
Spring break treated vacationers to find as much as six inches of snow, March 26. The trees had started to bloom but were soon snow-covered. The snow melted quickly and spring was back in just a few days.
melissa reed
Lying helpless, Samantha Rodgers (12) acts in the Drunk-U-Drama, April 6. “I wanted to respond in a real way even if it made me uncomfortable,” Rodgers said. “I thought it might mean more to people if we were more committed.”
Stephanie Mueller
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The
Bigg idea
Blackout Alternative energy could protect us from disaster loirebiggseditor-in-chief
the bugle
04.21.11
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outlook
We’ve all heard of the circle of life. Now, however, that connectivity takes on a new meaning. Rather than being connected by something supernatural, we’re linked by the use of energy. In an era so focused on the need for electricity to stay in touch with our family, friends and jobs, we take for granted where our energy comes from. We only notice how fragile our world is when we experience a power outage. Luckily, Ameren UE usually resolves outages within a few hours. In Japan, though, it’s been more than a month since the record-breaking 9.0 earthquake and tsunami rocked the northeastern coast, March 11, and as of
staff editorial
Missing piece
The long and short of it
April 8, there were still 900,000 households without power, according to nytimes.com. While Japan has one of the strongest economies in the world based on GDP, according to cia.gov, they have been turned upside down since March. The Fukushima Daiichi nuclear power plant has recently made news due to the radiation leakage, but that was not the only power plant hit, according to usatoday.com. With Japan running on only a fraction of its electricity, school schedules have changed, as have business hours of companies like Honda, Nissan and Toyota due to massive rolling blackouts, according to aolnews.com and usatoday.com. While the Midwest doesn’t have tsunamis to fear, we still have earthquakes,
tornados and floods that have the potential to change our world. In light of the Japanese disaster, there is renewed importance to continue research into alternative energy sources. Instead of putting all of our eggs in one basket, solar and wind energy provide renewable, sustainable and potentially less hazardous energy sources. It would be foolish to think that Japan will be the last power interruption ever. These kinds of natural disasters are sure to continue until the end of time, and people’s lives will continue to be unpredictably upended as a result. It is time to find ways to stay connected, particularly when such crises demonstrate how much we need each other.
Who’s really in control? haleyshortwriter
What the Drunk-U-Drama lacks
bugle staff
the
Last year, it was reported at least three people under the age of 21 died every day from driving under the influence of alcohol in America, according to the National Highway Traffic Safety Administration. As Prom approaches every other year, the administration schedules the Drunk-U Drama to remind students of what can happen if teens get behind the wheel of a car intoxicated. While the message was clear, there was something lacking about this year’s performance. With the constant narration and lack of emotion from any actors, the whole event didn’t feel realistic enough to make an impact, especially when students already know the dangers of drunk driving. The message being preached is obvious, but after being told the risks of driving impaired since middle school, EHS students know what to expect before setting foot outside, let alone behind the wheel. However, one thing did make the event stand out: 23-year-old speaker, Joe Pona. Pona’s retelling of how a drunk driver crashed into his car, landed him in a hospital bed for months through no fault of his own was the most memorable part of the event, and no special effects were needed. Pona was different from the actors being loaded in the ambulances because his injuries actually happened. Drunk-U-Drama is sending a great message; teens should not drive under the influence of alcohol or drugs. But kids already know this. Students who have taken Driver’s Education or health know about the consequences of such a mistake. Reiterating information already known by students is not helpful, and without more firsthand accounts, Drunk-UDrama became an extremely predictable demonstration. An audience doesn’t want to watch a play with a repetitive plot and obvious ending, and this year, that’s what happened with Drunk-U Drama. A performance can only stay in students’ minds for so long, but the stories and memories from real victims can stay in their mind forever, and no amount of costumes or make-up could recreate the same influence. This does not mean that Drunk-U Drama isn’t valuable to a high school audience. It reaches out to prevent fatal accidents involving students, and EHS is fortunate to have such an admirable program. However, if there had been more firsthand experiences told by the policemen, firemen, parents and teens involved in real life-altering accidents rather than simple acting and narration, the event would have been more thought-provoking.
editor-in-chief loire biggs photo editor melissa reed writers kelsey fairchild kathleen fincher jessica meszaros
dane roper madison sanden haley short sylvia weiss hannah wischmeier video production ian blaylock nicole borroff
The primary obligation of The Bugle is to create a quality publication to inform its readers about events in the school and community and of issues of national or international importance which directly or indirectly affect the school population. The Bugle, while serving as a training ground for future journalists as part of the school curriculum, recognizes all rights and responsibilities under the First Amendment and strives to establish and maintain standards outlined by the Society of Professional Journalists. The Bugle is a public forum. Student editors apply professional
erin mikel samantha morris ads manager ryan whanger webmaster erin mikel adviser elisha strecker
standards and ethics for decision making as they take on the responsibility for content and production of the newspaper. While the student staff encourages constructive criticism of any part of the newspaper, authority for content rests in the hands of the student members of the newspaper staff. Students will not publish material considered to be legally unprotected speech, or libel, obscenity, material disruption of the school process, copyright infringement or unwarranted invasion of privacy. Letters to the editor are encouraged by students, faculty and the community. Letters must be
signed but names can be withheld upon request. Letters must not exceed 250 words and The Bugle reserves the right to reject, edit or shorten as necessary. Opinions expressed on the editorial page do not necessarily reflect the viewpoints or official policies of the school administration. All editorials (unsigned) represent a majority opinion of the Editorial Board. Members of the Editorial Board include all staff editors. Signed editorials, columns, editorial cartoons and reviews reflect the views of the author and not those of the editorial board. The Bugle reserves the right to
refuse any business which seeks to advertise any product which is illegal or generally considered unhealthy or undesirable for students as determined by the Editorial Board. The Bugle may choose to publish public service ads at the discretion of the Editorial Board. The Bugle will print political ads which comply with federal, state and local campaign laws. The Bugle is a member of Sponsors of School Publications of Greater St. Louis, the Journalism Education Association and the National Scholastic Press Association.
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Having a ball
04.21.11
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photo story
12
All of the decorations, dresses, and dance moves come together to create a memorable prom
Stephanie Mueller
Doing the dip, Eric Gould, Alexandra Snyder, Parker Stanton and Amy Fjerstad (12) share laughs on the dance floor, April 9. “The dance floor was really small and everyone was too close together, but there was enough room to have a good time,” Gould said. “The best part was dancing with my girlfriend, the most beautiful girl in the world.”
Perfecting a table centerpiece with masquerade masks, Christine Gooch (11) helps set up prom decorations as a part of her prom committee duties, April 9. “I was the decoration chair, so I was in charge of the dance floor lights. We rented them from the ZOE house,” Gooch said. “We felt they were the main feature of prom so we spent most of the budget on them. The lights made prom special this year.” Sam Vanover Curls draping down her shoulders and a smile on her face, Meagan Heaney (10) starts getting ready for prom by having her hair done by a student at the Grabber School of Hair Design. “She did a simple hairstyle that I could have done myself in thirty minutes but she took three hours,” Heaney said. “She spent two hours curling every strand of my hair and an extra hour pinning everything up. It was a total of three hours, but it was worth it because it looked good.” The final result was a bundle of blonde hair in a modern up-do for prom. Steven Gardner (12) puts on quite a show in front of Mrs. Highfill’s 5th hour class for girlfriend, Lydia Hoene (12), April 7. Steven and his friends, Eric Gould (12) and Kenneth Janssen (12) dressed up for the occasion. Eric played the guitar while Steven ran around as a bull chasing Kenneth, a matador. After the skit Steven read an original poem to Lydia. “I didn’t know how or when he would ask me but I knew it would be big,” Hoene said. “I was very impressed; the poem was the nicest thing anyone has ever said to me.
Erin Mikel
Adjusting her sparlking crown, Melanie Pittaluga (12) begins her first dance as Prom Queen to “Here’s to the night by Eve 6. “I was so honored that people even nominated me. I never expected it and was in complete shock,” Pittaluga said. Melanie shared the crowning with Kyle Ellison, this year’s Prom King. “Kyle deserved it so much because he is one of the kindest people I’ve ever met. We’re friends, so it was really fun to share that Stephanie Mueller experience together.” Stephanie Mueller
news
the bugle
04.21.11
2
Dr. Wipke sets sail on new Rockwood voyage Two years after his arrival, EHS says goodbye to head principal as he takes new District position
hannah wischmeier Announcing EHS award recipients like Bright Flight and National Merit finalists at the District awards ceremony, Dr. Jim Wipke, head principal, honors EHS students at a District awards event at Crewtview Middle School, Nov. 10. “Our school has been on track for the past two years,” Katelyn Coombes (12) said. “There are a lot of positive improvements and more student recognition, which makes students feel more appreciated.”
loirebiggseditor-in-chief
E
very school year is a new voyage. For the past two years, Dr. Jim Wipke has served as captain of EHS. However, Dr. Wipke is leaving the EHS ship to oversee a fleet of the District high schools and middle schools. Dr. Wipke’s new position in the Rockwood fleet was created by a series of changes to central services, administered by Superintendent Dr. Bruce Borchers. “The restructuring was based off of the compiled information from the Listening and Learning Tour that I took at the beginning of the year and from data-based research,” Dr. Borchers said in a phone interview, April 5. Taking effect July 1, the district will begin a new leg of its journey as current school administrators move out and into new positions that were recently approved by the Board of Education, March 10. “Dr. Wipke now has the ability to not only work for the students of Eureka, but he has the ability to work for all students in the District,” Dr. Borchers said in a phone interview, April 5. “He is incredibly talented and understands data-informed decision making and that relationships are key.” Dr. Wipke has been promoted to captain of a larger vessel as executive director of secondary education.
Restructuring will eliminate the following current positions:
“The position was a fit for me because I would be able to help the District in a larger capacity,” Dr. Wipke said. “I want to build connections vertically, from middle schools to high schools. I also want to build some connections horizontally, across the secondary schools, so that there is more collaboration about the wonderful things happening in our schools.” On the horizon, Dr. Borchers’ restructuring includes 26 District-level positions replacing 25 previous positions. This restructuring caused the District employees holding the eliminated positions to apply for the new positions, retire or seek positions in the classroom, according to an email to District staff from Dr. Borchers, Feb. 4. This restructuring is designed to help the District be more systematic and to provide more focused support for students, according to an email to District staff from Dr. Borchers, Jan. 28. While Dr. Wipke’s leadership will be valuable in central office, his strengths will be missed in the halls of EHS. “Dr. Wipke is willing to get to know his students,” Mike McHale (10) said. “Even though I’ve never [formally] met him, he still says ‘hi’ in the hallway. Principals who are only at a school for a short time don’t get down to the core of how the school works.” Despite his short tenure, Dr. Wipke is much loved by students and faculty. “He’s very laid back and very light-hearted and joking,” Jennilyn Weiss (11) said. “He seems really sweet. It stinks that he is leaving because we might get another mean principal, but he’s going higher up, so he’s still in the system which is cool.” During his first year as commander, Dr. Wipke utilized the Principal’s Advisory Committee made up of students to meet with him and give their input on school issues like the mandatory A.C.T. test for juniors. “We have been able to change a lot of things about the school, like texting during passing periods and more parking spaces,” Obadiah Booker, PAC member, said. “After Dr. Wipke leaves, I hope the program keeps going, and they keep making better changes. Whoever steps up to it, I hope they’re just as good as Dr. Wipke. He heard what the kids had to say, and he actually put stuff into action.” Besides working on the student level, Dr. Wipke has fortified the use of Professional Learning Communities
• Executive Directors of: -Curriculum, Instruction and Assessment, Elementary Education and Secondary Education
• Directors of:
-Assessment and School
for teachers. PLCs are groups of administrators and staff who share a vision, work and learn collaboratively and are results and action-oriented. “Dr. Wipke really makes us think about what we’ve done in the past and what we can adjust to make things even better for students,” Mr. Matt Hoevelmann, Math teacher, said. “He has promoted alot of growth and change.” Introducing Professional Learning Opportunities to the faculty, Dr. Wipke encouraged teachers to move their grading practices towards the standards-based model. “Dr. Wipke revamped the entire PLO format,” Dr. Bill McIlwee, Science department chair, said. “He allowed teachers to become the experts rather than bringing in an outside expert.” Dr. Wipke’s current responsibilities include hiring staff and making decisions about things like whether or not the Write Track will remain a computer lab. “Some of the decision making will be tag-teaming with my administrative team,” Dr. Wipke said. “The final decisions will be mine until that new principal is announced. Then I plan on working hand-in-hand on big decisions with that new principal, so that I’m not making a decision that he or she would not want. I’ll collaborate, but technically I’m on the job until July 1.” Dr. Wipke’s new position allows him to oversee all of the District middle school and high school principals. EHS won’t be off his radar. “A large part of my day in [my new position] that I get excited for is the fact that I’ll get the opportunity to be in buildings all over the District,” Dr. Wipke said. “I’ll get an opportunity to work with the building principals on their school goals and some of the objectives that they want to cover and hopefully provide resources to them.” Because of his contributions and guidance, staff are relieved that Dr. Wipke is staying in the District. “I enjoyed working for Dr. Wipke,” Mrs. Sandy Menchella, secretary, said. “I know that he is going to a position that can help us, and he will still be involved in our school.” Although Dr. Wipke is sailing out of the EHS foreground and into the background, he will continue to be a key overseer of all activity in District middle schools and high schools, including EHS.
“The position was a fit for me because I would be able to help the District in a larger capacity. I want to build connections vertically, from middle schools to high schools” —Dr. Jim Wipke, head principal
Climate, Data Quality and Continuous Improvement, Guidance and Counseling, Professional Development
• Coordinators of:
-Fine Arts, Health and P.E./Drivers’ Ed./Intramurals,
Language Arts, Mathematics, Science, Social Studies, Practical Arts, Student Intervention Services, World Language/ ESOL, Prevention Services
• Instructional Coaches of:
Language Arts, Math, Science and Student Intervention Services
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the bugle
04.21.11
news
Money matters Rockwood bond issue passed in 2010 improves campus during tough fiscal times daneroperwriter
T
hrough harsh economic times in whose effects have been felt nationwide—and particularly in the District— EHS continues to improve its campus. From the addition of the 800s and 900s last year to the current project taking place, which includes additional science classrooms and a small welcome center, construction frequently alters the flow of everyday activities on campus. In today’s economic situation, stakeholders have questioned whether the funding for such projects is reasonable. “I don’t know if that’s the smartest decision especially when Rockwood’s having money trouble,” Brendan Vogel (11) said. “We’re cutting back on summer school and parking passes are going up, so to me that doesn’t sound very smart.” While there are obvious concerns about the District’s operating budget, an understanding where the appropriated funds for construction projects originate from is essential. “All capital improvements, which would be construction and even a small portion towards technology— any major renovations—come through a bond issue,” Dr. Jim Wipke, head principal, said. “That’s the confusion out in the community right now, between what a tax levy is and what a bond issue is. You’re actually borrowing money to be able to get, in our case, six additional classrooms built.” Voters passed the last bond issue for the District, Proposition 5, April 6, 2010, for $55 million, according to the Rockwood website. The building plans for the Prop. 5 bond were prepared well in advance. “Everything we do is on a long-range plan,” Mrs. Deborah Asher, associate principal, said. “Everything is done keeping in mind how it will be connected or added onto later.” Changing demographics within the community around the school requires
Defining the differences
dane roper
The fence blocking most of the school entrance has complicated many students’ morning routines. “A lot of us budget our time so that we get to school right when the bell rings so we don’t have to wake up so early all the time,” Krupa Desai (12) said. “Now we’re late to class because of the construction.”
foresight into construction plans, as well. “There are plans well in advance thought through that if Eureka were to grow to this population then these are some of their needs,” Dr. Wipke said. “It’s way in advance, 10-15 years down the road, looking at the trends of populations and what would happen and what our needs are if we continue to grow.” Rapid growth is the root cause of the need for new additions. “We have seen our population grow drastically,” Dr. Wipke said. “Teachers are going from one class to the next and there’s obviously not a lot of space, so we get a bond issue to take care of some of the capital improvements that are needed.” Patrons, having seen the scale of construction assume the entire project is the Welcome Center addition. However, the majority of the square footage is dedicated to additional classrooms. “I don’t think we need a welcome center, I think we’re alright,” Vogel said. “There was nothing wrong with our school before, so I don’t see the need to further improve it by spending this much money.” The current main office includes both attendance and the administrative offices. The administrators are often handling matters that require privacy for students. “There’s a lot of confidential things that go on with students in an administrative office and the problem is if we’re having students in here and we’re working with them, the public is coming in and out and they’re seeing that,” Mrs. Asher said. “And if it were my child that may be in the administrative office, I don’t want everyone knowing whatever the situation may be.” The timing is also important. “It’s a cost-effective move to do something like a welcome center now as opposed to not do it and then have to go and ask for another bond issue later to build a welcome center or an additional two-story
section with offices,” Dr. Wipke said. “We can take advantage of the situation here because we’re getting these six additional classrooms and we’re able to just change some things here in the office to make it a little bit more user friendly for everyone.” Regardless, the current construction is the result of a bond that Rockwood voters passed. Necessary additions to the campus are being made through these funds in order to adapt to Eureka’s rapidly growing population. “A lot of people are getting hyped up about the fact that we’re building a welcome center while at the same time laying off teachers,” Cole Bestgen (10) said. “But they don’t understand that it’s bond money and so, therefore, it has to be linked to the building instead of the staff.” The tax levy is responsible for the funds necessary to operate the school, pay staff and educate students, according to the Rockwood website. “A tax levy is an increase in personal property taxes and it allows us to use that money for some of the other essential aspects of the budget, meaning things like teacher salaries,” Dr. Johnathon White, junior principle, said. “It could be for a lot of the different things other than building projects that we use throughout the District.” The school district has not asked the voters to approve a tax rate increase since 1994, according to Mrs. Kim Cranston, chief communications officer. A lower tax rate, in addition to a decrease in the amount of money that the District receives from the state, is why the operating budget has been crunched in recent years. “When we go through tough economic times the state sometimes cannot fund us like we think they will,” Dr. Wipke said. “Now we have to make significant cutbacks to prepare for the potential of not getting funds from the state.”
CORRECTION: In the February issue of The Bugle it was omitted that Mrs. Kim Cranston, Mrs. Shirley Broz, and Dr. Bruce Borchers were not final budget decision-makers but rather designers of options for the BOE. The Bugle also omitted that Mrs. Janet Strate, BOE member, has been serving on the Board since 2004 and was not running for reelection at this time since her seat is not up until 2012. She has three children in Rockwood schools.
Bond issue: A bond issue is essentially a loan that is given to the District in order to take care of capital expenditures, including construction projects and improvements to technology, that are necessary for a school to accommodate changes. The bond money is received after it is voted on and passed by District voters. The loan is then repaid over a certain period of time depending on the plan that was designated in the bond issue. Once the debt is repaid, the bond is completely finished and ceases to affect the District. By law, bond issue funds may not be used for operating expenses such as salaries and benefits, transportation costs, utilities, textbooks or other supplies according to the District website. Tax levy: A tax levy is a direct plug into the District’s operating budget. This money is used to fund teacher salaries and provide supplies for schools. Unlike a bond issue, a tax levy is a constant stream of revenue for the District’s operating funds. When a tax levy is increased, the amount of property tax that is paid by home and business owners in the District is raised. A portion of the money that is collected by the property taxes is then given to the District’s operating budget. The last tax levy increase for the District was in 1994.
Fact vs. fiction
• The current construction is taking away from money that could help fund teacher salaries so that the District would not be forced to layoff teachers. Fiction. The construction is funded by a bond issue. This bond issue is a completely seperate source of funding that is in no way related to the operating budget that funds teacher salaries. • Passing a bond issue does not affect the tax rate that District residents pay. Fact. When a new bond is passed, it is basically renewing an existing bond in which all the projects have already been completed and the debts have been paid off. The completing of one bond issue allows for a new bond to be passed that will simply replace the previous bond rather than raising tax rates. • The welcome center is the main project taking place on campus right now and is the largest source of funding from the bond issue. Fiction. The addition of six new classrooms is the largest project taking place on campus. In relation to the overall appropriated construction funds, welcome center funding is a small amount that is included because of its timely advantages.
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04.21.11
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ALAR/P
5
academics
kathleen fincher
Preparing for the presentation kathleenfincherwriter
“Whenever you’re ready.” The timer clicks on and the ALAR/P student takes a breath. Advanced Language Arts Research/ Presentation is a class focused on refining students’ research and presentation skills. Before students can begin researching, they must apply to enroll in the class. Any 8th or 9th grader applying for ALAR/P is assessed based on social studies and language arts scores, their highest standardized test score in reading, a set of recommendations from social studies and language arts teachers, and an essay. “The application process ensures that all accepted students already have a strong basis in many key Language Arts skills, such as writing, so that these skills can be further developed and honed but do not need to be remediated,” Mr. Andy Gensler, ALAR/P I teacher, said. Most of the students’ time is dedicated to working toward their final speech at the end of the semester, researching 30 hours about a topic of their choice. “You have to be responsible to be able to do all the research and be a good writer,” Eve Thomas (10) said. “But you learn the speaking skills along the way. You don’t have to be a good speaker right away to be in ALAR/P.” As soon as a student is accepted into the class, research begins. ALAR/P students are required to research over the summer in order to jump-start the school year with possible topics or background information. “Basically, you research about your topic for the whole semester and you give different little speeches or write things about your topic. It all leads up to your final presentation,” Thomas said. Although students are given the liberty to choose their topics, they sometimes are given guidelines to follow. Second semester freshman year has to be a persuasive topic while first semester sophomore year must be about an author or musician. “It’s essentially whatever you want to present about as long as you can relate it back to the basic requirements,” John Tipton (10) said. Once a topic is chosen it’s up to the
Step 1: Choose a Topic
“I think people just kind of fall into their topic. They’re walking around one day and they’re like, ‘Oh, that would be a good ALAR/P topic!’ and they go with it,” Buettner said.
In preparation for his final presentation in April, Shovik Bandyopadhyay (10) gives his last progress speech to his peers, Mar. 11. “My topic is
student to acquire as much information as possible from a variety of sources including books, articles, encyclopedias, expert interviews, as well as a new source introduced this year. “We’ve incorporated authentic research,” Mrs. Raeanne Eschmann, Alarp II teacher, said. “They have to go into the field and actually conduct their own research. It could be a survey, or some people actually went to cosmetic stores to see if they’re targeting youth.” Each hour of research and its findings must be recorded in weekly source logs, a journal recording the number of hours of research, the source credibility, a summary and the connection to the student’s topic. Each source log must include at least five hours of research a week. “The liberty and flexibility is up to them on when and how they want to conduct that research,” Mrs. Eschmann said. “However, we do have benchmarks.” With the amount of work and responsibility placed upon the students, ALAR/P is a commitment whose undertakers bear the consequences. “ALAR/P was stressful because you have so much to do and you feel like you don’t have enough time to do it,” Kayla
Step 2: Research 30 Hours “We have to do so many hours of research,” Alex Branchfield (10) said. “You really feel like it’s done long before the final presentation and you have a lot of good, quality research.”
personality disorders,” Bandyopadhyay said. “I like it and I think people are naturally interested in the mind.”
Yettke (11) said. In addition to research, ALAR/P students must also create five pieces of media, visual aspects that enhance their presentations. ALAR/P graduates may remember backdrop posters as the favorite piece of media, but current ALAR/P students seem to prefer the more hi-tech Prezi. “It’s a zooming presenter,” Buettner said. “It’s like Power Point but without slides. It’s a whole sheet, and you type in your words which you can move around and organize. Then, you set up something like a path, and when you present it, it’ll follow that path.” By mid-semester students must have acquired 15 hours of research and two pieces of media in order to give an 8-9 minute mid-term presentation. Another progress speech takes place after the students obtain another 15 hours of research later in the semester. Then the final presentations take place at the beginning of April with teachers and ALAR/P-graduates judges. “Typically everyone does a freak-out week before they start presenting,” Tipton said. “You’re trying to get all your media organized and practice it over and over in different ways to see what works best and what fits together.”
Step 3: Make Media
“We really have to be creative with media,” Tipton said. “We have to make it appealing and directly connect it to the judges and our topic. We try to wow the judges with it.”
If a student is willing to make the effort, the struggle involved with developing new and constructive skills can be beneficial to their future success by the end of the two year course. “I don’t think I would be the same person I am today if I hadn’t taken ALAR/P,” Buettner said. “I’m more successful with managing my time, and I’m just more comfortable with myself because I know what I can accomplish.” This change not only occurs within the students, but reveals itself to teachers as well. “One of the things that I have really enjoyed about teaching this class is seeing students’ comfort level and confidence grow,” Mr. Gensler said. “A lot of times students come in shy or hesitant to express their knowledge, but, by the time they get done with the course, they’re sure of themselves and feel confident addressing a group, and they sound like polished speakers.” With a conclusion and a click of a timer, the student lets out a deep sigh. All the toil experienced over the past weeks melts away in the post-presentation euphoria. Even though the information learned may be forgotten, the skills last a lifetime.
Step 4: Final Presentation
“It was very nerve wracking,” Will Edmiston (9) said. “You just have to get in the mind-set that you’re going to be okay and that it will turn out alright.”
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How much is too much? Two juniors talk about staying connected while dating How did the relationship start? Dillon Britt (11): “We were at a friends house, and I really liked her, so I just asked her out.” Taylor Hall (11): “We were at my friends house last spring break, and he had to leave. We went outside, and he was just kind of like ‘Will you be my girlfriend?’ It was pretty informal.”
The first cell phone was the Motorola DynaTAC 8000X, according to www.msnbc. msn.com.
1991
Would you say that group dates are more common or just the two of you? Hall: “Normally, it’s just the two of us because we don’t really have many other friends that are going out. Except for Erin Mikel and her boyfirend, who we go out with a lot.”
The World Wide Web went public, according to BBC new’s website.
1995
“I talk to my parents mainly with a cell phone because I don’t see them all the time, but my cell phone is always there with me so I can just pick it up and text or call them. We have problems all the time. I will say that something is at seven but somehow they will hear it is at six,” Cassandra Klages (9) said.
The internet had 16 million users,
according to Miniwatt’s Marketing Group’s website: internetworldstats.com.
1997
Google launched, according to Google’s website.
1998
The internet had 147 million users, according to internetworldstats.com.
2001
The internet had 513 million users, according to internetworldstats.com.
2004
“[When I was growing up] all we had was faceto-face and a telephone that was attached by a cord to the wall, so it was either the phone or talk to people faceto-face. It’s frustrating to me because kids just text each other and there’s no face-to-face communication,” Mr. Brad Klages, math teacher, said.
What do you do on a typical date? Britt: “Usually we go out to dinner, and then we either go to a friend’s house with another couple or we go to the movies or something.” Hall: “We usually go get something to eat or something like that. Occasionally we might go to the movies.”
“The way I communicate with friends is more on the phone, not so much in person, but with my parents, I communicate face-to-face, not with texting. I can call them but they don’t have texting so mainly I talk face-to- face. They really don’t like texting,” Tyler Klages (11) said.
How do you primarily communicate with each other? Britt: “We text everything, but we call each other sometimes. We talk a lot. Technology helps our relationship because we can talk about things that we are having problems with.” Hall: “We text a lot, and then he will call me sometimes. We don’t talk on the phone every night, just some nights.” How do you show other people that you are dating? Britt: “She told all her friends the day I asked her when she went back in the house, and then we just put it on facebook to make it official.” Hall: “People see our facebook status, and they see us in the hallway, so they just know we are dating.”
Feb. 4, facebook launched,
2009
148 students completed an online survey
according to internetworldstats.com.
45.9%
2010
52.7%
There were 1.8 billion internet users,
4.6 billion people had cell phones worldwide, according to www.cbsnews.com.
2010
50 million iPhones were sold, according to businessinsider.com.
2011
Facebook has 600 million users,
according to Time’s Dec. 27, 2010 issue.
By the numbers
of students said they spend one hour or less each day on facebook.
of students said they check facebook 1-5 times every day.
22.3%
of students said they primarily communicate with their friends at school by texting.
75.7%
of students said they primarily communicate outside of school by texting.
74.3%
of students said facebook is helpful to relationships with friends.
10.8%
of students said that cell phones play a large role in damaging relationships.
41.7%
of students said that texting was the easiest way to make plans with someone.
81.8%
of students said that face-to-face is the best way to discuss important issues.
24.3%
of students said that facebook plays a large role in damaging relationships.
3.4%
of students said they have had an argument over facebook in the last week.
Photo courtesty of doreen klages
“Telephone and face-toface contact were the only methods available for both my son and I. The only difference was that I grew up on a farm, so I spent hours a day on the phone. He spent little time on the phone but hours hanging out with friends,” Mrs. Doreen Klages, grandmother, said.
Weighty words
according to businessinsider.com.
advantages
disadvantages
“You can communicate faster, and people are leaning toward texting these days. I text my mom all the time, and she will just say ‘Go to your grandparent’s condo, instead of coming home.’ It’s just easy because you can text and pick up your phone really fast,” Hannah Hampton (9) said.
“The disadvantages to texting is that it takes longer to get a converstation across because you can be doing something else in the middle of the conversation, and its harder to understand sarcasm through texting when you can’t hear their tone,” Kate Richter (10) said.
facetoface
“When you are talking face to face with someone there is less confusion because you can hear their tone of voice, like if they are kidding or not or if they are sarcastic or not. I really prefer face-to-face because of that.” Andrew Pizzullo (9) said.
“When you are communicating face-to-face, you can’t tell exactly what a person is thinking, and even if they tell you, you don’t know if they are being totally honest or not. People can be reluctant to say something or they just don’t know what to say,” Cory Frye (12) said.
“I actually started my relationship on facebook. I guess it’s because you’re not face-to-face so you’re more willing to take that step, send them a friend request or send them a message. I think it’s a lot easier to start relationships that way,” Brennan Pfeil (11) said.
“When people use facebook, not a lot of people talk to people in person anymore. It seems like a lot of people talk through facebook more than they do in person now. Sometimes, it gets people nervous to talk to someone in person,” Alexander Dietrich (10) said.
Skype
“Skype allows you to be able to communicate with your family and friends more easily. For example, when I go to college, I will be able to keep more personable contact with them even though you won’t see them as much everyday,” Meagan Moffat (12) said.
“The disadvantages of getting on Skype to talk to someone is that once you start a good converstation with them all you want to do is keep talking to them. It can be a distraction from other things and makes doing homework ten times harder,” Addy Oglesby (10) said.
texting
the bugle
04.21.11
8
spotlight
Making history A
Schulz wins EHS Teacher of the Year award melissa reed
hannahwischmeierwriter
warrior for EHS, Mr. Jim Schulz, social studies teacher, constantly battles AP exams and Student Council stress alike, but all of that hard work has paid off as he has just added another accomplishment to his resume: Teacher of the Year. EHS crowned Mr. Schulz Teacher of the Year before the whole school at the Renaissance Assembly, March 9. “Receiving the award was exciting,” Mr. Schulz said. “It’s always exciting to be recognized for what you do.” Mr. Schulz’ prowess on the high school scene makes him an example of excellence. “Honestly, working with Mr. Schulz is pretty inspiring,” Mr. Andy Gensler, StuCo co-sponsor said. “I don’t know where he gets the energy to do everything that he does.” Mr. Schulz’ victory in the contest for Teacher of the Year is no surprise to his colleagues. “I was actually shocked by the fact that he hadn’t won it before,” Mr. Bryan Clar, social studies department chair, said. In the classroom, Mr. Schulz is known for a warrior-like teaching style, literally. “If we were learning about a battle, he made you feel that you were in the battle,” Parker Stanton (12) said. “He would get so into it. He has multiple plastic swords throughout the class. And there would be times where he would just fake behead someone in class.” Even students who have not had him as a teacher are aware of the unique goings-on in Mr. Schulz’ classroom. “I can always hear him yelling through the walls when I am in Government,” Nicole Roman (11) said. “I can hear his voice through the classroom.” Besides just being entertaining, Mr. Schulz has a reputation among students for ensuring success. “He engages the entire class,” Audrey Dahl (12) said. “His teaching style is really indepth with students. He gives examples. He is very physical about his teaching. He will yell and shout to get his point across.” Beyond his work in the classroom, Mr. Schulz’ commitment to the school is evident in his StuCo work ethic. “Our Stuco is probably three to four times bigger than most others,” Mr. Gensler said. “However, Mr. Schulz still knows every StuCo members’ names and encourages each student to become a leader and be involved.” Rather than viewing Stuco as a daunting rivalry, Mr. Schulz sees all of the battles and challenges of organizing StuCo as a treat.
Purple and gold balloons cascade from the ceiling and the crowd cheers as Mr. Schulz leans in for a kiss with his wife moments after being named Teacher of the Year at the Renaissance Assembly, March 9. “Being chosen for Teacher of the Year is a humbling experience because your colleagues are saying ‘we think you are doing a good job,” Mr. Schulz said. Mr. Schulz one of four finalists including Mr. Paul Stanley, Social Studies teacher; Mrs. Jenni Highfill, World Languages Department chair and Mr. Matt Hoevelmann, Math teacher.
“I love working with young people,” Mr. Schulz said. “They crack me up. They never cease to entertain me. They are energetic and exciting.” Like any strong warrior, Mr. Schulz motivates his troops to live up to their full potential. “He has high standards for excellence whether it be in the classroom or for StuCo,” Mr. Gensler said. “He wants things to be the very best they can be. And what is really neat is that he is the first person to work hard to make sure it gets there. And because he is working so hard, student
2010 Former Mr. Bryan Clar teachers 2009 Lisa of the year Mrs. Lingle
leaders work just as hard to measure up to those standards.” With such a motivating command over students, Mr. Schulz’ passion and leadership has not gone unnoticed among staff. “He is what we call a consummate professional,” Mr. Clar said. “The guy takes his teaching very seriously. He takes the learning of his students very seriously. He is a tremendous example of what a great teacher should be.” But what Roman, StuCo vice president, finds most appealing about Mr. Schulz is his
sense of humor and quirkiness. “I have known Mr. Schulz for three years, and he is always goofy,” Roman said. “He will randomly start singing out of nowhere. And he always likes to use random phrases. I think he sits at home sometimes and watches the history channel.” Having conquered the Teacher of the Year award Mr. Schulz is moving on to the Rose Awards Ceremony, a gathering of administrators, staff and community members from around the district to honor award recipients. Mr. Schulz is up for High School Teacher of the Year and possibly even District Teacher of the Year. “It’ll be fun,” Mr. Schulz said. “I’ve been there before because I’ve won a Rose Award before. It’s very nice. It is very fancy, and you’re recognized in front of all the people in the district. So, it will be neat.” With Mr. Schulz’ sterling track record in the worlds of the classroom and StuCo, it is no wonder that the history buff was nominated by students and then was elected Teacher of the Year by staff. His sense of humor is never far from the surface: Why did he think he won? “Well it wasn’t my looks,” Mr. Schulz said. “I think that maybe it’s because people recognize that I come to school every day. I am a professional, and I work hard and I try to do what is best for students every day. I hope that’s the reason.” Between selling prom tickets at lunch, conducting weekend review sessions for AP Euro students and planning the next StuCo event, Mr. Schulz makes his goals and motivations very clear. “Every day I come to school, for me, is a serious day,” Mr. Schulz said. “It is a day that I am going to accomplish something. Sometimes people gripe that I have high standards. But if you don’t have high standards then how are you going to accomplish anything? I want students to know that I want them to be successful. That is what I’m working for.” Schulz’ continued involvement has allowed him to touch the lives of many students. “Knowing that 130 kids are on StuCo every year and he’s been doing this for 30 years, it is incredible to think about how many lives he has touched and how many different people he has inspired to be leaders in their community,” Mr. Gensler said. Mr. Schulz’ battlefield is his classroom. His weapon of choice is his enthusiasm for history and student leadership. Mr. Schulz has come, seen and conquered the challenges of EHS and has earned his title of Teacher of the Year.
2008
2006
2004
2002
2007
2005
2003
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Mr. Brad Klages Mr. Mark Kimball
Mr. Russ Clarlisle Mr. Andy Gensler
Mr. Harry Witt Mrs. Mary Wisdom
Mrs. Theresa Long Mrs. Carolyn Baremore
9
the bugle
04.21.11
adrenaline
Saved for soccer
sylvia weiss
Four-season athlete recovers in time for final school season sylviaweisswriter She was a freshman on varsity. She was a four-season athlete playing softball, basketball and soccer. She just completed her freshman year. She was enjoying her summer break as her select soccer team was about to head on to Nationals. Then, she crashed. At approximately 4:00 p.m., July 1, Ali Wallner, goal-keeper, rode off a fifteen-foot cliff and fractured her pelvis in five different areas, broke her thumb and suffered a concussion. “There were two four-wheelers,” Bryan Wallner, Ali’s brother, said. “I was on one with my friend, and she was on one by herself. We lost her through the trees, and we couldn’t find her. So we waited around for like 20 minutes, and then we heard her screaming, so we went to go find her.” Ali Wallner was rushed to the hospital and into the first of two surgeries conducted, July 2. The initial surgery was to insert an external fixator (a device composed of rods and pins designed to provide stabilization), and she ended up staying in the hospital for 20 days, followed by wheel-chair use for three months, and then onto crutches for two months. “We were scared to death.” Mrs. Laura Wallner, Ali’s mother, said. “Her recovery did better than the doctors anticipated. Originally they wanted her to go from St. Johns to a rehab hospital, and then they thought she may have to stay there from six to eight weeks. We never had to do that though.” Although Ali Wallner is recovering well from the injury, it did put a halt in her intense athletic life. Ali Wallner spent so much time in the hospital, in a wheel chair and on crutches, that the recovery took her away from her select soccer season. “Our select team was affected a lot because she actually had her accident right after Regionals and then we were going to Nationals,” Hannah Leinert, forward, said. “We were on our way to Nationals, and we couldn’t have her for them so that was kind of hard. We had a step-goalie, so we didn’t
Ali Wallner, goalkeeper, saves another goal at the Eureka vs. Lafeyette game, April 5. “She is an incredible goalie.” Sidney Allen, defense, said. “We know we can do as well without her.” Ali missed her entire softball season and most of her basketball season, as well. “I only got to play basketball the last three or four games this season because of my injury,” Ali Wallner said. Since Ali Wallner missed almost every game in her basketball season and wasn’t able to play even a single game in her softball season, she developed a new worry. “I was really panicked and surprised when I first heard about Ali’s injury,” Courtney Silberberg, girls varsity soccer defense, said. “We were all also worried that she wouldn’t be able to play this soccer season.” Ali Wallner’s teammates and coaches shared in her fears. “When I first heard about Ali’s injury, I was honestly shocked,” Jen Huber, defensive center-mid, said. “I was freaking out because she’s one of my good friends and I was like, ‘I hope she’s okay!’ I even visited her in the hospital to be sure.” Huber was one of the many that visited Ali Wallner in the hospital to make sure she was alright and to express their concern. “My first thought after I heard about her injury was if she was okay,” Coach Anna Voigt, assistant girls varsity soccer coach, said. “Coach [Mark] Mosley and I visited her in the hospital to see how she was doing. Obviously, her health was the first concern, and then second was to see what kind of recovery she was going to have to do, so we could help her out in any way we could.” Ali Wallner has had an important role on girls varsity soccer since the start of her high school career, and the team would have missed her talent. “Ali started varsity as a freshman last year and played goalie,” Huber said. “She’s really our only goalie, actually. If Ali wasn’t able to play we would be hugely affected because we don’t really have a back-up goalie.” Ali Wallner’s defensive ability is a skill that her coaches are glad to have. “Ali is one of the team leaders,” Mr.
pass it back to her and we know she is not going to mess it up. We know that she will save the ball no matter what; she’ll be there.”
photo courtesy of ali wallner Ali Wallner receives the support of her cousin in the hospital and many others which helped her on her way to full recovery. “I had on average five to six visitors a day.”
Ali Wallner said. “The third or fourth day I was in the hospital they told my parents that people had to stop coming for the day because I had too many visitors.”
Goggin, head coach, said. “She is our goalkeeper and our last line of defense. She’s a very important player to us. We would struggle without her.” That struggle never occurred. Ali Wallner is now back playing almost full-time. “I’m doing most of the practice. I do about half the running, and then I’ll stop if it starts to hurt,” Ali Wallner said. The girls on the soccer team don’t seem to notice much of a difference in Ali Wallner’s playing after her injury, however. “Her injury hasn’t seemed to affect her too much,” Ellie Garabedian, midfield/ forward, said. “She seems to push through. Sometimes she has to sit out of some drills just so we can make sure we keep her healthy.” With such a serious injury, many players would have just given up their athletic life, but Ali Wallner perseveres to keep participating in athletics and not let a glitch like this stop her or slow her down from
doing what she loves. “The girls are always the ones who push me to keep going,” Ali Wallner said. “I like soccer season, and I always look forward to it because I love being around all of my teammates. It is fun getting the team together and playing with the younger and older girls.” Ali Wallner’s love for the game and for her teammates helps her push through the pain from her injury and continue to impress all with her skill. “Ali loves the sport too much to give it up.” Mrs. Wallner said. “Everyone really kept her going. We truly believe all the prayers and encouragement from family, friends, players and the school, and just the entire community was just a huge help. It was really amazing.” As the season picks up, Ali Wallner persists to be the unbelievable goal-keeper she is known to be, no matter what gets in her way. On the field, no one is going to get past her now.