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FOCUS VOLUME 21, ISSUE 2, NOVEMBER 2017 FRANCIS HOWELL CENTRAL HIGH SCHOOL

THE FIRE WITHIN The power of ambition propels students toward success, though often with varied meanings

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NOVEMBER 2017

ABOUT

DEAR READERS,

STAFF

Ambition is a strong desire to achieve — basically the drive to go out and get things done. High school is a prime spot to observe this: students range from those who have no goals and no idea where they’re going in life to those who have an exact plan for everything from this moment onwards to everyone in between.

As students sign up for AP classes and do their homework and apply for colleges, their ambition becomes more and more apparent. We wanted to explore how this drive impacted students and if they all had this fire burning within them.

EDITORS-IN-CHIEF

Skylar Laird & Emily Mann & Belen Herrera DISCOVER EDITOR: Garrett Allen FEATURE EDITOR: Liz Baker MOVE EDITOR: Juliet Fuhrmann VOICE EDITOR: Whitney Klein ENTERTAIN EDITOR: Millennia Simmons PHOTO EDITOR: Sydney Robbins VIDEO EDITOR: Connor Crites LIVESTREAM EDITOR: Zach Jones SOCIAL MEDIA EDITOR: Tyler Summers STAFF REPORTERS: Catherine Analla, Craig Eddy, Carlin Bippen, Chloe Bockhorst, Kana Chung, Marcus Falcomata, Jennifer Ferry, Jessica Fults, Justin Hedrick, Bryce Lee, Reese McLaughlin, Gillian Pendel, Megan Percy, Lanie Sanders, Caroline Schroeder, PJ Sheehan, Talia Thambyrajah, Kira Zerbolio.

STAFF PHOTOGRAPHERS:

Alura Berry, Mackenzie Craven, Jordan Dusenberg, Kierston Fisher, Olivia Fong, Emily Hall, Brynlee Hendricks, Liv Hritzkowin, Grace James, Gracie Kruep, Gillian Lee, Zoe Lentz, Josie Prince, Ethan Wagman, Doug West.

THOUGHTS?

Have a letter for the editor or a question for us?

If something we wrote demands your voice, please e-mail us at fhcpub@gmail.com or drop your handwritten letter off with Mr. Schott in Room 139. The Central Focus staff will print the entirety of your letter, providing it meets the standards of publication laid out in the FHC Publications editorial policy, which is available in Room 139 or at www.fhctoday.com for your perusal.

CONNECT

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WORTHY OF A FEAST: Thanksgiving offers budding chefs and cooks the opportunity to make some amazing dishes to accompany the Novmeber holiday. PHOTO BY CAROLINE SCHROEDER

content

NOVEMBER 2017

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DISCOVER

Media bias ... 4-5

How news is presented to students affects what they believe about topics.

Foundations of AP ... 6

New class aims to help better prepare students for difficulty of AP classes.

Career cruising shuts down ... 7 Career, schedule selection software changes to Infinite Campus.

FEATURE

Playing up ... 9

Teddy Rosen’s dedication to the clarinet has him playing in highest school band

Guide to St. Louis ... 10

Central Focus staff shares their favorite places to visit in the city.

Culture in the city ... 12-13

Museums in St. Louis offer some great ways to broaden your horizons.

FOCUS BUILDING A FOUNDATION: Skylar Zipoy focuses on a math problem on a white board in Mrs. Laurie Penuel’s Foundations of AP class during seventh hour on Oct. 12. Foundations is a new class which seeks to give students in their first AP class tools and strategies to help them find success. PHOTO BY MEGAN PERCY

Ambition in students ... 16-17 The different ways ambition can be defined and whether or not students possess it

Types of motivation ... 18-19

How internal drive and external influences impact students and how they attain their desires

Alternately motivated ... 20-21 Ambition revealss itself in unique ways for each student, driving their passions differently MOVE

Stay hydrated ... 22

Water is fuel for Spartan athletes. Learn more about how to stay at your peak.

Shining on the diamond ... 23

Chadwick wraps up her career as one of best softball players in school history.

TOO EASY TO BULLY: Social media sites, like Sarahah, make it all too easy for users to attack others, with little concern for the repercussions of what they say.

Becoming a coach ... 24

Coaches love their sport, but usually, they coach a team for other reasons.

VOICE

Unconventional love ... 27

Just because a family isn’t conventional, doesn’t mean it’s not a family.

Cyberbullying strikes close ... 28 Catherine Analla shares her story of getting bullied on Sarahah.

Staff editorial: Ambition ... 29 High school students have tons of ambition ... but don’t always have the time or energy to act upon it.

CATCHING GREATNESS: Kaitlyn Chadwick ended her senior season as a four-year player on the softball team and as one of the top players in the history of the program. PHOTO BY BELEN HERRERA YOUNG AND TALENTED: Sophomore Theodore Rosen practices a piece of music on his clarinet in the entry to the band room. He is amoung the youngest in Wind Ensemble. PHOTO BY ???????

ENTERTAIN

A festive feast ... 30

Learn a killer dish to help out with your Thanksgiving feast.

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NOVEMBER 2017

DISCOVER

The national manipulator How the media scares Americans into believing a false reality

By Marcus Falcomata

Staff reporter When political issues start to enter conversation during the day, one may notice people getting a little bit frustrated. Conservative ideas freak out liberals, and liberal ideas freak out conservatives. Some even refuse to take a stance on political issues because of the toxicity that usually surrounds the discussions thereof.

What is the source of this toxic environment?

Each side immediately points to the other when asked the question.

They make accusations and claims, many at times false, which casts blame on people trying to make their voices and ideas heard- a right not only permitted by the Founders but encouraged as the bedrock of our democracy.

Yet, the real answer is more deeply rooted in our society. Much blame rests in the hands of the giant body from which we receive our information: the media.

Recent studies have shown that many people on the right have become fearful of far-left hate groups. One group of these groups, antifa, are commonly known for their rioting and violent protests. The feelings of conservatives toward the mainstream media have become heightened due to the perceived lack of attention given to the group they feel is at the root of political violence.

Junior Fernando Echeverry, a conservative, believes that media has

failed the people.

“I think it’s disgusting when they show antifa as heroes,” Echeverry said. “They show them as people who are oppressed, and that they actually have a right to be out there protesting and burning buildings down. That’s not how you protest something.”

The negativity in the nation’s perception of mainstream media has served to further the continuous exacerbation of the right’s hatred toward antifa. Essentially, the more the media neglects the antifa issue, the more people on the right can’t stop thinking about it. They feel the need to fill in the holes left in the media’s stories with extra criticism of groups like antifa.

Many conservatives also are afraid they are now being tied in with the alt-right, a white supremacist group that identifies with the the republican party, just for their disagreement with liberals.

“You can think antifa is [radical] and not be white nationalist or part of the KKK,” Echeverry said. “[The media] like to group people. If you don’t believe in their views, you must be alt-right. It’s unfair, and defeats the possibility of civil political discussion.”

Many liberals understand the right’s concern with antifa, and sympathize with angry conservatives.

But with people on the news often promoting antifa’s use of violence as a positive movement, the reasonable voice on

the left is not heard by consumers of mainstream media.

Senior Gabe Delgado, who leans left, disagrees with the radical left’s violent tactics.

“We on the left shouldn’t start violence, and I think the media describing them as heroes for coming in and trying to start battles against the people on the right is not good,” Delgado said. “People we are going to describe as heroes shouldn’t use violence. You can’t fight fire with fire.”

This is a middle ground many liberals align with, but many conservatives don’t see represented in the media. Many only see the left as antifa sympathizers. The image is mostly given a voice because mainstream media networks have always tended to find people who disagree and pit them against each other.

So in many cases lately, they find someone who praises antifa to debate against the viewpoint which nearly all Americans hold, that violent protest is neither effective or acceptable. This tends to give off a false reality that half of people in America agree with each side, and scares the right farther right, the left further left, and the polarization of the United States continues.

In disagreement with many right leaning news sources, Delgado voiced his concerns about the classification of the Las Vegas shooter.

“People describe the shooter

saying he had some mental problems. We shouldn’t describe it as mental problems,” Delgado said. “When Middle-Eastern people do it, it’s considered terrorism. Any massive act of violence should be called an act of terrorism.”

The grouping of Islamic terrorists as the only examples of terrorists is yet another way in which the mainstream media typically generalizes terms. This way viewers are not confused when they use that same term in application to a different group, but it also restricts the use of correct terms for events and forces the media to settle for adjectives that are either too negative or too positive.

Mainstream media does have a great reason to give focus and attention to political extremists: it gets views. People turn on the news immediately after significant events take cut place, because they know the media will be covering it: it is their job. But it also becomes the viewer’s image of what is happening in the world.

Because our viewing of the news only in times of crisis, many embrace negative images as reality for the majority of people. This is why so many have a doom and gloom attitude about the world and it’s changes. We only see extreme thinkers in the news, and ignore the vast majority of people who are good-hearted, condemning violence, and trying to advance American society for the better.

DISCOVER

NOVEMBER 2017

T To see more about media bias, use this QR Code!

he infographic below shows the viewership of major media sources. The farthest left have the most liberal average viewer.

The farthest right have the most conservative average viewer.

For example, the average viewer of FOX News is moderately conservative. What this information proves is that the most mainstream sources have more liberal viewers. The most well known sources are shown and the vast majority have an average liberal viewer. This is likely due to most conservative’s distrust of mainstream media. Instead of watching big name news sources who have been labeled as left-biased, they opt for a large right-leaning source like FOX News, or a smaller conservative news source such as Breitbart.

Media bias by the numbers

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NOVEMBER 2017

DISCOVER

Success in the making

PLANTING THE SEEDS OF KNOWLEDGE: Mrs. Laurie Penuel leans over mentor Grace Hiesel, helping her to prepare to help students in the Foundations of AP class. The setup of the class gives the mentors leadership opportunities to help younger students gain skills to handle AP classes. PHOTO BY MEGAN PERCY

By Megan Percy

Staff reporter Walking into Room 150 on an average Monday at 1:27 pm, the casual spectator will not see an ordinary classroom setting. Kids are not sitting silently, awaiting their teacher’s command. The teacher, Laurie Penuel, is not standing above them, ordering their attention, demanding they get to work.

Instead, the classroom setting is open and autonomous. Kids float around the room, asking for help from the mentors and Mrs. Penuel.

Skylar Zipoy, a sophomore, works on an AP Human Geography worksheet, asking for help with finding something, while senior Corey Moats helps a mentee factor a quadratic equation six feet away. Students work, but also laugh and smile, as they bond and grow.

High school’s main goal is to prepare adolescents for life as an adult, and for many, life as an adult begins with college.

For this reason, high-achieving students often flock to Advanced Placement, or AP, classes. These classes are university-level, designed to prepare students for college. Over the years, an increasing amount of students have begun coming into the AP track, and with the inclusion of offering them to sophomores and even some freshmen in 2016, many students found themselves in a new level of difficulty.

As parents and staff began to worry for their kids’ success, and students struggled to make the grades, administrators searched for a way to aid students academically.

In their search, administrators

Foundations of AP helps new AP students adapt to college-level courses

found Advancement Via Individual Determination (AVID), a program administrators came upon in their search for AP support in many schools around the country. AVID is a program “dedicated to closing the achievement gap by preparing all students for college and other postsecondary opportunities,” according to www.avid. org.

“Some administrators and teachers visited CSD (Columbia School District) to see how AVID worked for their students,” Mrs. Penuel said.“Foundations of AP was born through that process.”

Foundations works primarily on a mentor/mentee strategy; students who are just beginning to take college-level classes working with students who are experienced in them and are able to guide students just starting on their path.

The class, according to Mrs. Penuel, has tried to help many students shift from honors high school classes to college classes in a variety of ways.

“Some students have gained more confidence in their abilities. Some have really focused on strategies to make them more successful in their courses.

Some are more cognitive of the process they undertake to become better, more successful students,” Mrs. Penuel said. “I think each has been impacted differently, depending upon their strengths and weaknesses.”

Over time, the course will stay on, continuing to allow mentees to learn the ropes of rigorous courses for the present and the future, improve leadership skills in mentors, and further the creation of bonds between all students through learning.

Corey Moats, mentor:

Q: How has this class affected you?

A: It has built relationships with underclassmen I wouldn’t usually get to build relationships with, and given me the chance to share wisdom I have as a senior. I really enjoy helping out.

Q: How has the the environment affected your growth?

A: It has helped me grow as a leader because of the chance to help others with things I once struggled with so they don’t end up making the same mistakes.

It’s rewarding to help people and watch them grow in front of you.

Q: Why did you get involved with AP Foundations?

A: I began as a TA, but I decided my knowledge could be better utilized as a mentor. I have been through a good amount of AP classes, and I help more as a mentor.

Q: Would you recommend the mentor program for future students?

A: I would! It is super fun and rewarding to work with everyone. in the class.

Skylar Zipoy, mentee:

Q: How has this class affected you?

A: It has helped me learn new study habits, how to take tests better because test-taking is something I struggle with, and it has improved my grades a lot.

Q: How has the environment affected your growth?

A: The environment is very friendly and very helpful, and has really helped me so far this year handling AP classes and classes in general.

Q: Why did you get involved with this class?

A: I heard about it from Christian Hill and Chase Tennyson, and I joined it because it sounded like I could really get some valuable help in the AP classes I knew I would be taking this year.

Q: Would you recommend the mentee program for future students?

A: Yes, it is very helpful. I would recommend it to sophomores especially, because we take more AP classes, but if you are a freshman with lots of AP classes, I’d take it as well.

NOVEMBER 2017

DISCOVER

Cruising cast away District makes decision to use new software to help with schedules, careers

By Millennia Simmons

Entertain Editor If you have been to guidance or have had a counselor visit your classroom to discuss your future, then you’ve most likely heard about Career Cruising. Career Cruising is a program open to students to take surveys and get insight on possible careers and what college path they should take to get there. This year, however, the district has had to say goodbye to the program and are hard at work to find alternatives to continue to assist students.

Counselor Kris Miller explains although the program had its advantages, it had to be let go due to budget cuts.

“There are several [reasons]. One is budget cuts; it cost money to provide that service, so while we utilized it and it was a good career oriented program, it was something the district couldn’t afford to keep paying for,” Mr. Miller said.

Counselor Trevor Wolfe found this to be an important program for students who have a hard time choosing their major in college. “[Career Cruising] gives students that are wanting to have a better understanding of career options and majors they wanna shoot for in college, giving them a better

opportunity to finish college in four years opposed to four-plus with changing from major to major because they didn’t know what they were getting into,” Mr. Wolfe said.

Career Cruising was used not only to help with finding fields of study, but it kept record of students’ high school schedules time for choosing classes came around.

Picking classes through Infinite Campus is the new solution, but finding an official career assistance program is still crucial.

Guidance experienced some technicalities at the beginning of the year when Career Cruising was first taken away, but Mr. Miller states they’re working with a different program that will get the job done.

“We’re trying to work with Missouri Connections. Everybody now has an account through Missouri Connections with Clever- which is an all-in-one sign in for all the district resources,” Miller said.

For now, Missouri Connections is the way to go, so for students looking for help with finding a field of study, guidance encourages you to stop by and pick up a Missouri Connections “Sign Up and How To” Sheet and set up a meeting with your counselor.

“

Everybody now has an account through Missouri Connections with Clever- which is an all-in-one sign in for all the district resources.”

- Kris Miller, counselor

How to use Clever, the new online portal using district applications

Step 1.

Go to Clever.com and choose FH Central

Step 2.

Login into Clever using you computer username and password

Step 3.

After logging in, you will have access to all discrict applications including Missouri Connections

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NOVEMBER 2017

DISCOVER

2017-18 YEARBOOK FORM

FHC, SAY WHAT?!?!

Reserve your copy of the 2017-18 yearbook at registration.

Cost of the book is now $50.

You can also order the book online: www.jostens.com (this goes live on July 25)

Order form for the 2017-18 yearbook

Grade: ____

Date:________

Cash: ____

Check#_____ All checks must be made payable to FHC Publications

RECEIPT

The price of the yearbook will be $50 until Friday, Dec. 22, 2017.

After that date, the price will rise to $65 until the end of the school year.

Staff signature:

GET YOUR YEARBOOK FOR FREE!!

FHC Publications has partnered with Club’s Choice to give FHC students the chance to earn a free yearbook.

Sell 15 tubs of cookie dough and you’ll get your 2017-18 copy of the Odyssey for free.

Order forms are available at our table at summer registration DEADLINES Order forms to Rm. 139: August 28, 2017 Cookie pick-up: Sept. 28, 2017 in room 139 2:30-5p

Name: _________________________________________

RECEIPT

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____________________ REMINDER: All high school yearbooks are delivered at summer registration for the following school year.

Collect all money/ checks (made out to FHC Publications) at the time of order. Money is due when order forms are turned in.

Questions? matthew.schott@ fhsdschools.org 636.851.5636 Room 139 @FHC

NOVEMBER 2017

feature

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CONSUMED by the clarinet

By Kira Zerbolio

HARD WORK: Theodore Rosen practices every day in and out of band to improve his skills. He chose the clarinet above other instruments early in life, during elementary school. PHOTO

BY SYDNEY ROBBINS

Staff reporter Wind ensemble is a big deal for the band enthusiasts here, as it is a higher-up musical group musicians take great pride in having the opportunity to participate in.

Sophomore Teddy Rosen was fortunate enough to join the experience of wind ensemble his sophomore year and continue participating this year as well.

Rosen became interested in the clarinet when he was in elementary school and band kids from the middle school came to introduce the young minds to the world of music.

He tested out several of the instruments he was exposed to, and he ended up choosing to play the clarinet when he went into sixth grade.

“I tried a b o u t everything t h e r e , but the clarinet was the o n l y thing I was really good a t , ” Rosen said.

T h e clarinet began to consume his life more and more as Rosen found himself practicing quite often. He even took some private lessons, doing everything he could to improve.

All of his hard work paid off. Rosen worked all through middle school, devoting himself to his newfound talent. He loved

“

the clarinet so much he carried his aptitude for playing into his high school life as well.

Then, he made it into wind ensemble.

“I freaked out, I was so excited. I remember I couldn’t stop screaming. It was probably annoying, but I didn’t care,” Rosen said.

Wind ensemble is rarely inviting to students their first year of high school.

In comparison to concert band, it is a lot tougher for students in general, let alone freshmen, to get into. Rosen opened himself up to an excessive load of difficult pieces when he joined, but he knew it was worth the challenge.

Rosen is joined by some other sophomores in wind ensemble. Brent Harfmann is another clarinetist who not only recognizes Rosen for his talents, but his constant optimistic perspective as well.

“He’s obviously incredible at the clarinet, and he always has such an uplifting attitude which makes him even more likeable,” Harfmann said. “I’m in marching band with him too, and he’s always trying to improve not only himself, but others, too.”

The fact that Rosen is rarely down on himself may also contribute to his success with his instrument. Other clarinetists in wind ensemble admire Rosen’s musical abilities along with his positive outlook on every situation.

Another sophomore who accompanies Rosen in wind ensemble is Nick Moore.

Moore is a percussionist, so he does not see Rosen too often. Although their interactions are scarce, Moore does observe Rosen enough to know he is a hard worker and deserves to be where he is.

“He’s really good — probably one of the best sophomores. When I do see him, he’s focused. He’s always working towards getting better. Even I can tell he practices as much as he can, and he deserves to be where he is,” Moore said.

Rosen’s determination to get better pushes him and the other musicians to perform to their best abilities. His talent did not just come to him, he earned it.

“It’s challenging, but I like it. I work to get better whenever I can. I just really practice my music and I try to be the best player I can be by practicing every day,” Rosen said.

I freaked out, I was so excited.

I remember I couldn’t stop screaming. It was probably annoying, but I didn’t care.”

- Theodore Rosen, sophomore

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feature

FHC PUBLCATIONS GUIDE TO

ST. LOUIS Room 139 has compiled six different destinations for a staycation with friends and family.

By Jessica Fults Staff reporter

NOVEMBER 2017

feature

The Katy Trail

Tivoli

“It’s super pretty and fun for ‘Rocky Horror.’ It’s also right across from that Insomnia Cookie place,” Chloe Bockhorst said.

“On the trail by the bridge, there is this spot where there are locks everywhere, lots of them are couples or seniors graduating year,” Juliet Fuhrmann said.

Mauhaus Cat Cafe

“It has cute cats and really good coffee and treats. Also, everyone there loves cats so it’s fun to have conversations about cats with the other people there,” Kira Zerbolio said.

370 Lakeside Park

“The lake looks really nice from the pavilion, and you can go kayaking or fishing. There is also Celebrate St. Peters, an annual festival,” Jessica Fults said.

Picasso’s

“The atmosphere is very chill, and it's the sort of place where you can talk to anyone there. It's full of interesting people, they have great coffee, and it's a great place to go to work on homework, hang out with friends, or watch live music — especially on Thursday nights — when they do open mic nights,” Skylar Laird said.

The Art Museum

“It inspires me and my art style. It’s really cool to see the influence artists have on each other,” Gillian Pendel said.

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NOVEMBER 2017

Top

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Songs

feature

A playlist to motivate you through hard days and lift your spirits. Play these songs when you need any kind of boost.

1. “Eye of the Tiger” - Survivor Eye of the tiger is the ultimate hype song, as the guitar builds up to the extreme breakthrough moment of pure incentive.

This is an oldie but a goodie, and is sure to fire anyone up anywhere.

2. “Y’all Ready For This” - 2 Unlimited

With the iconic opening line “y’all ready for this” gets everyone can ready to face their day. ‘Aye’ being repeated throughout the song is the ultimate hype man, and help you prepare to conquer any challenge.

3. “The Final Countdown” Europe

This song is self explanatory, time crunch?

Final Countdown. Need to push yourself to do it? Final Countdown. When you make it become the end-all-be-all you are sure to get stuff done.

4. “Pump Up the Jam” Technotronic

It is impossible to not get up and dance in excitement when you hear the words “gotta get up, MOVE.” With it’s jovial sound, it is sure to catalyze anyone’s energy.

5. “All I Do Is Win” - DJ Khaled

All I Do I Win can take anyone’s confidence from 0 to 10, because “we the best,” Khaled said. This song is the ultimate bop, and reminds us all that we are all winners.

6. “Living on a Prayer”- Bon Jovi

We truly are halfway there, this song is perfect for when you get in a rut and you really need to find that spark of life. A classic about working hard, and being faced with life’s struggles: the diner, (insert whatever he works at) but at the end “we got each other, and that’s a lot” so give it a shot.

MASTERPIECE: The Saint Louis Art Museum lit up at night, can be as lovely as the art inside it’s walls. The Saint Louis Art Museum has been open for nearly 128 years, and is a place for the community to band together and gather an understanding of art, and it’s history.

Art lovers guide Important moments, collections at the museum

By Carlin Bippen and Reese Mclaughlin

7. “I got the Power!” - SNAP!

This song is a reminder you have the power to get stuff done ASAP, you are capable, you have got the strength, and you have to do it! It’s a catchy way to motivate yourself into believing in yourself.

8. “Jump Around” - House of Pain

From the first note of this song, ears turn and spirits are lifted. You can’t help but sway to this song, and wear a smile. This will make whatever task you must tackle, ten times easier.

9. “Hey Song” - Gary Glitter

When this song comes on, you are mysteriously over taken with the sudden urge to partake in the varsity cheer team’s routine, and anticipate Scott Harris’s excitement for the football game approaching.

10. “JUMP!” - Macromantics

If you are lacking energy, and need a boost this is the song for you. With it’s upbeat nature, and easily recognizable chorus it is an ultimate power source.

Check out more about the museum with this QR code or go to their website http://www. slam.org/

Staff reporters The art museum is easily one of the most notable places to visit in St. Louis. Since its founding in 1879, it has become one of the best museums of its kind. In 1985, the St. Louis Art Museum Foundation was founded, the purpose of the foundation is to present and conserve works of art from all across the world.

They also work to educate and inspire people to appreciate art from many different cultures and time periods. All income to the foundation comes from donations, whether that be from membership fees or general contributions. It went from housing only a few pieces to a vastly varied collection that encompasses five millennia and six continents.

In 2013, the museum unveiled a 160 million dollar renovation and expansion. The newly constructed East Building allowed the museum to more than double their contemporary and modern art collection. The building is 210,000 square feet and houses 21 galleries, as as well a restaurant and gift shop. In addition to the expansion, the main and south building got new flooring and updated galleries.

People often don’t realize that we have a world-class facility at our disposal, and they are missing out on the chance to experience something that others would not have the opportunity to otherwise. There are many amazing things you can see at the museum; admission is free every day and special exhibits are free on Fridays.

NOVEMBER 2017

feature

Thomas Struth (b.1954), “El Capitan” (Yosemite Natonal Park), 1999-

Starting Nov. 5th, Thomas Struth’s “Nature and Politics” exhibition is available to the public. The photographs presented showcase scenes not often seen by the masses.

Included are shots from Struth’s endeavours in Europe, America, Asia and the Middle East, focusing primarily on locations such as aeronautical centers, robotics laboratories, and nuclear fusion facilities. Struth tends to focus on the relationship between human civilization and technology in his artwork. The exhibition displays humanity’s desire to understand the forces of nature and how human nature is impacted by technological advancements. Within the exhibit are primarily images tending to the Nature and Politics works, but some of Struth’s past works are included as well. Photographs showing the contrast between the environments of Disneyland and Israel are presented in this exhibition. Students looking to gain new insight on the relationship between society and technology would benefit from visiting Struth’s work.

Current Exhibits: Cross Pollination: Flowers in the 18th-Century European Porcelain and Textiles A Century of Japanese Prints Fired Up: Ink Paintings and Contemporary Ceramics from Japan Thomas Struth: Nature and Politics

Upcoming Exhibits: Currents 114: Matt Saunders (Nov. 17 - Feb. 4 2018) New Media Series Ben Thorp Brown (Nov. 17 - April 18 2018)

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Roxy Paine (b. 1966). “Placebo” 2004

Besides the variety of cultural pieces, the St. Louis Art Museum has to offer, contemporary art is displayed. Art from the post-World War II era up until today is featured in this collection. The postwar American and German art within this section is considered most notable. Because this selection contains current pieces, the art takes many different forms, including video, mixed media, and installation.

The art exists both indoors and outdoors, for it includes different sculptures. Contemporary artforms are endless, creating a diverse display that is unlike the other collections featured at the museum.

Current Collections:

African-American Art African Art Ancient American Art Arms and Armor Art of the Pacific Island Asian Art Contemporary Art Decorative Arts

and Design European Art Islamic Art Modern Art Native American Art Photographs Prints and Drawings Sculpture Garden Textile Arts

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NOVEMBER 2017

focus

AMB TION: “I would define ambition as having a -Mariah Thomas “I would say ambition something or the

desire

to do

accomplish a goal” - Connor Riebel “I

a goal regardless of obstacles” do or achieve someting, typically

hard work.” “Being not afraid and beyond to achieve a “Being determined to passionate about it” thing that drives a person to be

In their own words, Spartans define ambition

strong desire to do something” is motivating yourself to do it” - Lauren Daniel “The drive to think ambition is striving to reach Brianna English “A strong desire to

detrmination and to take risks and going above

requiring

goal” - Amanda Henderson achieve something and being Claudia Crass “Ambition is the

-Alli Mayfield “Ambition is what

best version of something to the best of “The desire to achieve” drives you. It’s what gets

you out in the world to try new

or difficult things “ - Hannah

Hodges “Someone who has tasks” - Lauren Delgado “I

lots of drive to complete would define ambition as

themselves. It is the desire to do

one’s abilities.” - Abby Weirich

one’s

want to achieve

of challenges” - Nicholas to strive for

greatness

success”

-

and success” -

- Erin Mallon “Accomplishing a stop you” - Grant Bochne “Ambition you have that makes you do anything

the very

something Reinfeld “The

regardless

motivation

Gillian Eichel “Striving for Logan Nachtrab “Willpower”

goal

without letting anything

to me is your inner to excel” - Sam Cole

drive that

focus

NOVEMBER 2017

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29% of students are extrinsically motivated

11% motivated by school 36% motivated by grades 31% motivated by parents 75% motivated by themselves 32% motivated by other 71% of students are intrinsically motivated About

16/20 students believe they are ambitious

*85 students surveyed

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gniting the flame Ambition burns within for students, faculty

By Skylar Laird Co-editor in chief

T

hey all told her not to do it. Patti Shockley, having just graduated high school, was determined to become a biology major despite being discouraged by not only the people around her but by society itself, growing up in a generation that discouraged women from stepping outside their gender roles. But she did it anyway, ignoring what she was told to study biology in college before switching her major and even taking a break for a few years — decisions she believes now had some root in those around her discouraging her from reaching her goals.

Now, she recounts this story from behind her desk piled with papers and essays from her AP Literature and ACT Prep classes.

This story of ambition is one from when she was young, but this drive still remains with her today in her teaching and life in general.

“I’m not finished, I’m gonna retire here and I’m still trying to improve upon things and get better at my craft, but I also am looking to the future when I retire from this to go onto something else, to return to my original plan somewhat, work

with animals in some way, so I’m ambitious with that,” she said.

For Mrs. Shockley, ambition can be defined as making goals and remaining focused on those goals. How this is demonstrated in students, however, varies based on the student and their priorities. “[Ambition can be seen in] a variety of ways, I think,” she said. “It depends on what the goal is. Some students are athletes, for example, and they set a goal, knowing they have to get a [certain] grade, and will do what it take enough to achieve their goal for that. For AP kids…,” she laughed, gesturing to her class of AP Literature kids and the obvious distinctions in their motivation as some work on homework while others talk and make jokes. “Some kids will work very hard to not just get a grade, but to understand everything, and to me, that’s the ambitious part; it’s more than just a grade, just being about a grade, to strive to get to their next step, whatever it is they want to get to.”

Senior Tucker Jones is one of the students in this class, making jokes to fellow senior Will James during their seminar time. Jones, however, believes he does possess a certain amount of ambition, citing it as one’s desire to go out and get stuff done, although he believes that it

varies based on where it’s directed. “[My level of ambition] depends on what it is I’m ambitious for,” Jones said. “So like, say I want a good job, I’m gonna be ambitious on what college I want and how I do in that college because I want a good job for it. But, say I’ve got a rec league tennis match tomorrow and the guy is beating me 5 nothing and he only needs one more game to win. I probably won’t have much ambition to win that game. Life-wise, and success in life, though, I am ambitious for it.”

These levels of ambition are seen everyday by Mr. Dustin Bailey, who, as a guidance counselor, spends his time sitting in his office every day talking to students about their plans for the future — whether that be joining the workforce, becoming a Marine, or, of course, going to college. Each of these paths shows him a different sort of ambition, making it difficult to gauge exactly how ambitious students are as a whole. “[To call the student body ambitious] is a big generalization,” he said. “We have almost maybe 1,900 students and I would say maybe most have some kind of ambition, some more than others for sure, but then I’d say there’s a small chunk who don’t seem to

focus have any at all.”

For those who appear to have no ambition as of now, however, Mr. Bailey does not believe that that is necessarily a determining factor in how far they will go or how happy they will be in life; ambition can appear later, as it did for him.

“Sometimes people are just really locked in, but I think also that’s something that comes at different stages in life for different people, so there are some kids that look to me right now that they don’t have a lot of ambition, and by the time they’re 25 or 27, they might be in upper management in a company, or running their own business, or something else,” he said. “We always say that education clicks for different people at different stages in their life, but it doesn’t always click right away, and maybe they just haven’t found their niche or their thing that really excites them and gets them going.”

This “thing”, according to junior Issy LaBanca, can be anything and changes from student to student, determining what - Elizabeth Skelly, senior they focus their ambition into, although she does believe that everyone possesses a certain amount of ambition, even when it doesn’t appear so; it just depends on how they channel it.

“I’m sure in different aspects of [student’s] lives they are [ambitious], like some people are really involved in video games, and they just ignore everyone else and their girlfriends or boyfriends or whatever and they’re really go od at video games because that’s what they want to do. And there are other people who are really studious, so they’re really ambitious with their studies, and there are other people who have two jobs, so they’re really ambitious with their workload,” she said. “Everybody’s ambitious, you just have to put a different spin on it.”

This ambition, she believes, is vital to success in life; LaBanca views

“

Whereas Physics II, one of the hardest classes I’ve ever taken, I push myself and keep studying and I keep trying to get it.”

ambition as creating a plan and then going out and doing it, so to her, nothing can get done without at least some sort of ambition.

“It’s how you get stuff done,” she said. “It’s how you pass your classes, it’s how you go to college, it’s how you get your driver’s license and essentially succeed in life.”

Mr. Bailey agrees ambition is important in order to be successful, although he sees success meaning something different for different people, making it difficult to determine exactly what ambition is and who possesses it, as well as whether wild ambition necessarily leads to happiness.

“I think [ambition is] pretty much key to moving forward in life. You can kinda tread water without much ambition, but if you want to achieve anything you have to have some ambition,” he said. “That’s a hard one, because there are people out there who just kinda do the 9 to 5 and come home and sit down and watch a game, and then Saturday they might cut the grass, and some people are totally okay with that life, so I guess, ambition, you have to kind of judge it based on the person, too, because, myself, that wouldn’t satisfy me, I’d be like, ‘What am I doing?’ But other people would look at my life and say, ‘Well, what kind of ambition do you have? You’re just a guidance counselor.’ So I think it’s, one, something you have to measure by each individual person’s standards, and two, everybody just kinda looks at it differently.”

While this may be true, there is more than one side to being ambitious, according to Mrs. Shockley; while it is important for people to have something to strive for, too much ambition can be more detrimental than beneficial.

“I think that ambition can have a negative connotation as well as a positive one,” she said. “When it starts to control a person, then other things are set aside—- values, morals, things like that. It can be let loose enough to where it takes control of everything else, it trumps everything else, and that’s when it’s bad. I think everybody needs a little bit of it, though. You need to have the dreams, you need to have the goals, you need things like that; otherwise, what’s the point of getting up every morning?”

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These dreams, according to Mrs. Shockley, are usually present in her students, although ambition itself may be less so.

“I think that the dreams are there, and I think that the skill is still there, but I think that there are more distractions that students have now than when I first started teaching,” she said, laughing and shooting a pointed look towards a nearby cell phone. “And let’s face it… [phones] sometimes are needed just to take a break from how fast everything is moving, so I think that’s part of the problem too, that with all the new technology and everything that we have, life is moving so much faster, so it’s harder to maintain focus on those goals.”

These goals and the ability to remain focused on them are important to people like Jones, motivating him to get work done in order to achieve what he wants.

“It’s what gets me to do my homework, because I know in the long term that’s the goal, so I have to do my homework today, that’s part of ambition,” he said.

Years after her own graduation, Mrs. Shockley stood in front of a class of graduating seniors as they practiced walking across the stage to receive their own diplomas.

In front of her were hundreds of students, some of whom knew exactly what they wanted and how they were going to achieve it, some of whom were still clueless about their futures, all of whom had futures laid out in front of them in the world. Their paths were different from her own, as they were generally not discouraged from doing what they wanted or studying what they wanted. Seeing these kids and the ambition burning within them, she gave them the best advice she knew.

“This is the best advice I could give anybody, and it’s based on my own experiences, and that is to continually set your sights on something, but don’t be afraid to change it,” she said. “And honestly, I think that’s the main thing; it would be so easy to lose ambition when things don’t go right or you decide that’s not the route you would go, so the advice I gave [the graduates] was to change your path. When you come to a halt on one, you change and go to another one.”

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Dr ving the fire The internal versus external drive to succeed

By Liz Baker Feature editor

W

hen she didn’t know how to jump rope, she taught herself how. When Physics II was the hardest class she was taking, she studied and practiced until she got it. Since early on, senior Elizabeth Skelly has pushed herself to get things right academically and in her extracurriculars (i.e. Epsilon Beta, NHS, marching band, TSA, swim team.) She has motivated herself to earn a GPA that is well above the national average of 3.0 (a 4.65 at last count) and struggled through difficult classes.

Skelly sets herself higher standards than most in her classes and outside activities, her perfectionist nature reaching beyond a classroom’s walls. For example, in her eyes, even small mess-ups that may not affect the entire band’s performance, can wreck a show.

“Honestly, if I go class-wise, B’s: I don’t like having B’s but if I do, it has to be above an 85. If it’s below that, then it’s just terrible. Or bandwise, marching band at least, messing up a performance, even if it wasn’t bad for the band, if I mess up one little thing then that makes it bad for me,” Skelly said.

These high standards sometimes come easy, not requiring her to do more than the usual work, but others show how motivated she truly is to do well for herself. In

classes where the material doesn’t come naturally, she studies, practices and gives it the attention necessary until it makes sense.

“I definitely don’t push myself as hard in classes that I find easy.

Personally, I find calculus easy, and I could probably do more work with it, but I don’t feel that I need to. Whereas Physics II, one of the hardest classes I’ve ever taken, I push myself and I keep studying and I keep trying to get it,” Skelly said.

All of Skelly’s hard work and high expectations for herself have an endgame: to get into a good college. Like most, her dream for college has changed since starting high school, though the schools she wishes to attend are equally as hard as her original dream l; her first choice of attending Washington University has changed to University of Notre Dame.

“I definitely want to do well and have a high GPA and want to make it into a good college and take the hardest classes I can. It pushes my limits because I have to know how much I can motivate myself through every single one of these classes,” Skelly said. “Freshman year I knew I wanted to go to a good college if I can. If I can make it in, I would want to go to Wash U. Since then, I’ve been trying to keep my grades up and take hard classes.

Even now, my dream school has changed a little but it’s still hard to reach. I also like being in the top 10 in my class and having my 4.65 GPA.”

While Skelly doesn’t need anyone to motivate her towards success, some students like sophomore Cassidy Schlatter, find motivation in other things or people. Her teachers, her set deadlines, and her parents push her to work hard for her grades.

“The teachers [motivate me in school]; I don’t want to disappoint them. It also comes from myself a little bit; I’m scared of disappointing myself and not doing well,” Schlatter said.

Disappointment and anxiety fuel Schlatter’s motivation. The anxiety of confrontation with teachers and the inevitable fall of grades if the work isn’t done push her to do assignments on time.

“I’m pretty scared of confrontation, so I don’t want my teachers to yell at me and I have a fear of failure and my whole life I’ve been told - Elizabeth Skelly, senior ‘If you don’t get good grades in high school and middle school then you’re not going to get into a good college’ so [my motivation] is mostly fear driven,” Schlatter said.

Needing outside motivation wasn’t always the case, in early middle and elementary school Schlatter joined clubs and pushed herself harder of her own volition.

Midway through middle school,

“

Whereas Physics II, one of the hardest classes I’ve ever taken, I push myself and keep studying and I keep trying to get it.”

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NOVEMBER 2017

PRACTICE MAKES PERFECT: During Wind Ensemble - the most demanding of the school’s band classes - senior Elizabeth Skelly practices in a small room with a couple of other classmates to improve her performance. Skelly continually tries to find ways to push herself, whether in band, the classroom or as a member of the girls swim and dive team. PHOTO BY SYDNEY ROBBINS

her motivation veered off the path and her parents stepped in.

“When I was younger, It was a lot of self-motivation, I joined the math club of my own prerogative and now I only come to school because teachers tell me to,” Schlatter said. “Middle school is when my motivation started to go down hill, I really wanted to do well in elementary school, but once I hit the seventh grade it was like ‘What’s really the point?’ and that’s when my parents really started to step in and tell me ‘No, you have to do well’.”

Though currently Schlatter’s drive comes from anxieties and outside factors, she feels if left to her own devices she would start and finish more projects.

“At first no [I wouldn’t do my work], but I think that [not doing well] eventually would stress me out so much that I would [want to do well],” Schlatter said.

Anxiety, parents, teachers, college, and just plain wanting to

do well are major factors in both Skelly and Schlatter’s ambition.

Senior Alex Juan doesn’t have to be pushed hard to do well. School and good grades have always come naturally to him and have become a part of who he is.

“I’ve always gotten good grades because it’s just what I’ve always done and I feel like if I stop getting good grades then I wouldn’t be me anymore,” Juan said. “I think if I didn’t do well, it would make me want to do better.”

Part of getting good grades is being able to perform under pressure. Test-taking is essential to how students bring their grades up, Juan included. He has to do well on tests to achieve the success he has.

“I think I work well under pressure, I’ve always been a good test taker and that’s where a lot of my success and good grades have come from,” Juan said.

Parents, teachers, and fears may not push Juan, but a will to do well

and ambition drive him towards the top. He wants to stay where he is: near the top of the class, thus motivating him to do better than other students.

“Maybe if someone who I thought was not as smart as me got a better grade than me, I guess it would motivate me to try harder, but I do think that I am my own biggest motivator for getting good grades,” Juan said.

Students are driven by a multitude of things in a myriad of ways, affecting each individual differently. Skelly wants a good college because that’s her goal; Schlatter wants to achieve good grades due to others’ tendency to put stress on them; Juan has found that his grades have become a part of him. While each student is motivated by different forces, whether it be intrinsic or extrinsic, it is the bridge between students from having dreams to making dreams.

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Burning desire Traditional goals are a key source of motivation

By Emily Mann Co-Editor-in-Chief

‘E

veryone is counting on me, I am counting on me, I must excel, I have to be better than I was yesterday, perfection is the goal’, ricochets within junior Stephanie Monson’s brain.

Looking up from her desk she sees the reminder she has set for herself: ‘Goal number one: help make a difference at FHC, goal number two: become a USFSA Gold Medalist, goal number three: make it into the district honors band.’ Her list of of goals hanging on her bulletin board to keep her resilient and intentional.

With an abundance of motivation to accompany her ambition, Monson is constantly working towards a better product, driven by both in everything she does: figure skating, band and music, service, leadership, and learning.

“I am motivated by myself and my goals, my parents, my friends, my teachers, and my coaches,” Monson said. “When I’m passionate about something, I am driven to dedicate myself to that and work hard because I want to do the best I can and gain all that I can from it.”

Something that sets Monson apart from students who have ambition, or the dreams and aspirations, is her dedication to get there. Monson said, to her, motivation is a driving force that pushes you to do something, and to Monson’s advantage she has mastered motivation.

“I am very goal-driven. If there is something I want, I go for it. I set a plan and work until I reach it,” Monson said. “I find motivated people are often optimistic and determined, and they’re never afraid to step up to a new challenge. They like to dream big, but they also stay realistic. They also handle criticism and are able to learn from mistakes.”

In accord with Monson, Mrs. Kellie Staback, Environmental Science and Genetics teacher, believes those who are motivated have a sense of reason behind their goals, and will remain purposeful in their efforts to achieve whatever it is they set out to accomplish.

“A motivated student is selfdriven and self-regulated to

Stephanie Monson

achieve both short and long term goals. A motivated student sets benchmarks for themselves to achieve their goals. A motivated student also sees reason behind their work,” Mrs. Staback said. “They have a purpose for their actions and can see the intrinsic or extrinsic reward once the goal is reached.

These students have a desire and will to learn. They will be excited to get engaged and eager to participate in the classroom.”

Senior Evan Goodbody is comparable to this notion of a compelled student, as he is pushed by those in his life: his family, the teams and clubs he belongs to, and himself. Goodbody attributes some of his ability to stay motivated to those who depend on him.

“I think being accountable to multiple things allows me to have less moments to be unmotivated because I always have something to do,” Goodbody said.

Goodbody’s thought process throughout a normal day is similar to Monson’s, in that it is constantly whirling and buzzing with information, which he uses as an incentive or reminder that there is very much to get done.

“I do a lot of micromanaging in my head during the school day, mainly trying to find time to do homework during school so I have less to do at home,” Goodbody said. “I’m also thinking about my schedule after school when it comes to sports because I play soccer in the fall and run track in the spring.”

In a similar manner, senior Abbigail Green finds that while the list of things to do can become daunting and overwhelming, the thing that will set students apart is their willingness to keep working towards their end goal, no matter the consequences.

“Motivation is when what you want to accomplish outweighs what you feel like doing,” Green said. “I have

to keep moving and pushing to stay excited for my goals. You can set all sorts of goals, but if you don’t put your head down and work for it, then trust me, the motivation dies quickly.”

In Goodbody’s case, the feeling associated with attaining success and completing tasks is enough to keep his interest and preserve his persistence.

“I associate motivation mainly with hard work and enjoyment.

I know from my experiences the things I’m most motivated to improve on are things that I really like doing and want to put a lot of effort into,” Goodbody said.

For Monson, the desired future is enough to keep the fire lit within her, to continue working towards the life she has planned for herself.

“Ultimately, my end goal is to live a happy life and be successful in my pursuits,” Monson said.

“I want to experience all that life has to offer. I think this motivates me because I push myself to do the most I can and be the best I can be so that I am able to open doors to new and exciting experiences.”

While students may have different interpretations of motivation and methods of getting there, they all have one thing in common: the - Stephanie Monson, junior hope of success.

Motivation does not come easy, nor will it stay effortlessly, according to Green. However, if the desire is strong enough, it will outweigh the adversities and complications. “[Challenges] get me excited to know I have an opportunity to rise up to a challenge. My goal is to win state this spring [in track and field], but that’s a steep ambition,” Green said. “Despite this, having something to prove, either to myself or someone else, can be my biggest motivator. Getting motivated is hard for everybody, in the end it comes down to how bad you want it. If you’re willing to get out of your comfort zone, that’s half the battle”

“

When I’m passionate about something, I am driven to dedicate myself to that and work hard because I want to do the best I can and gain all that I can from it.”

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Unmatched

Ambition exists outside the norm in atypical ways

By Emily Mann Co-Editor-in-Chief

W

hy is it that most people will associate motivation with the stereotypical portrayal of success: financially stable, big house, accomplished? Really, think about it, who would you classify as more motivated? The student who strives to get A’s in their class, get into the college of their dreams, and obtain a prestigious degree - or someone such as senior Mya Lupo who is not concerned with the stress engulfing those around her, but rather focusing on what is important to her: happiness and forgetting the societal norms?

Though she has spent her whole life with others who are bothered with the perfect GPA, the most refined image, and class ranks, Lupo lives for herself, reaching for her own goals: serenity, inner peace, tranquility, and, of course, happiness.

“Many people are stuck living a life for others, whether it is their kids or whoever may depend on them,” Lupo said. “When [students] talk about their future they talk about six figure jobs, getting into a specific college, not about doing what they are truly interested in. I respect their decision to go the traditional route, but I don’t believe all of them will truly be happy working a job just for the pay, and happiness is most important to me.”

Counselor Dustin Bailey proves Lupo’s point through his own depiction of motivation.

“I think I gauge that based on their answers to questions about what their goals are after high school, if they have a career they’re interested in, if they’ve done any looking,” Mr. Bailey said.

Lupo’s different view concerning the route to success in life oftentimes can cause a sense of isolation within the hallways.

“Throughout a normal school day, I’m counting down the minutes until I go home,” Lupo said. “I’m surrounded by a bunch of people who all want to be like each other, people who are afraid of having their own thoughts and beliefs.”

Opinions and emotions become the driving force behind student’s

Mya Lupo

behaviors. Due to this reason Lupo believes that people fear others’ view them as lesser or lazy if they are not the ideally motivated student; she believes this is why people refrain from being passionate about what they want, and motivate themselves to follow the traditional route with everyone else. “[People] think that I don’t really care and and it’s not that I don’t care,” Lupo said. “They will think I don’t have any drive, like I’m not working towards anything when really I am, it’s just in a different sense than most people I guess.”

Motivation stems from having an end goal, according to Mrs. Kellie Staback, Environmental Sciences and Genetics teacher.

“In my opinion, motivation is an intrinsic drive to accomplish something that you set your mind to,” Mrs. Staback said. “Goals must be set in order for someone to be motivated. It could be as simple as getting an A on your next test or as big as bettering oneself as an individual. But goals must be relevant and of interest to the individual in order to encourage intrinsic motivation.”

In Lupo’s opinion, while her goal is more spiritually and freely set, most others guide theirs through material success, wealth, and status because society has told them to value these things.

“I believe people associate motivation with there being something to gain. People do one thing which then leads to them having success, or a nice house, or whatever it may be,” Lupo said.

Lupo’s driving forces and values can almost come across as immature, impractical, and a set up for failure to some. Nonetheless, Lupo stays close to her aspirations of happiness and peace and hopes others will do the same “What motivates me is knowing soon I will get to be doing what

makes me happy and be able to make decisions for myself and nobody else, pursuing what makes me happy,” Lupo said. “My end goal is to change the way people see their lives and to show people they don’t have to be stuck in their current situation. Their current life situation does not have to define them and there is always something they can change to help lead them to where they want to be in life.”

While those around her are motivated by the fear of failure or intrinsic desires to excel, Lupo finds her passion is ignited simply through her longing for fulfillment and contentment and therefore has difficulty getting behind something she does not value.

“Personally, I’m passionate about the outdoors, happiness, and helping people,” Lupo said. “My passion drives me by constantly being my reminder to keep doing what I’m doing. Even if sometimes I feel lost, I know there is a purpose to what I’m doing.”

Lupo believes her variance from those her age comes solely from her differing definition of ambition and motivation themselves.

“To me, ambition is knowing where you - Mya Lupo, senior want to be or what you want to be doing and knowing you’re going to end there somehow,” Lupo said.

“It’s not about knowing how you’re going to get there, necessarily; it’s about knowing, ‘okay this is what I want to be doing so I will do anything in my power to get there.’”

So what is it truly that she is working for — if it isn’t a specific college in mind, or the ideal career, what is she working towards? Lupo says, as simply as she can put it: happiness.

“I am working towards happiness, whatever that may be. Like I don’t want to be at a certain job making a certain amount of money. I don’t care as long as I’m happy where I’m at, that’s all that matters to me,” Lupo said.

“

My passion drives me by constantly being my reminder to keep doing what I’m doing. Even if sometimes I feel lost, I know there is a purpose.”

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move

Victory through hydration The universe’s miracle drink, for those in a hurry

By Garrett Allen Discover Editor

SHOCK ABSORBER

REACTION MEDIUM AND SOLVENT Due to water’s intense polarity, it is able to rip apart and bond with (dissolve) a huge variety of molecules, making it the universal solvent and medium for almost all biochemical reactions.

Water is the essential component of hydrolytic reactions - added to break up larger molecules like glycogen (see left) into smaller, more usable ones (glucose).

THERMOREGULATOR The strength of special hydrogen bonds between water molecules makes it difficult to add or subtract heat. This high specific heat allows us to keep a relatively constant body temperature between 97.8F and 99.0F.

Our cells are often composed of as much as 70% water - water that can absorb a significant amount of applied force.

Our brains and spines float in and are cushioned by cerebrospinal fluid, which is largely made up of water.

TRANSPORTER As the main component of our blood plasma (the fluid part of blood), water facilitiates its volume and neutral liquid properties (pH=7.0) to properly circulate through our vessels and deliver nutrients to our cells.

Blood is 50.6% water, and the ability of our vessels to dilate or constrict allows the blood to carry heat around the body -to the skin to be sweated away evaporatively or closer to the necessary internal organs.

LUBRICANT The mucous membranes of our bodily orfices are largely made of water and utilize its liquid properties.

Water is the largest component of the synovial fluid in our joints that lubricates the space in between our bones.

Hyperhydration

Dehydration

“Water poisoning” is not a benign condition; overdrinking will cause serious problems.

Too much water in the stomach and small intestine leads to “water belly,” characterized by sluggishness and a sloshing sound in the abdomen when moving.

Overhigh water volume will lead to a negative imbalance in electrolyte concentrations - hyponatremia - causing fatigue, cramps, and potential arrhythmias.

Occurs when the body’s renal system (kidneys) can’t reabsorb enough water to maintain bodily function.

Symptoms include dry/sticky mouth, dark golden urine, fatigue and tiredness, and cramps cramps due to an imbalance in the electrolyte (salt) concentrations in the body.

Loss of over 20% fluid supply will lead to hypovolemic shock, which can lead to multi-organ failure and death.

How to drink

...of plastic water bottles which are expensive and wasteful in the long-term, use a dedicated, insulated metal water bottle, and have it with you throughout the day as STL tap water exceeds EPA standards

There are “set” guidelines for daily water intake, but in reality can vary enormously by person, level of activity and environment. The soundest medical advice avaiable is to drink when thirsty and have water readily available. Instead...

Sources: Jequier et al., 2009, Kavouras et al., 2010, Whitfield et al., 2006, City of St. Louis Water Division

NOVEMBER 2017

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Unstoppable Kaitlyn Chadwick’s struggle with sports, injury Kaitlyn runs past the pitchers mound to first base. The varsity team would later go on to lose the game to Holt 14-0 in 2014.

By Patrick Sheehan

Staff reporter Senior Kaitlyn Chadwick started her journey in softball back when her parents told her she had to pick a sport to play, she chose softball. Her passion for the sport is shown when she plays, and a great deal of this is built through the support from her coaches.

“It definitely taught me a lot of life lessons and it has always been something to fall back on so ending it now just seems stupid,” Chadwick said, “All coaches I’ve had have motivated me in every way possible. They just pump me up for my game, like you know you got this.”

Kaitlyn was set to stand out as a freshman on the varsity softball team. Her teamwork and attitude helped her become part of the team and stand out with the other varsity players.

“When Kaitlyn first started out at FHC, she did a great job handling her role and interacting with older players as a freshman playing varsity,” said varsity coach Zachary Sheets. “She was a player you knew was going to do big things during her time here.

We place a premium in our program on character development,” Sheets said, “We set aside a great deal of time during the year to teach lessons that build character.”

This feeling of teamwork has worked effectively and brought the team together as a single unit. And her teammates express this fact.

“We mainly just all work together,” senior Lindsey Powell said, “There’s [not really] anyone who stands out.”

During her time playing softball she has gotten some battle scars along the way. These injuries have not been able to keep her off the field for very long though, according to Chadwick.

“My eighth grade year I broke my back. I also hurt my knee in a collision,” Chadwick said.

Even with these injuries she has persevered and her coach has recognized this perseverance on the field as well.

“Most recently this past season, she did a great job putting up incredible numbers while battling an ailing knee,” Sheets said, “She showed her toughness and ability to not let a chronic injury be a barrier to her success.”

Her relationship with her team is apparent off and on the field.

“When we go out of town we hang out in the hotel. We usually go out to eat for team bonding,” Chadwick said.

Her teammates seem to think that this has helped them form a closer bond with Kaitlyn. “[Kaitlyn] is one of my friends on the team,” Powell said.

“When Kaitlyn first started out at FHC, she did a great job handling her role and interacting with older players as a freshman playing varsity,” Sheets said, “She was a player you knew was going to do big things during her time here.”

Kaitlyn was able to pull through her injuries and help her team win several games. “What made Kaitlyn so special this year was her ability to focus, bounce back from setbacks, and apply her training in games,”Sheets said, “As a catcher, Kaitlyn always had the constant highlight of being able to shut the other team’s running game down.”

Chadwick is a star on the field and a great help to the team. She is a fabulous example of sportsmanship, teamwork, and an unstoppable spirit to keep pushing herself to become better and better.

Kaitlyn’s career

After four years on the softball team, Chadwick is amongst the program leaders in a number of categories Most RBI in a season: 41, 1st Most RBI in a career: 70, 2nd Most runs in a season: 30, tied for 2nd Most runs in a career: 61, 3rd Most home runs in a season: 7, 3rd Most total bases in a season: 68, 3rd Most total bases in a career: 155, 3rd All-conference: 2016 All-district: 2016, 2017 All-region: 2016, 2017

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Coaching for contentment

A closer look at coaches and why they chose to coach

By Kana Chung Staff reporter

Coaches are a huge part of any sports team, and with such a demanding schedule, people wonder how they were convinced to take that position in the first place.

A study conducted by The University of Kansas claims that student athletes perform better in school overall. They found that student athletes had a higher percentage of days of school attended, higher graduation rates, and lower dropout rates than nonathletes. Sports also give students a detox from their stressful hours of schoolwork, tests, and lectures, not to mention the comforting feeling of support and unity that comes with being on a team.

Much of the success that comes from being a student athlete can be credited to the coaches. By definition, a coach is an athletic instructor or trainer, but that definition doesn’t even begin to describe all that a coach does.

The coaches are the true leaders of every sports team, teaching their athletes about the trade of their sports, as well as lessons that are applicable to everyday life. Leading by example is a key factor in instilling the right values in the players. It’s time to to uncover the real reason for taking the path of coaching.

Jeremy Rohrbach, who coaches both boys and girls junior varsity and varsity tennis teams, says it had always been a part of his plan, and has now been coaching for three years. “[I] always wanted to [coach], the timing was finally right,” Coach Rohrbach said.

For cross country boys and girls head coach Michelle Breuer, the drive to coach comes from experience in participating in the sport herself. Partaking in a sport as a child develops a passion for and extensive knowledge of that sport.

“I have run since third grade, and when I became a teacher, I knew [I] wanted to still be a part of [that] life after the school day,” Coach Breuer said.

This passion has allowed Breuer to coach since the founding of the school, 20 years ago.

“

IN THE HUDDLE: Coach Hayley Leake instructs the girls basketball team during a timeout against Francis Howell North during last year’s season.

North is one of the team’s local rivals. PHOTO BY BELEN HERRERA

Although having a passion for a sport is a contributing factor, the students being led are another. Coaching achieves a level of fulfillment that makes the coaches love what they do. “[My favorite thing about coaching is] building relationships with the student athletes. I get to meet some kids that I wouldn’t normally with my teaching position,” Rohrbach said.

Rohrbach isn’t the only one who enjoys the relationships built by coaching. English teacher and head girls varsity basketball coach, Hayley Leake, also loves the bonds that are created through coaching.

“My favorite thing [about coaching] is the relationships that you develop,” Leake said.

Breuer also agrees. She finds that meeting new people and creating new relationships is a big part of her job.

“I get to meet more people outside of school. I’ve met others coaching in that

field, running,” Coach Breuer said.

Further, Coach Breuer believes in teaching dedication and persistence through running.

“Our sport is lifelong, so that’s why I try to strive to teach [athletes] it’s a lifelong sport.

Because not everybody is number one, so we want them to continue when they get done [with high school],” Breuer said.

To top off all of their contributions to the game, the coaches have the responsibility of instilling their athletes with morals.

Every coach values something different, and sharing those values will affect the mindset of their team. “[What’s most important is] the ability [of the athletes] to pick themselves up when they are down. They need to be able to handle great/horrible situations with class. Helping them become better citizens is why we coach- it helps when we win though!” Rohrbach said.

Building relationships with the student-athletes. I get to meet some kids that I wouldn’t normally with my teaching position.

- tennis coach Jeremy Rohrbach

Coach Jeremy Rohrbach has been coaching for the past three years.

Coach Michelle Breuer has been coaching since the founding of FHC

Coach Hayley Leake coaches the varsity girls basketball team.

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Cheering with pride The 300 gets students into games, pumps up athletes How to get involved @fhcgetrowdy300 The student section leaders gives information on the theme of each game. @MikeThePikeFHC An extra way to find out the game and the theme, with some comedic tweets alongside. @FHCAD Scott Harris shares information and results on all Spartan sporting events.

By Craig Eddy

Staff reporter Every team has some form of hype that gets them pumped up to play their sport.

For some, it’s a huddle at the beginning of the game, for others it’s how the fans react that gives them the energy to push on. For FHC, it’s the student section, that goes to every football and volleyball game to hype their peers and friends.

These young students take time out of their own schedule to go to the games and encourage their peers to fight strong.

One way they can help their peers is by getting everyone to cheer on with the same amount of energy and happiness.

To make sure they have the best hype chants, they get Dr. Sonny Arnel to go down and tell them how. And he is happy to do it.

“I’m very very proud of it. We work every year,” Arnel said, “My goal, is when visiting teams come and see you at a football game or a volleyball match, and they think, man I wish my kid went to that school because that student section seems to be so attached, so involved.”

Dr. Arnel has been working with the section for a long time, improving and helping them continue to support the teams. He makes sure the section is full on support for the team.

“It’s not about the student section,” he explained. “It’s us being there to support our teams.”

The section was made to support, and it seems to be mostly fun and games to help hype the team. Senior Joey Mueller, hype leader, agrees with the fun activities.

“It’s fun to go out there and get everyone rowdy for the game,” Mueller said. “Win or lose, as long as everyone’s having fun.”

Mueller feels that each and every chant is important, as each one is helpful to the team.

“I feel like [the teams do better], sometimes whenever we’re cheering on football games and such,” Mueller said.

“I like to think we make the teams better and just to get them hyped up.”

Whenever a game is up that the section goes to, the hype leaders can be ready who will and wants to go. The leaders help start each chant and get the section hyped, which in turn hypes the teams up.

Senior and hype leader Austin McKinley feels that leading the chants and just going to the games with the section are just as fun. “[Going to the student section is] probably one of my favorite things in high school,” McKinley said.

“Throughout the school day, you don’t see everyone much, but when everyone’s there for the same reason,” McKinley said, “they are all outside supporting the team, having fun, and it’s very relaxing.”

The feeling of seeing everyone that you don’t see throughout the day helps a

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SCREAM FOR THE TEAM: The section cheers on the football team with one of its many chants during the football game on Oct. 13. They wore pink for this game to help support breast cancer awareness.

“Everyone is so dedicated, they show up to every game dressed up in the theme and everything,” Joey Mueller said. PHOTO BY ETHAN WAGMAN

lot with keeping your spirits high for the game up and coming.

Although chanting and hyping the team seems it would be well and fun, sometimes certain people would not enjoy their rambunctious hype techniques. Senior Jenni Johnson, who plays in the marching band, that which goes to the football games, feels that some things about it could be improved.

“The student section is very loud and obnoxious, but that’s what gets everybody into the game,” Johnson said.

The section has many traditions to help get themselves hyped, such as throwing some form of powder into the crowd. While this may be fun, the powder sometimes drifts to the band’s area, making the band wait longer for the powder to be cleaned. “[I would change] the powder,” Johnson agreed, “They can throw paper instead of the powder, it ruins the band.”

As for hyping the teams up, Johnson has some differing opinions than McKinley and Mueller.

“I personally don’t think [the chants do] anything,” Johnson explained, “in my opinion it has never done anything for me, but it may help them if that’s what gets their adrenaline going.”

While it may or may not help, the student section itself will always be changing and improving, while also having fun doing what they do.

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NOVEMBER 2017

voice

Unfamiliar home What makes a family can break it too

Chloe Bockhorst

On a typical weekend for a typical family, there are various events to attend, even in the more rustic towns surrounding our school. After Friday night fun, the weekend eventually slows to a lazy Sunday with family; but that free time on Sunday can get frantic when a whole two and a half days has been occupied.

A common family sees each other frequently living under the same roof, experiencing the same family events, and growing closer together. After a stressful week at school, kids would get to relax.

However, in a time like this, nuclear families are no longer the “norm”. Additional family is the most common deviation, with 50 percent of marriages ending in divorce.

Teenagers with split parents who live close enough often make a trip to one parent’s house after an exhausting school week with the other parent. Travel time adds up quickly. This obstacle is tedious enough to deter anyone, and it easily leaves anyone even more stressed than before.

But the annoyance of traveling is insignificant compared to who may be included or excluded from what’s supposed to be a close knit family. When parents divorce, they tend to remarry, bringing in new kids and new problems to an already complicated family dynamic.

Those with step siblings and new parents face the problem of getting to know their new family members. These new family members are expected to go from stranger to sibling or parent just like that.

On top of all the chaos, it’s a miracle if everyone actually manages to get along.

Siblings could fight, new parents can be awkward or indifferent, and the other side

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FAMILY PROBLEMS: Arguments and heated discussions are something struggling families often endure. This makes bonding between family members harder. PHOTO ILLUSTRATION BY WHITNEY KLEIN AND REESE MCLAUGHLIN

of the family might be heavily judgmental.

Studies, there are 50 million school-aged A growing or diminishing family is a big children in the United States and less than change that happens so fast it can make 65 percent have a traditional family of a anyone scared of the future. As soon as — or mother, father, and siblings. even before — the strangers meet, they are What was once a “normal” family aware of the immense probability they will consisted of a mother, father, and their have to get along for the rest of their lives. children, but society has changed to where It could be difficult to accept new family this is no longer typical. members as it is. When they’re difficult to As individual independence grew in get along with, it’s nearly impossible. These America, so did the families these original are only a few minor issues that afflict those members came from. in unconventional families.

It is to a point where what would have My experience with my own family has been an unconventional family is no longer been anything but easy. Family gatherings out of the ordinary. People will refer to any for any holiday are close knit group as a at least doubled, family. celebrations are So why is it so hard somehow scheduled for them to recognize on the same day, an unconventional and it’s a miracle if a family as a real one? month passes without Whether someone likes someone at another’s their family or not, they throat. all have a tremendous That’s not to say amount of influence on I don’t love my how someone is raised family; just the and how that person chaotic way that will live. my family members In the very least, communicate.

What a family consists of - Institute for Family Studies frustrates me the people you live with most; people just don’t for 18 years and deal understand my family with for the rest of your no matter how many times I explain. My life. Family is what shapes a person, and family can be hectic, but compared to something this influential shouldn’t be other dynamics, it is nothing people can’t looked down on. wrap their head around.

More work has to be put in the After a while, it’s clear they don’t care. If uncommon families, but in the end, it pays my situation is too complicated, then they off. Even if they are orthodox, they deserve are completely oblivious to other families. to be recognized. Personally, I would According to the Institute for Family choose my family any day.

“

50 million schoolaged children in the United States and less than 65 percent have a traditional family of a mother, father, and siblings.

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F O C A L

POINTS Each issue, the editorial staff picks three issues focused on the school and gives you insight and impact in a couple quick sentences.

Skylar Laird: The parking lot

Every morning, every student who drives has to deal with the student parking lot, and it’s always more stressful than anyone should have to deal with at 7 a.m. Between the parents dropping off their kids who swerve in and out of their line or stop in front of empty spots in the front row, kids who sprint out in front of moving cars, and the lack of space or parking spots, the parking lot makes mornings just that much worse than they already are.

Juliet Fuhrmann: Confidence

The most important thing in life is to feel good about and be proud of yourself. If you do not appreicaite your own self, you won’t get anywhere far. If you are feeling down or having a rough day, do something you love. It does not matter what it is, it could be writing, drawing, painting, anything. There’s always something a person can do great and when you find that, be confident about it. Show off to the world what you can do and what you love.

Snuffing out the flame Teens lacking motivation fail to see their potential

T

his is the editorial. It was going to fill the whole page and be hundreds of words. It was going

to be so good it won awards. It would’ve been the best thing we ever wrote ...

... But we just didn’t have the motivation to write it. Man, it was going to be so great.

We had all these plans for such a great

Emily Mann: Pep assemblies

An ideal way to spend my Friday afternoon? Oh, I’ve got the perfect example! An hour in a stuffy room of crowded seating, uncomfortable bleachers, and loud screaming. I could be catching up on sleep, applying to colleges, going for a walk, or anything else imaginable, but instead I would love to be here, because it is a great day to be a Spartan! Nothing against the positivity Dr. Arnel radiates, or the schools tremendous effort to get me to care so deeply about team xyz, but really, my ideal Friday afternoon is anywhere but that gymnasium.

story, but it just didn’t get done in time.

So this is it. This is the story.

voice

NOVEMBER 2017

Digital despondency Anonymous accounts show the power a few words can possess

“S

ometimes I don’t little more “I’m-going-to-punchunderstand you,” the whoever-did-this” than me, but caption for a black nevertheless, she was concerned. screen post on an anonymous After I had read the post and Instagram account read. had my thorough time “This is not to make you of sadness, anger, and feel bad or anything I confusion, the account just want you to open had been deleted. I your eyes.” I had gotten was more confused by to school one morning, then, because I didn’t opened up my phone, know how the person and found that an entire who’d created it had account was created known I’d seen it. I’d on Instagram, with only taken screenshots of the Catherine Analla one sole purpose: to account, but the account anonymously call me out. was deleted soon after.

I’d like to think I’m a relatively My best friend had convinced happy person. Yeah, I don’t always me to go to my guidance walk around school going “Wow! I counselor and talk to her about love life! I love school! I love being what happened. I ended up going here!”, but I am happy most of the to my counselor and making a time. Key word, most. And when request to go to her office and talk I opened up my phone and saw to her, but I was still so confused. that there was an account made When I went to the office, it was to hate me, my heart dropped to after school, and she wasn’t there. my stomach.

On the slip of paper that I filled out, The moment I had read what there was a blank section for the the account (which was very reasoning. I didn’t even know what rudely named- @you_f****d_up_ to write, so I wrote down “ASAP”. cathrine, my name was even The next day, I got called out of spelled wrong) had posted about, fourth hour to go to her office. The I immediately started to tear up. entire time walking down there, Who did this? Why would my hands were shaking. someone do this? I stared blankly What is she going to say? Am I at my phone screen. Who else has going to get in trouble? Will they seen this? What did I do? What figure out who did this? should I do now?

By the time I was done freaking I was shocked. I didn’t think out, I was there. I walked in, anyone who was close enough to sat down, and began spilling know personal information about everything. About what had me would actually do this. That happened, why I was so confused. anyone I know would purposely She really helped me, in a way go out of their way to make it I didn’t expect her to. By the known that I had done something time I had walked back out of wrong, supposedly. my counselor’s office, I felt a bit The first thing I did after I saw more confident in myself, that the post was turn around and whoever had done this most likely tell my best friend, who was just had nothing better to do and as confused as I was. She was a thought they’d feel better about

themselves if they had dragged me down.

Overall, that was the end of that nightmare. I didn’t find out who made the post, I didn’t cut any friends off, and I didn’t let the situation escalate from there. That was the end. Done. Shut down. And honestly, I’m glad it ended there.

No, this wasn’t the first time I’d been told to “open my eyes” before.

I’ve had many people say rude things to me online, even face-toface. Luckily, in my case, I hadn’t been contemplating suicide over this, because I’m a strong enough person now to know that I shouldn’t listen to what these people are saying to me behind a phone screen, or any bullying at all. But this doesn’t always ring true in every case. If anyone else is experiencing any cyberbullying, minor or major, it does matter, you can, and should, reach out.

We’ve all been hearing about bullying for years, specifically cyberbullying. Sitting through the same presentations, year after year, only half listening to the information that’s been crammed into our minds since elementary school. The bully, the victim, how it “feels,” over and over and over again.

But bullying is different when it actually happens to you, and it happens more than most think.

It isn’t some big ordeal that everyone knows about, it happens to someone every day. Whether it’s a small comment here or there, or an entire social media account dedicated just to making someone feel bad. It happens.

On the other hand, if it happens so often, then why hasn’t the problem been solved? Because more opportunities are being created to hurt someone without

anyone knowing it was you who said those hurtful things, therefore causing people’s guilt to vanish.

In this day and age, bullying is treated as something that is applauded by some. Often if someone were to post on their Snapchat or Instagram cyberbullying someone, nobody will stand up and say “Hey, this is wrong,” they’ll just go along with it and say that they’re doing society good by bullying someone. Teens have made up different names to make it seem like they’re doing some act of justice. Being bullied is not fun. It isn’t funny, it isn’t cool, and you most definitely do not want attention from it. You just want it to stop. To go away. To end.

Thanks to the anonymous comment website “Sarahah,” sending hateful comments has never been easier. Cyberbullying has never been easier. People can make an account and link their profile to practically anything.

Being told something hurtful by someone you know hurts. But having something negative said and having no clue who said it is even worse. It could be your best friend, it could be some kid in your math class who overheard your conversation with your friend, anyone.

Sure, you can just block them or turn off your phone. But you can’t un-hear or un-see something.

It stays with you after you stop looking at it.

On that note, if you have something to say to me, personally, say it to me. Have a real conversation with me, instead of just doing it through some form of technology. Work it out, and don’t cause any more harm that doesn’t need to be done.

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Feeling festive

Warm up to the approaching approaching with these Thanksgiving treats

By Caroline Schroeder

Staff Reporter This unique holiday dessert makes for a perfect post-feast treat. The classic Thanksgiving pumpkin spice flavor combined with a bold sweetness of cream cheese, paired with a surprise pop of creamy chocolate-goodness results in an enjoyably distinct piquancy. Through the transformation of a simple box cake mix, this unusual yet mouthwatering take on brownies becomes a festive, delicious holiday treat.

Oreo pumpkin cream cheese brownie bars Ingredients: 1 box (18.3 oz) Betty Crocker fudge brownie mix Water, vegetable oil, and eggs called for on box for cakelike brownies 16 Oreo chocolate sandwich cookies, coarsely chopped (about 2 cups) 1 package (8 oz) cream cheese, softened 1/3 cup canned pumpkin 1/4 cup sugar 1/2 teaspoon pumpkin pie spice 1/2 teaspoon vanilla 1 container (8 oz) Cool Whip frozen whipped topping, thawed

Steps: Heat oven to 350 degrees farenheit. Spray bottom of 13x9-inch pan with cooking spray.

Make brownie batter as directed on box for cakelike brownies.

Stir in one cup of chopped cookies. Spread in pan. Bake 24 to 27 minutes or until toothpick insterted 2 inches from side of pan comes out almost clean. Cool completely, at least one hour.

In medium bowl, beat cream cheese, pumpkin, sugar, pumpkin pie spice, and vanilla with electric mixer on medium speed until well blended, scraping down sides of bowl frequently. Beat in 1 cup of whipped topping. Spread remaining whipped topping over top. Refrigerate 2 hours.

When ready to serve, sprinkle remaining cookies on top. Cut into 6 rows by 4 rows. Store covered in refrigerator.

For additional Thanksgiving recipes, use these QR codes:

Pumpkin Blondie Cake Mix Bars

Easy Mashed Potato Casserole

Green Bean Casserole

Impossibly Easy Pumpkin Pie

NOVEMBER 2017

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Are you driven?

By Whitney Klein Voice Editor

What are your feelings toward work?

On a scale from “I’m gonna die” to “it’s okay,” how do you feel towards work of any kind?

I’ll actually drop dead.

Why even?

How do you handle assignments with two weeks until the due date?

Put it off until the very end

Do a little every day You, my friend, are a major procrastinator.

All work, even moving, is just way too much.

It’s not that bad.

Ew. I’m required to do it.

Is work easy to complete if you set your mind to it?

Depends, but more often than not, it’s a struggle.

It’s all right.

Umm...

Oh, for sure.

When people ask for help with something, do you comply?

Just get it out of the way on the first night.

I love helping!

Eh.

You’re that middle person who gets their work turned in on time, but only does it because they have to.

Dude, how are you so motivated?

You get your work done on time without causing yourself extra stess.

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FEATURED ON FHCTODAY

Still need a scare?

If you just can’t get enough Halloween, go to the FHC Guide to Halloween and get lists of the best movies to scare you silly, tips on what type of costume you should wear for next year and decide whether you’re too old to go trick-or-treating.

Do St. Louis’ problems stop at the river?

The staff of FHCtoday explores the issues brought up again by August’s Jason Stockley verdict, examining whether or not St. Louis is safe and whether students who live in St. Charles are living in a bubble when it comes to issues of race and socioeconomics.

SPARTAN SPORTS

Our reporters and photographers get to as many games as possible. Follow our sports teams as they make their winning way as the fall sports season winds down and the winter season picks up.

CONNECT

Live coverage of events around the FHC community.

See page 26 for the upcoming schedule of events.

Social media is a vibrant part of FHC Publications publishing endeavors. You can find us on Instagram, Twitter and Snapchat by following us at @FHCToday. Instagram will focus on photography and videos and update daily, while Twitter is your go-to for places to get breaking news and links to all content on FHCtoday.com. Snapchat will let you see the fun side of what it’s like to be a member of FHC Publications, while our Spotify (@FHCPublications) will house all of the playlists you see in the Feature section of the paper.