JagWire Newspaper — Volume 16, Issue 3

“I know I’ve done wrong, but I’ve been forgiven.”

-Custodian Rhonda Jensen

pg. 8-9

MILL VALLEY HIGH SCHOOL VOLUME 16 ISSUE 3 nov. 19, 2015

TABLE OF CONTENTS NEWS state assessments flipped classrooms

4-5 6

FEATURES student programmers

4-5

7

People pieces: Rhonda 8-9 emojis 10 texting 11-14

7

6

OPINIONS staff editorial opinion columns

15 16-18

SPORTS overtime

20

hunting

21

11-14

A&E Thanksgiving recipes 22-23

PHOTO ESSAY cooking classes

2

table of contents

24 DESIGN BY Karissa Schmidt

22-23 24 Cover photo BY jason chen & morgan gurwell

mill valley high school jagwire

JAGWIRE JAGWIRE OFFICE 5900 Monticello Road Shawnee, KS 66226 Phone: (913) 422-4351 Fax: (913) 422-4039 Email: jagwirenewspaper@gmail.com Adviser: Kathy Habiger khabiger@usd232.org JagWire, a monthly publication of Mill Valley High School, is printed by the Sedalia Democrat.

PROFESSIONAL ASSOCIATIONS Kansas Scholastic Press Association National Scholastic Press Association Journalism Education Association The 2014 JagWire was named an All-American newspaper by the NSPA and earned an All-Kansas rating from KSPA. The Mill Valley News website earned an All-Kansas rating as well.

CENSORSHIP POLICY Kansas Senate Bill 62 guarantees the same rights for student journalists as are guaranteed for professional journalists.

These rights include, but are not limited to, all First Amendment rights, including the rights of freedom of speech and the press, insofar as published items may not contain libelous, slanderous or obscene statements, may not incite or promote illegal conduct and may not cause a substantial disruption to normal school activity.

staff

Tori Aerni Sarah Myers Karissa Schmidt Jillian Leiby Nick Booth Madison Ferguson Sam Lopez Claire Biles Margaret Mellott Adri Talavera Braden Shaw Abigail Archibong Claire Boone Alison Booth Jason Chen Justin Curto Tricia Drumm Morgan Gurwell Nora Lucas Nick Precht Jena Smith Victoria Wright

EDITOR-IN-CHIEF EDITOR-IN-CHIEF EDITOR-IN-CHIEF MANAGING EDITOR COPY EDITOR PHOTO EDITOR NEWS EDITOR FEATURES/A&E EDITOR FEATURES/A&E EDITOR OPINIONS EDITOR SPORTS EDITOR reporter & PHOTOGRAPHER Reporter & PHOTOGRAPHER REPORTER REPORTER & ILLUSTRATOR Reporter & PHOTOGRAPHER REPORTER Reporter & PHOTOGRAPHER Reporter & PHOTOGRAPHER Photographer PHOTOGRAPHER Reporter & PHOTOGRAPHER

EDITORIAL POLICY We value your opinions. If you wish to submit a column or a letter to the editor for the JagWire, you can do so by handing it in to a member of the staff or to the print journalism room (C101). Additionally, you may email any member of the staff with opinions, as well as tweet us at @millvalleynews.

Anonymous content will not be accepted. Please understand that we have the right to edit all copy that runs in this publication.

SOCIAL MEDIA Twitter: @millvalleynews Facebook: Mill Valley News

jagwire

mill valley high school

DESIGN BY Karissa schmidt

STAFF

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assessing for the he district revealed its preliminary state assessment scores to the Board of Education on Monday, Nov. 2.

The results revealed that on the Mathematics assessment, 88 percent of Mill Valley sophomores performed at grade level and that on the English Language Arts assessment 93 percent performed at grade level.

Forty-six percent of the school’s students were on track for college and career readiness on the Mathematics assesment, compared to 52 percent on the ELA assessment.

Although she believes there is still some work to be done, associate principal Leah Vomhof said that students adapted well to the new test.

“We were pleased, really, with what we saw in general,” Vomhof said. “For a baseline, for a brand new test, we were happy with how the students performed and the effort that went into that, both on the part of the teachers and on the part of the students.”

Students took updated versions of the ELA and Mathematics state assessments last spring, as a result of changed national and local standards. The most recent exams are centered around Common Core, as well as the state’s College and Career Readiness standards, as opposed to the No Child Left Behind standards of the past.

Under the old No Child Left Behind model, administrators had a goal of ensuring that 100 percent of students were at the Meets Expectations level by 2014. Now the goal is to have a higher percentage of students in the upper levels.

At first glance, the 2015 scores appear to be lower than scores of the past. However, because the new test has a completely different grading system, the scores can’t be compared, according to Vomhof.

The new test is graded on four performance levels as opposed to the five levels in the past. Level one indicates that the student is performing below the student’s grade level. A student at level two is meeting the standards of their grade level. At level three, a student is performing at grade level and on track to be prepared for college and careers after high school. A student at level four is performing above the expectations for both grade level and college readiness.

The school’s results are significantly better than the state average, which has a much higher percentage of students in the lowest level.

According to Vomhof, the new assessments change during the test itself based on a student’s performance.

“One thing about the new tests is that they will adapt to how well or how poorly a student is doing, kind of like the MAP tests,” Vomhof said. “Before, [the tests] were static, and didn’t change based on how the student was doing.”

T

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news

DESIGN BY sam lopez

ABOVE: Along with the rest of the teaching departments, math teachers Laurie Deuschle and Kristen Chavez review the new state assessments and scoring standards on Friday, Oct. 30. Photo by Nick Precht Although she felt the students were not as prepared as they could have been, math teacher Sarah Sides said they did well for how much they knew.

“We had performed pretty well in years past with No Child Left Behind,” Sides said.

“With the new test, we didn’t really know what to expect so I think we did pretty well given the circumstances. We did pretty well given what we knew about [the test].”

Junior Emma Wilhoit, who took the new tests last spring, agrees that some students were unprepared for the new test, and hopes that students will be better prepared in the future.

“It should’ve been taken more into account that not all students that are taking the assessment were taught in the manner that they were being assessed,” Wilhoit said.

“Especially since more and more people are becoming a part of Common Core, I hope that the assessments align more with what we need to be taught.”

Since the new tests are based on Common Core standards, teachers prepared their students simply by teaching those new standards, according to Vomhof.

“So [the preparation] started re-

ally before I even came back to Mill Valley,” Vomhof said. “In 2013, math and English teachers started to look at what they could do to prepare their curriculum for the new standards.”

Despite this, sophomore Greta Gustafson took an updated state assessment as a freshman and felt as if she was not very prepared.

“I think they just kind of threw [the new test] at us and told us that it was a different format,” Gustafson said.

Vomhof said that students will ultimately adapt to the new standards and perform well on the updated test.

“I do think that the tests are more rigorous, and they expect students to perform at a higher level,” Vomhof said. “Whenever you have a change like that, it can be harder to perform as well, but I think they’ll rise to the challenge.”

mill valley high school jagwire

FUTURE Scoring

School’s state assessment scores change due to a shift to a new assessment format

Level 1

by nick booth copy editor jagwire.nickbooth@gmail.com

Level 2

Level 3

Level 4

Student is at academic expectations for grade level but not ready for college

Student is at academic expectations for grade level and ready for college

Student exceeds academic expectations for grade level and is ready for college

How the 2014-2015 sophomores compare to the state by percentile and median score

Math

Levels

36 42 38

1 2 3 4

11

281

298

40

20

6 School

5 state

jagwire

reporter jagwire.alisonbooth@gmail.com

The new levels of scoring and what they mean

Student is below academic expectations for grade level

Scores

by alison booth

mill valley high school

*percentiles shown in circles *median score shown outside of circles

English Language arts 6

23

41

48 4 School

287 301

44 30 2

state

NEWS

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WORKING DRAWKCAB LEFT: After the review over the reading on World War I students had for homework, social studies teacher Jeff Wieland passes out the newly assigned homework on Friday, Nov. 6. “I very much appreciate the fact that [a flipped classroom] allows for us to focus on higher-order thinking skills,” Wieland said. RIGHT: To help freshman Sophia Friesen, math teacher Allison Stoppel clarifies the content taught on Friday, Nov. 6. “I think [a flipped classroom] could be cool, I just think it didn’t go as well as I hoped,” Stoppel said. Photos by Abigail Archibong

Teacher and student opinions on flipped classroom model vary

by jason chen reporter and illustrator jagwire.jasonchen@gmail.com

by justin curto mill valley news editor-in-chief jagwire.justincurto@gmail.com n most classes, homework consists of worksheets, practice questions and projects. However, in a flipped classroom, like social studies teacher Jeff Wieland’s classes, students do all of those activities in class, after a homework assignment which consists of reading or watching videos to gain background knowledge.

“The kids are bringing the knowledge with them to class, and so then you can use that … as sort of a jumping off point for them to do more higher-order thinking activities,” Wieland said.

According to Vanderbilt University, a

I

flipped classroom is a teaching model where students learn content at home and do activities based on what they learned at school.

This sometimes falls under blended learning — where teachers provide students with online resources to understand content — according to district technology integration coordinator Cindy Swartz.

“Blended learning is a district teaching and learning goal; a flipped classroom is a way to implement this blended learning,” Swartz said via email. “Each school in the district has identified goals, which align with the district teaching and learning goals.”

Math teacher Laurie Deuschle has used a flipped classroom model a few lessons so far this year, where she gives students videoed lessons as homework and works on practice problems the following class period.

“I feel bad when the students are trying to do the hard problems on their own at home, and I think [a flipped classroom] would be a better solution,” Deuschle said.

For sophomore Trey Callahan, a student in one of Deuschle’s Pre-Calculus classes, a flipped classroom has not changed much.

FLIPPED Facts In flipped classrooms, content of in-class and out-of-class assignments differ from those in regular classes, according to Vanderbilt University

Regular In-class: Teacher instructs students about new content Out-of-class: Student completes assignments over learned content

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news

design by Justin Curto

FLIPPED Out-of-class: Student learns content through videos or readings In-class: Student applies learned content through activities

“Before flipped classroom, I learned just as easily as I did [with] flipped classroom, so I don’t think it’s gotten easier or harder,” Callahan said.

As a student in one of Wieland’s AP U.S. History classes, junior Aaron Middaugh finds more benefits in flipped classroom learning.

“It’s just easier,” Middaugh said. “Usually it’s better because he’ll explain the reading to us, so we just understand it more.”

Math teacher Allison Stoppel also decided to use flipped classroom for one chapter in her Integrated Math 1 classes to attempt a different style of teaching.

“As teachers, we are encouraged to use more technology in the classroom, and I thought that would be a good way to incorporate technology but still have my students watch a lesson,” Stoppel said.

This new teaching method proved difficult for her students, including freshman Presley Barton.

“If you fall behind, you can’t really get back up with the class. You have to go in after school or something to review it,” Barton said. “I wouldn’t use [a flipped classroom] because people get behind a lot, or they don’t finish their homework, so they don’t know what to do.”

Stoppel eventually stopped teaching with a flipped classroom after that chapter because she said only about a fourth of her students said they liked it on an end-of-quarter reflection.

“There’s only one of me and there’s as many as 28 students in a class, and, when you have students in so many different places, it proves challenging,” Stoppel said.

Once Deuschle fixes technology issues and is able to record lessons more easily, she said she would like to be using a flipped classroom once or twice a week.

“Ideally, it’d be so nice for us to be doing, all the time, the harder-type problems in class,” Deuschle said. “I don’t know that every lesson leads itself well for [flipped classroom], so I don’t know yet.”

mill valley high school jagwire

<tech/talk> Students work on software and computer programming in their free time

by tricia drumm

by sam lopez

reporter jagwire.triciadrumm@gmail.com

news editor jagwire.samlopez@gmail.com

fter school and in their free time, any other student might do their homework, watch television, go to sports practice, or hang out with their friends. Juniors Nathan Gawith, Kyle Kappes-Sum and Hanavan Kuhn spend their time with their friends after school on the Robotics team programming and writing applications.

Programming at its simplest is just writing computer programs. However, it’s easier said than done, according to Kappes-Sum. “You start with nothing and in the end, like for our robot (on Robotics), you end up with a fully functioning robot,” Kappes-Sum said. “There’s several different languages, and it changes all the time. So learning all of it is kind of hard because they keep changing it and updating it so people can do more.”

For Gawith, the opportunity to get into programming presented itself with the Robotics team and family ties to technology.

“When I joined the Robotics team, I found that I wanted to program,” Gawith said. “My dad is also a database engineer so I probably got interest from that.”

The Robotics team also helped Kuhn explore his interest in programming.

“I originally started out doing a lot with electronics, then I really started learning about computers,” Kuhn said. “So I joined the Robotics team because they did a lot of that kind of stuff.”

Self-interest also led to Kappes-Sum’s participation in programming and joining the Robotics team.

“I’ve always been fascinated with com-

A

RIGHT: After updating his computer, senior Patrick Gambill browses it on Saturday, Nov. 7.

“I put in a new RAM [and] a new battery,” Gambill said. “I also upgraded the OS.” Photo by Madison Ferguson

jagwire mill valley high school

puters but programming is a weird sort of thing that isn’t always clear; it’s a complicated thing. So that interested me,” KappesSum said. “It’s a lot of problem solving … and you have to figure out how to make it all fit together. There’s nothing you can’t do, you just have to write everything to get there. It’s sort of like math in that sense.”

Kuhn said the ability to create anything he wants keeps him interested.

“You can do whatever you want,” Kuhn said. “You don’t just have to do Robotics.”

For example, besides Robotics, Kuhn is working on a program that will allow users to graph functions on computers.

“Basically, you just type in [a function] and it will graph it for you,” Kuhn said. “You can save pictures on the computer of what you’ve graphed. That’s pretty much the only big project I’ve done.”

Gawith’s favorite part about writing applications is seeing the end result.

“The whole experience is interesting, just because it’s a lot of logical thinking,” Gawith said. “It’s kind of like a puzzle or solving a Sudoku. Just finishing it feels great because you accomplished a task that you thought in the beginning would be difficult.”

Programming isn’t all fun and games though, according to Kappes-Sum. The time needed to program is a lot more than what the most people think.

However, working with computers isn’t all about programming. Building computers is also an interest among students who enjoy technology, such as senior Patrick Gambill.

“I just enjoy tinkering with electronics.”

Gambill said. “I take apart electronics around the house that are damaged and mess around with them.”

According to Gambill, building computers isn’t all that difficult. He emphasizes the importance of following directions.

“It’s all preassembled for you. It’s like building a bike,” Gambill said. “You’re not going to build a wheel. You’re just going to attach it to the frame.”

Although there are many different fields of technology, Kappes-Sum is happy that the general popularity is growing.

“I’m glad to see every year, at least for Robotics, we’ve been building in the number of people,” Kappes-Sum said. “This market is expanding fast. I’m just happy that so many people are finding it interesting.”

<techie/terms> Junior Nathan Gawith defines common programming languages

programming language: Used to communticate instructions to a machine

java

Object oriented programming language that can be used for building new objects

html

Most commonly used language for websites

c C++

A non-object oriented programming language A more complex version of C

design by MARGARET MELLOTT & sarah myers

feature

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people Pieces: Rhonda Jensen

A series on our students and staff and what makes them unique

CLEANING UP Despite personal struggles, custodian Rhonda Jensen finds reasons to stay positive

by adri talavera

opinions editor/business manager jagwire.adritalavera@gmail.com

8

feature

design by tori aerni & claire biles

ABOVE: At custodian Rhonda Jensen’s house on Sunday, Nov. 8, Jensen stands next to her horse named Star. “I love animals. I’d rather be around animals than I would people.

They talk back, even though you can’t understand them.

They’re beautiful,” Jensen said. Photo by Morgan Gurwell

mill valley high school jagwire

ABOVE LEFT: Off a dirt road in McClouth custodian Rhonda Jensen rides her horse on Sunday, Nov. 8. “I just love to ride,” Jensen said. “I like to go trail riding, but I haven’t had the time.” Photo by Morgan Gurwell ABOVE RIGHT: At the end of the school

day, custodian Rhonda Jensen begins vacuuming the doormats in C-wing on Friday, Nov. 6. Photo by Madison Ferguson nyone who’s ever wandered the halls during seminar or stuck around school past 2:55 p.m. has probably encountered the smiling face of custodian Rhonda Jensen.

For over 12 years, Jensen has been a member of the school’s custodial team, a group she refers to as “a family.”

“We all care for each other,” Jensen said.

“They’re there for me. If someone needs help, we’re there for each other. We’re a family — we’re here more than we’re at home.”

Jensen only works the night shift beginning at 2p.m., so students might better recognize her for her cameo appearance in “Ten Ways to Survive A Zombie Apocalypse,” one of three one-act plays which comprised last year’s spring production.

Interacting with students, like being involved in the theater department, is part of why Jensen enjoys her job.

“When I first started here, I wasn’t really close to the kids, but in the last maybe four years, I’ve just thought, ‘Hey, I need to get to know these kids,’” Jensen said. “I’ve helped them through some things too. That makes me feel good that I can [do that].”

Jensen has experienced her own share of adversity. As a single parent, she worked hours that presented an early obstacle in her relationship with her daughter, Nicole.

“Working nights was hard because I had to find a babysitter,” Jensen said. “But I had to work nights because that’s where the money was. Not seeing her that much [was difficult] … but [my daughter] never went without” After being introduced to the methamphetamine by her former husband, Jensen became addicted to the drug, which further severed her relationship with her daughter, Jensen said.

“She got with this boy when she was in her senior year,” Jensen said. “During that time I was not — I don’t want to say not a good mother — I was there, but I was on

A

jagwire mill valley high school

drugs. She kind of resents me for that, which, I can’t blame her. When she got with this guy, they just kind of made [my addiction] bigger than what it was. So, I haven’t talked to her in probably five or six years.”

The consequences of her drug use quickly accumulated. After filing for bankruptcy, Jensen made the decision to quit drugs and has been clean for about 20 years. “[The drugs were] bringing me down. I was skin and bones,” Jensen said. “[Meth] ruined my life. I had nothing to show for all those years I worked, because I lost it all. It’s been a hard road, but here I am. I will never go down that road again.”

Although she has conquered her addiction, her relationship with her daughter re-

“Let’s just say [my horses] keep me going. They’re my sanity.”

CUSTODIAN RHONDA JENSEN mains fractured. However, Jensen said she will care for her daughter despite the circumstances.

“It’s sad — you never think your kid’s going to up and never speak to you again. It’s like she’s died,” Jensen said. “She’s always there in my heart. I’ll love her till the day I die, whether she loves me or not.”

Following her baptism three years ago, Jensen was able to forgive herself. Through religion, she found a sense of relief.

“I went and got baptized. I just got to pray every day that [Nicole] hears my prayers. I know I’ve done wrong, but I’ve been forgiven,” Jensen said. “I’ve got to move on and I

can’t let that destroy my future.”

Despite complications, family has remained an important aspect of Jensen’s life.

She bought a house with her sister a few years ago and the two have lived together since.

“We’re close; we have our moments.

When living together, it’s kind of hard, but we get by,” Jensen said. “It’s been five years and we actually get along a lot better.”

Jensen and her sister reside on a large acreage with their animals. Her animals, namely her horses, have played a therapeutic role in her recovery.

“Let’s just say [my horses] keep me going.

They’re my sanity,” Jensen said. “I’d rather be around animals than I would people. I just sit there and watch them in the pasture.

They’re beautiful to watch.”

Although it limits her time with her animals, Jensen said working at the school has had a similarly positive effect on her recovery.

“Coming [to school] makes me happy; the [drama and journalism] kids keep me going,” Jensen said. “I got a lot of people I can talk to. The teachers here and the kids help me through it.”

According to drama teacher Jon Copeland, Jensen has been a welcome addition to the drama department.

“She’s just always here when we’re doing play practice,” Copeland said. “She cares about the kids. She likes the kids, the kids like her. She’s just a gregarious person.”

Life continues to present challenges, however, Jensen has learned to forgive herself for her past and looks to her friends who make up her support system for guidance.

“I’ve got really good friends that have pulled me through and my family,” Jensen said. “It’s just been a hard, hard struggle. Finally, here I am at 54 years old and I’m still struggling, but it’s better.”

feature

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EMOJI here *

* insert

In light of the Wednesday, Oct. 21, Apple iOS 9.1 update, students have a variety of favorite emojis

REVEALING THEIR RECENTS Students explain their frequently used emojis and the meaning behind their recurrent use

by tricia drumm

by nora lucas

reporter jagwire.triciadrumm@gmail.com

reporter and photographer jagwire.noralucas@gmail.com

If you were an emoji which would you be?

sophomore Breanna Bresel TURKEY “My favorite meat is turkey.

No joke. I send turkey to everyone randomly.”

CRAB

BLUE HEART “To me, it means loyalty and ties in with the Royals because they are blue.”

“I think the crab is really fun and it reminds me of a beach party. I love summer.”

junior tom mcclain

“If I had to pick one, I would be the rock on sign. I just use that sign in real life a lot.”

“I would be the one that’s always smiling ... I’m usually pretty happy and positive.”

SOPHOMORE SIMON VONGXAY

FRESHMAN JESSIE COLEMAN

“I would be the little nerd with the glasses and the buck teeth.”

“My friend says I’m this emoji.”

SOPHOMORE ANNA KERSTETTER

FRESHMAN EVE STEINLE

fan favorites

LOUDLY CRYING FACE

What are some of your favorite emojis?

“I like the sobbing emoji because I often use it in texts about math

SENIOR SID JAMBUNATHAN

SENIOR KARLA KIM

FROG FACE AND HOT BEVERAGE “I use the frog and coffee cup emojis in tandem because I sometimes need to drop a sick burn on someone.”

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junior ALEXIS MEDINA “I’m still waiting on a trombone and croissant [emoji].”

design by TORI AERNI & ALISON BOOTH

mill valley high school jagwire

11:51 PM

the texting issue: pages 11-14

STUDY PROVES compulsive texting TO BE a problem FOR TEENAGERS

Send

Q W E R T Y U I O P A S D F G H J K L Z X C V B N M 123 jagwire

mill valley high school

space

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return design by tori aerni & jena smith

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TEX

Study published by the fall victim to compulsive

ompleting her homework after school, senior Ally Henderson finds the constant receival of texts from friends distracting, hindering her ability to finish her assignment.

“I’ll be doing an assignment and someone will text me and we’ll have a full conversation. I’ll have to end it and explain that I’ve got homework,” Henderson said. “I get the work done, but it takes a lot longer to finish than it should.”

Like Henderson, most American teenagers text on a regular basis: In 2012, a study done by senior research specialist Amanda Lenhart and published the to Pew Internet & American Life Project found 63 percent of teenagers said they text every day, and only one percent said they text less than once a week.

A study done by Delaware County Community College researcher Kelly M. Lister-Landman and published by the American Psychological Association showed an abundance of Delaware County area students that compulsively text. Her study did not find the cause of compulsive texting; it just showed that compulsive texting does exist.

Lister-Landman used a questionnaire consisting of questions such as, “Do you ever find that you text longer than you intended?” and “Do you ever try to cut down the amount of texting and fail?” The questions determined if the student was considered a compulsive texter. The study also showed that academic performance tends to decrease as compulsive texting increases in teenage girls, but not in teenage boys.

“We asked questions about the participants daydreaming about their phone, feeling uneasy when they weren’t able to use it, trying to cut back on texting and failing, and so on,” Lister-Landman said via email.

The study also referenced a 2013 study by Nila Nathan and Jamie Zeitzer published in BioMed Central public health, which indicated that there was a correlation between the perceived need for texting and daytime sleepiness. Lister-Landman’s study claimed it

C

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FEATURE

DESIGN BY tori aerni & jena smith

photo illustrations by victoria wright

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mill valley high school jagwire

XTTALK

American Psychological Association shows students often e texting; the JagWire explores this topic within Mill Valley

be this lack of sleep that is causwer academic performance, and he perceived need to text demons compulsive behavior. line with the findings of the texting has affected Henderson’s ng patterns. tay up late texting [and] I do get eep because of it,” Henderson said. cording to Lister-Landman, rehers need more data about the t in order to find the causes of ulsive texting. far, we haven’t determined any for compulsive texting. At this we’re simply trying to see how people are affected by it and how n classify it,” Lister-Landman said. isn’t enough research on compulxting yet to be able to answer the on about the cause(s) of it. It could to personality characteristics, functioning, learned behaviors re modeled after the behaviors of , and the list goes on and on.” sed on a JagWire survey using me questions as Lister-Landman’s almost 30 percent of students s check texts before doing someelse they have to do. ter-Landman’s research also that girls are more negatively af-

ople think they n multitask and y can’t ... Whatevyou do in a class, it ould take priority.

DIRECTOR SHEREE STOPPEL

by compulsive texting. compulsive texting increases, mic adjustment decreases — for nly,” Lister-Landman said. “Girls have higher rates because texting ry social behavior, and girls tend more preoccupied with talking and thinking about their social

jagwire

mill valley high school

relationships than are males.”

At Mill Valley, choir director Sheree Stoppel has seen more cellphones in the halls than ever before.

“I know that I see a lot more cellphones in the hallways,” Stoppel said.

“If I have plan and I’m running to the office and there’s somebody going from one classroom to another, they’re on their phone.”

A self-proclaimed “cellphone police,” Stoppel does not allow students to have a cellphone on their person. She stipulates that students’ cellphones have to remain in their backpacks, which are set to the side during the class. Stoppel believes cellphones distract from the class.

“People think they can multitask and they can’t, because they’re not in the moment. Whatever you do in a class, it should take priority, that should be the focus,” Stoppel said.

While senior Austin Mackey doesn’t text very regularly during the day, he finds that multitasking becomes harder when he does.

“If I ever do text when I study, everything goes a lot slower,” Mackey said.

“I’m doing a math problem, and then I send a text, and then I come back and I’m completely lost at what I was doing.”

Despite being an avid texter, Henderson still sees the problem with compulsive texting. “[I think compulsive texting is a problem among teenagers] because for some it’s all they do and some people nowadays hide behind their phones and say whatever they want and ignore their surroundings,” Henderson said.

Lister-Landman does not see compulsive texting becoming less of a problem in the future, but hopes for more research in order to more accurately classify the effects of it.

“As cellphone usage is only increasing and is easier/more affordable over time, it seems safe to say that compulsive texting will continue to be an issue going forward,” Lister-Landman said.

“Therefore, it’s imperative to build on our research since texting most certainly isn’t going away.”

by nick booth

copy editor jagwire.nickbooth@gmail.com

by jason chen

reporter and illustrator jagwire.jasonchen@gmail.com

by jillian leiby

managing editor jagwire.jillianleiby@gmail.com

by margaret mellott

features/A&E editor jagwire.margaretmellott@gmail.com

sending stats The JagWire asks 294 students the same questions as a survey concerning texting addiction

How many texts do you send a day?

12%

0-50

15%

40%

50-200 200-500

33%

500+

Do you check texts before doing something you need to do?

14%

30%

Do you become defensive/ secretive when someone asks about texting?

35%

47%

56%

Do you lose sleep due to texting?

Do you ever text longer than intended?

13%

28% 59%

18%

18%

28% 54%

Always

Sometimes

Never

FEATURE

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UNPLUGGED

Two students went without texting for set number of hours in JagWire experiment

Compulsive texting hurts productivity by jason chen

SOPHOMORE MACI MONTEE

I survived

JAGWIRE: Overall, what was your experience of the experiment like? mONTEE: [Day one] wasn’t too bad.. I was more productive with my day and wasn’t on my phone as much. [Day two] was weird.

[I didn’t] make plans or just in general texting my friends, I got pretty bored. But two days of no texting isn’t that bad.

JW: What was it like not texting for 48 hours?

MM: It was kinda weird, not gonna lie. I’m not used to it so when I woke up [the first day] I was gonna text my friends and make plans for after school but then I

48 HOURS

remembered that I can’t.

Jw: How much longer do you think you’d be able to go without your phone? mm: I think I could go a long time.

The one thing that would be weird would be not being able to get on social media, I do that a lot when I get bored. No texting wasn’t too bad, I could go awhile without that.

Jw: Did this change your perspective on texting at all? mm: Kind of. I feel like people are so into texting and being on their phones ... going without texting for a little bit is good for you ... you’re actually involved in things and overall more productive.

senior rohit biswas

I survived

JagWire: What was it like not texting for 24 hours? biswas: At the beginning it was a lot harder than I’d have expected it to be because you want to think you’re not so dependent on texting. But as the day went on, anything unexpected that happened in my day ... I wanted to tell people about that but I couldn’t actually text them to tell them.

JW: Do you feel like texting is something you need in day-today life?

RB: As much as I like to say that no I don’t, I feel like I have to text. Without it … I feel like it doesn’t replace anything for me,

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FEATURE

reporter and illustrator jagwire.jasonchen@gmail.com

24 HOURS

it’s just an addition. Without it everything else just seems kind of slower-paced and sad.

Jw: Did this change your perspective on texting at all? rb: I kind of realized texting doesn’t really replace anything for me, and I guess that’s what I thought beforehand. It just helped me realize how prevalent [texting] is in my life, because I’ll text someone and not even think about.

Jw: Do you feel like you could go without texting indefinitely?

RB: Texting I feel is a necessity, but it’s one that you can live without for some time. It’s just not a pleasant experience.

DESIGN BY tori aerni & jena smith

My attachment to texting leads to procrastination s a teen, it can be hard to admit that phones can have a negative impact on lives. As a fellow teenager and user of the cell phone, I can state that in the few past months, I have indeed developed a certain “addiction” towards texting and the overall usage of my phone.

I was never really into texting; that was all until my friends and I created a group chat for ourselves. I would have never thought of myself using technology for communication so often but I found myself enticed to the conversations we were carrying.

This ability to communicate daily and regularly — even during school — was a result of my desire to feel connected to my group of friends. In my opinion, the want to text is not an addiction in itself, but it’s a want to feel a social connection that leads to compulsive texting.

I’m sure many can relate to this feeling. I felt like I needed to text more in order to feel more accepted in this group of friends and feel more connected towards them. Our conversations would drag on until late at night and even sometimes until the morning.

This, of course, dramatically impacted the way I concentrated on my homework. I already arrive home late from musical practices and now I am finding myself having difficulty completing my assignments due to the constant vibration of my phone.

Not only does the vibration encourage me to check my phone, but a strange mental need to glance every few minutes back at my phone keeps me off topic. This need is driven by my want to feel as if I do matter to my friends and that my friends are wanting to communicate with me.

Of course then, the constant urge to check my phone kept me from completing my homework the night before they were due. For a week, I did little to no homework and rushed to complete my assignments before school and in class.

The struggle to complete assignments resulted in my hindered ability to focus in class. I would quiclky attempt to complete my assignment due and lose focus on the main lesson. During the time I was into compulsive texting the most, my grades were most directly affected. Tests that I needed to study for were ignored for my urge to text my friends instead. As expected, my tests didn’t go as well as they could have.

This was a realization for me that I needed to control the amount I texted and my attachment to my phone. It’s perfectly fine to text your friends, but when it starts to affect your ability to concentrate and carry on with daily life, self control is needed.

As a person that has experienced compulsive texting first hand, I understand that it’s difficult to obtain self control, but it’s needed to keep from addiction.

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mill valley high school jagwire

Staff Editorial

The JagWire gives its opinion on a topic covered in this issue

excessive texting can do harm While texting in moderation can offer many benefits, too much can negatively affect productivity and sleep s technology becomes increasingly prominent, more students are depending on texting as their primary form of communication. While texting serves as a convenient and quick way to contact others, it also can be a distraction and hinders basic communication skills when used excessively.

According to a study published by the American Psychological Association, compulsive texting has detrimental effects on both academics and sleeping habits in teenagers. The temptation to text friends can act as a distraction that leads to procrastination.

When students spend too much time on their phones after school, it can take longer to complete assignments, consequently cutting back on the time they get to sleep.

Aside from decreasing the number of hours students sleep every night, texting and being on a phone before bed impacts the quality of sleep as well. A 2014 study from Brigham and Women’s Hospital found reading off an electronic screen before going to bed makes it harder to fall asleep and causes increased drowsiness the next day. To get the most and best sleep possible, students who experience these problems should resist the urge to text and get in the habit of not using their phones before bed.

Texting has also proved to be a factor in students’ inability to communicate face-toface. Once students graduate high school and begin pursuing careers, they will need to be prepared for face-to-face interactions such as interviewing for a job, talking to college professors and giving presentations.

Discussions are an important aspect of the classroom and business world that cannot be carried out through a text message. Communicating in person also helps avoid miscommunication.

However, texting can be beneficial if used properly and in moderation. In emergencies or situations that require quick contact, cellphone use can be an essential form of communication. Texting can also be used as a tool for information, whether it be asking a friend for a homework assignment or receiving a reminder from a parent during passing period. In addition, texting is a good way to keep in contact with friends and hold conversation when you’re apart. As long as it does not become a distraction, texting can be an effective source of entertainment and socializing.

While it’s OK to text in free time, students should limit the time they spend texting when it interferes with sleep,

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productivity and communication skills.

One solution for eliminating texting as a distraction is to put your phone far away or turn it off while working on homework after school. Without the temptation to text, assignments could be completed faster and with more focus. If you find that you still have trouble staying off your phone, try allowing a few minutes every half hour to check your phone before getting back to work. Before going to sleep, place your phone somewhere out of reach. Not only will this get you out of bed in the morning to turn off your alarm, but it will also keep you from texting friends late at night.

Even though texting is a necessary form of communication, there is a time and place where it is most suitable, and students must learn to distinguish this.

When used at the appropriate time in moderation, texting can be an enjoyable, useful and beneficial form of communication. Students simply need to recognize the distractions that come with the method and how to avoid them.

JagWire Staff Vote agree DISAgree 18 5 design by adri talavera

illustration by jason chen

opinion

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Opinion

Colleges should be colorblind ing some much needed scholarship money. I managed to do so, two different times actually, but not exactly in the ways I had hoped.

The first offer I received because my ACT score met the minimum requirement for scholarship money. I had mixed feelings regarding the second offer. While I earned double the amount of the first offer, I was unsure whether I agreed with why I earned it; it was a multicultural scholarship.

Colleges should not put race into consideration when determining admissions and scholarships

by adri talavera opinions editor/business manager jagwire.adritalavera@gmail.com nce upon a time, opportunities for higher education were reserved solely for white people, calling for the development of affirmative action programs. These programs were awesome for a while and provided innumerable opportunities to minorities back in the day. However, race is not indicative of academic disadvantages today. Consequently, it doesn’t deserve a place in the school system. It’s time colleges quit involving race in college admissions and scholarships.

I worked my butt off in recent months to reach my goal ACT score in hopes of catching the attention of my dream school and earn-

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Opinion

by jena smith mill valley news editor-in-chief jagwire.jenasmith@gmail.com s graduation quickly approaches, I’ve noticed the same grumbling I’ve heard since freshman year: “High school doesn’t prepare us for the real world.” High school is nothing like the real world and there is no way any curriculum can teach us

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opinion

ADRI TALAVERA

The letter claimed I got the scholarship for being “academically competitive.” However, it lacks any specifications as to what qualifies as “competitive,” causing me to believe I got it solely for the color of my skin.

I never submitted my FAFSA which would alert the school of any financial need.

I never indicated any life-altering racially based struggle. I simply checked the “His-

SCHOOL WON’T TEACH EVERYTHING

Students should not rely on high school curriculum to teach them important life skills

16

The best way to prevent racial discrimination is to eliminate the mention of race.

panic/Latino” box.

I was excited at first and so were my parents because money is money and I’m more than willing to accept anything that will lessen the load of student debt later on in my life, but I feel like the offers sent two very distinct messages. The first being “You’re a good student, here’s some money” and the second being “You’re a good student (for a Latina), so here’s more money (because you’re Latina).”

Like I said, of course I’ll take the money, but I can’t help but ask why I’m being paid for being Mexican.

I’ve put forth a lot of effort into academics throughout my high school career and I resent having my accomplishments demerited just because colleges are striving for a more colorful campus. I’d be much more enthused by the scholarships had they specified what exactly I did to earn it, besides being born to Mexican parents.

The assumption that all Latinos are in some sort of financial need validates many broad, often inaccurate stereotypes.

I agree that minorities were once at a genuine disadvantage due to racial discrimination. Still, I think the best way to achieve equal opportunity, is to provide genuine equal opportunity.

I understand that the prevalence of racebased scholarship and college admissions questions are an attempt to “level the playing field,” but why should we be ‘playing’ at all?

The best way to prevent racial discrimination is to eliminate the mention of race.

DESIGN BY adri talavera

everything we will need to know post-graduation.

After recently getting my first job, it struck me that I probably needed to get a bank account. Following a fair amount of arguing between my mom and me, I reluctantly went to the bank by myself. At first, I was intimidated by the thought of walking into a bank alone. I’d never been taught how to create and manage a bank account.

I was greeted by friendly receptionists and eventually, a teller. I asked dozens of clarifying questions, but the process to set up an account was still simpler than I had imagined.

It was mildly embarrassing, but after a short amount of time, I had my own bank account.

In the days following my trip to the bank, the previous battle with my mom began to feel childish. After all, I am 17 years old.

Though it’s not part of a curriculum, in high school, I’ve learned critical thinking and interpersonal skills that I can apply to every aspect of my life in the real world. These skills are vital to being successful from casual interactions to professional environments.

As teenagers, we aren’t children, but we’re nothing close to adults. Instead lazily com-

plaining about how high school isn’t preparing you for the real world, so be proactive.

Don’t know how to start your own bank account? Google it. Or, if you’re daring enough, go to the bank by yourself and ask questions when you’re unsure.

Asking questions doesn’t make you a stupid person, but instead demonstrates that deeper level analytical thinking is taking place. According to the American Educational Research Association, question generating is an important comprehension-fostering and self-regulatory cognitive strategy.

If you ask clarifying questions, you will not only gain a better understanding of what you’re being told, but also be a better critical thinker the next time you don’t understand something.

When the time comes that we all leave Mill Valley and are forced to live in the real world, we need to be confident in the life skills we have acquired. As for the things we haven’t, graduation day will come, and just like the majority of people in the world, we’ll figure out to apply ourselves in the real world and learn to manage bank accounts as we go.

Mill valley high school jagwire

Opinion

Politicians need to prioritize reforming campaign finance over all other issues in this election

by justin curto mill valley news editor-in-chief jagwire.justincurto@gmail.com e’ve all heard of the one percent — this proverbial class of people that has more money than anyone could ever dream of. However, people don’t often talk about the top one percent of the one percent, even though that’s the most politically influential class of people in the U.S. In a country that prides itself on having a representative democracy, that shouldn’t be the case. The U.S. needs to reform its campaign finance system to get rid of this unfair political influence.

According to Sunlight Foundation, over a fourth of all campaign donations made during the 2012 election were from the top one percent of the one percent — amounting to nearly $1.7 billion from just over 31,000 donors. The median donation from this group was just over $26,500, and every winning congressperson in 2012 received a donation from one of these donors.

But, what’s the issue? Simply put, the current campaign finance system isn’t fair.

Sunlight Foundation found that four of every five top donors gave exclusively to one political party. Not only that, but Republican front-runner Donald Trump said in a CBS debate that when he needs a favor from a candidate he’s donated to, “I call, they are there for me.” That isn’t democracy — that’s aristocracy, rule by the wealthy class.

Only one presidential candidate, Harvard law professor Lawrence Lessig, made it a top priority to reform campaign finance, but he recently dropped out of the race. In his campaign, Lessig promised to work toward passing the Citizens Equality Act — a package of laws which would reform the campaign finance system, among other things — before anything else. When I heard about Lessig and the Citizens Equality Act, I actually became slightly hopeful for the plight of campaign finance reform.

The Citizen Equality Act’s campaign finance reform section basically aims to end elections bought by the wealthy by making

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CAMPAIGN FINANCE REFORM IS THE MOST IMPORTANT ISSUE elections funded by citizens. It would give voters vouchers that they can use to finance political campaigns that they support, and would match those donations. Also, it would limit the amount of influence lobbyists are allowed to have upon those in Congress.

One area the Citizens Equality Act doesn’t explicitly cover, though, is overturning Citizens United v. Federal Election Commission. This Supreme Court decision ruled corporations and unions have a constitutional right to spend unlimited amounts of money in political campaigns, spurring the rise of political action committees known as super PACs that receive money from these groups and use the money toward campaigns. This further gives the one percent of the one percent, many of whom own major corporations, unfair political influences. If there were a move to citizen-funded elections, though, it’s somewhat implied that super PACs wouldn’t exist anymore.

With the Citizens Equality Act, everyone in the U.S. would an equal amount of financial influence in political races. Politicians wouldn’t be forced to follow the demands of the billionaire class, and, instead, elected officials could actually represent the views of the majority — like how a representative democracy is supposed to work.

Now that Lessig is out of the race, campaign finance reform seems to be on the backburner as an issue for the few candidates that even talk about it. So, more presidential candidates need to make the Citizens Equality Act, or other campaign finance reform packages, their top policy priorities.

It’s not that easy, though. Nearly every candidate on either side of the aisle has a super PAC, and that’s usually a main source of campaigning. For any to fully support campaign finance reform, he or she would have to give up any super PACs to actually seem genuine. And, when a majority of the field relies on super PACs to campaign, giving up one might kill a campaign.

There are a few candidates, though, who could convincingly take up campaign finance reform as a top issue. On the Democratic side, Senator Bernie Sanders has already talked a lot about reforming the campaign finance system, overturning Citizens United in particular. He’s the only Democratic candidate without a super PAC — now, he just needs to take up citizen-funded elections and put the issue before anything else.

On the Republican side, Trump makes perfect sense. He’s already spoken out about what’s wrong with having billionaires give exorbitant donations to politicians, and he doesn’t need to rely on a super PAC — he even said so — because he’s “really rich.”

Now, he just needs to turn his talk into poli-

cy, and prioritize it in his campaign.

As long as a few candidates prioritize campaign finance reform, the issue could actually get somewhere. From there, they put pressure on other candidates to push for a solution to the issue and convince those in Congress to support a solution.

I look forward to voting in the 2016 presidential election for the first time. However, I look forward to voting for someone who I am confident can actually pass the reforms promised in his or her campaign. Unless we reform campaign finance and allow elected officials to represent those who elected them instead of one percent of the one percent, I don’t see how that can happen.

PUBLIC PERCEPTION A poll by New York Times and CBS News shows public support for reforming campaign finance

84 46

percent of Americans said money has too much political influence

percent of Americans said campaign finance should be completely rebuilt

78 percent of Americans favor limiting super PAC contributions

opinion

17

Opinion

pawsitivity is the best thing since sliced ‘bred’

Overall, people need to be more accepting of all breeds of dogs, no matter where they come from

by nora lucas reporter and photographer jagwire.noralucas@gmail.com hen I go to the dog park, I am greeted with a handful of dogs; some big and some small. My Pembroke Welsh Corgi, Winnie, serves as an obvious example of breeding success, with her tiny legs and cute face beaming in the outdoors. Despite being a purebred, she has no genetic issues, back problems, or risk of a shortened lifespan. In fact, she is an extremely healthy 7-year-old, and is often mistaken for a puppy.

After going to the dog park many times, I have discovered that many owners ask the same question: “Where did you get her?”

This may seem like no big deal, but I dread this question more than anything in the world. Negative responses to Winnie’s origin are common. People often assume that I bought her due to an unresolved superiority complex or a desire to have a trophy pet.

Picking a dog out in an animal shelter is a noble cause, and I definitely encourage people to adopt. It’s just not the right choice for everyone.

Some people need to know what they can afford, and buying purebred lets prospective owners know “what to expect in regards to size behavior, and health,” according to PetMD. I did not buy Winnie because I thought

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her blood was better or because I’m a snob.

From the first picture I saw of her, I knew that this dog was the perfect companion for me and all I ever wanted was to provide a safe, loving home for her.

The idea that adoption is the only considerate way to get a dog is simply preposterous.

My mom always says that Winnie was technically rescued, and I agree. The place where she lived before was a filthy dump.

She had never taken a bath or gotten a haircut, and had to face harsh winters outside in a run down dog house.

In no way, shape or form are any dogs worth less than others.

NORA LUCAS In this case, I would say that buying Winnie was just as sincere a cause as adopting her would be, but yet, many dog owners still give me dirty looks when I say she’s a purebred.

My experience with dog-induced criticism has made me realize that just like people shame human bodies, they shame dogs, too.

Obviously, purebreds are not the only ones feeling judged. Mixed breeds are far more common in American households, but are not recognized by breeding associations, leading some people to believe that they have

DESIGN BY adri talavera illustration by jason chen

less worth.

In no way, shape or form are any dogs worth less than others. Even if they were born with apparent genetic defects due to their breeding, it’s not like that makes them any less lovable.

Dogs of all shapes, sizes and breeds are capable of being a great friend and emotional sidekick when you need them.

Pitbulls, notoriously known for illegal fighting, can actually be some of the nicest dogs around when treated with kindness and compassion.

According to the American Society for the Prevention of Cruelty to Animals’ website, “When a dog is treated well, properly trained and thoroughly socialized during puppyhood and matched with the right kind of owner and household, he’s likely to develop into a well-behaved companion and cherished member of the family.”

Whether a dog is an absolute purebred, mixed breed, or anywhere in between, they are still animals that deserve love and affection.

Every animal has talent in some way, and we, as owners, should celebrate what they can do instead of worrying what they look like.

Even if you don’t consider yourself a dog person, you must admit that these animals are loved by many people around the world and probably make a special person in your life very happy.

So to the people at the dog park who give me lots of grief, I hope you realize that I don’t feel bad for buying my dog. I don’t feel bad for driving all day to take home my best friend, even if I didn’t adopt her from a shelter, because let’s face it: all dogs are lovely just the way they are.

mill valley high school jagwire

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openseason Students bond with friends and family through hunting outdoors

by sam lopez news editor jagwire.samlopez@gmail.com

by braden shaw sports editor jagwire.bradenshaw@gmail.com

aking up before the sun rises, senior Olivia Barber gathers her gear and prepares for a day of hunting.

Barber picked up the sport early in life through shared experiences with her father, who looked after her while her mom worked. “[My dad] took care of us; he was the ‘stay-at-home mom.’ He went hunting with us,” Barber said. “It’s a way that my dad and I bond; it’s a family thing.”

Hunting is a way of life, according to junior Jackson Flack, who was also born into hunting.

“Hunting is a big deal in my family because my grandpa and great uncle took my dad and my uncles which has now been passed down to [me],” Flack said. “Hopefully that will continue through generations of Flacks.”

Family also ties junior Jake Atkins to the sport, just like Barber and Flack.

“My grandma on my dad’s side is a big game hunter in Africa. My grandpa’s a huge hunter too,” Atkins said. “Ever since I’ve been able to, I’ve gone on deer hunts, pheasant hunts, duck hunts. I was raised into it, so it wasn’t hard for me to pick up.”

According to Atkins, hunting isn’t just about waking up early and shooting game — it’s about bonding with family and friends.

“It’s pretty fun hanging out with your friends. But hunting is a completely different experience,” Atkins said. “It’s fun, but at the same time it’s rewarding when you have a group of guys you’re close to ...”

Despite the sport being predominantly male, Barber still partakes due to the options made available to women.

“There’s a lot more programs for women to get into. You can get more free stuff and have more opportunities. They have female hunts throughout the year where only property for females are,” Barber said. “I feel like they try to have more opportunity for females because it is a smaller market.”

Hunting requires specific equipment, along with the proper licensing needed before one even thinks about picking up a gun to hunt.

“You have to factor in gas, shells and little stuff like that. But at the beginning of each season you need a hunting license for what you’re hunting. If you’re hunting deer, you’ll need deer tags. If you’re hunting ducks, you

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need a duck stamp and a couple of licenses,” Atkins said. “Other than that, you just need more equipment, which is what you have to pay for.”

After purchasing all of the licensing and equipment necessary, Barber goes out to

“A lot of people think that you just go out and kill birds. Really, it’s about being outdoors in the environment that you’re in. It’s not just about killing stuff.”

All IN a

Days Work Senior Olivia Barber describes her hunting schedule

1 2 3

JUNIOR JAKE ATKINS hunt the game she purchased tags for.

“I like birds where you get to move around [to shoot],” Barber said. “With deer, I’ll [almost] fall asleep in the stand. I don’t like sitting for very long, and it’s cold. You can’t move and it’s freezing. With doves you walk around forever, and with pheasants you might walk for miles.”

After targeting her game, Barber said there is always a thrill when making a kill, even if you’re a capable hunter.

“If or when you finally see your deer, turkey, etc. you immediately get all of this adrenaline no matter how experienced you are,” Barber said. “You line up your sights and take your shot.”

After making the kill, Barber has to then clean the animals.

“You have to clean your game pretty quickly if you want to save the meat,” Barber said.

“Or you can freeze the whole thing if you want to make it into a tropy.

Over the years, Atkins has gained an appreciation for hunting game and the as well as environment as a whole.

“A lot of people think that you just go out and kill birds. Really, it’s about being outdoors in the environment that you’re in,” Atkins said. “It’s not just about killing stuff.”

Photo Illustration By Claire Boone & VictoriA Wright design by claire biles & nora lucas

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“At [about 6-7 a.m.] you start walking to the spot and set up.”

“The sun should be ready to rise,[and] you wait. ” “Once you claim your kill you tag it right away.” “[I] will hunt until [I] kill something or until [I] have to do something else.”

mill valley high school jagwire

j a g w i r e

s p o r t s

overtime An inside look and additional coverage on this season’s sports and athletes

fan Favorites Poll shows popularity of Royals players among students and faculty

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diet details

Athletes find success in eating healthy during the season

by karissa schmidt

by braden shaw

editor-in-chief jagwire.karissaschmidt@gmail.com

sports editor jagwire.bradenshaw@gmail.com

CATCHER SALVADOR PEREZ Jett bendure junior wrestler

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FIRST BASEMAN ERIC HOSMER

“Mainly protein, what fruits and vegetaspecific diet bles ... make sure do you follow we are eating the during the right food so you season? can [cut weight].”

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what do you eat something light so on nights before you don’t feel bad in the morning ... games?

“Usually you eat

usually pasta.”

CENTER FIELDER LORENZO CAIN

“You just feel what are the better ... we benefits of perform better and following a diet? do better during the match.”

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Survey of 385 students Photos from MCT Campus

mill valley high school

ben Hartman junior football player

Luke sosaya junior baseball player

“I eat a lot healthier ... I’m very conscious about what I eat during that time.”

“Eating fruits and vegetables is key to make you feel better before events ... water is key as well.”

“For breakfast I’ll have three eggs, then ... a protein shake ... for lunch I eat four pieces of fish and rice.”

“Pasta. Pasta is a favorite just because it has a lot of carbohydrates for the next day.”

“For football, we have team dinners.

We eat lots of pasta and lots of carbs which definitely helps.”

“There’s nothing specific.

I’ll probably eat a chicken breast, rice and green beans.”

“You’re healthier all around. You feel better, you’re happier. Your body responds to good food.”

“I definitely feel more energized.

[Overall] you’re getting stronger and your body is getting bigger.”

“You just feel better about yourself, it’s better for your body. It’s helped my muscles recover better.”

Caption that

PITCHER WADE DAVIS

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Sherry mcleod senior swimmer

“Isn’t this how you play on de-fence?”

Students respond to @millvalleynews twitter caption contest

@Blakeaerni freshman blake aerni

DESIGN BY Karissa Schmidt

photos BY jena smith

sports

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from the kitchen of the history At the first Thanksgiving meal in 1621, pilgrims did eat dishes with pumpkin, however none of those dishes were pies Some accounts suggest that early colonists in America made custard by filling hollowed-out pumpkins with milk, honey and various spices Information from History.com

the recipe

“

I got that recipe from a neighbor back when I was like eight ... It almost just takes me back to my childhood and the street I grew up on.

SOCIAL STUDIES TEACHER ANGIE DALBELLO

THE BEST PART: “Maybe the cold cream cheese, it’s just very moist and I like the difference in textures between the cream cheese layer and the pumpkin ... It has a very fall flavor.”

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a&E

Design by Sarah Myers

from the kitchen pumpkin squares From the kitchen of social studies teacher Angie DalBello Start to finish: 35-40 minutes Pumpkin squares: 1 2/3 cup sugar 1 cup oil 1 can of pumpkin (16 ounces) 2 teaspoon baking powder 2 teaspoon cinnamon 1 teaspoon salt 1 teaspoon baking soda 2 cups flour 4 eggs Heat oven to 350 F. Mix ingredients and pour into an ungreased jelly roll pan. Bake for 20-25 minutes or until done. Remove and let cool.

Photos by Claire Boone & Morgan Gurwell

Cream cheese icing: 1 brick of cream cheese (8 ounces.)

2-4 cups of powdered sugar 1/2 cup margarine 1 teaspoon vanilla Mix together cream cheese and margarine. Add vanilla and powdered sugar. Mix until creamy and smooth. Spread over cooled pumpkin squares. Refridgerate until served.

mill valley high school jagwire

the

jags from the kitchen of

Students and staff celebrate the Thanksgiving holiday with their favorite family recipes

by morgan gurwell reporter and photographer jagwire.morgangurwell@gmail.com

by jillian leiby managing editor jagwire.jillianleiby@gmail.com

frog-eyed salad From the kitchen of sophomore Lexi Flipse Start to finish: 15 minutes

from the kitchen of

2 cups Acini Di Pepe macaroni 2 medium cans crushed pineapple 1/2 bag miniature marshmallows 1/4 cup sugar 2 egg yolks, beaten 1 tablespoon lemon juice 1 teaspoon flour 1 large container of Cool Whip

Boil the macaroni until tender. Put lid on pan and let cool. Add pineapple and marshmallows. Combine sugar, flour, pineapple juice, egg yolks and lemon.

Cook until thick. Cool for about 20 minutes. Add Cool Whip, mix together and serve.

THE BEST PART: “I enjoy the ... creaminess of the whole salad”

spinach pie From the kitchen of senior Allen Weinert Start to finish: 1 hour 30 minutes Crust: 1 cup flour 1/3 cup butter 3 tablespoons buttermilk Cut together flour with butter until uniformly blended. Add buttermilk. Chill at least one hour in a ball. Roll out into 9” pie crust.

THE BEST PART: “It’s really creamy. It’s [called] Spinach Pie, but it’s more like a quiche.”

“

One Thanksgiving, my brother wasn’t going to come until my mom told him she was making spinach pie, and then he traveled all the way back from college [in Utah.]

SENIOR ALLEN WEINERT jagwire

mill valley high school

Filling: 1/2 pound chopped spinach 1 onion, diced Salt and pepper 1/2 tablespoon of basil 1 pound ricotta cheese 3 eggs, beaten 3 tablespoon flour 1/2 cup graded cheese 1 dash nutmeg 1 cup sour cream Sprinkle of paprika Heat oven to 375 F. Saute spinach and onion. Add black pepper, salt and basil.

Mix in bowl with ricotta cheese, eggs, flour, cheese and nutmeg. Spread into unbaked pie shell. Top with sour cream and paprika.

Bake for 40-45 minutes.

DID YOU KNOW? Early English settlers originally baked pies to preserve ingredients inside during winter Information from TIME

A&E

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What’S Students learn how to create different foods through labs in their Nutrition and Wellness classes RIGHT: In FACS teacher Emily Schmidt’s Nutrition and Wellness class on Thursday, Oct. 26, sophomore Lucy Holland and senior Kayla Leiber look at a recipe for chicken stirfry. Photo by Morgan Gurwell

ABOVE: Before eating, junior Alexa Cash cuts a slice of fruit pizza she made on Tuesday, Oct. 27. “I like the cooking,” Cash said. “I like the labs that we get to do.” Photo by Claire Biles ABOVE: Working together, seniors Jared Zukowski and Jaison Widmer make protein balls in FACS teacher Ellen Gray’s class on Thursday, Oct. 29. Photo by Victoria Wright RIGHT: While in class on Monday, Nov. 9, sophomore Taylor Martin works with her group to make stuffed shells.

“We [work well together] ... I’ve [become] closer with all of them,” Martin said. Photo by Victoria Wright

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photo essay

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mill valley high school jagwire