The Panther 2021-22 Issue 4: The Power of the Pride

PANTHER

the

V 62|N6

Miami Palmetto Senior High School

7460 SW 118 Street, Miami, FL 33156

Friday 1 May 2020

CONTENTS

LOCAL

news briefs

11

After Alberto Carvalho’s official exit as superintendent of Miami-Dade County Public Schools, new superintendent Jose Dortes stepped into his position on Feb. 14. On this same day, the M-DCPS district ended its enforcement of the mask mandate for all adults.

Nicole Martin Copy Editor

n.martin.thepanther@gmail.com

NATIONAL

5

7

18

05 | NEWS

The Pink Tax

07 | LIFE

The Portrayal of Toxic Relationships

As COVID-19 infection rates start to decline, 11 states within the U.S. have begun to drop their mask mandate and COVID-19 restrictions, despite pushback from the Centers for Disease Control and Prevention. States like California, Illinois and New York have dropped their indoor mask mandates with the exception of schools, while various other states like Connecticut, Oregon, Rhode Island, Massachusetts, Nevada and New Jersey plan to rid the mask mandates in schools within the next month.

BEHIND THE cover

Ryan McKean (11) takes a photo of Samantha Elkins (11) as she makes a heart with her hands, showing her love for Miami Palmetto Senior High.

19

11 | Feature

Palmetto: A Figure of Love

18 | SPORTS

I’m a Try-Athlete and Proud

19 | OPINION Love Your Sex-Ed

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LETTER TO THE

Dear Editor,

editor

I loved “14 Days of Love Day 12: Valen-tunes: Love and Anti-Love songs to Listen to This Valentine’s Day.” The story encapsulates Valentine’s Day perfectly and has the perfect songs for each playlist. I also loved the design!

Brooke Wilenski (9)

internATIONAL

**Submit letters to b.martin.thepanther@gmail.com. Letters may be edited for length, clarity, or spelling.

Tensions rise between Russia and Ukraine as the two countries experience intense conflict with one another. Conflicts between the two regions stemmed as a result of Ukraine’s deviation from the United Socialist Soviet Republic in 1991, when it broke apart the same year.

On Feb. 13, the National Security Advisor of the U.S. Jake Sullivan told White House reporters that Russia is showing strong signs of military escalation by Russia. Meanwhile, Russia has stationed over 100,000 troops along its Ukrainian border, possibly indicating an invasion. The U.S. and NATO are both currently in support of Ukraine.

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04| NEWS Impacts of Florida Government in the Classroom: Changing Education and Conversation On Jan. 26, the state of Florida’s House Judiciary Committee approved House Bill 7, the ‘Individual Freedom’ bill, and on Feb. 8, the Florida Senate Education Committee passed HB7’s companion bill, HB1557, or ‘Parental Rights in Education’ bill. If passed, these pieces of legislation would impact discussions held in public schools and private businesses and are currently sparking controversy amongst Florida legislators and the public.

If passed, the Individual Freedom bill would prohibit Florida public school educators and private businesses from initiating discussions that would cause individuals any kind of discomfort or guilt based on race, sex or national origin. For Florida educators, this bill could alter how history is taught, even from an objective standpoint.

“When teachers are talking about [difficult subjects], we know that we’re not presenting our personal views on things, we’re presenting accounts as they were told through history,” Miami Palmetto Senior High English I teacher and Alliance Club sponsor Dan Hurst said. “The whole point of this bill is to not make people feel uncomfortable or feel guilty, but that’s what history does. We learn from history, but that’s not a teacher imparting his or her views to the discussion.”

HB7 — supported by Florida Gov. Ron DeSantis and sponsored by Republican Rep. Bryan Ávila — is opposed by seven Democrats on the committee, who argue that the bill is about thwarting

classroom and workplace discussions involving sensitive topics of race, gender identity and privilege. Democrats argue that the bill would affect educators and businesses that want to express factual statements that could potentially be emotionally provocative. “[The bill] is really putting a restriction on what can be taught in schools and what kind of conversations you can have about personal identity,” Florida Senator Annette Taddeo’s Legislative Assistant Antonio Rodriguez said. “It doesn’t make sense to censor these conversations or really just try to put a muzzle on these kinds of conversations, because it is so important in any Western society to have these kinds of debates and discussions and exchange of ideas.”

Furthermore, Florida Republicans have moved forward on the Parental Rights in Education bill, more commonly referred to by critics as the “Don’t Say Gay” bill. This bill restricts public school educators from discussing sexual orientation and gender in the classroom in primary grade levels as well as in cases where these discussions are deemed “not age-appropriate.” HB1557’s text states that a Florida school district “may not encourage classroom discussion about sexual orientation or gender identity in primary grade levels or in a manner that is not age-appropriate or developmentally appropriate for students.”

The bill’s advancement has sparked much concern from LGBTQ+ advocates as well as House and Senate Democrats, who argue that it will strip LGBTQ+ kids of protections and largely affect educators.

“Instead of working on the high rate of suicide rates amongst LGBTQ+ youth, this bill will isolate and stigmatize children in the classroom and in their school lives,” Florida Democratic Senator Annette Taddeo stated in a tweet on Feb. 8. “LGBTQ+ students already do not receive enough support in schools and this bill will only

lead to more anxiety, fear, isolation and depression.”

In the past few years, Florida’s legislative branch has seen a significant shift in the legislation introduced.

Bills like HB1557 and HB7 align with a very specific political view and exemplify the extreme partisanship and political divide in the House and the Senate.

“What’s been happening in the Florida legislature is this polarization where bills that are being introduced are very hyper-partisan. They’re based on wedge issues — issues in society that can be controversial or not overwhelmingly supported among some folks,” Rodriguez said. “They’re brought up and used to gain support from a certain political base.”

As of now, HB7 and HB1557 have the potential to seriously change the Florida public school system. If passed, these bills could lead to other, more restrictive pieces of legislation and could further deepen the chasm between Democrats and Republicans in Florida.

Sara Paredes

Copy Editor

s.paredes.thepanther@gmail.com

DESIGN BY JASMINE JUDGE

05| NEWS

THE PINK TAX:

How Gender Specific Taxes Have Affected Females Conversations about the relationship between gender and the economy often involve the income disparity between men and women. However, in recent years, economists and financial researchers have conducted studies on gender-based pricing in the economy and concluded that there is a pink tax. So, what exactly is a “pink tax”?

The pink tax is not an actual tax but rather a reference to the upcharge on traditionally female products.

The discriminatory pricing affects products from cosmetics to health care to toys to dry cleaning.

Male and female products used for the same purpose (for example, razors used for shaving) only have slight differences, so to many, the price difference does not make sense. For example, masculine products may have black and blue packaging while female products may have pink packaging.

Scented products marketed towards males may have a muskier odor, while fragrant products marketed at females tend to have fruitier scents. Despite these slight gender-based differences, female perfume tends to cost

20% more.

In 2015, the New York City Department of Consumer Affairs conducted a study comparing the

prices of over 800

male and female products. The study found that women and girls’ products cost around 7% more than comparable products for men and boys. Male and female personal care products had the greatest difference at 13%. Over the past 20 years, several states — including Florida — have conducted similar studies and released economic reports on gender-pricing and its effect on the economy.

Gender-based pricing goes back to the foundation of the United States sales tax system. The system was created by politicians who had the power to decide which products would be subject to sales tax and which would be tax-free. Inherent in the taxing system was implicit gender biases, resulting in the pink tax. United States tax law reflects the viewpoints and values of society at a specific point in time, meaning that it also reflects certain systemic discrimination as seen with gender-based pricing.

In 2010, Consumer Reports, a consumer-oriented research organization, conducted a study on gender-based pricing and found that manufacturers raised prices for female products because it was “more expensive to manufacture products for women.”

To make up for their production costs, manufacturers often pass the charges down to women who end up having to pay more.

In the same way, economic studies of tariffs — a tax imposed on imports or exports of goods — noticed differences for gendered products.

Women’s clothing has higher import tariffs. In 2015, the United States International Trade Commission reported that roughly 75% of the tariff burden came from apparel and clothing. Of the tariffs that came from apparel, $5.8 million came from women’s clothing while only $3.1 billion came from men’s clothing.

Despite the continued presence of the pink tax in inter-

national, national and local stores, some countries have made progress on the issue. In the United States, the Affordable Care Act — also known as Obamacare — forbids insurance companies from charging women more than men for identical services. Insurance companies are also required to cover birth control, which costs more than Viagra (a male product). In 2018, California Democratic Representative Jackie Speier introduced the Pink Tax Repeal Act, which would prohibit gender-based pricing. Despite her efforts, the bill failed.

The pink tax has been thought to cost the average woman an extra $1,300 per year compared to men, leaving a definite mark on the economy.

Bella Martin

Editor in Chief

b.martin.thepanther@gmail.com

DESIGN BY JASMINE JUDGE

NEWS |06

The Miami Marathon: A lifetime of bonds

The Miami Marathon: a marathon unlike any other that has been a staple for 20 years. The marathon has evolved from six hundred participants to one of today’s worldwide sensations, connecting communities globally under a shared love for running.

“A lot of new [running] groups have formed because of the marathon, and I myself have made new running friends throughout the 20 years, that now I feel we’re all kind of a big community that was sparked by the inception of the Miami Marathon and the movement that it’s had,” Miami Marathon Co-founder Frankie Ruiz said.

After a year-long hiatus due to the COVID-19 pandemic, the marathon has returned with a maximum of 15,000 runners. Yet, people worldwide have continued to follow their yearly routine of attending.

The marathon has sparked a growing community made up of 20,000 participants from 70 countries and all U.S. states. These runners have committed to making the race an annual tradition, whether it be a drive or a plane ride away.

“It’s something you celebrate every year, and for many groups, friends and family, this has become an annual tradition, and in some cases, it’s an annual travel tradition. A lot of folks come from all parts of the world to live out this annualized custom,” Ruiz said.

Over the years, Footworks Running in South Miami has built a community amongst the runners in their training program.

“Our groups have been running the Miami Marathon for about 25 years, where we train between 200-500 people to run the full and the half marathon and then we host a big hospitality

camp at the end of the race and we’ve been doing it for about 25 years too,” Footworks Running owner and founder Laurie Huseby said.

The marathon creates an environment that facilitates lasting friendships as runners practice with their partners yearly.

“Some of my best friends met in the group over 25 years ago and we’re lifelong friends. In our training programs, each group has between 20 and 40 people in it and you become very close with the people you train with when you’re out there on the streets for all those hours,” Huseby said.

The marathon also attracts runners because of the distinct scenery that differs from any other marathon course.

“The marathon has often been referred to as the friendliest, most celebratory race of its kind, and I think that sort of embodies who Miamians are,” Huseby said. “Our scenery is excellent and we have such a convergence of cultures that I think the marathon almost to the tee, reflects that and a way to get your finger on the pulse of the city is to see how the race plays out every year.”

The marathon’s “regulars” have stayed consistent regardless of their age. Lewis Ress, a 91-year-old Miamian, has remained an avid participant in the half marathon since the course’s establishment.

“This accomplished runner is 91 years old and still paying attention to his health. I’d argue that his health at 91 is probably better than many folks that are 40. For that matter, I think he’s an inspiration to us all, and we should follow his lead. I would say keep exercise front and center in your life for as long as possible because look how far

it’s gotten Lewis,” Ruiz said.

Miami Palmetto Senior High Biology teacher Nicole Swanson participated in the half marathon and has developed an affinity for running, and cultivated a newfound relationship with herself.

“Running is definitely an outlet because I spend so much time with other people. I’m a teacher, [so] I have students and I deal with other teachers.

I’m always with someone. I have a lot of people that rely on me… so this is a thing that I do for myself; running is one of the best things that I do,” Swanson said.

The marathon has also kept people together and allows for the community to endure difficulties as a group. On June 24, 2021, the Champlain Towers South — located in Surfside — collapsed, killing over ninety people. The tragedy of the collapse affected many Miami families, including participants in the marathon.

Father and son Martin and Pablo Langesfeld took part in the marathon to commemorate their daughter and sister Nicole Langesfeld and her husband Luis Sadovnic. Nicole participated in the 2019 Miami Marathon with both her brother and father. More than 200 uniformed first responders accompanied Martin and Pablo during the marathon to honor those lives lost in the tragedy.

Throughout the years, the strength of the Miami community has endured difficult times together,and with the bonds formed through the marathon, it has remained a prominent center of community in Miami life.

Isabella Hewitt

Multimedia Editor

i.hewitt.thepanther@gmail.com

DESIGN BY JASMINE JUDGE

The Romanticization of toxic Relationships in the Media It’s February. Love is in the air.

Valentine grams, love notes, heart-shaped candy boxes, flower bouquets, cheating, manipulation, jealousy — wait, these cliches don’t describe the perfect romance.

However, they constantly appear in TV shows, movies and books because of the media’s fascination with romanticizing toxic relationships.

Aria and Ezra. Joe and Marienne.

Maddy and Nate. In recent years, these problematic “TV power couples” have taken the media by storm. This constant portrayal of toxic relationships in the media has had real effects on viewers’ psyche.

According to media psychologist and founder of Envision Wellness, Dr. Erika Martinez, the increasing prevalence of unhealthy relationships in the media can cause viewers to develop processing addictions — the overwhelming impulse to engage in ​​ a certain set or pattern of interactions.

“Toxic relationships keep them on the edge of their seats wondering what will happen next,” Martinez said. “Seeing toxic relationships frequently on the screen activates brain chemistry to release the reward chemical dopamine. This can then lead to the viewer developing a process addiction. We often hear people talk about substance addictions to drugs, but many fail to recognize that visual stimuli can be equally addicting.”

Toxic relationships activate the part of one’s brain that is wired to form connections.

Especially in the last couple of years, the COVID-19 pandemic has caused audiences to feel an increased sense of isolation. As a result, people stay home more often and find themselves repeatedly flipping through channels, searching for emotional connection.

“The increase in toxic relationships shown in the media is a double-edged sword,” Martinez said. “Toxic relationships create an opportunity to educate people on these unhealthy patterns of behavior and recognize them in their personal lives.

Though it also creates a sense of habituation towards them, which can be dangerous because people may start to normalize their occurrence.”

Throughout the three seasons of the Netflix series “You,” Joe becomes fixated on various women and uses extreme stalking methods to find out everything he can about these womens’ lives to try and make the relationships work. Moreover, the HBO Max-series “Euphoria” recently began airing its second season, which has focused on the physically and verbally abusive love triangle between Nate, Maddy and Cassie. Miami Palmetto Senior High senior Meghan McPherson watched both “You” and “Euphoria” and recalls noticing the red flags within the shows’ characters and relationships.

“People forgive Joe from “You” because he is conventionally attractive but they should recognize that he is a stalker and a murderer,” McPherson said.

This also happens in “Euphoria” between Nate and Maddy when audiences root for the character that needs to step away.

People romanticize them because it’s this big love story where nothing realistic actually happens. People would rather fall for that than a boring natural and healthy relationship because it’s not entertaining.”

The romanticization of toxic characters is not a recent occurrence. Palmetto AP English Literature and Composition teacher Reishma Seupersad reminisces on her teen years gushing over Heathcliff from Wuthering Heights by Emily Brontë. “[Heathcliff] was one of the most toxic and abusive characters ever written, but there was absolutely no sympathy for him anywhere in the novel,” Seupersad said. “He wasn’t given a chance to say the things that may have hurt him and caused him to act in such hurtful ways to others.

And this drew me to him. It made him irresistible because I wanted to help him heal. We’re so hardwired to help those who are hurting that it sometimes

puts us in dangerous situations. But literature often does not provide a blueprint for how to help people who have suffered trauma without us becoming victims of their need to lash out.”

Implications of the toxic relationship character arc have spanned generations, rupturing the status quo of what teens should look for in a healthy relationship.

This behavior isn’t normal, yet teens seem to crave this type of relationship because they see the “bad boys can be fixed” trope time and time again.

Seupersad recognizes the prominence of toxic relationships in literature and actively works against it being accepted as the norm in her classroom. Her students recently finished the novel, Tess of the d’Urbervilles, by Thomas Hardy. The novel focuses on two abusive relationships that victimized the protagonist, Tess Durbeyfield. Seupersad assigned her students a group project where they must prepare a poster and a written presentation discussing mental health advice to help Tess navigate through her experiences.

“What’s the point of getting an education if you can’t speak back to what you’re reading?” Seupersad said. “I want my students to understand why Tess was written the way it was in the Victorian era, but also respond back to it with mental health advice that is relevant to our time.

This then should extend to how my students can help people in situations like Tess, in regards to abusive relationships.”

Criticizing the media holds importance in eliciting change; however, the initial discourse to make a change starts with the types of relationships that audiences idolize.

“All types of media need to begin putting advisories to warn their audiences if a sensitive topic will be discussed,” Martinez said. “However, placing all the onus on the media is an unreasonable expectation. I believe that the discussion starts in the home and viewers should discuss how what happens in on-screen unhealthy relationships isn’t normal.”

Kate Stuzin

Managing Editor k.stuzin.thepanther@gmail.com

DESIGN BY DENISE VAQUE PHOTO BY VALENTINA ARIAS

08| LIFE

How to Navigate High School ROmance While Finding Yourself

Throughout high school, adolescents undergo major psychological changes regarding their personal growth and development. A large element of these changes is a term called individuation — the process by which a person begins to distinguish themselves and their identities from the identities of other people, according to Good Therapy.

While individuation begins to occur during infancy, the most influential period of this takes place throughout the high school years. Dr. Gisela Padron — who has a degree in clinical psychology — also mentions that throughout this process, people begin to explore the relationships they have through a profound sense of independence.

“It’s a time period when you’re going through more autonomy and you tend to gravitate more towards spending more time with your friends and cultivating those relationships,” Padron said.

Individuation also impacts one’s decision-making process and starts part of the bigger decision-making that carries on throughout the entirety of a person’s life.

With this comes a lot of firsts, such as a teenager’s first real romantic relationship.

Everyone experiences relationships differently, but the common thread between all high school relationships is that each partner is learning and growing from these experiences, furthering individuation.

Licensed Mental Health Counselor Coral Seco expresses the importance of exploring dating in high school and the impacts that it has on one’s mental health.

“All these experiences make us who we are today. There are some people that are very resilient and can overcome anything that’s in front of them.

And then we have other people that drown in a glass of water and things become their core belief and they’re very stubborn and don’t want it to

work.

So neither is wrong,” Seco said. “But I think that high school romantic relationships bring a lot [of changes], especially depending on who the person is going through it.”

In a relationship, specifically in high school, due to the psychological changes that occur, it can be difficult to allow oneself to fully develop when there is this constant feeling of wanting to be near their partner. Knowing that the relationship is a first and consists of many firsts can further drive these feelings.

“Because we become very lustful and they become all-encompassing, our first loves, heavy airflow tends to be like, ‘Oh my god, I’m obsessed.’ And because we’ve never dated anybody, we don’t know what it’s like to be in a relationship. Because typically people in high school that’s your first or second relationship, or even the first person you’re ever intimate with.. It’s a first so since we don’t know, we tend to become really dysregulated,” Seco said.

Furthermore, the sense of reliance that one has on their partner during adolescence also heightens due to a lack of experience in relationships. According to Mental Health America, codependency affects an individual’s ability to maintain a healthy, two-sided relationship. With this in mind, relationships can take an immense emotional toll on the younger generation. Padron also states that this reliance can impact academics and various other aspects of socialization for high school students.

“An important piece is learning to not let [relationships] get in the way of academic and social functioning because that’s where we sometimes go wrong,” Padron said.

“People will completely be like ‘this is my whole world and nothing else matters now’ and then their grades slip or they isolate themselves from all their friends and, if something goes awry with this relationship, that was your support system that you isolated and blocked out.”

However, there are ways to be in a relationship and still prioritize one’s own development. In order to do so, the couple must each start with a strong sense of core values that guide them through life and more so, their own individuation, whilst remaining in the relationship.

“In having a partner, it does take away [part of you] unless you have a strong core sense of self,” Seco said. “It could distract you from your goals and ambitions. So, it can cause stress because you’re not fully focusing on what you want.”

Once establishing this sense of self, Seco advises beginning a romantic relationship on an existing foundation of friendship, which then allows each partner to communicate their feelings more easily, thus aiding in their own development.

“So the foundation is a friendship, and then the beams, which are what support the actual house, are communication. If you have solid communication with your partner…you [should] feel safe enough to…[have] a sticky conversation,” Seco said.

Another way to allow oneself to engage in the developmental process while in a relationship is exploring individual interests, and even beginning to explore these interests as well as new ones alongside their partner. This can facilitate an environment in which adolescents discover their true interests while simultaneously building a relationship based on common pleasures.

“I think that it’s healthy to have your own interests, to have shared interests, to explore interests that you have together, because that also bonds you as a couple

and there’s going to be things you’re into that they’re not into and it should be okay for you respectively, you know, to explore these things,” Padron said.

In a relationship, while it can be difficult to detach oneself from their partner, it is important to remember that, at times, one might need to put their needs and wants before their partner. This enables an individual to set boundaries with their partner and continue with their own individuation in a way that is beneficial to themselves and by extension, others.

“So when you’re learning about yourself and you’re going through this process, you’re supposed to be selfish. You can’t be selfish if you have someone else’s feelings and emotions to take into consideration,” Seco said. “So it’s not to say be selfish period but it does take into account and take away from your self-focus that you’re trying to figure out what do I want to be when I grow up?”

Although high school relationships may seem like a small part of one’s life, the lessons and experiences that can be taken away from such relationships can only aid in an individual’s growth and development.

While people are constantly changing, the impact that relationships have played a significant role in life moving forward.

“We’re humans. We’re always growing.

We’re evolving, learning new things you incorporate it into, your life and who you are and what you’re doing,” Seco said.

“And you outgrow things too, that serve a purpose in a certain time of your life. That’s all relevant at another time of your life. I think it’s the willingness to just continue to introspectively be honest with yourself and be authentic and always listen to your intuition.”

Allison Gould

Print Editor-In-Chief a.gould.thepanther@gmail.com

Ava Garcia Staff Writer

a.garcia.thepanther@gmail.com

DESIGN BY DENISE VAQUE PHOTO BY VALENTINA ARIAS

Poll

LIFE |09

Do you think high school relationships will help you later in life?

20 71 no Yes 68 21 Yes no

Do you know your core values?

Are you or have you ever been in a highschool relationship?

47 38 no Yes

Did this relationship help you discover things about yourself?

43 Yes

17 no

Reflecting on high school, do you think you have changed a lot?

70 Yes

3no

INFOGRAPHIC INFORMATION FROM THE PANTHER PAPER INSTAGRAM

the

PANTHER

february snapshot

OUR FAVORITES

STAFFER OF THE MONTH

Favorite TV Show

EUPHORIA (HBO MAX)

Favorite Romance Movie 10 THINGS I HATE ABOUT YOU Favorite Love Song

“18” BY ONE DIRECTION

Favorite Super Bowl Tradition

GAME DAY FOOD

Denise Vaque Design Editor

HOW GENZ’s it:

TO THE TEACHERS THAT HAVE INSPIRED ME

At the age of five years old, I walked through the doors of my kindergarten classroom for the very first time, and now as I enter my last few years of high school, the impacts my teachers make grow each year.

You have opened my eyes to new subjects and topics that I never could have imagined liking and truthfully dreaded at first. Your devotion to teaching has inspired a newfound love and awakening of a passion inside me I didn’t know existed. In class, I once sat in as a back row head-nodder, I now observe in total awe and am practically mesmerized by every lecture.

Thank you for believing in me when no one else, including myself, could. Know that every “You got this!” and “I know you can do it” went straight to my heart. You educated me, had patience with me and gave me criticism when I needed it most. The care you have for your students does not go unnoticed. You have left an irreversible impact on my life that I am forever appreciative of, and I would not be the student I am today without you.

To the teachers that have changed my life, thank you.

Amy-Grace Shapiro Feature Editor

a.shapiro.thepanther@gmail.com

The Power of the Pride Every student, faculty and staff member at our school has a unique Palmetto story. This story answers questions like, “Why Palmetto?” “Why have you stayed?” and “What will you take away once you’ve left?” On their own, these stories exist independently, documenting the individual lives and experiences of Panthers through the ages. As a whole, however, these stories are the essence of what it truly means to be a Panther and chronicle how our lives intertwine with Miami Palmetto Senior High. From freshmen to seniors to staff to faculty – from people who knew the old campus to those who only know the new one – these stories have a commonality: they each reflect an understanding, love and appreciation for our school.

12| FEATURE

A FEELING OF FAMILY: Panther Pride Bleeds Through Pinecrest and Beyond

FROM THE PAST..

The very first Miami Palmetto Senior High students entered the school in September 1958 through the entrance on 118th Street. However, the students walked through the halls of a completely different school. Before Palmetto’s $39 million renovations in 2018, the school had a different entrance, library, portable classrooms, cafeteria and gymnasium.

There are other aspects of the school that are different, too. Now, the school newspaper is called “The Panther” instead of “The Prowler.” Also, more importantly, Palmetto welcomes students of all races, as the school was not desegregated until 1963, five years after its founding (for reference, 1963 is the same year Dr. Martin Luther King, Jr. gave his “I Have A Dream” speech).

At its core, though, Palmetto is fundamentally the same school, with its spirit and character enduring over the decades. Advanced Placement English Language and Composition and Pre-AP English II honors teacher Loni Perse has taught at the school for 23 years, making her familiar with the school’s early reputation. “[At my previous school], I got to a point where I could do lesson plans in my head five minutes before the kids walked in, and I realized that was ridiculous. I wanted a challenge, and an opportunity came up over here to teach,” Perse said. “We’ve got a history here, and we’ve got a legacy here. We’ve always been known for being

an exceptional school. Palmetto just has an unbelievable reputation, and we’ve always lived up to it.”

For Perse, her trust and commitment to the school is reflected in her family’s relationship with the school and the choices she made for her own children’s education.

“My brother went to school here, my sister went to school here. My kids went to school here, and they could have gone anywhere. I went to private school, so for me to be sending my kids to a public school was a big deal,” Perse said.

For Advanced Placement and Honors Statistics teacher Peter Migli, Palmetto is even more connected with family, as he met his wife — recently-retired Anatomy and Physiology teacher Lynn Evans — here. Additionally, since Migli has worked at Palmetto since 1985, he has had the opportunity to teach multiple generations of Palmetto families, forming rare bonds with past and present Panthers.

“I have friends who are 50 years old who are former students of mine. This year – for many years – I have students whose parents I taught,” Migli said. “One of the coolest things for me is when I can complete a family set. There are families of three or four children where I’ve taught all of them, and you almost feel like part of the family when that happens. So it’s been amazing.”

With 37 years of Palmetto under his belt, Migli is the longest-serving teacher

at the school and a firsthand witness to its evolution. For example, when Migli first started, Palmetto was the only school with a magnet program in Miami-Dade County.

Now, there are other magnet schools, but Palmetto is still the only place where he has taught at.

“I called every high school in this part of the county from here down to Homestead and this is where I got offered a job,” Migli said. “My friends who knew about Palmetto were like, ‘You got into Palmetto?’ They were like, ‘Teachers wait years to get into Palmetto.’ So I had no motivation to try to go elsewhere, and it’s been absolutely true.”

For Migli, it is his love of teaching that has kept him here for so many years.

Unfortunately, however, the 2021-2022 school year will be his last.

“Teaching is an awesome job. It’s different every day. Every day is different, every period is different,” Migli said.

“Retiring has been one of the hardest decisions I’ve ever made. I’ve loved teaching here.”

2760 64 7 years students admin ENDLESS LOVE 59 22 clubs teams

FEATURE |13

115

teachers TO THE FUTURE AND BEYOND..

Certain teachers, like Perse, have seen Palmetto’s school spirit endure over the decades. Despite Palmetto’s physical changes — including a renovation project that transformed the entirety of the school’s appearance — and social changes from the COVID-19 pandemic, Palmetto’s school spirit and traditions have continued to thrive, with all 2,779 students back in person this year.

Upperclassmen like senior and Student Council Chief of Staff Catherine Bales have witnessed the school’s drastic changes in just four years.

“Now we’re in this great building, and I think that’s added a lot. It’s cleaner and it’s more sleek,” Bales said. “Within the student body, we’ve all just gotten closer, especially now because of the pandemic. [Now, we] just enjoy Palmetto as it is because a lot of us are leaving in a few months.”

As Chief of Staff, Bales has helped organize a variety of senior and schoolwide activities, such as Panther Prowl, Mr. Panther and Powderpuff. This year, these activities are especially meaningful, as during COVID-19, Palmetto had to cancel many traditions, including prom, senior picnic, Mr. Panther and Grad Bash.

However, Palmetto’s fully in-person classes, coupled with a decrease in the number and severity of COVID-19 cases, have brought many of these programs back.

Along with Palmetto student involvement, these activities foster a sense of pride and

spirit.

“I think saying goodbye to Palmetto officially is going to be hard. I’ve been at Palmetto since I was little. I walk the stairs [now] where I learned how to walk. I came into a school where it was like home. It’s a second home because [teachers have] known me. They’ve been there and seen the obstacles I’ve actually gone through.

I love it here. I couldn’t imagine [myself] anywhere else,” Bales said.

While seniors have seen Palmetto’s appearance and student body change with each year, younger students like Class of 2025 Co-President Paulina Handal have not experienced any other version of Palmetto.

Still, hearing the stories of students’ past experiences have helped prepare some freshmen for their present high school careers at Palmetto.

“Coming into a new school, obviously, was really different, but I have a lot of older friends that have gone here,” Handal said.

“I didn’t go into it scared because I felt like I was prepared and I knew what I was going into.”

Handal has only been at Palmetto for seven months, but she has begun to form a connection with the school by organizing class fundraisers and activities.

“When I was running, I just wanted to bring our class closer. I feel like [Panther] Prowl was a really good opportunity because it was at the beginning of the year.

I got to meet a lot of new faces that I didn’t

know, and it brought [us] together,” Handal said.

Whether a senior, freshman or somewhere in between, Palmetto’s diverse range of clubs, activities and programs create a sense of community for everybody.

Even after graduating, Palmetto leaves a lasting impact on alumni. For Aramis Sanchez, Palmetto Class of 2017, this is certainly true. In fact, Sanchez now serves as one of the school’s security monitors.

“Even when I wasn’t here, I always missed Palmetto. The family, the camaraderie, the senior friends, stuff like that,” Sanchez said. “Palmetto is always going to be [home]. Even when I’m not working, I’ll still come back.”

Each weekday from 7:20 a.m. to 2:20 p.m., Palmetto touches the lives of its individuals, teaching lessons and creating lifelong memories and experiences. For anybody impacted by Palmetto — teachers or staff, students or alumni — the school spirit, love for its community and Panther Pride endures, always and forever.

Ana Martinez

Online Editor-In-Chief

a.martinez.thepanther@gmail.com

Katriona Page

Senior Copy Editor

k.page.thepanther@gmail.com

PHOTOS BY RYAN MCKEAN DESIGN BY ELLA PEDROSO PHOTO COURTESY OF THE PALM ECHO

14| ADS

ADS |15

TEAMWORK

makes the dream work:

Sportsmanship and Team Dynamic Sportsmanship is defined as fair and respectful treatment of other players both on and off every athletic environment. All high-level, competitive team sports demand not only athletic excellence, but also — and arguably most important — interpersonal excellence.

Team bonding plays a large part in the dynamic of nearly all athletic teams at Miami Palmetto Senior High.

Whether it be pre-game dinners or upperclassmen-underclassmen season pairings, bonding activities help new players truly feel like a part of the family.

“Since freshman year, the upperclassmen really focus on integrating the underclassmen; not only into the school environment but the team,” Palmetto senior and captain of the varsity Girls’ Soccer team Angelina Gonsalves said. “Especially this year, we only have three seniors on the roster — the rest are underclassmen — so it’s really important that we get along with them; we’re huge on team bonding and acting like older sisters to the younger members.”

Developing relationships outside a sports setting is key to producing productive teamwork and chemistry. Becoming familiar with your teammates and understanding their character creates tolerance and compassion for both fellow teammates and opponents.

“It’s important for the game that we have chemistry so that we play better together,” Palmetto senior and captain of the varsity Girls’ Basketball team Tara Llorente said. “I’m close and friends with everyone on the team, and we’re able to be serious at times but also have our fun moments.”

Operating as a cohesive unit can prove to be one of the biggest challenges for a team

of players with clashing personalities. Putting pride aside and recognizing that one’s individual failures and triumphs are also the team’s failures and triumphs contribute to overall team improvement and success.

“Communication and good attitude are two of the most important qualities; we’ve struggled a lot this season with frustration and having the ability to react to a situation in the right way,” Gonsalves said. “Instead of getting really frustrated and taking it out on each other, we build off critiquing each other in a positive way. It took us a while to get there, but I definitely think we’ve mastered it now.”

Moreover, team captains must preach the rules of sportsmanship and take accountability for themselves as well as all the other players. Captains must have the ability to take initiative and pull the team out of a slump or conflict.

“Being captain has taught me that in times where the team may be struggling in certain aspects, you need to step up as the leader and be the motivation and initial change in what you want to see in the team,” Llorente said. “Your teammates look up to you and expect you to be the one to lead by example.”

While playing a sport can often feel like a full-time job, players must learn to schedule themselves accordingly and maintain a good academic record to ensure a spot on the team.

“School-wise, it has definitely taught me time-management and being able to balance [extracurriculars while] making school a priority and keeping up with grades,” Gonsalves said.

No matter the score of an individual game, the skills learned from belonging

to a sports team are lifelong and universal.

Jasmine Judge Design Editor

j.judge.thepanther@gmail.com

DESIGN BY GIANNA HUTTON PHOTOS BY BELLA MARTIN

SPORTS |17

HEAD on a Swivel:

Destigmatizing Mental Health in the Sports Industry

In professional sports, there is a common misconception that athletes possess supernatural capabilities, leading some to encourage the idolization of these figures and lead others to believe that professional athletes are invincible. Ultimately, this creates unhealthy expectations and puts intense pressure on athletes, many of whom feel they have to be perfect at all times.

Mental health issues come in various forms, as demonstrated in athletics by Olympic gold medalist Simone Biles’ experience at the 2021 Tokyo Olympics. The gymnast withdrew from the final team competition after dealing with a mental health concern called the “twisties” — a mental block that occurs when an athlete loses their spatial awareness during an intense routine, which could lead to serious injuries. This type of mental block is common for athletes playing at all different levels.

“As an athlete, I look to find different ways to get past the many mental blocks I encounter. Practice makes perfect, so it’s really important to work on what I’m struggling on. Soccer has always been my escape from the world, so I find that practicing will put me on the right path,” Miami Palmetto Senior High freshman and varsity soccer player Daniella Shapiro said. “It’s important to put your mental health before anything else. If I feel that I am not playing my best and am getting frustrated, I take deep breaths and drink water. It’s important to not get in your head and to keep trying.”

In the last several years, athletes such as tennis player Naomi Osaka, basketball player Kevin Love and Olympic track and field athlete Raven Saunders have stood up and begun to speak out about placing their well-being and mental health above their sport.

Last year during the French Open, Osaka, a four-time Grand Slam tournament winner, discussed her ongoing battle with depression in an Instagram post, further explaining the cause for her withdrawal from the matches. Osaka made history as the first professional tennis player to withdraw in the middle of such a prestigious event, and en-

couraged other athletes to speak out as well.

“It’s very inspiring. I feel like [mental health] is a very overlooked subject and it is so refreshing seeing such talented and noticed athletes talking about it.

These athletes could be the ones to save many athletes that have become overworked from looking past their mental health. Social media is very glorified, so seeing people talking about the reality of sports is truly motivating,” Shapiro said.

Through social media, former Division I volleyball player, Victoria Garrick, created “The Hidden Opponent,” a nonprofit organization intended to spark conversation about mental health awareness, education and support for student athletes, while recognizing the battles athletes face both on and off the field. The program, with a mission statement that emphasizes how all student-athletes should be able to speak openly about their mental health experiences without being viewed as weak, empowers athletes to feel comfortable enough to express not only their mental needs but empowers them to take a step back when necessary.

“I played Division III volleyball for two seasons before medically retiring after my sophomore season in 2021. I had a positive experience as a college athlete but at the end of the day, retiring was best in order to take care of my mental health,” The Hidden Opponent assistant Communications Director Hailey Blanco said.

Although no longer on the court, Blanco’s passion for students-athlete’s mentality has only increased with her time spent away.

“The community of The Hidden Opponent is my favorite part of working for this organization. I’ve been through a lot of life changes since stepping away from athletics but this team has been my main support system through all the transitions of the past year,” Blanco said. “The Hidden Opponent is able to be such a support system for so many student-athletes of all ages.”

For many, sports serve as an escape from reality. But at the highest levels,

sports can become immensely stressful, competitive and anxiety-inducing.

“Before every game, our coach has a talk with us about how we are feeling and says this line after every talk: ‘Let’s walk out the same way we walked in.’ It is important for the team to understand the idea of not letting the game affect your mental or physical health with the outcome of the game,” Shapiro said. “Our team prioritizes our health before anything and I think that is a very important quality in any team.”

Amy-Grace Shapiro Feature Editor

a.shapiro.thepanther@gmail.com

DESIGN BY GIANNA HUTTON PHOTOS BY GIANNA HUTTON AND BELLA MARTIN

18 | SPORTS

I’M A TRY-ATHLETE & proud

Confession: I’m a serial quitter. By the age of 14, I had tried and quit a total of six sports. I started ballet at age three and quit by five. I started jazz at age five and quit in a week. I started soccer at age five and also quit in a week. I started hip-hop at age six and quit by seven. I started tennis at age eight and quit by nine. I started swimming at age 10 and quit by 13. I started badminton at age 14 and quit after a month.

I became addicted to the action of giving up. Being a newbie in the latest sport I had picked up regularly gave me both the validation and excuse to suck; however, that excuse faded as weeks and months passed, leaving me to feel insecure and frustrated — a condition further conducive to my serial quitting.

Hours of practice turned into hours of bruising, footwork to falling, and despite all my efforts, I still would not improve. I ached to succeed, spending hours dwelling on every misplaced movement and moments of rest. I felt guilty for trying and felt guilty for resting. Perfectionism grew within me like a parasite, always in the back of my head, feeding me words of doubt and self-hatred.

Every missed shot in tennis became self-criticism. Every added second in track became an insult. As the insults stacked up in my mind, fitness became frustration and falling out of love with a sport became easy. This cycle trapped me: I start, eager to improve, try, fail and consequently quit.

My stomach dropped everytime I made a mis-

take — which was plenty — and negative self-talk trailed along, leading me to drop every sport I tried. I could not find a sport I felt that I could naturally achieve in. Until I found swimming.

Within a year, I moved up three competitive groups; I felt stronger and faster, and swim class became routine. Just when I thought I had found “the sport for me,” swimming made me want to crawl out of my skin. In the seventh grade, comments about my weight stifled my already weak body image. Suddenly, fitting into a tight swimsuit surrounded by judgemental eyes seemed more stressful than empowering. I quit a year later.

In my ninth-grade Geometry Honors class, I sat listening to the conversation between two seniors behind me in envy: “I’m just trying out for the swim team for fun; I’m pretty sure I will suck.” Sports in my household were always associated with one goal: losing weight. The idea of lightheartedly trying a new sport went so against the fitness culture I had grown used to.

I missed swimming. I missed the post-practice feeling of being tired, yet proud and the crisp taste of fresh water after an hour of being immersed in chlorinated water. Still, I could not bring myself to try out for the school team. My body insecurity withheld me from the only sport I had felt truly proud of my participation in. Sports, I concluded, just were not for me, and I told myself “I am just not a working-out person.”

Three years later, I would turn out to have more in common with the senior

from my Geometry class than I would have thought. Last October, I wrote an article about the Miami Palmetto Senior High School Diving team — “Making a Splash: A Look Into Palmetto’s One Woman Dive Team.” Watching our school’s one diving athlete fly in the air through my camera lens, I found myself wanting to learn more about the sport, beyond the confines of my computer keyboard.

I became the second member of the diving team, with no background or experience, alongside our Olympic Team coach.

I had never done anything like it; I decided to dive only because I had been curious.

I did not care that I had no natural ability in diving, or that most of my attempts were failures. Embracing this discomfort and anxiety that had trapped me for years gave me the opportunity to find an extremely supportive community at Palmetto that I had previously withheld myself from.

When the diving season ended, I decided to join the Badminton team again, and I promised myself that I would not quit.

While bruises now trademark my legs, I love hitting the shuttle with all my might and stumbling through footwork routines.

If you take any lesson from my extensive “try athlete” career, let it be this: fall in love with failing. Sports do not need to be about meeting the perfect goal, or dropping a few pounds; they can simply be about trying and learning.

Gianna Hutton

Senior Media Editor

g.hutton.thepanther@gmail.com

PHOTO COURTESY OF GIANNA HUTTON

DESIGN BY GIANNA HUTTON PHOTO BY ISABELLA HEWITT

OPINION|19

LOVE YOU YOUR R SEX-ED The dreaded “talk” that inevitably sends a giggle up every boy and girl’s throat. Quick glances at friends as the teacher projects foreign images on a screen. I remember the way my cheeks blushed and my mind raced with questions that maybe even today I would feel too embarrassed to ask.

The talk, also known as the birds and the bees. Sex education: a pivotal moment in one’s life that tries to demystify the taboo topic. However, is it all-encompassing? In the 1920s, high school classrooms formally introduced sex education. The main purpose of the curriculum was to increase awareness about sexually transmitted diseases that were rampant in the early twentieth century. Over half a decade later, the spread of HIV and AIDS led to a renewed interest in sex education.

By the late twentieth century, almost all 50 states had mandated sex education in public high schools.

Today, Miami-Dade County mandates a Human Growth and Development curriculum for fifth to tenth graders. At the fifth grade level, the course focuses on the reproductive anatomy of males and females as well as physical changes that occur during puberty. In secondary school, human growth and development classes focus more on practicing safe sex.

The curriculum primarily focuses on heterosexual relationships and emphasizes abstinence, and in many states, sex education completely disregards homosexual relationships.

Progressive societies claim to focus on inclusion, but

when it comes to classroom discussions, entire groups continue to be completely overlooked or ignored. Sex education must include teachings on homosexual relationships to truly educate our diverse population. Sex education’s curriculum is dated primarily due to its emphasis on abstinence. This unrealistic expectation only means that our youth is ill-prepared for reality and paints sex as a daunting and immoral act. This only exacerbates many teenagers’ crippling relationship with their changing bodies.

Sex education does not have to be an extension of biology class. It can be a safe place where one grows to love their body and become more comfortable with oneself. Teaching our children self-love in an educational setting alongside the traditional academic subjects aestablishes the importance of this topic . Setting this precedent would help adolescents gain confidence and build loving relationships. In essence, sex education should highlight self-respect and healthier future relationshipsEducators constantly seek methods to mitigate the issues that plague students – including low self-esteem, eating disorders and anxiety – yet have never been able to find a fulfilling solution. Sex education classes can serve as a medium that teaches students early-on about the importance of accepting and loving oneself for who they really are. Sex is vulnerable and learning to find comfortability in that state of vulnerability is essential.

I always believed sex education would demystify the topic; however, it only made everything more confusing. I grew scared of being confident or letting myself be vulnerable with anyone else. Only with age did I learn to truly appreciate my entire self. Everyone should be able to feel comfortable with their body at any age.

Sex education has the potential to change the way we approach relationships with others and most importantly, ourselves.

Cayetana Jaramillo Opinion Editor

c.jaramillo.thepanther@gmail.com

DESIGN BY PAUL YAN

20| OPINION

RACIAL PREFERENCES OR

HIDDEN RACISM?

There is no question we all have preferences when it comes to significant others. Do they have a sense of humor? Do they have a sense of style? How tall are they? Do they have light eyes? Hair color? What race are they… Wait, what? This poses the question: Do racial preferences mean you are inherently racist?

Having a racial preference when it comes to sexual attraction never fails to stir up controversy. Recently, for example, the fetishization of Asian women and colorism towards darkskinned women has been making headlines.

To completely disregard or fetishize an entire race is undoubtedly questionable. Racial preferences are formed when racial stereotypes subconsciously influence who we deem attractive

or desirable. These stereotypes are ingrained in our psyche from a young age. The portrayal (or lack there of) of minorities in history books to media outlets like Disney Channel feeds into society’s perception of people of color.

I recall many popular Disney Channel shows perpetuating stereotypes about minorities. For example, Ravi in “Jessie” is a “nerd” and faked a heavy “Indian” accent for comedic purposes. Similarly in “Jessie,” “That’s So Raven” and “Good Luck Charlie,” the Black character is always stereotyped as a “sassy Black girl.” Also, Disney Channel only seemed to cast white individuals as main characters, painting a narrative of white superiority. Rather than acknowledging the diversity among and between minority groups, the media profits off harmful stereotypes for “comedic” purposes to further enforce the ideal of white superiority, solidifying the negative perceptions of people of color in the minds of the youth.

Growing up, London Tipton and Ni Hao Kai Lan were my only sources of Asian representation on T.V. But representation of Asian culture in the entertainment industry was not only limited, it encouraged racism, too. The only glimpse of my culture in music was through Katy Perry and Rihanna appropriating Asian culture.

Popsugar’s article “The Best Teen Heartthrob of All Time!” describes Orlando Bloom, Johnny Depp and Leonardo DiCaprio as the most desirable men.

These men have captured the hearts of many teens, but they all lack one thing: diversity. These three men perfectly fit the “heart-

throb” cookie-cutter mold: piercing eyes, irresistible smiles, slim bodies, European descent and white skin.

Preconceived stereotypes infiltrate romantic preferences. The undying idealization of Eurocentric features sets the standard for what is viewed “attractive.” Anything other than light blue eyes, defined facial structure and fair skin is disregarded or perceived as “foreign.” This exclusionary view of minorities leads to harmful repercussions.

For decades, Asian women were hypersexualized and described as “exotic” and “docile.” The recent spark in discussions of Asian fetishization came as a result of the Atlanta shooting at an Asian spa on Mar. 16, 2021. A white man stole the lives of eight people, six of whom were Asian women. The 21-year-old murderer claimed his actions were related to his “sex addiction” and that the spas were a “temptation he wanted to eliminate.” These murderers are undoubtedly intertwined with racism and the fetishization of Asian women.

Racism is the discrimination and exclusion of an individual or group based on their race. Racial preference purposefully disregards a group of individuals due to their race. While not intentional, racial preference in the romantic world is based on preconceived racist ideals. Instead of debating whether racial preferences are racist or not, it is crucial to reevaluate and understand personal biases.

Paul Yan

Design Editor

p.yan.thepanther@gmail.com

DESIGN BY PAUL YAN

staff editorial

STAFF

Editor-In-Chief Bella Martin

Print Editor-In-Chief Allison Gould

Online Editor-In-Chief Ana Martinez

Managing Editor Kate Stuzin

Senior Copy Editor Katriona Page

Senior Media Editor Gianna Hutton

Business Manager Julia Strasius

Feature Editor

Amy-Grace Shapiro

Contents Editor Angelina Astic

Love. When one hears this word, many thoughts come to mind. However, the definition of love differs from person to person. Each person thinks of love in a different and deeply personal way. It has a philosophical indication when asked because of the varying answers. For some, it can be the affection one may show, and for others, it can be a small gesture indicating someone cares. That is the power that the word “love” carries.

Because of how much it has to offer, there can never be just one answer for everyone. Many may want to find the answer to what love is, but the truth is that there never can be a final answer to what it is. There are too many factors incorporated that adjust to everyone’s feelings towards the word. In essence, that is the beauty of the word though.

Vale Arias

Multimedia Editor

v.arias.thepanther@gmail.com

News Editor

Samantha Elkins

Life Editor Kate Markus

Sports Editor Michael Angee

Opinion Editor

Cayetana Jaramillo

Multimedia Team Mikayla Ashe Valentina Arias Isabella Hewitt Ryan McKean Ava Stuzin

Copy Team

Angelina Astic Eitan Greenberg Nicole Martin Sara Paredes

Design Team Ella Pedroso Jasmine Judge Paul Yan Denise Vaque

Staff Writers Tomas Curcio Ava Garcia

Adviser

Laura Aviles

THANK YOU TO OUR DONORS ANTONY PAGE JOSE MARTINEZ AND KATHRYN ABBOTT ANNA HOCKHAMMER APRIL AND DANIEL STUZIN BARRY AND JENNIFER GOULD EARTH REALITY GROUP LLC DIANA CARMONA NEIL HEWWITT AND CLAUDIA CARMONA TONY AND ROSCHEN MARTIN JESSICA FIOCCO RJ MARTIN GROUP, INC J.A. MARTIN CONSULTING LLC

MISSION STATEMENT The Panther staff aims to inform fellow students and parents about school-wide, local, national, and international news. The Panther’s content aims to represent the student body. Editorials feature the opinions of staffers. Features of other students, teachers and clubs further promote the spirit, culture and personality of Miami Palmetto Senior High School.

EDITORIAL POLICY The Panther is a monthly publication of Miami Palmetto Senior High located at 7431 SW 120th Street Miami, FL 33156, (305) 235-1360 ext. 1124. The views expressed are solely those of The Panther staff.

Students who wish to respond to an article in this publication or discuss another issue may write letters to the editor and submit them to room 1237 or e-mail us at n.markus.thepanther@gmail. com. The Panther has professional membership in NSPA and CSPA. The Panther prints 1,400 copies per issue for distribution. The Panther is distributed for free to all students in school. Please visit our paper online at thepalmettopanther.com.

BYLINE POLICY:

All creative work (such as illustrations, graphics, photos and writing) excluding staff editorials and staff member pictures will include byline credits.

CORRECTION POLICY:

Any errors in print will be acknowledged in the next print issue in a correction box. Any errors online will be acknowledged immediately. Errors include facts, figures, misquoting and name misspellings.

ADVERTISING POLICY:

Ads will be designed by the advertiser and include all information the advertiser wants included. If the advertiser asks the staff to design the ad, the individual who sold the ad will design the ad or the Ads Manager will. Ads will be approved by EICs, the Advisor and the Ads Manager. If an ad produced is illegible, contains false information, or the advertiser does not like it, they will receive a free ad in the next issue. If you would like to advertise, please contact us.

ANTI-DISCRIMINATION POLICY The School Board shall comply with all Federal Laws and regulations prohibiting discrimination and all requirements and regulations of the U.S. Department of Education. The Board will enforce its prohibition against discrimination/harassment based on sex, race, color, ethnic, or national origin, religion, marital status, disability, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy and any other basis prohibited by law. The Board shall maintain an educational and work environment free from all forms of discrimination/harassment, which includes Title IX of the Education Amendments of 1972. Title IX prohibits sexual harassment and other sexual misconduct such as unwelcome touching, graphic verbal comments, sexual jokes, slurs, gestures or pictures. All students, administrators, teachers, staff, and all other school personnel share responsibility for avoiding, discouraging, and reporting any form of prohibited discrimination or harassment against students by employees, other students and their parents or guardians, or third parties. This policy prohibits discrimination and harassment at all School District operations, programs, and activities on school property, or at another location if it occurs during an activity sponsored by the Board.