In This Issue FRIday june 3 2016
Editorials
Spread
variety
tech in schools
Then and now
Volunteering
Viewer
GSA leaders frustrated by missing posters by Kevin Sabeti-Oseid staff reporter During the current school year, a majority of the Gender Sexuality Alliance (GSA) posters advertising meeting dates have been torn down and vandalized. Although GSA is a school-sanctioned club under Diversity Council, club members believe Mounds View has done little to address the problem. Last month, after replacing a stolen poster in the commons stairwell, GSA captains noticed that all of the posters were missing. Once the new posters were put up, four out of the six were taken down again on May 6. After contacting the deans to check the security cameras, the captains say they were told that the school was unable to find the vandals. Because the posters were taken during passing time, the large number of people and the cameras’ poor quality meant that none of the perpetrators could be identified. GSA members said the administration told them nothing more could be done. Brian Peloquin, a dean who advises the Diversity Council, would not comment. Principal Jeffery Ridlehoover said he was not aware of the issue. Frustrated with the way administration is handling the issue, members of GSA ask that more will be done to resolve the situation and find the perpetrator(s). Many GSA members are disappointed with the situation after putting so much work into creating the posters. “We’ve put hours of time, love and care into creating the posters only to have them torn down in a few days,” said Madeline Pape, 10. “It’s really disheartening.” Co-captain Isabel Bailey-Seiler, 10, is worried that the lack of attention given to the vandalism could lead to an unsafe school environment. “Ripping down these posters isn’t just making people angry, it’s hurting people. If posters are being torn down now, later it can lead to a school that accepts homophobia and transphobia, which then leads to bullying,” said Bailey-Seiler. “And honestly, it makes me afraid.” However, GSA members acknowledge that the school is unable to do much with the situation. “The main problem is that there isn’t much [the school] can do,” said co-captain Julia Sacay, 11. “Better cameras that work would help a lot and [gain more] respect from the students.”
Volume 63 Issue 13
School board rethinks start times for 2017-18
by Emily Moses and Emily Ruan features editor and editor-in-chief ’15-’16
Minnesota, researchers observed a significant improvement in attendance and grades at eight high schools located in Minnesota, Wyoming and After last reviewing start times in 2014 and Colorado after the high schools pushed start time concluding that it would be economically unback to at least 8:35 a.m. In addition, the schools feasible to change them, the School Board has noticed a decrease in substance abuse and use of announced new plans to review the issue in the caffeinated beverages after the change. fall of 2016. “I think that later start times will be better. “Since we reviewed it last time, a number of I know that I personally am addicted to caffeine things—pretty big things—have changed in the because I wake up at 5:30 to take the bus at 6:15,” district,” said Board Chair Amy Jones. said Elizabeth McElyea, 12. “Even pushing it Although District policy calls for a routine back 30 minutes would help.” review of start times every three years, this year’s This fall’s discussions will aim to gather comreview has been moved munity feedback on up six months in rethe issue—especially Should school start later? sponse to recent develfrom middle and opments. elementary school According to Jones, parents, who have not increased enrollment been as vocal as high numbers prompted reschool parents on the evaluation, as the new issue. The Board will start times would affect evaluate the posNo: 37 a greater population of sibility of having all students. Additionally, schools start between the District recently 8:00 and 9:30 a.m. diversified its transporta“We do not tion contract for more have any plans at flexibility and is curthis point about who Yes: 63 rently conducting facility would go to school evaluations. first. We want to pay “We’ve always attention to the fact agreed with the fact that somebody goes that there’s medical to school first,” said and scientific evidence Jones. “What does it 100 people polled that start times that are mean for after school Infographic by Eva Hoffman jobs? What does it later are better for high information compiled by Ben Yoch mean for after school school kids,” said Jones. “But we needed to pay sports?” attention to all the other pieces around that which Starting in September, the Board will hold impact our ability to change the start times.” public forums, conduct phone surveys, organize According to the National Sleep Foundation, meetings with district schools’ Parent Teacher teenagers undergo a shift in sleeping pattern durAssociations and set up other community outreach ing puberty, causing them to go to bed later and programs to assess opinion on the issue. They wake up at a later time. Later school start times expect to reach a decision in early winter. work better with their sleep rhythms and help If people want to provide feedback, they may them perform their best. contact Jones directly at amy.jones@moundsIn one study done at the University of viewschools.org.
Students can check bus delays online by Ben Yoch staff reporter
photo by Eva Hoffman Isabel Bailey-Seiler, 10, puts up a GSA poster.
“When will the bus be here?” thought Xavier Zengue, 9, as he waited for 15 minutes in the pouring rain. Launched in April, the district’s Bus Status app aims to help students like Zengue check on the status of their buses. Available as both a link on the Mounds View website and on the district’s mobile app, Bus Status uses colors to indicate predicted arrival time. A green icon indicates that the bus is on time, yellow means it’s running
10 or more minutes late and red means the bus is 30 or more minutes behind schedule. “We will continue to call and text parents when the buses are running late, but… this bus status lets students take control and find out if their bus is running on time or not,” said Public Relations Director Colin Sokolowski. Although the app was originally intended to be a GPS bus tracker, the district scrapped the idea for practical reasons, instead switching to the current time frame system. Though the district didn’t receive public
requests for the service, they wanted to be ahead of the game. “Pretty soon, parents would be expecting something like this. We’d rather provide it before it’s expected,” said Sokolowski. Many students are excited about the new app. “Most mornings are already frantic and stressful, and having to be out the door by 6:40 doesn’t help,” said Amber Scott, 10. “An app that would tell me how late my bus would be super helpful. Any extra time in the morning would be beneficial.”
2
editorials
Friday, June 3, 2016
top 10 THINGS to
Do indoors during summer
10
Keep your nice pasty skin
8
Discover a summer anime
Design fall outfits
5
110 students polled infographic by Eva Hoffman
Get banned on Club Penguin...again
Gangnam Style in the shower
2
No: 63% Yes: 37%
Start your toilet water cleanse diet
4
9
7
Make a fake eHarmony account
6
Did you date in middle school?
Strengthen Dark Souls skills
information compiled by Samuel Kwong illustration by Samuel Kwong
3
Steal childrens’ Yugioh cards Go outside with the Oculus Rift
1
2016-2017
Viewer Editors Editor-in-Chief
Kailey Newcome
Managing Editor - Copy
Amber Zhao
Managing Editor - Online
Daniel Yong
A middle school relationship: dating disaster
Business Manager
Rigney Cunningham News
Sunny Lim Editorials
Jake Rosenow Samuel Kwong Features
Kallie Slotvig Spread
Ben Davis Jake Rosenow Variety
Rigney Cunningham Sports
Jack McCoy Jackie Gaworski Gallery
Marley Jones Photographers/Artists
Clare Carroll Eva Hoffman Samuel Kwong Adviser
David Ostrom Staff
Jordan Counihan, Alex Jiang, Persis Ke, Emily Moses, Emily Ruan, Kevin Sabeti-Oseid, Furqan Syed, Aaron Voiovich
Kissing, holding hands, spending money on that movie date and realizing it should have been saved instead... sounds like a typical relationship. But what if the individuals involved are only 11 or 12 years old? Today, adults are getting married later in life, averaging at 28 years old compared to 24 in the 1960s. However, the path for dating has headed in the other direction, bringing up the question, how young is too young to date? In a recent poll of 110 Mounds View students, over 35 percent had a relationship in middle school. While most students have not, this is still a concern.There are consequences associated with middle school romances, including a lack of brain development, harming an adolescent’s drive for self discovery and scientifically proven damaging disorders. During their preteen years, adolescents explore and get to know others and themselves by bonding socially. Middle school is a time for self discovery, but when young people are distracted by dating, they are too preoccupied with being who their partner wants them to be to discover themselves-a fact supported through numerous scientific studies. According to psychologist David G. Myers, at such a young age, middle schoolers are far more sensitive to emotional trauma. Myers also stated that the prefrontal
cortex of the brain, the part in charge of making important decisions and vital choices, isn’t fully developed until the early 20s. As a result, pre-teens are susceptible to entering unhealthy relationships without knowing it. This lack of rationality in adolescents can lead middle schoolers to make risky decisions. Furthermore, middle schoolers are more likely to conform to peer pressure and go greater lengths to be accepted by their partners than young adults. This evident vulnerability in preteen brains is exemplified through other means as well. In a study conducted by the University of Georgia, researchers followed the lifestyles of 624 different children from sixth grade through senior year. According to the study, the students who chose to engage in a relationship had worse study habits, were twice as likely to abuse drugs and were four times more likely to drop out of school. When a person is still in their preteen years, their goal should be to use this time to unearth different things that they have a potential interest in. By delving into a middle school relationship, adolescents miss out on the opportunity to discover their interests. Due to the recklessness of an immature brain, the increased susceptibility towards risks and need for social acceptance, dating in middle school is far from being a wise choice.
Viewer Mission Statement
The Viewer is published by the student editors at: Mounds View High School 1900 Lake Valentine Rd Arden Hills, Minnesota Sauk Centre Publishing
1. To publish news, information and opinion articles for and about student, faculty and administration activities, interests and policies. 2. To maintain high ethical standards with regard to fairness, personal and legal rights, responsibilities and accuracy. 3. To provide a forum for free and responsible expression of student opinion and present well-balanced, locally researched coverage of issues of broader student interest. 4. To strive for a high level of competency in the technical aspect of writing, including grammar, spelling, clarity, and precision. 5. To welcome diversity and increase the scope and depth of our coverage in order to heighten mutual understanding and awareness throughout our entire school community. Articles and letters to the editor appearing on the editorials pages represent solely the opinions of the writers and do not represent in any way the viewpoint of Viewer, our advertisers, Mounds View High School or its staff. The editors of the Viewer welcome and encourage the publication of all viewpoints.
editorials
Friday, June 3, 2016
3
Do video games belong in the classroom?
Yes games stimulate the brain by Furqan Syed editorials editor ’15-’16 “Beep Beep-Game Over.” The sounds of a student playing a game on his mobile phone in the classroom. Although this noise can be annoying to teachers, more can be done to turn games from a classroom distraction into a legitimate educational tool. With students playing games online and our constantly changing understanding of how students learn, it’s essential for schools to adapt new techniques and technologies to better educate students. One such technique is using commonly played video games like Minecraft, and transforming them into instruments for teaching. It’s important to understand that the act of using technology or games by itself does not lead to more effective learning. Just like any tool used for teaching, moderation and direction are essential for effectiveness. There are three fundamentals that educational tools should follow. First, the tool must make information more easily accessible. For example, a Spanish teacher might use vocab sheets to clearly display the required words that students need to learn. Secondly, the tool must be able to automate elementary tasks so the focus can be on learning, like a calculator that lets students focus on algebra rather than arithmetic. Lastly, and perhaps most importantly, the tool should be able to provide information in an engaging and visually appealing manner. This last pillar, often overlooked by teachers, is why games should enter the classroom. If used appropriately, games can be a major stepping stone for creating an ideal learning tool. Video games are cheap to develop
and maintain, and have a large scalability that can’t be achieved by non-digital tools. Minecraft is an example of a game that is being used successfully in an academic setting in over 3,000 schools worldwide. The objective of the game is straightforward. Minecraft is a 3D “sandbox” game in which the players roam around and create objects using blocks of glass, sand, bricks and other materials in a LEGO-like manner. For example, Minecraft can be used to teach the mathematical concepts of area and volume. If a teacher wants to teach students what the area of a 6x7 rectangle is, a teacher can instruct students to make a virtual 6x7 sheet of blocks and then ask them to count the number of material units to find the area. Using this method, students can visually see the blocks, which is more effective than simply filling out worksheets. The International Society of Technology in Education followed a teacher who used Minecraft to teach math to third graders in a Los Angeles elementary school. The teacher reported that the class’s benchmark testing for math shot up from 18 percent to 84 percent. Other games like Portal have found similar success in teaching subjects such as physics by forcing students to learn about gravity and inertia to play the game successfully. Games are tools that can be used for educational purposes. While they can never replace the personal relationship that teachers foster in the classroom, if teachers can learn to harness the interactivity and engaging aspects of games and exercise moderation, video games can be the building blocks of a well-rounded comprehensive learning experience.
No games distract students by Ben Davis spread editor ’16-’17 Most people enjoy video games as a way to escape from their daily lives, and because they appeal to students, many teachers are trying to incorporate video games like Minecraft into their curriculum. This may seem like a great idea until one takes a closer look. Although some games can be used for educational purposes, the majority are not as beneficial as they claim, and because of this, they should not be used in an educational environment. A huge issue with using video games in education is the extra screen time for children. Extra screen time may not be harmful, but more handson physical activities are better. The main problem with screen time is how sedentary people are when doing an activity with a screen. Tony Mai, an English teacher at William McKinley Junior High School in New York, found that playing games in the classroom took away precious time from other activities that would be more beneficial, and his class started to fall behind the other teachers’ on the mandated curriculum. Proponents of educational games argue that the immersion allows for students to understand how to apply their skills to real life. However, games like Minecraft are not educational on their own because they are designed for fun rather than specific learning objectives. Educational games do not get as much information across compared to traditional learning techniques such as presentations that specifically follow a
teacher’s desired lesson plan. Games may seem like a fresh way to present information, but in classes like history or English, a traditional classroom setting allows for a more effective way to teach. In a traditional classroom, students read textbooks and take notes with pencil and paper. The mere action of flipping through pages and writing down notes allows for students to better synthesize information and retain it for longer periods of times. When playing video games, information is quickly forgotten and can’t be easily reviewed later. Even if games like Minecraft have the ability to teach students effectively, they also have the potential to be distracting. For example, if a math class uses Minecraft to understand addition, students can forget about the task at hand and start building other unrelated structures. Gaming in the schools can also promote addiction and lead students to lose their desire to learn in a traditional setting. This could hurt students if they pursue higher education where gaming in the classroom is rarer. Video games are a great achievement in technology and have evolved to become masterful works of art. From the day that they were first created, video games changed the entertainment industry and should only be used for entertainment.
Do video games belong in school?
YES: NO:
65% of students believe that video games should be used for educational purposes. 35% of students of students believe that games shouldn’t be used for education.
100 students surveyed
information compiled by Ben Yoch Illustration by Sam Kwong
4
features
friday, june 3, 2016
Class of 2016
Seniors say goodbye to high school by Daniel Yong managing editor - online
“
I will miss my friends the most. We’ve spent the last four years together and now we are all going our own ways, which is sad but exciting at the same time.”
-Joanna Liu, 12
“
I will miss seeing Mr. Benolkin’s hipster beard every day... oh and Mock Trial and Quiz Bowl too.”
-Alyssa Wagner, 12
When the bell rings at 2:05 p.m. on June 3, the class of 2016 will leave what has been, for many, a second home for the past four years. Though leaving Mounds View marks the start of a new chapter in their lives, the graduating seniors will have to part with their past. Whether it’s the people or the activities, each student will have something they’re leaving behind. For most seniors, separation from their friends will be one of the hardest parts of leaving. No longer seeing the same people that they’ve gone to school with for four years is a drastic shift, especially when some friendships started even earlier. “I’m going to miss seeing my friends every single day,” said Blair Robichaud, 12. “I’m going [to college] pretty far [away], and I’m the only one going there.” In addition to leaving friends, saying goodbye to teachers is also difficult for many students. For some, teachers have acted as close friends and mentors over the years, and graduating leaves a void in students’ lives that the teachers once held. “I’m going to miss Ms. Rush. She’s taught me that learning isn’t about just memorizing stuff, it’s about questioning what’s really right and what’s really not,” said Kevin Shen, 12. Friends and teachers aren’t the only aspects that are going to be missed; some students will miss their activities the most. “I’m going to miss the community of Mounds View Theatre. I’ve been in Theatre since freshman year,” said Kaylyn Mercedes Fors, 12. “I’ll miss being in a really relaxed theatre environment where the students are in control and I can just have fun and dance with my friends.” For students like Niharika Athalye, 12, no longer having a daily routine will be the biggest change. After graduation, seniors won’t be scheduled around an eight hour school day. “I’m going to miss having a set routine, a consistent schedule. I feel that my life right now is pretty uniform. I know what I’m going to do. I wake up in the morning, I go to school, I go home.” said Athalye. “In college you have more things to do and more freedom.” Though what they miss about high school may vary, every senior will leave a part of their life behind. But by moving forward, each student will also gain something new as they experience what the world beyond high school has to offer. “I’m looking forward to building new relationships with people and gaining new experiences,” said Caroline Palen, 12.
“
I will miss the students and teachers I have gotten close to, as well as playing in Orchestra and working on Viewer.”
-Matthew Cooper, 12
“
I will miss playing a part in the clubs that make Mounds View what it is. I am excited to see where they go but, at the same time, sad that I will no longer be a part of it.”
-Jacob Weightman, 12
features
College Tips
Friday, June 3, 2016
b to Join a clu s nd make frie
No question is a stupid questio n
Stop relyi ng on other peo ple r Save you money
Get out of your comfort zone
Have your w o n k good Get to time mana s and r o s geme s e f o pr nt, use plann elp h a er or a r o f k s a calend ar dorm r u o y p e e K Find an ideal s e c a l p d room an place to stud n y a e l you study c
5
the bathroom
5, 1 n a m h s fre Fight the , eat plenty thy stay heal tables e g e v d n of fruits a infographic by Eva Hoffman
Are you ready for college? Tori’s first year experience by Katie Karjalahti spread editor ’15-’16 Mounds View’s ultimate goal is to prepare their students for a successful first year in college and an even more prosperous future. Alum Tori Fleming reflects on her first year of college and recalls how Mounds View helped prepare her for where she is today. Fleming attends Luther College in Decorah, Iowa. “I chose to go to Luther because it has a nice environment, both in nature and in education.” Fleming studies both psychology and statistics. Going into college, Fleming predicted a hard transition. “I thought college was going to be extremely dif-
ficult,” she said. “I thought there was going to be more exams.” Instead, the transition seemed easy due to four years of preparation. “I think Mounds View over-prepared me for my first year of college because I have less homework and exams in college than I did in high school,” said Fleming. Fleming believes her AP classes prepared her the most for the college workload. “The difference between my AP classes and my college courses is my AP classes had reading every day but here we have a blocking schedule,” she said. “In high school I would read 40 plus pages a night, whereas here I have two nights to read the same amount of material.” Though the workload at college has
been similar, Fleming noticed a difference between the clubs and activities at Mounds View and Luther. “College clubs and activities are more serious here,” she said. At Mounds View, students are encouraged to engage in school by joining many clubs and activities. While Luther encourages students to be involved in the college community, they have a different approach. “Luther recommends joining one or two clubs, rather than as many as you want,” said Fleming. “[At] Mounds View, I could be in five or six clubs because the people in the club didn’t have as many responsibilities.” Joining fewer activities allows students to have a greater role within the
organization and take club responsibilities more seriously. Fleming participates in two activities at Luther: Performing Arts Committee and Peer Assistance Leadership (PALs), a big-brother-big-sister program. As the secretary of the Performing Arts Committee, Fleming works to sponsor theatrical groups from around the world to perform at Luther. In PALs, students work with young children to mix education and fun. “In April, the theme was science. We made bouncy balls and homemade straw rockets,” said Fleming. Although Fleming only participates in two activities, they are integral to her college experience.
Transition with Tyler: MV to college by Kallie Slotvig features editor The shift from high school to college can be daunting, but Mounds View alumni Tyler Stieren recalls a few classes and tips that helped ease his transition. Currently attending the University of Wisconsin, Stieren graduated from Mounds View in 2015. During his time at Mounds View, Stieren was in DECA, played varsity soccer, participated in Ultimate Frisbee and joined the Ping Pong team. Taking a similar approach in college, Stieren kept busy. “I [got] involved with clubs and organizations at college, as well as intramural sports because they were all great ways to meet new people,” he said Stieren is majoring in hospitality
management and he credits some of his high school activities for inspiring him. “DECA helped me a lot in the sense that everything we did was very real world stuff, and it definitely helped to show me the ins and outs of growing up, as well as the do’s and don’ts of how to grow up,” he said. “The hospitality industry will definitely allow you to meet many people because the industry is made up simply of people-persons,” he said. “We meet people from all over the
world all the time.” Stieren’s favorite part about his first year of college was getting accepted into the Disney College Program where he worked for a semester at Disney World. “It really allowed me to get my foot in the door in the hospitality industry and opened up a ton of doors for me! For example, this summer I will be working at the Hyatt Hotel Regency in Minneapolis as a guest services agent.” In college, Stieren also learned the importance of saving money. “Get a job. photo courtesy of Tyler Stieren
Save for college. Definitely save your money. For everything, really,” he said. “Whether that be for food, laundry, gas, [or] loans, money is very hard to keep up with.” Overall, college has taught Stieren to be persistent and enjoy life. “I learned that not everything is going to figure itself out right away, and that’s okay,” he said.“Life and work take time and you’re not just going to be handed things as maybe people have been used to.” Stieren’s first year of college exceeded his expectations. “College is definitely a time where you feel a lot more independent,” he said. “It really helps you grow as an individual and builds a lot of character. It also presents you with a ton of opportunities, which is great.”
chalkboard
from
School rules relaxed over time
1955
by Kallie Slotvig and Marley Jones features and gallery editors Over the past five decades, Mounds View’s policies have undergone massive changes. Attending Mounds View was a very different experience in 1965, when Kathy Miller, former world history teacher, was a student at Mounds View. Today, students have a lot of freedom in the type of clothing they are allowed to wear. As long as clothing doesn’t contain offensive material or reveal too much skin, they are free to express themselves through their clothes. Emma Ross, 10, believes the dress code gives a reasonable amount of freedom. “You can wear anything you really want within reason,” said Ross. In the ’60s, this wasn’t the case. At that time, Miller said, the dress code prohibited girls from wearing pants to school, and boys weren’t allowed to wear jeans or T-Shirts. Additionally, when Miller attended the school, all staircases were designated as either “up” or “down” stairs. If students went up the wrong staircase, they could be punished for disrupting the organized flow of student traffic. Students weren’t allowed to carry backpacks either, so they had to stop by their lockers more frequently. This was a challenge because of a restricted passing time between classes—about five minutes—making navigating the halls a difficult task. “One’s route between classes had to be carefully planned since we had to allow for the stairway rules” said Miller. Today, the library is a social gathering place where students can eat lunch and use computers to print off homework. In the past few years, the space has been used less to study and more to socialize. The addition of an interactive smartboard and more desktop computers has created a gathering place for students to collaborate with friends on school work. In 1965, when students wanted a place to study, the library was the place to go. “It was dead silent in the library. No one was allowed to speak above a whisper, and even that was rare,” said Miller.
Along with these policies, tardies were strictly enforced. Each student was allowed three tardies per class. Using up all of the tardies resulted in after-school detention. “No excuses were allowed for missing detention and the names of those expected in detention were read over the announcements 6th hour every day,” said Miller. Despite the changes, Miller said Mounds View has stayed the same at its core. “One thing I am certain of: students today are getting as superior an education at Mounds View High School [as] I got in the ’60s,” said Miller.
Left to right: Football, then and now; Flag twirlers of 1963, hockey, then and now, cheerleaders of 1969; basketball, then and now, boys gymnastics of 1972; wrestling, then and now; Ice Bunnies of 1972, baseball ,then and now
“Technology in the classroom has made a lot of things easier. We can make PowerPoints, use Google Slides, and it has been easier for kids to turn in their papers. We used to have to read all hand-written papers.” -Rebecca Hauth-Schmid, English Teacher
to 2016
smartboard
Which sports made the cut? by Kallie Slotvig and Marley Jones features and gallery editors When Mounds View opened in 1955, there were five boys sports teams and three girls teams. By 2015, there were 14 boys teams and 15 girls teams. While many teams were added, some have been cut. Boys gymnastics, for example, was shut down in 1992. Participation had decreased significantly. From 1982 to 1992, the team’s size fell from 13 to two participants. Due to this small turnout, Mounds View and Irondale integrated their teams, but there was still not enough participation to save the sport.
“Technology in schools is beneficial because our generation grew up with it and we use it all the time. We like to use it to learn too and it is more interactive and engaging than just reading from a textbook or listening to a lecture.”
More recently, the cheerleading squad was cut four years ago due to low participation. The cheerleaders’ absence is felt by many students at Mounds View, “I wish we could bring back Cheerleading. It’s taken a toll on Mounds View spirit not to have a cheer squad,” said Joe Murphy, 11. A large difference between Mounds View’s past and present is the increase in athletic opportunities for girls. In 1965, the girls basketball team was only allowed to play with half of the court, and even that was a privilege. During this time, hockey, lacrosse and soccer were not available for girls to play. Since girls couldn’t participate in many school sports, many of them went to cheer on the boys teams, especially football, basketball and hockey. Recently, some new teams have been added to Mounds View. Ultimate Frisbee is one of these and has substantially grown in popularity. There is now a JV and varsity team for boys and a varsity team for girls. Ultimate Frisbee competes against teams from around the country. Although teams have been cut from the school in the past, there is still room for newer sports to be incorporated, including mountain biking and sailing. Whether it is football or gymnastics, sports have always played a large role in the lives of high school students, and this role is as ever changing as the sports themselves.
-Neve Wheelecor, 10 Right to left: Students work on the board, then and now. The scene in the library, then and now. Top: Headphones, then and now.
8
variety
Friday, June 3, 2016
Helping Hands in the Heat
Tamarack Nature Center by Rigney Cunningham variety editor The Tamarack Nature Center’s mission is to help people discover and learn about nature through exploration and the arts. The 320 acre nature preserve, located in White Bear Township, is always looking for volunteers to keep the park beautiful and connect with visitors. The garden season begins in early spring. Volunteers are needed to plant, weed, harvest and apply mulch and compost. Anyone who is older than 14 years old and available for shifts on weekdays and weekends for one to three hours is welcome to become a gardener. Training is provided by a Tamarack staff gardener.
Volunteers can also be Junior Assistant Naturalists (JANs). JANs play a crucial role in the Tamarack youth programs. Like camp counselors, they are leaders and companions for the kids in the the camp. A lot of dedication and responsibility is required for this role. JANs are expected to supervise campers, lead and plan games or activities and take them on nature walks. The volunteers must be ages 13 and older and available for the duration of the seminar (three to six weeks with a mandatory two day training course in early June). From cultivating a garden to cracking jokes with younger campers, the Tamarack Nature Center is the ideal volunteer opportunity. The work is messy but rewarding; the surplus produce from the gardens go to the White
photo by Rigney Cunningham Volunteers help with gardens at Tamarack Nature Center.
Ramsey County Library by Aaron Voiovich variety editor ’15-’16 Summer is fast approaching and many students are looking for a way to spend their time on break. For those looking to give back to the community, a volunteer position at one of several local Ramsey County libraries may be the perfect fit. Over the course of the summer, the libraries offer various volunteer opportunities to students eager to expand their horizons. Students will have the opportunity to gain job experience as well as a chance to contribute to their community. Students can expect volunteer work to be similar to a summer job. Volunteers are asked to clean library grounds, photograph library events and maintain library puppets and toys. Additionally, volunteers also address patrons’
concerns and requests throughout the day. Even though the job’s responsibilities seem like a lot of work, volunteering at the library has fun and meaningful moments. For example, students have the opportunity to tutor school-age children on fundamental learning skills as well as help them with their homework. Furthermore, volunteers have the chance to encourage positive reading habits by providing dogs for the Paws to Read program. By reading out loud to dogs, kids gain confidence with their reading ability. Volunteering at the Ramsey County library is an incredibly valuable experience. Not only does it offer students job experience, but it also provides a way for them to better educate the youth in the community.
photo by Rigney Cunningham A statue of two children reading to a dog models the Paws to Read program at the White Bear Lake Library.
Animal Humane Society by Rigney Cunningham variety editor
photo by Rigney Cunningham Lauren O’Dougherty,11, volunteers at the Animal Humane Society.
The Animal Humane Society provides care to more than 100,000 animals a year and continually advocates for fair treatment. Volunteering at a local shelter could improve and even save the lives of several animals. The Coon Rapids Shelter is looking for a number of volunteers in adoption support. Duties consist of connecting animals with customers and finding them a good home. Adoption support roles involve caring for cats, small mammals and dogs. Volunteers working in these roles should know the backstory of each animal to inform potential buyers and interact with the animals during free time. Volunteers must be at least 16 years old and have an
unconditional love for all animals. A majority of the dogs coming through the shelter have been neglected, abused or are a product of a puppy mill. Getting involved as a dog walker entails providing the dogs with socialization and exercise--a crucial part of the dog’s recovery. Socializing the dogs is done through positive, new experiences and can help the dogs build confidence and overcome their fears. Volunteering for the Humane Society requires a lot of commitment; however, by caring for the animals and helping place them in good homes, you will contribute to building a more humane society.
reviews
Friday, june 3, 2016
9
photo fair use from blog.eu.playstation.com
Uncharted 4 is a landmark video game by Matthew Cooper reviews editor ’15-’16 Despite the bad reputation that video games often have for being nothing more than mindless violence, the medium has a tremendous potential for extraordinary feats of storytelling. The problem is that developers often have a difficult time balancing the story with the gameplay in a way that feels wholly connected. Developer Naughty Dog has tried to make these two elements feel indistinguishable with their previous three Uncharted games and The Last of Us to varying degrees of success. Not until Uncharted 4: A Thief’s End has their full potential been revealed. Picking up three years after Uncharted 3: Drake’s Deception, Uncharted 4 sees Nathan Drake living the quiet life of a retired treasure hunter. He works for a salvage company and spends his evenings with his wife, Elena Fisher, vowing to never return to the dangerous life he once lived. Everything changes when Drake’s brother Sam, who had been presumed dead for 15 years, abruptly returns to ask for help. Sam’s life is in danger, and the only way to save him is to find the long lost treasure of pirate captain Henry Avery. Although hesitant at first, it doesn’t take Drake long to be drawn back into his former life and another globetrotting treasure hunt commences. Uncharted 4 tells an exceptionally well-executed story that demonstrates a complete understanding and appreciation for its characters. Although there are still many moments of lighthearted adventure, this is a mature, personal narrative with strong themes of
obsession and greed, and how they can take a toll on a person and the people they care about. Quiet moments between characters end up surpassing the crazy action set pieces because of their touching and realistic nature. Equally impressive is the way that Uncharted 4 goes between its cinematics and gameplay. It transitions from one to the other seamlessly, setting a new bar for the way video games weave player interaction with cutscenes. The end result feels like playing a movie—something many games have claimed to have done before but never truly achieved. Uncharted 4’s visuals are also nothing short of astounding. The world Naughty Dog has crafted is absolutely gorgeous, featuring rich colors, fantastic lighting and staggering attention to detail. The character animation is especially groundbreaking, with facial expressions that convey lifelike emotions. It clearly pushes the PlayStation 4 to the limit and the final product is one of the most graphically striking games ever developed (and it still manages to maintain a consistent 30 frames per second). Of course, none of that matters unless the gameplay holds up on its own. Luckily, Uncharted 4 surpasses its predecessors once again. The shooting mechanics have been greatly improved; the guns feel powerful and are a blast to use. Almost every enemy encounter is legitimately exciting, and the game is paced perfectly to prevent things from getting stale. The cover system is also a big step forward, albeit still not flawless. Drake will often fail to lock onto the desired location, occasionally leading to a cheap death. The game also boasts greatly expanded level
design. Whereas the previous games were a lot more linear, Uncharted 4 opens up into small sandboxes. This allows a much more varied and dynamic approach to combat, with the upgraded stealth mechanics further expanding the amount of variety to the gameplay. The addition of a grappling hook adds even more options to the way Drake can approach both combat and climbing sections, although it is not a revolutionary feature. The Uncharted series has always been known for its spectacular action set pieces, and Uncharted 4 does not disappoint. Each one is terrifically wellorchestrated and especially cinematic. Although some of the more explosive sequences aren’t particularly involved from a player perspective, they are still wonderfully euphoric displays of destructive chaos. Uncharted 4’s 14 hour campaign is one of the most tightly made single player experiences in gaming history. Nearly every single aspect of it has been perfected by a development team that has become one of the best in the industry. Naughty Dog has crafted an incredibly sophisticated and affectionate send off to the characters that fans of the series have come to love. Uncharted 4: A Thief’s End will be remembered for years to come as a landmark in video gaming. It’s a masterpiece.
The Verdict With a wonderful, personal story seamlessly intertwined with exciting gameplay, Uncharted 4: A Thief’s End is a masterful achievement.
96
Blizzard strikes FPS gold by Matthew Cooper and Alex Jiang reviews editor and managing editor - online ’15-’16 Blizzard Entertainment has always been known for bringing an unassailable polish to every game in their lineup. Exploring a great variety of genres in the process, the development studio has carried this reputation to massively multiplayer online games, collectible card games and isometric role playing games. Now, Blizzard looks to conquer the world of first person shooters (FPS) with its self-proclaimed “hero shooter,” Overwatch. Overwatch is a multiplayer FPS where two teams of six compete across four different game modes. At launch, the game comes with 21 unique characters classified as Offense, Defense, Tank or Support. Each one is equipped with two abilities on short cool downs and a more powerful ultimate ability that unlocks over the course of a match. With the addition of distinct movement speeds and primary weapons, no hero plays the same, and it only takes a few matches to realize that Overwatch’s character categories are only a broad indicator of each hero’s role in battle. For example, Overwatch’s posterchild Tracer is technically an Offensive hero, but her kit revolves around absurd horizontal mobility gated by very low
photo fair use from polygon.com
health; thus, she acts more as an agitator than a direct offensive powerhouse. Support hero Symmetra assists her team by constructing laser-equipped sentry turrets, encroaching on the Defensive territory rather than the typical healing done by the other three Supports. Rounding out Overwatch’s core design is its artistic flavor. By blending a clear visual style and a well-rounded character roster, the gameplay becomes encased in an immersive, loveable universe. Every map, taking place in future-real world locations, references cultural designs while still maintaining the game’s bright colors and animated charm. The player characters are similarly detailed and respect varying
symbols across the world—both as we know it and in the game’s futuristic setting. The game’s holistic experience is a refreshing escape from the hyper-realistic FPS standard, with an overall style that’s friendly to beginners and veterans alike. Overwatch rewards players that take the time to learn the ins and outs of every hero and how they interact with the rest of the lineup. This results in an impressive amount of depth, although the game could have used one or two additional game modes (Blizzard has promised that more content will be added for free). Overwatch is a remarkable multiplayer shooter that more than lives up to high expectations. With a diverse cast of absorbing characters and playstyles, there are hours of fun to be had. While there are a few small annoyances, Overwatch is a consistently captivating FPS that is sure to be around for years to come.
The Verdict Overwatch is an exceptionally crafted multiplayer shooter, and all of its current problems can be addressed in future patches.
89
10
Sports
Friday, June 3, 2016
illustration by Jackie Gaworski
Mounds View’s 3x4 athletes The Mustang 3x4 award is a senior award given to one female and one male student who have participated in three sports seasons during all four years of high school.
Sarah Ingraham by Katrina Renacia features editor ’15-’16 Unlike a typical high school athlete, Mustang 3x4 awardee, Sarah Ingraham, 12, participated in not one or two, but three sports throughout all four years of high school. “I participated in three sports all four years because I loved doing something active. I also feel like working out is stress relieving,” she said. “I love going on runs and doing drills with my teammates. It was nice to have a part of my day devoted to it.” Ingraham participated in soccer and track in all four years, basketball during 9th and 10th grade, and nordic skiing during 11th and 12th grade. Of all the sports that Ingraham plays, her favorite is soccer. “I really like the team aspect of it. It is also the sport I’ve played the longest and really growing up with the sport makes you super attached to it.” She has been playing soccer since she was four years old. After participating in 12 sports seasons, Ingraham has surpassed a lot of challenges and learned many lessons. Aside from a couple injuries and constant body pains, Ingraham believes that her biggest challenge was time management. “It was hard juggling rigorous AP classes, sports practices, orchestra and my social life all at once,” she said. “I just had to remind myself of my goals to
keep my priorities straight.” Her participation in sports has also taught Ingraham life lessons and has helped her improve her social skills. “I’ve learned how to work with other people, regardless of whether I agree with their principles or not,” she said. “At the end of the day, it doesn’t matter who they are. The only thing that matters is that we were able to work together to accomplish our goals.” With all her experience and the lessons that she learned, Ingraham believes that she’s ready to face college. “Participation in sports will help me out a lot in college especially because I will be joining Army ROTC in college,” she said. One of the best advice Ingraham has gotten from her coaches is to trust herself. “In track I always run tight so my coach would just keep telling me to take a deep breathe, trust in my abilities and my training and everything will be okay,” she said. Although her self determination was a huge part of her success, Ingraham’s parents also helped her a lot. “My parents have been a huge part of my sports career. They’ve always been there for me, helping and supporting me in every step,” she said. “They try to make it to all of my games and meets. Whenever I got discouraged, they were always there to pick me up and remind me how far I’ve already gone.”
Luke Swenson by Persis Ke managing editor - copy ’15-’16 After 12 seasons and six different sports, Luke Swenson, 12, was awarded the Mustang 3x4 award on May 17. Throughout his high school career, Swenson has participated in football, basketball, baseball, track and field, lacrosse and trapshooting. Although he played football and basketball all four years of high school, his spring activity varied—baseball in 9th grade, track in 10th grade and lacrosse in 11th and 12th grades. “I played baseball growing up, but I kind of lost interest in high school, and then I just tried to figure out what I wanted to do in the spring, and I went from track to lacrosse,” he said. Swenson came into high school expecting to play every athletic season. “My parents wanted me to, and [it] also keeps me focused,” he said. Participating in sports allowed Swenson to develop both as a team player and an individual athlete. “Basketball, you got to come together as a team,” he said. “Lacrosse is also about coming together as a team but also figuring out your role and what you need to do to make the team the best.” Despite involvement in multiple sports, football has remained his favorite since childhood. From favorite memories to lifelong lessons, the sport has made a huge impact on Swenson’s life. “Football, you learn how to work hard and keep going until it’s done and push through the pain,” he said. Still, playing 12 seasons has it downsides as Swenson had to quit working to balance school and activities. However, win or lose, Swenson believes participating in all 12 athletic seasons was worth it. “You got to hang out with the guys and make a lot of new friends, and it’s something to do other than school,” he said.
sports
Friday, June 3, 2016
11
Pole vault prodigies Calvin Ciganik by Jack McCoy sports editor Calvin Ciganik, 10, is making a lot of noise this track season as one of the best pole vaulters in the country for his age. Ciganik set the Mounds View indoor pole vaulting record by clearing 15 feet at the recent Pony Classic this year. “The Pony Classic was really my breakout meet because it was the first huge improvement I made in height from last year,” said Ciganik. Since clearing just 11 feet, 6 inches as his top height during his freshman season, Ciganik has steadily increased his pole vaulting height
throughout high school. At the end of last summer, he was up to 13 feet, 6 inches. In just the first month of the current season, Ciganik improved his vault height by two feet, reaching 15 feet, 6 inches. Ciganik is now one of the clear frontrunners for winning state this year. Former Mounds View pole vaulter Jagger Gran, who now vaults for the University of Sioux Falls, set the record height at the outdoor Hamline Elite Meet in 2012 by clearing 15 feet, 7 inches. Gran still holds the record today, but Ciganik is close to breaking it. Ciganik, a sophomore, was an inch away from tying the record this year as he cleared 15 feet, 6 inches. “It was awesome. I tried going for 16 feet after that but I couldn’t clear it,” said Ciganik.
Calvin Ciganik, 10, vaults a record height of 15 feet, 6 inches at the Hamline Elite Meet on April 29.
Ciganik has continued his success in recent weeks. On May 20, Ciganik finished in first place at the State True Team championships for pole vault by clearing a height of 14 feet. Last Thursday, May 26, Ciganik also claimed first place in pole vault at the Suburban East Conference Championship Meet at East Ridge High School. He won the conference with a height of 13 feet, 6 inches. On his shot at placing high for individual state, Ciganik said, “I definitely want to win, and considering my ranking in the state, I think I have a good chance. I’m excited.”
photos courtesy of Calvin Ciganik
Julia Fixsen by Jordan Counihan sports editor ’15-’16 Every great athlete has to start somewhere. For Julia Fixsen, 9, that was with a 11 foot 7 inch pole vault as an eighth grader. Since the average high school pole vaulter reaches about 9 feet, Fixsen’s feat amazed many. As she’s continued to improve, Fixsen set Mounds View’s new record for female pole vaulting and placed first at every meet but one. In addition to pole vaulting, Fixsen competes in 100m and 300m hurdles, placing 7th and 5th respectively at True Team State, as well as high jump, which she placed first at the conference meet. Fixsen hadn’t planned on being a track star. Throughout middle school,
Fixsen participated in gymnastics but had to quit in 8th grade due to her injuries. “Pole vault reminds me of the feeling of gymnastics,” said Fixsen. “I had to quit gymnastics because I had too many major head injuries. Pole [vaulting] gives me that thrilling feeling back.” In the next three years, Fixsen hopes to break the Minnesota state pole vault record, make it to the Junior Olympics and get a full scholarship to college. According to her teammates, these are all accomplishable goals. “Julia is so talented. Her dedication and hard work is admirable, and she seems to have no limits. It’ll be so cool to see what she can accomplish in the future,” said Marian Hitti, 11. photo courtesy of Julia Fixsen Julia Fixsen, 9, vaults to a height of 10 feet, 6 inches in May of 2015.
12 gallery
Friday, June 3, 2016
Graduation party hacks High school graduation is a huge milestone. Picking the right location, theme and food for your grad party is crucial, but it can be difficult to do without breaking your wallet.
Location Along with the theme and the food, location plays a substantial part in grad parties. Houses, parks, hotels and banquet facilities are all options, to name a few. In terms of saving money, hosting grad parties at the graduate’s house is the best choice. With just a few decorations and food, the house is good to go! Another effortless place to host a party is at a park. Parks can be a great choice if there will be a large number of people attending the party, but the weather may be hard to plan for. Shooting for a fancier venue? Try either a hotel or a banquet facility. Hotels and banquet halls offer plenty of clean space and extra services, but they are considerably more expensive. Regardless of where the party is held, with the right decorations and planning, it is sure to be an unforgettable experience.
Theme While having a theme at a grad party is optional, it adds an extra level of fun and individuality. The easiest and most common theme is school colors. Buy green and white cups, plates, banners and table cloths to show off Mustang pride. If a grad party is taking place over the summer, invite guests to a lake or have a pool party to cool off from the hot sun. A Mexican fiesta theme will delight guests with its festive feel. For an extra special treat, order burritos or tacos in bulk from Mexican restaurants. Play some upbeat Mexican music in the background and the fiesta will be complete.
Food Food can be used to make a grad party unique. Whether someone chooses to hire a caterer or make their own dishes, the most important thing is that the food is fun, easy and creative. While hiring a caterer can be expensive, it ensures a professional meal. If hiring a caterer isn’t an option, going to a local bakery or restaurant and placing a large order can be just as efficient. Buying pre-made food is sure to reduce the stress that comes with planning a grad party, but may be more expensive. Making the food at home is an option that can help decrease party costs. Food buffets filled with a main option and a variety of toppings are simple to create and easily customizable. Baked potato, ice cream sundae and taco bars are popular selections that will have people rushing to attend a grad party.
Activities Another important part of any grad party is the activities. Regardless of whether or not these games are related to the theme, they can be fun for both the host and the attendees. One activity is musical chairs. This game is easy to set up, entertaining for people of all ages and a way to bring some laughter to the party. If this game is going to be one of the main attractions, be sure to provide good prizes. Prizes can include gift cards to local restaurants, dollar store items and tasty treats. In addition to musical chairs, bobbing for apples can be an exciting activity for participants and entertaining to watch. Just get a few bags of apples and an inflatable swimming pool, and the game is ready to be played!
by Sunny Lim and Marley Jones, news and gallery editors photos courtesy of Marley Jones and Abby Murphy