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In This Issue thursday November 5 2015

Features

sPREAD

Sports

eXCUSES

bREAKFAST

cROSS COUNTRY

Viewer

Volume 63 Issue 3

by Hanifa Oketch staff reporter

Up In Smoke

E-cig use on the rise

Just eight years after they first became widely available, e-cigs have become one of the most popular tobacco products. Their influence has swept through schools as well, as cigarette use has declined. According to the Centers for Disease Control and Prevention, 13.4 percent of high schoolers used e-cigs nationwide in 2014. Many Mounds View e-cig users said they started using e-cigs because they felt some form of peer pressure. “My friend peer pressured me into chewing nicotine, and then I started using e-cigs and still do,” said one student who asked to be unnamed. This student first smoked cigarettes, but switched to using e-cigs because of the perceived health improvement over real cigarettes. Although many students who use e-cigs believe vaping to be harmless, Science News has stated there are risks associated with the use of an e-cig. E-cigs can also lead to real cigarette use, as students may seek a higher nicotine buzz. “An e-cig [just] doesn’t give off a full cigarette flavor,” said one user. In addition to the risk of moving on to real cigarettes, e-cigs contain some of the chemicals used in an actual cigarettes, but exact effects of the product are still unknown, according to American Lung Association. Despite these health concerns, many students still use e-cigs. Users seek a similar feeling to that derived from smoking traditional cigarettes. “It makes me feel [good] because of the nicotine buzz,” said another anonymous student. With the rise of e-cig use among high schoolers, teachers are concerned about effects on school performance. “It will affect their schoolwork and may lead them into trying other [tobacco products],” said health teacher Ross Fleming. Despite teacher concerns, users stated that they don’t feel that the use of e-cigs affects them in school. “It doesn’t affect my homework, but [it] helps me get through the day at least,” one claimed. However, e-cig use holds consequences besides school performance. In addition to being charged with a misdemeanor, students with e-cigs are subject to punishments ranging from detention to juvie. “Students caught with an e-cig will have a consequence based on the severity of the offense,” said dean Brian Peloquin. Although the school has these policies in place, administration finds it difficult to execute them. “The school is aware of students using e-cigs, but it’s hard to [identify] the users,” said Associate Principal Stephanie Bruggers.

photo illustration by Eva Hoffman

Forum alerts parents about drugs by Ben Yoch staff reporter In a sign of growing concern over rising drug use among teens, Mounds View hosted an informational community forum on Oct. 29 on ways to spot substance abuse and how to approach the topic of drugs with teenagers. The forum, presented by the Know the Truth program and MN Adult & Teen Challenge, was mainly addressed to parents and focused on prescription drug abuse. The meeting discussed warning signs that parents should look for. “An active parent that knows the signs and knows the symptoms of addiction is the first line of defense,” said Sgt. John Eastham, spokesman for the Ramsey County sheriff’s office. According to the Centers for Disease Control and Prevention, 60 percent of drug overdoses involve prescription drugs. However, prescription drug abuse may not be as common at Mounds View. Some students say that the meeting’s focus would have been better aimed elsewhere.

“I think pot and alcohol are bigger problems,” said Sarah Yoon, 12. “You see it all over social media… Everyone smokes pot. You can’t go to a party and not smoke pot. It’s a big issue.” Ryan Murphy, 11, agreed. “I don’t hear anything about [prescription drug abuse],” he said. “Everything I do hear about is drinking and weed.” The meeting was attended by around 200 parents. Despite its informative intentions, some students doubted the effectiveness of the meeting. “I think that the meetings are good for parents who don’t actually know anything about drugs and are kinda clueless — but for parents that already know a lot or trust their kids the meetings are pretty pointless,” said Jordan Bergerson, 10. Other students find such meetings beneficial. “I think the meetings are [helpful] because when [teenagers use drugs], the parents will know what to do and they will make wellinformed decisions,” said Tyler Hong, 11.

Statistics from the drug meeting Percentage of students who have tried illegal drugs in schools in Ramsey County Como High School Harding High School Highland Park High School Irondale High School Johnson High School Mounds View High School North High School Roseville High School

The United States has 4-5% of the world population but 60% consumption of prescription drugs

75% of people that abuse prescription drugs migrate to heroin

infographic by Eva Hoffman

editorials

top 10

Ways to Celebrate Autumn

pumpkins 10 Add to every meal Only wear orange 9 for Frosty 8 Wait to emerge... ...with the power of friendship! 7 migrating 6 Kidnap birds Netflix and cry 5 Frolic in the with Peter 4 leaves Yong “Fall” into schoolwork3 your 2 “Leaf” free time behind Dance like nobody’s watching 1

2015-2016

Viewer Editors

Thursday, November 5, 2015

The “Good” Stereotype The irony of the East and Southeast Asian American stereotype

Malia Endrizzi 12, Japanese

Sam Kwong 11, Chinese

Cynthia Escutin 11, Filipino

Jeman Park 12, South Korean

“I’ve had people say that because I don’t get straight A’s, I’m a dumb Asian.”

“During elementary school, I was often approached by white people who asked if I could do their math homework for them for a dollar.

“Whenever I get a good grade on a test people go ‘Of course! It’s because you’re Asian!’ But when I get a bad grade they all [say] ‘I thought you were Asian?’”

“I don’t feel like I need to do better than others. Stereotypes are inevitable, but it depends on how the individual takes it.” photos by Eva Hoffman

Editor-in-Chief

Emily Ruan

Managing Editor - Copy

Persis Ke

Managing Editor - Design

Eva Hoffman

Managing Editor - Online

Alex Jiang

Business Manager

Jordan Counihan News

Daniel Yong Editorials

Kevin Sabeti-Oseid Furqan Syed Features

Emily Moses Katrina Renacia Spread

Samuel Kwong, Katie Karjalahti Variety

Aaron Voiovich Reviews

Matthew Cooper Sports

Jordan Counihan, Persis Ke Gallery Amber Zhao Staff reporters

Kofo Mustapha

Photographers/Artists

Clare Carroll, Eva Hoffman, Lois Li, Julia Sacay, David Zhang Adviser

Martha Rush Staff

Andrew Campbell, Rigney Cunningham, Ben Davis, David Eldridge, Jackie Gaworski, Danny Gedig, Marley Jones, Tigist Kiflu, Neva Knoll, Sunny Lim, Jack McCoy, Kailey Newcome, Hanifa Oketch, Jeman Park, Jake Rosenow, Errol Sadca, Kallie Slotvig, Kenan Smith, Keller Stephens, Johnny Vermeersch, Jonah Westerman, Ben Yoch

The Viewer is published by the student editors at: Mounds View High School 1900 Lake Valentine Rd Arden Hills, Minnesota Sauk Centre Publishing

Every Asian American student who ever walked the halls of Mounds View received straight A’s, excelled in math and science, and went on to a successful career as a doctor or lawyer. Each played an instrument (usually violin) and breezed through school with little-to-no effort. Getting into an Ivy League school was easy, and financial success followed throughout life. At least, that’s what the stereotype would have you believe. Even if you don’t fully agree, you probably don’t see this stereotype as a bad thing. Unlike stereotypes about many other minorities, many believe societal expectations of Asian Americans are beneficial. Instead of being expected to do drugs, Asian American students are expected to excel in school, pushing them to work harder and be more successful. That’s also what the stereotype wants you to believe. However, the “positive” push does more harm than good, putting undue stress and pressure on Asian American students to achieve more than their peers of other cultural backgrounds. Take, for example, junior Samuel Kwong. Since early on, Kwong has felt like he hasn’t matched society’s expectations of what an Asian American should be. “During elementary school, I was often approached by white people who asked if I could do their math homework for them for a dollar,” Kwong said. “Little did they realize that I actually sucked at math.” Although Kwong says he “sucked” at math, in reality, he has been in accelerated math courses since middle school. However, compared to societal expectations of Asian Americans excelling in mathematics, Kwong still feels inadequate. “I definitely feel pressure to be in a more challenging math class. Race is definitely a factor, because I often feel that Asians are naturally required to be good at pretty much anything academic related due to all the peer pressure,” he said. Another junior, Gabriel Lee, partly feels the need to achieve perfect grades due to the push of the stereotype. “In [Calculus 2], I felt obligated to get an A on all the tests,” said Lee. “I have the same expectations for myself, but when other people seem

to have [those] expectations, it adds a different sort of stress or pressure to my performance.” An “Asian F,” a grade anywhere below 93 percent, is a common phrase used to describe the expectation of Asian Americans to achieve all A’s. Even though Lee is in advanced math—he took Calculus 2 as a sophomore and is taking AP Statistics this year—he feels like the stereotype puts an expectation for him to excel. “[People say] we can’t even get an A- or a B and stuff, but I am sometimes so happy just to get an A-,” said Lee. This pressure gets even more concrete during the college application process. Some Asian American students feel that they need to excel more than other students to get into the same colleges—and they’re right. According to Princeton researcher Thomas Espenshade and Alexandria Walton Radford of RTI International, Asian American students need to score an average of 140 points higher on the SAT than white students and 310 points higher than African American students to get accepted to the same college. “I usually check both the ‘Asian’ and ‘white’ boxes [on college applications], but I have considered just checking the white box because a lot of Asians apply, and it’s more advantageous if I don’t check that [‘Asian’] box,” said Malia Endrizzi, 12. The stakes are rising for everyone, but they’re rising faster for Asian American students. The assumption that Asian Americans get easy access to the Ivies couldn’t be further from the truth. These pressures aren’t just a gentle push for Asian American students to do their best; they put students’ mental health at risk. In fact, according to the Asian American Psychology Association, Asian American students have a higher rate of suicidal thoughts than their white peers, and are less likely to seek out help. The destructive effects of the “good” stereotype need to be recognized, and the expectations moderated for Asian American students. Like all other high school students, Asian Americans should be able to explore their passions free from stereotype.

Viewer Mission Statement

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

Thursday, november 5, 2015

Colleges: Look at more than scores

information from about.com cartoon by Eva Hoffman

by Jeman Park staff reporter Many universities claim to practice holistic admissions—a policy that looks beyond test scores and GPAs for admission—but data shows that numerical benchmarks matter more than elite universities claim. In order to qualify as holistic, colleges must be more sincere when practicing comprehensive evaluations. Although many institutions claim to look at an applicant’s overall profile, test score minimums seem to exist for prospective students. Elite colleges such as Brown University and the California Institute of Technology are deceptive in their claim of being “holistic.” In fact, 99 percent of enrolled CalTech students had ACT scores ranging from 30-36, compared to a nationwide average of just 20.3. Brown and CalTech’s tendencies to admit a vast

majority of their applicants from high-GPA coupled with superior-ACT pools is merely a single example of the fallacy of holistic admissions at many top institutions. “Average academic” students are often left in the dust with false hopes of being admitted. Authentic holistic admissions offer many benefits. In contrast to traditional admissions formulas, holistic admissions emphasizes the importance of extracurricular activities, essays, special talents, and financial circumstances in conjunction with GPA and test scores—it captures facets of an applicant that go beyond numerical values. The nation’s leading private and public colleges must take further steps toward adopting genuinely holistic admissions. To do so, they should follow the examples set by institutions such as the University of Chicago and Swarthmore College. The University of Chicago utilizes unorthodox essay prompts to allow students to demonstrate their

The California Institute of Technology is ranked tenth on the U.S. News and World Report’s list of best national universities.

creativity, just one of many strategies that allow for authentic holistic admissions. The University of Chicago’s spread of ACT scores ranges from 21-36, one of the widest spreads of any top college. Ranked fourth on U.S. News and World Report’s rankings of the nation’s top universities, the University of Chicago consistently demonstrates the effectiveness of holistic admissions to recruit an exceptional class. At Swarthmore College, ranked third on the U.S. News and World Report’s list of top liberal arts colleges, dean of admissions Jim Bock called GPA “artificial.” It seems that Swarthmore is tolerant of lower test scores, as the school reports many admitted applicants with low GPA and ACT scores. Ultimately, statistics in college admissions show merely the tip of an applicant’s profile. Colleges across the United States must adapt to the growing trend of applying genuine holistic analysis in order to secure fairer opportunities for all college applicants.

Keep guns out of students’ hands by Jeman Park staff reporter Gunshots. Screams. Hiding. From the terrors of Sandy Hook in 2012 to the shootings at Umpqua Community College in Oregon last month, gun violence has shaken the nation. A recent incident at Harding High School in St. Paul, in which a student brought a fully loaded gun to school, has shown that the Minnesota government must advocate for increased gun control. Although many gun advocates may claim that the Second Amendment grants them the right to own and operate any gun, this argument fails to consider the context of the Second Amendment. The founding fathers drafted the amendment under the pretext of securing the ability of state militias to secure the freedom of all Americans should another tyrant like George III arise in the foreseeable future, not for the rampant usage and distribution of firearms. With current Minnesota gun regulations, it is relatively easy for an irresponsible person to get access to a firearm. From 1989 to 2010, over 7,000 Minnesota lives were taken by gunshot-related wounds. Although the average gun owner may be competent, those who make the news through catastrophic events are not. Sandy Hook shooter Adam Lanza acquired his firearm through his mother, a licensed gun owner. The recent Harding High School issue highlights the relative ease to bring a loaded firearm to public grounds. The source of gun incidents in Minnesota schools correlates with inconsistency in school security. For example, in some schools, a resource officer only comes every other day, leading to the school being unguarded for practically half the school year. Other schools may not even have any form of security precautions. It’s clear that the state government needs to take a stronger stance to deter gun violence and help students feel safer. In sum, it’s clear that there is a gun problem in Minnesota. We need to take a more proactive approach to gun control by pushing for increased firearm

Gun Statistics in Minnesota More than 3,600 people died from gun-related homicides, suicides and accidents between 2000 and 2010 in Minnesota.

More than 300 young people — including small children — have died from gunshots in Minnesota since the year 2000. Guns were used to commit an average 256 suicides each year.

In 2010 alone, 353 Minnesotans died from gun wounds.

In 2010, kids between the ages of 15 and 19, guns have accounted for 178 deaths.

= 100 people

infographic by Eva Hoffman information from minnpost.com

restriction. This could include tighter control on the ability of a student to gain access to a parent’s gun or increased security presence in schools. By taking these actions, we can ensure a safer future for America.

features

thursday, november 5, 2015

Excuses... how valid are they? Best stories teachers hear from students by Kallie Slotvig staff reporter

Ranging from the classic “my dog ate my homework” to “I was sick the entire weekend,” many students are gifted with creativity when it comes to making excuses. Missing deadlines is usually the result of procrastination and lack of preparation. “Students procrastinate because they have sports and food and sleep and all the joys of life that homework can’t bring,” said Elly Gustafson, 11. When homework is not completed on time and test days are simply forgotten, students depend on excuses. After teaching for over 25 years, Spanish teacher Laura Rivers has heard her fair share of ingenious and rather unusual stories. “One of my students came in late and said that his girlfriend just hit him in a sensitive location and he had trouble getting to class. I said, you need a new girlfriend and don’t use that excuse again.” Science teacher Mark Johnson has also been a witness to students’ scheming ways. He’s seen students who fake being sick in order to get out of a test, only to pass by him in the halls later that day. Still, teachers generally trust their students. “I take them at their word and give them the benefit of the doubt, unless they do the same thing two or three times and I see a pattern. I trust them until they give me a reason not to,” said Johnson. Teachers were once students themselves. They dealt with late work and tardies, and acquired their own excuses. “When I was in high school, I had a bunch of Calculus homework and I only finished a third of it, so I told my teacher my calculator stopped working,” said physics teacher Matt Washenberger. “He reminded me that the homework didn’t require a calculator.” Whether excuses work or not, students use them regularly. “I think students are terrified of losing a point,” said Gretchen Nesset, English teacher. “They are afraid it will screw up their GPA and therefore their lives.” Washenberger added, “Some kids are just too busy. Sometimes they miss their homework and give me a reasonable excuse, which is something I might reconsider,” he said. “However, students need to remember that excuses don’t fly in college.”

cartoons by Lois Li

Why students miss deadlines by Tigist Kiflu staff reporter

illustration by Eva Hoffman

From minor excuses to full-out lies, students will do almost anything to avoid punishment for late work. “If it was a computer assignment I didn’t turn in on the due date, I would say my computer wasn’t working or my printer broke,” said Anna Molenaar, 12. For most students, excuses are due to procrastination. “I just save [my homework] until last minute,” said Thomas Lee, 11. “On the day of the test if everything is not completed, I would tell my teacher that I forgot it at home and do it when I get home and turn it in the next day.” While procrastination is a time-honored reason for handing in late work, other factors such as increasing involvement in extracurriculars, the 80/20 grading policy established in 2012, and the relearning policy established two years ago also tend to cause students to slack on their homework. “I love Theatre, but when I need to stay after school until late, it can be really difficult to get my homework done,” said Sofia Preciado, 12. “I usually find myself doing all my homework the night before the due date. Sometimes, I have to turn them in late.” Math teacher Dan Butler also thinks students’ increasing number of extracurriculars cuts down on homework time. “You have to limit your activities if you want to finish homework on time. It doesn’t mean don’t get involved, it just means don’t get

overly involved,” he said. Not all students procrastinate; some just have troubles with their homework and cannot stay after school to ask questions. “I leave for work after fourth hour, and I get home by 5:30 to 6 p.m., so I can’t really stay after school to ask a teacher to deeply explain some problem I don’t understand,” said Faith Mongare, 12. This makes it harder for Mongare to do her homework, which leads to missed due dates. While homework counts for points in the gradebook, its main purpose is to help students review material learned in class and prepare for tests. The 80/20 grading policy—where 80 percent of a student’s grade is based on performance, usually tests, and 20 percent is based on practice, or homework—has taken away some students’ motivation to do homework. “Sometimes I would not do [my homework] because I have a 100 percent in the homework category and it won’t affect my grade as much. So, I take that time to catch up on another class,” said Dominic Lundquist, 9. Butler agrees. “Students have this perception that it’s only 20 percent of their grade and that it’s not that important,” he said. Although missing a deadline is not uncommon every once in a while, most students strive to come up with excuses when it happens. “I feel like students are just scared to be judged by their teachers,” said Alyssa Wagner, 12.

features

thursday, november 5, 2015

How connected are we?

Seniors reflect how courses affect social patterns by Danny Gedig staff reporter High school offers a chance for students to find and develop relationships that shape their social patterns. With the wide variety of academic pathways that students can choose from, classes generally have a large impact on friend groups. In a survey of 100 seniors, students were asked to report how well they knew 20 randomly selected peers in their graduating class based on names only. Of those surveyed, the average student didn’t know seven of the students listed, or about one-third. Depending on one’s perspective, these figures could be impressive, disappointing, or somewhere in between. It’s clear students do not know all of their peers, but why do they know who they know? Beginning in freshman year, academics play a large role in shaping a student’s peer group. The level of rigor that students choose for their classes often dictates the group of people who will follow them through high school. This trend isn’t necessarily perpetuated by student obligation, but by informal continuity in their classes. “It’s largely the same people taking the upper level classes and the same people taking the lower level courses,” said Jake Weightman, 12. He recognizes that this is not an enforced decision, but rather a side effect of unofficial academic tracks. “Obviously, the administration doesn’t enforce class enrollment. Like if you’re not at the top of your class, they don’t stop you from taking AP courses, nor do

they stop people at the top of their class from taking lower courses,” said Weightman, “but students themselves will naturally separate into different groups.” For Alex Rogers, 12, taking College in Schools Literature (CIS) has put him in a setting with many fellow seniors that he has rarely, if ever, spoken to. “It’s weird because I’m starting to work with people I never knew before,” said Rogers. “The people I connected with the most were the ones I had in class throughout most of high school.” Although Rogers has taken various honors and AP classes, his path hasn’t often crossed with students who took, for the most part, a solely honors course load. Zoey Johansen, 12, has had a similar experience. “There’s definitely a divide between people who take harder classes compared to regular,” she said. Johansen notices that this separation has affected her social situation. “I haven’t had a class with a lot of my friends because they choose to take higher classes—I don’t get to see them as often,” she said

Connections through activities lead to clique culture at Mounds View by Jake Rosenow staff reporter The transition from middle school to high school brings not only new academic opportunities for students, but also new chances at developing relationships. While finding a new friend group can seem daunting, activities and clubs offer new ways for students to make friends a little more easily. “When students join clubs, they feel like they are a part of the school more, which makes them care more about school,” said Associate Principal Mike Schwartz. Activities can also serve as ways for students to meet new people. “I met a lot of new friends through [Youth In Government], sports, and classes I shared with them,” said Michael Fahim, 10. Quinn Logan, 10, said joining activities has helped him form long-lasting friendships. “I found people who shared common interests, and we went from there. We continued to sit next to each other before school and during lunch,” he said. Although activities offer numerous opportunities for students to explore interests outside of their academic life, Jonathan Rabinovitz of Stanford University believes an environment full of opportunities can also lead to the formation of cliques. According to Rabinovitz, schools that offer students more choice in the way of courses, activities, and requirements are more likely to cre-

ate an exclusive atmosphere. Taylor Mitchell, 12, relates to this theory. For Mitchell, the students she interacts with the most are on the Viewettes dance team with her. “There’s a lot of ‘cliqueness’ [at Mounds View]. There are several certain groups,” she said. Mitchell believes that students at Mounds View can be aversive to reaching outside their set groups. Echoing Mitchell, Steven Ha, 11, also feels that extracurriculars can play a large role in developing cliques. “I think cliques form through sports, common interests, and interaction in classes,” said Steven Ha, 11. But, for Alyssa Wagner, 12, groups of friends don’t classify as cliques. She believes that a cliquey message is portrayed through the way certain groups choose to express themselves. “I’ve never really thought of groups of friends as cliques,” she said. “I only consider them cliques when they become exclusive, selective, and pretentious. That’s when they begin to tear the unity of the school apart--otherwise they’re just a group of people that hang out with each other and enjoy the same things.” As students become heavily involved with activities and spend more time with peers who share similar interests, the development of cliques is nearly inevitable. However, this isn’t always the evil thing it is made out to be. Sometimes, cliques can simply be proof that students have found their niches in the high school community.

Student Council President Henry Alexander, 12, agrees that friend groups are heavily influenced by academics. “Mounds View presents a unique environment where people are motivated by academic success,” said Alexander. Although a little stress provides incentive for students, Alexander believes that this ambitious atmosphere can sometimes have negative effects. Is the senior class connected?

20% Yes

80% No

What are the main causes of cliques at Mounds View?

24 % Academics 36% Sports

20%

Extracurriculars not including Sports

Student Connectedness Survey 100 seniors were given a list of 20 randomly selected classmates and asked how well they knew each person. This chart shows how many classmates the average student knew.

8 7 6 5 4 3 2 1 0

I don’t know them

I know of them

I know them well

illustrations by Eva Hoffman

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Breakfasts around the world by David Eldridge staff reporter Are you sick of Cheerios every day? Surely there must be more to the most important meal of the day than oatmeal and toast. Nutella can only entertain those taste buds for so long. Tomorrow morning, try something new—breakfast from a different culture. Baian Abu-Atieh, 11, a Middle Eastern student, eats a traditional meal each morning. “When I’m with family, we oftentimes eat hummus, falafel, olives, and tomatoes. Vegetables are a big part of our breakfast,” he said. Middle Eastern breakfasts are usually created with succulent olives, chickpeas, and pitas. These are often the most common ingredients in breakfasts due to the harsh desert climate preventing the growth of more water-dependent crops. Moving eastward, rice is a breakfast staple in many Asian countries such as South Korea, China and Vietnam. Its diversity allows rice to be a simple meal on its own or part of a more complex menu. Rice porridge is a common breakfast in Southeast Asian countries, but the grain often accompanies other dishes as well. “We eat a bowl of rice with many different side dishes. We cook our own food and can find ingredients at Asian supermarkets,” said Yuha Yoo, 10. Filipino breakfasts put an emphasis rice as well, but also include meats and spiced foods. “We eat longsilog, which is longganisa [a type of sausage] with egg and fried rice,” said Niela Lachica, 11.

Some culture’s breakfasts do not differ greatly from typical American breakfasts. According to Ted Calaras, 12, in Moldova, a country sandwiched between Romania and Ukraine, a typical breakfast includes oatmeal, apples, bananas, and grapes for breakfast. “I always believed that oatmeal was the crucial part because I grew up being taught that five ounces a day keeps the doctor away,” said Calaras. In Hungary, breakfasts take a heartier approach. These breakfasts include meats, along with fresh-cut vegetables seasoned to perfection with paprika. “In Hungary, I ate baked bread, paprikas, and salami. The traditional Hungarian foods differ from similar American foods by taste,” said Jenny Szabo, 12. Even those who tend to consume classic American food for breakfast may vary greatly in their choices. “During the weekends, I like to eat large portions of bacon,” said Joshua Peterson, 12. Others might choose something lighter, such as oatmeal or fruit.. “Most mornings I eat oats rolled into granola, as well as raisins and milk because it provides a lot of nutrients I need for my day,” said Akhil Chandra, 10. While a bowl of cereal may seem rather dull compared to more alluring options such as falafel, there isn’t truly such a thing as an American breakfast. With such a wide diversity of people from ethnicities all around the world, the “typical” American breakfast can consist of anything from porridge to Swedish pancakes. As the old saying goes, “Variety is the spice of life.”

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variety

Thursday, november 5, 2015

Change it Up

with old and new alternatives to your favorite resturant hangouts

zpizza by Andrew Campbell staff reporter Pizza is one of the most popular foods not only in America, but also the entire world. zpizza in Roseville proves this by serving a diverse selection of pizzas to fit every taste. With pizzas ranging from Napoli to American, Greek to Thai, and Californian to Mexican, zpizza has it all. Although zpizza specializes in pizzas, it also sells salads, sandwiches, calzones, and pasta, all of which can be made gluten-free upon request. The restaurant may not be very big, but widely spaced tables provide a roomy feel. It’s also welcoming; you’ll find yourself settling in at one of the tables not long after walking in. The restaurant gives off a family-friendly vibe with creative pictures on the wall and the simple layout of the tables and chairs. zpizza can be treated as a sit-down restaurant or a fast food joint. The restaurant takes orders over the phone, and can have your order ready in just 20 minutes. Even though zpizza doesn’t have dedicated wait staff, the employees are very welcoming to any customer that walks through the door. The restaurant’s most popular dishes are the Hawaiian pizza, Californian pizza, Greek pizza, and any American-style pizza. Even though the pizzas are available with a variety of different toppings, the best-selling choices are sausage, pepperoni, and plain cheese. When I went to zpizza with my family, we really enjoyed the food that we received. My mother, who grew up in New York, said that their cheese pizza tasted extremely similar to authentic New York-style pizza. Some restaurants rely on selling good food to provide a quality dining experience. zpizza goes above and beyond with its friendly service and lively atmosphere.

photos by Aaron Voiovich and Eva Hoffman

Raising Cane’s by Rigney Cunningham staff reporter With the opening of a new restaurant on Lexington Ave, Raising Cane’s has already become a Mounds View favorite. The menu consists of deep fried chicken fingers complemented by crispy potato fries, tangy Cane’s sauce, Texas toast and coleslaw. The high quality makes up for lack of variety on the menu. The meals range from $5.98 to $9.98 depending on the number of chicken fingers purchased. The chicken is remarkably buttery and tender. It is meant to be dipped, and Raising Cane’s sauce is fittingly legendary. A sweet and savory sauce, the condiment mimics Thousand Island dressing and sets Cane’s apart from all other chicken establishments. Since meals don’t come with an abundance of sauce, asking for extra is recommended. The atmosphere at Raising Cane’s is welcoming and energetic. Our food was ready in record time and the manager went from table to table asking people’s opinions on the food. Open from 10 a.m. to 11 p.m., Raising Cane’s provides the consistently fast and attentive service that customers crave. With mouthwatering chicken, iconic sauce, and exemplary service, Raising Cane’s is the perfect place to enjoy a fast breakfast, lunch, or dinner.

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reviews

Thursday, November 5, 2015 illustration by Eva Hoffman

The sound of music Storyteller

photo fair use from eonline.com

by Kailey Newcome staff reporter After debuting two new singles last December, Carrie Underwood told fans that more music would be on its way soon. Sticking to her word, Underwood released her new album, Storyteller, on Oct. 23. With hit singles such as “Renegade Runaway,” “Heartbeat,” and “Smoke Break,” Underwood delivers her typical kick-butt power, insane vocal range, and cleverly written lyrics with yet another exceptional album. “Smoke Break” is the album’s headline single. The song showcases Underwood’s powerful voice and country twang. It has a catchy tune that listeners will find themselves humming along to throughout the day. Additionally, the song has a relatable message, touching on the break that everyone deserves at one point or another. It was well done and sets the basis for the rest of the album. Even though “Smoke Break” debuted as the main single on the album, “Renegade Runaway” is equally good, if not better. While the song’s lyrics are somewhat typical of a country song (speaking of an

uncommitted lover), the vocals and instrumentals in the song set it apart. Their unique flair bring an upbeat, lively tone to the piece that makes listeners want to play it on repeat. It is arguably the best song on the album. “Heartbeat” is a bit disappointing for Underwood’s level of talent. While still enjoyable to listen to, it lacks her amazing ability to hit the whole spectrum of notes that fans have come to crave. Additionally, it depicts a typical love story with few unique lyrical choices. Compared to other songs on the album, “Heartbeat” may be the single that fans choose to skip over when listening to Storyteller. Other notable songs on the album are “Chaser,” “What I Never Knew I Always Wanted,” and “The Girl You Think I Am.” With a slower tempo, these songs offer a different, yet still enjoyable experience. “Relapse,” “Dirty Laundry,” and “Church Bells” are fast, vivacious tunes that showcase all the aspects country music should have. Although they may not have been the headline songs, they still boast Underwood’s talent. Overall, Storyteller will fulfill almost every fan’s dream, delivering on all aspects a listener could ever hope for: great instrumentals, solid vocals, and creative and unique lyrics. The perfect album for anyone, no matter their musical preference, Storyteller will have fans taking a “Smoke Break” to listen to Underwood’s outstanding music.

The Verdict Storyteller is another great album from Carrie Underwood, despite a few mediocre tracks.

Confident

photo fair use from demilovato.org

by Jonah Westerman staff reporter Demi Lovato’s latest album, Confident, is fittingly named. The album’s raw power and emotion lend it a self-assured aura, and it has very few shortcomings overall. In just the three weeks since its release, Confident has become a must-listen for me. While many albums only possess a few stand-out songs, Confident has several. “Confident” and “Cool for the Summer” are the best, showcasing strength and meaning within their lyrics. “Kingdom Come” is another great song whose upbeat tempo will

South

photo fair use from theindiesound.com

by Kofo Mustapha staff reporter The Minnesota-formed band Hippo Campus recently released a five song extended play (EP) titled South. These five beautifully written songs make South the perfect follow-up to Hippo Campus’s debut EP, Bashful Creatures. South, like Bashful Creatures, is recorded so impeccably that you can’t note any errors. Each member of the band sings and plays their instrument with a clear purpose, making it a very refreshing album to listen to. The songs on the EP are wildly energetic while still remaining clean and structured. The titular song, “South,” sets up the optimistic style for the rest of the songs perfectly. You are immediately exposed to the band’s musical and vocal talents. Songs with choruses like “Violet” make it nearly impossible not to sing along. Guitarist Nathan Stocker’s skills are evident from the very beginning of the song. Other tracks like “Close to

make listeners want to dance. These songs are also contrasted by slower, more soulful songs like “Stone Cold,” which reveals a softer and more graceful side of Lovato. However, the album does have a few mediocre songs that listeners should consider skipping over. “Wildfire” and “Lionheart” are not very intriguing or instantly replayable, but after a few listens they grew on me. The only truly bad song on the album was “Father.” Emotional to the point where listeners feel as if they are intruding, it is almost a chore to listen to. Still, the album’s message of confidence comes through in every song, with generally upbeat tunes that draw listeners in. Lyrics such as “It’s time for me to take it” and “I make my own choice” reinforce a message of personal strength and determination. Confident is a well-made album that features clear changes in tone while still flowing from one song to the next. It’s fun to listen and will likely be enjoyed by both fans of Lovato’s work and those still on the fence.

The Verdict

Confident points out a clear message, but not every song lends itself to the album in a cohesive way.

Gold” and “Dollar Bill” are infectious because of their buoyant tempo. This vibe is especially due to drummer Whistler Allen who keeps a steady and rhythmic beat. The song “Halocline” further reveals the incredible range of lead singer Jake Luppen’s voice. He’s not afraid to experiment with different pitches. Throughout the entire EP there is a chill and relaxing feel to everything which wouldn’t be possible without every member’s contribution. Each track on South is very well thought out. It’s easy for the listener to hear how much each member of the band cares about their craft and to see the effort that went into it. This is one of my favorite aspects of the EP. Hippo Campus’s songs are easy to get stuck in your head, but definitely not in an obnoxious way. The songs on South are as relaxing as a bright summer day at the beach.This makes them nice to jam out to after a long day of school. South will appeal to a wide range of people who enjoy fun and relaxing music. I highly recommend it due to how refreshing it is to listen to. This is a excellent choice of songs for those who are already familiar with the band and those who are looking for something new to listen to. This EP is a mighty step forward for Hippo Campus and is definitely worth a listen.

The Verdict South is an entertaining and refreshing EP that could be longer and more varied.

Sports

Thursday, November 5, 2015

MV runners in top 5 at Conference

Morgan Dahl

Alex Plasencia

by Jordan Counihan business manager In the past few years, the cross country team has seen an influx of talented middle school runners making the trek from Chippewa Middle School to train with the team in hopes of someday making the leaderboard. One of these young athletes is Morgan Dahl, 8, who already outruns her older competition. Dahl decided to join cross country after running for the track team last spring. “I had a really fun experience in track, and I [just] like running,” said Dahl. “I like running because you are able to run whenever you want, and when I cross the finish line at the end of a race, it makes me feel very happy and accomplished.” At Conference, Dahl placed second overall, a feat most seniors only hope to reach. “In the last few races, I [also] placed third and 11th,” said Dahl. She had expected to place third in her most recent 5k as well until she pulled off a last-minute twist. “I passed the girl in front of me with about 200 meters to go. It was my best time ever, at 18:46.” With that time, Dahl blows away much of the older competition, who average around 20 minutes. Many senior girls work their entire high school careers to get times Dahl has reached with one year of training. Dahl’s accomplishments impress many of the upperclassmen. “She’s really hardworking, and when presented by a challenge, she takes it on,” said captain Kitone Johnson, 12. The future is bright for young Dahl. The team, including her coaches and captains, are rooting for her. “I think she will be a really successful runner,” said captain Grace Ebert, 12. “She has improved a lot, even just in this season.” The team looks forward to seeing what the future holds for Morgan Dahl.

Alex Plasencia, 12, joined cross country for one reason only: he wanted to outrun his older brother. “I was always motivated by my brother growing up, and we were extremely competitive with each other. We would play about every sport available and pushed each other to be better,” he said. While Plasencia grew up in a family of runners, he didn’t start running competitively until middle school. “[Before then], I mainly ran in soccer and football,” said Plasencia. “My dad is the Director of the Men’s Cross Country and Track & Field at the [University of Minnesota], so I have been around running my entire life.” Plasencia’s running talent became evident in his freshman year, when he finished ninth at Conference. Since then, he has gradually shaved over a minute off his 5k time. He believes his improvement is due to his strong drive to succeed. “My times have improved, and my work ethic has as well,” he said. “ [In addition,] I started stretching more regularly, which has also helped.” Now captain of the cross country team, Plasencia loves being a role model for the younger athletes. “My favorite part of being captain is being looked upon as a leader and being able to show the freshmen what it means to be dedicated,” said Plasencia. His dedication has been on full display this season. He placed in the top five at multiple meets, qualified for State for the third year running, and recently ran a personal best of 16:07 in the 5k. However, Plasencia is still looking to improve before the season ends. “I am pleased with my performance. However, I was one second away from getting second place at our conference meet, so it would have been nice to have had a better kick at the finish and beaten some more guys,” he said. With the State tournament coming up next week, Plasencia has two final goals he hopes to achieve before closing out his last cross country season. “My goal is to get under 16 minutes,” he said. “I [also] want to finish top 20 at the State meet.” Plasencia will miss his relationship with the team. “Long runs can get a little boring, so we usually have interesting conversations or heated debates, which can make time fly,” said Plasencia. “I enjoy the thrill of competition, but, more than anything, the best thing about cross country is creating bonds with teammates as we work hard together.”

Boys and girls

cross country pr

by Jackie Gaworski staff reporter

actice before m

eets.

Cross Country leads the pack by Ben Davis staff reporter Mounds View boys cross country has finished in the top three at five of their meets this season, including a first place win at a meet in Duluth. Each individual runner worked hard to get the team to where it is. Many set goals at the beginning of the season and have put in a lot of effort to accomplish them. Runners like Grant Benson, 10, aim high to help improve the team. At the beginning of the year, his plan was to get a sub-20-minute 5k, a lofty goal for a tenth grader. Now, Benson runs a 21:03, just over his

desired time. “I feel bad about not reaching my goal, but I did my best and got better,” said Benson. “I got better, and that’s what JV is for.” Times don’t just improve overnight; the whole team trains hard to reach their goals and do well in races. “Usually Fleming talks for about 30 minutes about what the week is going to be like and what we will do for practice, and then we go out for a run,” said Jared Herbert, 10. “It’s anywhere between 3-12 miles depending on the day,” said Benson, 10. “We do a specific run, and then we stretch.” This routine keeps runners agile and fit.

photos by Eva

Hoffman and N

eva Knoll

However, team members don’t stop running when practice ends. Many runners put several hours of their free time into training as well. Eddie Brody, 10, ran 415 miles over the summer. All this extra training helps the team go above and beyond at meets. JV results have been similarly strong. “It is worth noting that JV was first at every meet except for Alexandria and Conferences,” said Ross Fleming, health teacher and cross country coach. “My ninth graders were [also] first in every meet, except for Alexandria, where they placed second.” The success of these teams shows cross country’s potential to grow into the future.

sports

Thursday, november 5, 2015

illustrations by Eva Hoffman and Lois Li

What are we doing to our bodies? Pushing through illness by Jack McCoy staff reporter Mental toughness. It’s a term thrown around by coaches all the time, whether to motivate a team or to illustrate the characteristics of a good athlete. It’s something most would consider a necessary attribute of sports players. But what factors determine true mental toughness? Everyday illnesses like the common cold and flu often affect players. While most people take a day off to lie in bed with Netflix and chicken noodle soup, athletes often continue training no matter how awful they may feel, believing that playing through illness can show their true mental strength. Even at Mounds View, there are many sports players who have been victims to common illnesses during their respective seasons. Jeremy Vaske, 11, for example, chose to play through a stomach flu earlier this soccer season. “I started to feel sick two days before our second game, and the day before it I threw up a ton. I was still feeling really bad the day of the game but I wasn’t going to miss my first varsity game,” he said. Other athletes have had similar experiences. Connor McDonald, 11, played a football game while sick in middle school. “It was tough because I had way less energy than usual. I wanted to lay down and sleep. Also, breathing was hard because of nasal congestion,” he said.

Athlete of the issue

McLaren Curphy Swim and Dive

Injuries last beyond season

Many coaches are willing to play athletes as long as they aren’t contagious. “I leave it up to the player, unless he has a serious illness and could spread it to the rest of the team. Playing through colds and minor flus has never lead to bad results for my kids,” said Thad Weber, coach of the freshmen boys basketball team. Playing through an illness is no simple task, regardless of the sport. Some athletes run the risk of fainting during their games. “I remember at halftime I thought I was going to throw up again and felt lightheaded. I even had to lay down to regain my bearings,” said Vaske. Along with in-game strain and exhaustion, Vaske also felt worse after the game due to the extra strain on his body. Still, Vaske does not regret playing through his illness. “It was tough... but I’m glad I played my first game. Especially since it was against Irondale so I got a lot of minutes,” he said. McDonald is also glad he went through with his game, in part due to the great pride he felt for battling through the whole thing with the disadvantage he had. “My heart was in it,” he said. “I played very hard and well despite my sickness, so I felt really proud of myself when we won the game.” While playing sports through ordinary illnesses can clearly be very difficult, many athletes aren’t willing to allow something as small as the common cold keep them from stepping on the field.

by Keller Stephens staff reporter Becky Volkert, 12, and Dante Patnode, 12, are two of the many Mounds View athletes who have sustained lifechanging injuries from playing sports. While the severity of their injuries vary, all put a strain on daily life. Volkert, for example, has been a three-sport athlete for most of her high school career. After suffering from a herniated disc that caused nerve impingement, excessive pressure on the nerves in her upper back and neck, her life forever changed. “At the Hill Murray tournament during last year’s basketball season, I was playing help side defense, and all of the sudden I couldn’t move my neck and back,” she said. “At that moment I was really scared because it felt like my neck was paralyzed.” Since then, Volkert has continued playing sports, but she has endured pain and side effects from the herniated disk. “Every day I have to do stretches to relieve the tension in my upper back,” she said. “I also have specific lifts to do that isolate the muscles in my neck and back.” With 34 sports teams, Mounds View has a large body of athletes, some of whom train practically yearround. Since injuries occur frequently among athletes, it is easy to forget how serious they can be. Patnode has suffered numerous concussions from playing football and lacrosse.

“I have had five concussions— four major, one minor,” he said. Patnode cannot play contact sports anymore because if he gets hit, even just the slightest bit, he risks severely damaging his brain. “My short term memory has been affected a bit, I zone out a lot, and I get a lot of headaches out of nowhere,” he added. Students who have already graduated see the long term effects of their sports more clearly. Richard Carlson, a 2012 graduate and a wrestler at U.W. La Crosse suffered multiple injuries in both high school and college. “He has had two torn meniscus,” said his mother, Mary Carlson, paraprofessional at Mounds View. “He currently has a torn ACL which he is going to have surgery for. The two meniscus tears, he’s had two [knee] surgeries.” “He’ll probably have early onset arthritis, osteoarthritis in his knees,” she added. WIth injuries being impossible to predict, athletes must ask themselves if the risk is worth the reward. “My injury really stresses how important it is to take care of your body and muscles,” said Volkert. “It’s hard because not many people my age have this injury, and it’s made my body feel like it is aging faster than it should by being so sore when I am young.” Carlson, on the other hand, has a different view. “I think it was worth it for [Richard],” she said. “You have to take precautions, but you have to do what you love.”

Q: How old were you when you first learned how to swim? A: I was four years old when I first learned to swim.

Q: As a captain, how do you contribute to the team? A: I work hard and try to have a positive attitude.

Q: What advice can you give to the underclassmen? A: Just relax and do what makes you happy.

Q: What inspired you to be a swimmer? A: My older brother Ian was a swimmer, so I wanted to become one too.

Q: What’s one of the greatest challenges of being a swimmer? A: We don’t have a rowdy fan section.

Q: What will you miss the most about swim season? A: I will miss chanting Nic Cage before my 400 free relay at every meet.

Q: What are your goals for this season? A: My goal is to go to State in two events.

Q: What are some of your pre-meet rituals? A: Two days before a meet, we have team carbo-loads. The night before a meet, I eat a salad and take a bubble bath. On meet day, I stretch and then slap myself before I race.

Q: Do you have plans in pursuing swimming in college? If yes, where and how? A: I’m still not sure where I want to go. There’s a 30 percent chance I’ll swim in college.

Q: If you have one superpower, what would it be and why? A: I would like to be able to see into the future so I could know where to go to college and what I should plan on majoring in. information compiled by Katrina Renacia

12 gallery

thursday, novemer 5, 2015

Not so open enrollment Last winter, the Mounds View school district decided to close open enrollment for the 2015-2016 school year, preventing students who live out of the district from attending the school. This decision was made to alleviate and prevent overcrowding. Currently, there are 1777 students enrolled at Mounds View, 288 of whom are open-enrolled. We asked several students why they chose to open enroll. Matthew Laursen, 11, has been attending school in the Mounds View district since he was in kindergarten. However, Laursen lives in the Forest Lake district in Ham Lake. Along with many students who open enroll in the district, Laursen finds that Mounds View has a “comfortable environment,” with many activities to participate in. “I think it’s [the atmosphere] cohesive because we all try to help each other and we include everyone,” he said. Laursen is an active member in Mounds View’s baseball team as well as the trap shooting team.

Zoe Witham, 10, lives on the border of the Centennial and Mounds View school districts. Witham, who previously attended St. Odilia, has been in the Mounds View district for one year. Witham open enrolled not only for a “better education,” but also for athletic opportunities. She plays for the JVB soccer team and participates in track as a pole vaulter. “I joined pole vaulting because I was recruited by [senior] Natalie Louderback. I love being on the team because it is a fun and competitive. I also love the atmosphere within the team,” said Witham. Similar to the environment on the field, the sophomore thinks Mounds View has a “very friendly [classroom] environment and a hard working body of students.”

When Brandon Duffy, 12, was five years old, his parents open-enrolled him from Centennial into the Mounds View school district. For Duffy, going to Mounds View has given him the opportunity to participate in a variety of activities like Math Team, Science Olympiad, Ball Squad and Econ Club. “I don’t know if the district I live in even has Science Olympiad teams or Econ teams,” he said. “If they do, Mounds View’s teams are more successful.” Duffy has enjoyed his involvement in multiple activities. “It [getting involved in these activities] helps me make friends,” he said. “It also lets me show off what skills I have and learn more.”

Paige Favilla, 10, open enrolled in the Mounds View School district last year. She lives in Maplewood, and would have gone to school at Roseville High School. Like many others, “better education” was a major factor in Favilla’s decision to go to Mounds View. After experiencing a rigorous course load at Mounds View, Favilla feels more prepared for her future education. “I have to work a lot harder [than I expected] to get into a good school,” she said.

by Jackie Gaworski, Marley Jones and Kenan Smith staff reporters