MV Viewer 2018-2019 Issue 7

VOLUME 66 ISSUE 7 | March 12, 2019

THE VIEWER A Community of Empowerment

INSIDE THIS ISSUE

GRADING SYSTEM 02/ BRAIN BEE 04/ ULTIMATE 11

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News

Tuesday, March 12, 2019

The rise of online classes at MV

by Emily Feng staff reporter

In recent years for Mounds View students, there has been an large increase in taking online classes. In 2018, 482 online classes were taken compared to just 48 back in 2012, a 904 percent increase.

The fuel for this growth cannot be attributed to one reason but rather a variety of causes. Because online learning replaces an in-person class in a student’s schedule, some take them as an easy way to earn a required credit for graduation while also having an open hour during the school day. “Lots of my friends take online Spanish because it is easier than [learning in a] classroom, and you get a free hour,” said Philip Apel, 9.

Free hours are not the only motivation for students.

Several Mounds View students take online classes in addition to a full six-class school day—some of which are courses not offered at Mounds View. Other students did not want to have the teacher who teaches the course at Mounds View. “My brother recommended that sometimes an online option would be a better alternative for me as sometimes an online teacher would better suit my needs more than a teacher at Mounds View,” said Olivia Chen, 10.

Despite their growing popularity, online classes have stirred debate regarding the effectiveness of classes taught outside the classroom. Some believe online classes are designed for a specific kind of learner. “It all depends on the person and the class when it comes down to it. If you’re someone who learns a subject quickly, then an online class may be for you,” said Amina Knapp, 11. “But at the same time, if you need guidance and/or you are super interested in a subject,

information from Kendra Eckman infographic made by Michael Gennaro

then I would go the other route.”

Others argue that some classes require hands-on learning and therefore cannot be taught online no matter what type of learner the student is. “I’ve had students in AP Chemistry where all the previous experience they had was an online class, and they lacked a lot of lab knowledge that they would have learned in a real chemistry course,” said Jessica Espy, chemistry teacher.

Spanish teacher Tina Tanner understands why some students prefer to learn outside the classroom.

Tanner offered two reasons why students would choose to enroll in an online language class: to learn a language not offered at Mounds View or to take an easier class online in order to take a more challenging course

at school. Tanner also provided an example for when students should not take online classes: “The third reason is to basically have more time for themselves, and I’m not sure that that reason is the best reason to learn a language because I’m not sure that learning is happening at that level,” said Tanner.

Despite these claims, junior Meryl Wang, cofounder of Mounds View’s Language Club, has learned multiple languages with online resources. “If you have the right mindset and engagement, then you can learn languages online even without a teacher,” said Wang.

Many online classes also give students the responsibility of pacing their coursework, which can help students who are busy during the school week but also allows procrastination. “It’s hard to stay on top of online classes when I have schoolwork and my other extracurriculars because they’re more tangible and in front of me,” said Chen.

Despite the concerns surrounding online learning, many students continue to enroll in online courses.

“Even though it’s not the same as learning in a classroom, online classes are still a viable option,” said Adam Higley, 11.

Overall, online classes have increased in popularity even though some argue that they are not the most conventional way to learn a subject. Online courses require self-discipline and time management skills, and taking advantage of online resources provides new opportunities for high schoolers.

Check out mvviewer.org to see an extended interview with Spanish teacher Tina Tanner

Grading system opinions divided

by Medha Nayak staff reporter

After two years of trial and error, Mounds View is gradually implementing its new grading system. The system is on a scale of 1-4, with the cut-off for an A at 3.4, and the range for a B at 3.2-3.39. According to the Mounds View staff, they hope this new approach makes learning less points-based and based more on the sake of learning by focusing student learning through a series of learning targets. Students are then graded on how well they meet these learning targets for each assignment rather than the standard formula revolving around points.

Some students think the new grading system overall has good intentions for the student body. “It’s a great way for teachers to accurately describe how students are doing,” said Amina Knapp, 11, who is currently experiencing the new policy through Advanced Chemistry. She believes that the system would benefit both teachers and students. While she says the new policy is “a big change” because it can be hard for students to adjust, she thinks the approach overall is the “most accurate” of students’ understanding of class material.

On the flip side, some students believe the system is vague and unfair to students because of subjectivity. Vasisht Natamai, 10, experienced the new grading policy in his math class. “I don’t like it. It’s complicated,” said Natamai. “I think it is pretty useless. Teachers think it is better, but when implemented it makes [life] more complicated. It’s like socialism; it looks good in practice, but it’s not useful.”

Editor opinions on online classes

Other students are on the fence about the new grading approach. Junha Yoo, 9, has recently taken a class with the new system this year and describes the it as “just another grading system. However, it’s not a very comfortable system as it’s not as simple to compare grades between classes or check progress,” said Yoo. In general, teachers think the new formula has an overall positive impact on the student body. “I think it is a more realistic way for students to understand where they are. The new grading system gets away from the obsession of points,” said Lisa Colbert, social studies teacher. “I now see more students refer to their level of understanding of the content.” Colbert has actively been a part of the leadership team creating and implementing the new grading structure. She feels that education should be focused more on the content being mastered

“It’s like socialism; it looks good in practice, but it’s not useful.”

Vasisht Natamai, 10 by the student rather than solely on points. Despite the uncertain feelings expressed by some students and faculty members toward the new system, Colbert stands by her opinion. “In both teachers and students, there is the fear of the unknown,” said Colbert.

Chemistry teacher Jessica Espy has recently worked the new grading method into her chemistry classes. “I was hesitant at first, but now I am very ex-

“I would say they are not a sufficient replacement for traditional classes.”

-Michael Gennaro news editor

“It’s a good way to take care of boring requirements.”

-Ben Steil debates editor

cited about implementing it in class because it takes the stress off the number of points a student receives and focuses more on how well they know [the material],” said Espy. “I think the biggest drawback is that students aren’t familiar with this system, so there will be some bumps along the way.”

Students and faculty remain divided on whether the new grading system is useful. Principal Stephanie Bruggers thinks that the grades are more “authentic” because the new approach tries to ease the discrepancy some students face when teachers are harsher graders or have higher expectations than other teachers of the same class level. “We don’t think it’s fair to students that you win the teacher lottery,” said Bruggers. “We expect our teachers to work in a pretty common environment, and we feel that the grading changes have only furthered that.” Similarly, she says that the grading system has overall received positive feedback from teachers when they implement it.

Some enjoy the new approach and want it fully implemented, while others would like to keep the current grading policy due to its fairness and objectivity.

Rhoswen Waiba, 11, supports the administration’s decision. “I think [the new grading system] is very beneficial for us students and is getting a lot of unnecessary criticism.” Other students like Knapp favor the new system but prefer to go back to the old policy due to its clarity and familiarity. Administration and staff hope to fully implement the new grading system in every class at Mounds View in the upcoming years, but for now it is being monitored to ensure that it benefits students.

�They help make room for the classes I actually want to take.”

-Diana Zhu editor-in-chief

“Do not take online classes if you want to learn anything.”

-Rachel Ganske arts & entertainment editor

News

tuesday, March 12, 2019

Start times: looking back

by Angela Larson staff reporter

On Nov. 15, 2016, the Mounds View school board made the executive decision to push the school start time back an hour and 10 minutes. Hoping to improve students’ sleep and general productivity, the school board intended to enforce the new start time during the 2017-2018 school year, but pushed it back due to general complaints from the community, especially elementary schools that needed more time to prepare for the change, according to Principal Stephanie Bruggers.

Students’ opinions on the later beginning and end times vary greatly. For some, the later start has offered benefits, such as increasing their sleep time and reducing stress levels. “I’ve honestly come to like the late start times. At first I was skeptical, but now it’s nice not having to wake up at 6:00 a.m. every morning,” said Vivian Gao, 12. The extra hour or so in the morning also gives students the opportunity to socialize before school or study right before tests.

Even though most students have experienced positive effects from the start times, some have had contrasting viewpoints. “I’m getting less sleep because of it, and the school board’s whole point was to encourage kids to get more sleep,” said Marilyn Johnston, 10. Along with some students, faculty members have mixed reviews on the postponement of school mornings. English teacher Gretchen Nesset agrees that even though she has extra time in the morning, she—like many other students—stays up later.

Students have made the effort to adjust to the different schedule, but for those who take part in afterschool activities, it poses a challenge. “[The new schedule] pushed back many after-school activities, so

students get home later and don’t have much time to get stuff done at home,” said Hanna Blume, 10. The new school hours also can conflict with some activities outside of school, whether it is having a job, participating in sports or partaking in other pastimes, and the setback of the school day can make planning strenuous.

Johnston, who has a job, argues that the later pushback “messes up [her] hours” and doesn’t allow her to make as much money.

“The most positive feedback I have heard is from our health teacher... So to me, that is a huge win when students tell me they are getting more sleep.”

-Stephanie Bruggers, principal

Before this year, students often arrived at school sleep-deprived and drained. But this year, community members have noticed a significant difference. “The most positive feedback I have heard is from our health teacher, and he always asks students to report out on average how much sleep they are getting, and he said it is as high as it has ever been since he has been teaching,” said Bruggers. “So to me, that is a huge win when students tell me that they are getting more sleep.” Overall, the goal for implementing the start time was to increase sleep times and improve productivity, and to an extent, it has been successful.

New courses for MV

by Alissa Zhao staff reporter

As a result of ever-changing student interest, Mounds View adjusts the courses it offers almost every year. To prepare for the 2019-2020 school year, the school has added about 15 new courses to the course registration guide.

Each year, most students at Mounds View will take at least one class in each of the four core subjects: English, math, science and social studies. Across these four subjects, there will be eight new classes offered.

Students will also be able to sign up for classes that weren’t offered this year but have been offered in past years.

In the English department, a yearlong speech class will be offered.

The math department offers a semester long College in School (CIS) class titled “Mathematics through Modeling and Focused Math,” along with a yearlong non-AP Computer Science Principles course.

The science department will introduce semesterlong College Energy Concepts, which will teach students to concepts of energy production, efficiency and future needs.

Within the social studies department, semesterlong Hybrid AP U.S. Government and Politics, College Ethnicity and the Immigrant Experience (ARCC) and regular Psychology will be offered at Mounds View High School. With the continually changing political and social climate, the addition of these courses may diversify Mounds View and keep its courses relevant.

New classes require time and a certain process to be added into the registration guide. First, departments have to agree that the course would be beneficial to students. The department then takes a majority vote, sometimes a two-thirds vote, to approve the pitch. “If it gets approved by the department...then it gets passed onto our Building Instructional Leadership Team,” said Gregory Martin, assistant principal. The Building Instructional Leadership Team (BILT) is composed of some administrative staff and teachers from most of the school departments. The committee decides whether

the class should be added to the course registration guide.

Just because a class is added to the course registration guide doesn’t mean it will run in the next school year. Once added to the registration guide, students can sign up for the class, but there is no guarantee that it will run unless there are at minimum around 22 registered students. This is true for both new and old courses. If that minimum number isn’t reached, the school administration can decide not to run that class. Usually, this only happens in elective courses, in which case deans will sign students up for the alternative courses they picked.

Because of the extensive enrollment process and the work that goes into running a new class, students are encouraged to choose their classes as soon as possible so that their deans can better prepare for the following school year. “I think it would be good to say, ‘You know students, it’s really important you talk to your dean before the school year starts because the longer they wait, the harder it is for us to make sure the class sizes are appropriate,’” said Martin. If students are interested in registering for or learning more about the new classes, they should talk to their dean as soon as possible.

New Classes English Department Speech

Math Department CIS: Mathematics Thru Modeling Focused Math Year Long Computer Sciences Principles

Science Department College Energy Concepts

Social Studies Department Hybrid AP U.S. Gov. & Politics College Ethnicity and the Immigrant Experience (ARCC) Psychology

Electives Foods of the World AP Spanish Language & Culture Intro to Culinary Arts Hybrid College Personal & Communication Health ARCC Hybrid College Well for Life/Aerobic Fitness - ARCC

See additional courses in the student course registration guide. illustration by Audrey Wu

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features

Tuesday, march 12, 2019

Shen buzzes her way to Penn

by Rebecca Li staff reporter

For most students, the polar vortex was a highly coveted break from studying. However, for junior Kimie Shen, it was the optimal time for her to brush up on her nervous system knowledge, leading her to a first place finish at the Minnesota Brain Bee competition on February 6th.

Brain Bee is an international competition focused on multiple facets of neuroscience, including anatomical structure, biochemical interactions, brain physiology and various neurological afflictions. According to the official website, there are over 50 participating countries spanning six continents, with a grand total of 200 local chapters.

In Minnesota, the competition consists of three rounds. The preliminary round is a 90 question computerized test, in which the 30 highest scoring students are invited to the state competition. At the state competition, the students are divided into two groups and are asked questions in a oral round-table style. The top three students from each group advance to the final round, where they answer a series of rapid-fire questions until a clear winner is determined.

“I wasn’t very nervous [during the final round] because I didn’t expect to do well nor did I have any pressure to win. I think that was kind of nice because it really let me just focus on each question being asked,” said Shen.

Shen first participated in the Brain Bee competition last year, where she placed fourth at the state competition. To study, she says she focused on reviewing the Brain Facts book and taking notes on information she was not familiar with.

Given Shen’s success in Brain Bee, it may

Kimie Shen, 11, poses with her first place Brain Bee plaque. photo courtesy of Kimie Shen

come as a surprise that she only discovered her passion for biology this past year. “I initially wasn’t terribly interested in biology, but around last year, I began preparing for the USA Biology Olympiad. As I learned more about biology, I realized that biology is more than just memorization. It’s actually incredibly fascinating to see how life works,” said Shen.

Shen states that one reason she especially loves studying neuroscience is that it explains the biological basis for many of our daily actions, including sleeping, learning and sensing our surroundings. “I think neuroscience definitely is not an easy subject to learn, but it is such an important part of our lives that we’re almost obliged to learn more about it,” said Shen.

As the winner of the state competition, Shen will

represent Minnesota at the USA National Brain Bee competition in mid-April at Penn State. To prepare for this competition, she is currently trying to learn even more about the nervous system by reading other textbooks and researching online. The University of Minnesota will also offer her various educational resources to prepare. If she is the champion of the USA competition, she will then advance to the International Brain Bee World Championship hosted in South Korea in June.

Although Shen is still unsure of her future career, she notes she “definitely wouldn’t rule out neuroscience as a field to go into in the future.” Neuroscience remains prevalent when understanding human behavior, diagnosing diseases and helping psychiatrists develop new mental health treatments. As scientists are increasingly able to use revolutionary technology to understand the inner workings of the nervous system, neuroscience is sure to continue playing a large role in the medical world and academia.

Illustration by Audrey Wu

Every penny counts

by Michelle Sung staff reporter

Every penny counts—Mounds View’s National Honor Society (NHS) decided to take this saying to the next level with a fundraiser. By creating Pennies for Patients, NHS successfully made an impact in our community through collected donations. Along with incentives such as a pizza or pie party, Mounds View students had a chance to donate towards a good cause.

When a representative from the Leukemia and Lymphoma Society contacted current NHS vice presidents Vicky Li, 12, and Aarthi Vijayakumar, 12, last year, they spoke about starting a Pennies for Patients program at Mounds View. This program can be found in schools across the nation, connecting schools with local blood cancer patients. Expressing interest in the project, Li and Vijayakumar decided to start a chapter

at Mounds View. “We knew that those in our community would be very supportive of the cause, and we thought it was a valuable charity to support, so we decided to take on the fundraiser for its first year,” said Vijayakumar, 12.

Leukemia forms from the production of abnormal white blood cells in bone marrow. Depending on how fast they grow and what type of cells they start in, leukemia can take various forms. Another type of cancer, lymphoma, begins in immune system cells called lymphocytes. These lymphocytes then start to change and grow out of control. Currently, there is no cure for leukemia or lymphoma patients.

The donations received from Mounds View students go towards research that works to develop treatments and cures for these forms of pediatric blood cancer, including several types of leukemia and lymphoma. Ranging from checks to loose change, every bit helps support critical research. “It’s really great to see everyone [in Mounds View] get together and donate with such enthusiasm; it just shows another side of our school community,” said NHS project coordinator Deepta Jasthi, 11.

Besides collecting donations every sixth hour, the NHS project coordinators got creative and added two fundraisers that worked alongside Pennies for Patients.

For the first fundraiser, “Pennies Pie,” students nominated teachers who were willing to get a donation box with their name on it. Whichever teacher received the most donations in their box subsequently got pied in the face. This year’s nominees included Mark Johnson, Aaron Ogdahl and Scott Oberg, with Oberg getting pied in the face by students. “We wanted to do a fun event that got both students and teachers involved,” said Vijayakumar. All proceeds raised from Pennies Pie were added to the Pennies for Patients fund.

The new fundraiser, Stuck for a Buck, ran during Pennies for Patients as well. Students paid a dollar for a piece of duct tape to directly tape a staff member on a wall. Jacob Hairrell volunteered to be the teacher to get taped during ReFLECT. “One after another, people came and duct taped one of their favorite teachers to the pillar. Even the principal and deans took their own selfies alongside the helpless Hairrell. In the end, we made around 100 bucks, and no one experienced any major injuries,” said Stuck for a Buck coordinator Antonio Marino, 12.

With effective advertising and creative prizes, Pennies for Patients has been incredibly successful, though it started just last year. Last year, NHS raised over $4,500 for the Leukemia and Lymphoma Society. Due to a shortened period for collecting donations from cold days, NHS did not raise as much as last year, but they hope to continue this program. “Our goal [this year] was to raise $2019, and although we were a little short of meeting it, we hope to improve for next year,” said Jasthi.

As one of the leading causes of death in America, cancer needs a cure to help thousands of families. Together through Pennies for Patients, Mounds View students can contribute towards funding groundbreaking research that may pave the path towards possible treatments for leukemia and lymphoma in the near future. illustrations by Audrey Wu

TUESDAY, MARCH 12, 2019

A stand-out show

by Sandy Zhang staff reporter

From the earliest form of spoken performance in the 6th century BCE Ancient Greece and the world-renowned Globe Theater and Shakespearean vibe that associates with it, all the way to the largescale modern day Broadway productions such as Hamilton, the collaborative art of theater has not only survived the test of time, but has also become an increasingly popular form of fine art that allows people to express themselves. Even at a smaller and local scale, such as the theater program at Mounds View, theatrical art has never lost its support, and more importantly, its group of avid performers. With this upcoming spring production, Mounds View theater participants are ready to demonstrate their talent and performing skills at their first performance on April 25 in a different form of production than before.

The spring play is a unique production titled “All the King’s Women,” with “the King” referring to Elvis Presley for his influence in rock music. Although Presley is not set to appear in the play, the plot follows the stories of 17 women whose lives have been impacted by Presley in some way, showing the extent of his influence during his lifetime.

The play also shows Presley’s influence by including a variety of scenes ranging from the formal locations, such as the White House, to the normal everyday scenes of suburban life. Featuring three monologues and five small comedies, “All the King’s Women” is an exceptional comedy that stands out from the linear format of traditional plays.

Many students expressed anticipa-

tion for their involvement in this new version of production. “I’m excited about the modern monologues in this play and to see what the actors and actresses add to them and what they do with them over the upcoming rehearsals,” said Alaina Sandau, 12. Sandau was cast as a saleswoman in one of the scenes, “One Tupelo Saleswoman,” where she is the only character present and gives her own monologue. For Sandau, this is a fun role but as also a bit of a daunting task. “She has quite a long

Violist Jessica Wasson, 10, sat in the middle of her orchestra feeling the music swell around her, trying to ignore the sensation in her left hand. Halfway through her three-hour orchestra rehearsal, she noticed a burning pain in her hand, which, unknown to her at the time, was a symptom of tendonitis: an inflamed or irritated tendon causing pain and discomfort.

“

I was frustrated when it hurt to play. I just wanted to keep playing, and I was worried that I would never be able to play again without pain.”

- Jessica Wasson, 10

Following this incident, Wasson decided to take a couple days off from her playing but resumed shortly after. She felt that the pain in her hand had ceased, and she was busy at this time of year. “I had to prepare for auditions. It was the end of the year; I couldn’t stop playing,”

monologue I have to memorize for this show. But it should be a fun challenge,” said Sandau.

Some students, such as Nina Gourley, 11, are also eager to see the effect this unique production will have on its viewers. “I’m excited to see how the audience is going to respond to [the play] because we haven’t done a play like this at Mounds View yet in my time here,” said Gourley. Gourley’s role is the Backup Singer, an ordinary student of Notre Dame who underwent a series of surreal

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English teacher, also expressed interest in watching the production develop.

“I’m looking forward to seeing what the students can do with these characters, because this show gives us some opportunity to let them develop their characters in a much different way than they have before. They get to go into so much more detail in their own mind about what they are doing on stage versus what’s happening in the next scene. So for them to be that much more creative about it and dive into it deeper in that respect—that’s what I’m most excited about, is to see them being able to expand their abilities that way,” said Phelps.

Altogether, a great production consists of the play itself, its cast and its crew. This year’s play is structured differently, including many monologues by the cast. Despite this unconventional performance, the members of Mounds View theater look forward to sharing a unique and entertaining play with the audience, one that includes both talent, cooperation and most importantly, the support of those around them.

Show Times • April 24 @ 4 PM: The Mounds View theater crew works on a set for the upcoming spring play. photo courtesy of Vicky Li

monologue, which I am a little nervous about since when I get excited I tend to speak quickly—and I’m always excited when I’m performing! I [also] worry that I may forget the lines in the huge

experiences and also delivers a monologue running for an entire scene.

David Phelps, choir teacher, who is one of the directors of the Mounds View theater alongside Alexandra Runnals,

said Wasson. As the viola is a large part of her life, audition season is an important time for her.

As she continued practicing her viola, the pain in her hand worsened. “At first it was a sharp pain. Then, I could feel all my tendons sliding past each other, then the tendons on the back of my hand started to burn,” said Wasson.

“Later, the burning pain spread. It hurt even when I wasn’t using it. I could feel it on the back of my hand and up to my forearm, almost to my elbow.” Even after being diagnosed with tendonitis, she continued to play through the rest of her audition season, only making her condition worse. “It got to the point where I couldn’t brush my teeth with my left hand, I couldn’t write with my left hand and I couldn’t eat with my left hand because it hurt too much,” she said.

During this period, her hand not only caused her physical pain but also raised questions about her future playing. “I was frustrated when it hurt to play. I just wanted to keep playing, and I was worried that I would never be able to play again without pain.” Looking back, Wasson felt that she may have overreacted, but she truly felt a concern for the future of her playing. “I wondered if I should even bother to stop playing because I thought I would never heal, so it

would make no difference if I stopped or not,” she said. Even with her emotional and physical pain, Wasson explained the reason for her perseverance. “I kept playing because I felt a lot of peer pressure to make the music that I was playing sound good,” she said. “I love the

All strung up

by Janae Lee staff reporter

features

Jessica Wasson, 10, with her viola. She started playing the violin before switching to the former in fifth grade.

photo by Janae Lee

Parent Preview • April 25-27 @ 7 PM: Evening performance • April 27 @ 1 PM: Matinee performance

viola a lot, but it was mainly the pressure. I wouldn’t have kept playing if it wasn’t for that.” She regrets her decision to keep playing solely based on her commitments. “If I had stopped playing [at the first symptoms], I would have only had to take off three days, but I had to take off three months instead because I kept playing.”

Through this experience, Wasson has learned a lot about putting herself first. “I’ve learned about how to deal with pressure from outside sources and not let them influence me,” she said.

“The only way I would have been able to go back to playing was by ignoring the pressure and focus on recovering for myself.” Even now, almost a year after her diagnosis, she is still working on recovering. “Some days when I play viola I can’t feel it hurting, but once I stop playing it really hurts, and then I’ll have to take the rest of that day off.” However, she maintains a positive outlook as her hand gradually heals. By giving herself time, her condition has continuously improved, and she has “learned how to focus on what’s best for me.”

Relevancy

treated unequally, on paper, males and females are equal in the U.S. “Men and women are equal in our country by law. A society that strongly needs this is the Middle East

by Michael Hu and Middle Eastern culture where women staff reporter are being exploited at a very high rate and The first wave of feminism worked to- have few rights,” said Caleb Laberge, 10. wards simple yet profound goals, like suf- The 19th Amendment and Title IX showcase frage and overturning laws that promoted the strides that America has made in equalgender inequality. After those goals were ity between genders.

Some students believe that feminism achieved, feminists focused on a broader gives women the courage to speak out range of issues, such as reproductive rights, against inequality. “Women are raised to office discrimination, marital rape and donot speak their minds, and I feel feminism mestic violence. When the #MeToo movewould give these women the chance to speak ment rose to prominence last year, many against the people that have hurt them,” said called it the third wave of feminism. Now Wentworth.

Furthermore, it provides femia year has passed, and as people continue to nists with a group of like-minded people. “It spread awareness about sexual harassment gives women a strong identity and goals to and assault, it raises the question of whether keep working for in the future,” said Claire or not feminism is still relevant in society, Landberg, 9. especially since many On the other hand, some people view of the first two feminist feminism as a regressive movement rather movements’ goals were than a progressive one. “I feel achieved. that it is, ironically, holding them While some may say I feel that it is, and most women in general back that feminism has seen a because it is a victimization ideironically, holding decline in relevancy, there ology that keeps them from actuare students at Mounds them, and most ally progressing in our society,” View who believe that said Ellis Maloney, 10. women in genfeminism is alive and There’s no denying that well. “I feel that feminism eral, back...” women today have much more is definitely still prevalent freedom than the feminists who today because our soci- -Ellis Maloney, 10 fought for that freedom 100 ety still struggles with the years ago, but feminists today way we value women. Esstill believe that there are issues that remain pecially when you look at movements like to be solved.

“For people that have jobs, MeToo, there are a lot of women that are terthings like the [pay] gap are always going rified to speak against the men that assaulted to be relevant in everyday society,” said Mithem because they feel they might be ridisha Jones, 12.

But others do not share the culed,” said Collin Wentworth, 12. A variety same sentiments.

“The modern-day feminist of movements have been cited as the main face of feminism’s continued relevance. movement is based off of lies and fear where “There are many feminist movements, and ‘the society’ is responsible for a large wage with the news, there’s always something that gap that is somehow taking away women’s is pointed out about the disadvantages wom- rights and getting away with it even though it is completely against the law,” said Laen face,” said Giaochau Nguyen, 10.

Although in practice women may be berge.

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In action

by Vicky Li staff reporter

“Feminism is for everyone,” said senior Marie Akins. This phrase embodies how she feels feminism fits into society. However, people can twist feminism into an unrepresentative definition and give the word a negative connotation in the media.

While feminism today may not seem as relevant in high schools as in the professional world, many Mounds View students actively support the movement and get involved in events such as women’s marches or rallies. Feminism, as defined by these students, is simply the advocacy of equality between genders and is truly for everyone.

Akins attended the Women’s March on Jan. 19, 2019 and It’s about Amy Klobuchar’s presidential announcement to support gender being sys equality and women in politics. pushed do During the march, participants walked to the Minnesota Capitol time and with homemade signs in hand. back to a At the march, they listened to female politicians and other public equality.” figures speak about intersectional feminism and their experiences. -Maddy Bla “There was a Native American woman there talking about how 12 indigenous women are going missing. It shows the spectrum of feminism and how it impacts certain groups,” said Akins. Akins finds inspiration in such events, where she can hear stories of strong women and how they fought for their place in society.

Maya Koffski, 12, attended the Women’s March and Klobuchar’s announcement with Akins.

Koffski has witnessed many incidents of sexism, especially in sports. “I was at a track meet, and I was about to get in my starting blocks to run when I hear guys comment, ‘Girls track looks so easy.

They do nothing,’ and I thought it was just so offensive. We do the same things as boys,” said Koff-

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ski. Although Title IX was passed four decades ago, assumptions and stereotypes about women in athletics and beyond still prevail in society.

Another active proponent of feminism, Maddy Blasingame, 12, believes that feminism is misinterpreted in today’s society. “A lot of people have this misconception that the feminist movement is about women being better than men, and that’s not even close to true. It’s about women being systemically pushed down over time and coming back to a place of equality,” said Blasingame. Like Akins and Koffski, she attended a Women’s March after Trump’s election in 2016.

Even though thousands of people attend Women’s Marches each year, the misinterpretation of the word feminism hinders many people from supporting the movement. Einar Crego, 12, also attended two Women’s Marches in the past. “I think there would be hardly any people who don’t consider themselves feminists if everyone knew what the word meant,” said Crego. t women “I don’t think [feminism] would be stemically important had we all started on an equal playing field to begin with. So own over ideally, we’d reach a point where it’s d coming not necessary as a movement and that’s just how everyone is functionplace of ing,” said Crego.

Principal Stephanie Bruggers and student service staff Heather Ward founded Soror Club in 2016. asingame, “They saw the need for a club which would focus on female empowerment as well as work towards the equity promise of the district,” said club member Aleasha Edwards, 12. Soror Club is another example of students at Mounds View coming together to support feminism and equality.

Feminism is a widespread movement that has gained traction all around the world, and it continues to shape society today. Although misunderstood, at the core it’s a movement to achieve equality between genders and bring attention to subtle misogyny. As shown by many students at Mounds View, chances to get involved with feminism and speak out are everywhere.

& Culture

cleaning, and my brother was encouraged to go to work and go to school.”

Kate Brown, 12, also notices this pattern. “My dad was like, ‘A man should be this

by Audrey Welter way: A man should be tough, smart and have staff reporter a plan. A woman should know when to hang Whether it is typical biological conformi- back, and they should dress a certain way.’”

Another difference between raising ties, like males being conditioned for manual males and females is physical appearance. labor, or simple tradition, such as men carry“My dad was arguing with my brother for a ing on the family name, gender disparity is while when he wanted to dye his hair brown apparent no matter the culture. while my dad didn’t mind if I dyed my hair Feminism calls for equalbrown,” said Olivia Chen, 10. ity of both sexes, but within The debated school dress code tends to the same household, boys and trickle down to households, as girls are often raised differwell.

“If I’m wearing someHey, we’re not afently. “My brother got off with thing that is too low cut, off other things, more reckless ter you; we just my shoulders, my dad has things than me,” said Anna a conniption,” said Matilyn want to be equal.”

Snapko, 11. “He would have Carl, 11, “but then my brothmore C’s and failed classes, -Kate Brown, 12 ers are allowed to wear shirts but it wasn’t as big of a deal.” that are weirdly cut because It seems that girls are often they’re little boys—they can held to higher standard than their male sibwear whatever.” lings. “My parents expect me to be a lot more While many students believe feminism studious, more educated than my brothers,” is still a prominent issue, it has been critisaid Valleri Wellnitz, 12. cized for its flaws in today’s society. FirstTypical gender roles seem to be rooted world privilege cripples American feminists’ in the minds of males and females growing calls for change, and, as Garcia puts it, white up in America. “Particularly my mom wants feminists often “speak on issues that don’t dithe very obvious gender difference,” said rectly affect them...They need to know that Wellnitz. “I do the dishes and [my parents] their voices shouldn’t be louder than black want me to cook.” Not only that, but there and brown people.” continues to be differences in household tasks Carl also called out the idea of toxic fembetween siblings. “My step-dad hasn’t vocalinism, when people use feminism to step on ized ‘women should be in the kitchen,’ but and harass others, especially men. “Girls and I do all the chores around my house,” said guys both deserve [feminism] because now Avery Champion, 12. Traditional gender we have the means for the equality we didn’t roles are also prevalent across different culin the past,” said Carl. The rise of women tures. “Coming from a family of immigrants, does not mean the fall of men, as Brown clarthey’re a lot more old fashioned,” said Branifies, “Hey, we’re not after you; we just want dy Garcia, 10. “My mom always wanted me to be equal.” to learn domestic duties like sewing, cooking,

“

photo and illustrations by Jenna Stellmack

8

editorials

tuesday, March 12, 2019

Mounds View is over STEM-ulated

by Clara Conlin staff reporter

Mounds View’s overemphasis on engineering and math is unrealistic and leaves out the students who excel in other classes or aim to go to trade school.

There’s always going be a population who doesn’t have the talent or interest in pursuing a math or engineering degree.

The school’s focus should be on improving all areas of study at Mounds View instead of pushing the STEM field areas of study. Schools should not narrow curricula to give more time to math and science and should instead reaffirm the importance of a more rounded education, which makes a more rounded individual.

“Schools should not narrow curricula to give more time to math and science and should instead reaffirm the importance of a more rounded education…”

The focus around STEM was brought in to make up for perceived lack of high-tech workers in America.

According to the Bureau of Labor Statistics, in 2014, there were 8.6 million STEM jobs in the United States, which made up 6.2 percent of all U.S. employment. Engineers made up 19 percent of that STEM employment, and computer occupations made up 45 percent.

There is also a common misconception that reading, English and other com-

prehensive classes are not difficult because anyone can be good at them, which leaves those who have strength in these areas feeling inadequate. However, this school of thought is incorrect. Knowing how to use words eloquently and how to structure sentences is important for communication, and mastering the ability to distinguish between adverbs and adjectives and apply that in classes such as Writing Portfolio is just as essential to a student’s success as skill in STEM.

prevalent art has been in world culture.

Art is an expression of the human condition that helps enrich the soul while exploring and celebrating the experiences, phases and emotions of life. Art teacher Joelle Imholte practices mindfulness in her class and regularly puts focus on breathing and painting with purpose.

Elise Valley, another art teacher, gives her students projects which allow them to shine. Both art teachers make their classes a very safe, calm place for stu-

Reading teaches students literacy while encouraging introspection, creativity and empathy. Personally, reading about the experiences of other people in books such as The Things We Carried, The Lone Ranger and Tonto Fistfight In Heaven and Exit West opened up my eyes to a world outside of my own. History is another class that helps students build their political knowledge, giving students a greater view on the society we live in based on what has happened before and how history has led us here.

Just as in history, it’s clear just how

dents who may not thrive under the intense pressures associated with STEM. This is just as, if not more, important than the extreme focus placed on science in school. It feels as though the district is constantly improving the technology aspects of the school while the arts are overlooked.

Choir, orchestra and band classes are able to sharpen the mind through the process of learning a song, instrument or performance and may be much more complex than they appear. These classes create a feeling of interconnect-

illustration by Audrey Wu (above)

Snow shouldn’t stop school

by Nancy Koshy staff reporter

“Mounds View Schools: All schools are canceled due to severe weather. For updates on after-school activities/events, watch the website.” Students received this familiar message not once or twice, but four times over the span of one month. For one week, due to frigid wind chills around -40 degrees, the district canceled school for four days, and students returned for one unproductive Friday. Even more recently, due to forecasts of heavy snowfall, school was canceled on Feb. 20. Although snow days are momentarily exciting for students, with their recent increase, weather-related school cancellations are unsustainable.

The district should instead opt for virtual school days to allow for more instruction time and help meet state laws.

Mounds View takes pride in its academic rigor with college level ARCC, CIS and AP courses; however, when students need to miss school because of weather, it can be hard for them to catch up with the strict schedules for these classes. Many AP classes need to cover an enormous amount of information before the AP exam in May. As a result, when school is out for most of the week, the missed instruction time really adds up. The following week of classes, teachers were forced to cram more infor-

mation into each class period to get students back on track for the exam. Even in normal level classes, snow days can cause students to fall behind. Students can forget the material covered, and often teachers are forced to push back quizzes and tests because students need extra time to make up assignments or understand the concepts.

Instead of having snow days, one option the Mounds View school district could pursue is implementing “virtual school days.” Many other schools have started programs like these across the country in the last two years. Earlier this school year, Shakopee Public Schools began an e-learning program to get rid of makeup school days. Teachers give online activities and assignments that students are expected to complete when school is canceled. These could include watching videos on a topic they would have learned in class or taking a practice quiz. Mounds View could use a similar system with either Google Classroom or Moodle since most courses, especially at the high school level, already use these websites. This would allow instruction time to remain consistent without making students come to school when dangerous weather persists. In addition, these virtual school days might be in accordance with state laws, so school districts would not have to extend the

school year to meet requirements.

Minnesota state law states that a school’s calendar must include 1,020 hours of instruction for a student in grades seven through 12 and be at least 165 days long. The Mounds View District has a few extra days to account for possible weather emergencies, but if school cancellations exceed this number, the district is forced to add another day to meet state requirements, such as what happened in 2014. Fortunately, after the week of -40 degree wind chills in late January, Minnesota state governor Tim Walz announced that he would not penalize schools for not meeting the requirements if they kept students at home during this year’s dangerous weather conditions. Even though this is good news for school districts, it is a one-time occurrence. According to National Geographic, the Arctic is heating up due to climate change, resulting in colder air heading southward. This leads to harsher winters and drastically low temperatures in North America, which will continue to persist in the coming years. School districts shouldn’t count on the governor or state to make permanent changes to instruction requirements, so a long-term solution needs to be made. Adopting an online system for school cancellations that are not accounted for in the school calendar could help districts like

edness between musicians through hours of practice and performing together. The upsides to playing music are numerous, including an increased memory capacity and better mathematical ability, according to Effective Music Teaching. These benefits of playing music show that it can be beneficial to be involved in courses outside of STEM. There are still advantages to a STEM focus; science classes allow for a greater understanding of the body and the nature of the world. The teachers are wonderful people, and the projects are fun. Math is all about learning sets of rules to apply to problems. It’s a great lesson in problem solving which requires confidence in one’s ability and helps exercise qualities of perseverance and application. Math and science are important subjects relevant to future issues including global warming and rapid advancements in technology. However, providing more opportunities for engagement and involvement in the math and science fields is unfair to the students who choose to pursue other areas.

The pressure of getting into a university and paying for it already leaves a lot of students feeling overwhelmed as it seems to have become much more difficult to succeed without a STEM degree.

Many kids feel like they must go above and beyond to get a chance at a successful post-secondary career by joining extracurriculars, taking AP classes and getting perfect grades and scores in STEM subjects. Instead, students should search for their passions and talents and work to improve upon those areas instead of feeling obligated to enter the STEM field.

Mounds View.

Virtual school days are essential for schools in colder climates like Minnesota. Rather than completely canceling school on days with extreme snowfall, districts should require online learning instead. If access to technology is a problem, schools can either provide or rent technology to those who may need it.

“Virtual school days are essential for schools in colder climates like Minnesota.”

Hearing the familiar message of school being canceled can be fun and exciting for students, but when it eventually leads to falling behind and added school days, the bad can quickly outweigh the good. It is extremely vital that school districts like Mounds View come up with a long-term solution like virtual school days to help students and their families brave the harsh Minnesota winters.

DEBATES

tuesday, march 12, 2019

9

Do speakers help MV?

No, they don’t

Yes, they do

by Audrey Welter staff reporter Mounds View High School is doing a fine job of keeping the mental health issue out of the dark with their influx of wellness speakers. Students should be grateful for the school’s effort to start the conversation. Wellness speakers are effective because of their positive messages, potential for change and the skill sets they teach.

Recently, Joe Beckman addressed all grades with his mission to reclaim human connection by combating student loneliness. His finger catch game, slideshow and guitar created an overall positive push for students to stay connected in a lighthearted yet thoughtful way.

Love you (*clap clap*) might seem like the silliest phrase out there, but internalizing one’s worth is an important piece to a balanced mindset. Push through was Beckman’s way of affirming one’s inner strength and a reminder that one can handle any obstacle that arises. These are words a teen may not admit to needing to hear, but definitely should keep in mind.

During his presentation, Beckman told a story of the impact he made on a blue-haired girl, one that resonated with the audience. While he can’t necessarily make this connection with every individual, Beckman maintains the idea that if only one student benefitted from the speaker, it was worth it. If only one person could internalize what he said and create a deeper meaning out of it, then his time was well spent. If only one class could remember to just look up and chat with their peers, maybe it could be the start of a bigger change.

A forty year old wearing a backwards baseball cap could be an easy target for teen angst. Will he, a stranger singing Jason Mraz at nine in the morning, cure a teen’s existential crises? No. But can students benefit from mindfulness practices preached at assemblies?

Of course.

On Dec. 12, 2018, students were given the opportunity to opt out of their fifth hour to join Tim Iverson and his bold admiration for mindfulness, something previous Highview students remember well. He highlighted the importance of perspective, balance and breathing.

Becoming aware of your body and feeling the floor may not be the cure for students living with depression and anxiety, but it’s largely helpful advice for teenagers, whose frontal lobes are

still developing. Teens are susceptible to emotions that often override rationale, and it’s important for students to take a moment and learn to think before they act. Tim Iverson’s skill set can help kids ground themselves amongst the undeniable stress Mounds View puts upon its students.

In an environment where the homework load and the pressure to succeed academically impedes the mental wellness of its students, mental health speakers are a welcome relief. By bringing in uplifting speakers such as Joe Beckman and Tim Iverson, the school’s administration is taking one step closer to helping the state of Mounds View students.

Nevertheless, there’s more work that can be done without their support, because administration is not solely responsible for the severity of the problem. Teachers can help by eliminating

illustration by Audrey Wu

plain busy work they assign and students can strive to be more inclusive.

At the very least, students had the opportunity to take an hour to slow down, sit by your peers and reflect.

Mindfulness and positivity assemblies alone won’t fix the mental health problem at Mounds View, but it’s a step in the right direction. Let’s keep it in the light.

Viewer Staff 2018-2019

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by Mitchell Zaic staff reporter It seems like every week we see another mental health conference at Mounds View. It’s one of the many “tools” in the Mounds View staff’s fight against mental health in their new “Be Kind to Your Mind” campaign.

In the wake of several student suicides, we were promised big change at Mounds View in the 2018-2019 year.

The staff hired a company called Team Works International to give them an assessment and solution to this problem. Everything was looking up. What did we end up getting? Stickers on the floor with 2011 memes and the beloved mental health conferences. While it’s good to see Mounds View attempting to make a change, the result from these conferences has been next to nothing

due to three main issues.

The first is that most conferences are optional. This means these conferences are usually populated by kids seeking to skip a test or avoid a boring lesson. If mental health is such an important issue at Mounds View, why are these optional? If these are truly of the utmost importance to the student body, why are we not required to attend?

The reason is simple: the conferences aren’t important. The staff knows that regular class is more important than

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“

these, which is a testament to the usefulness of the conferences overall.

The second issue is the t o p i cs The result from covered these in each.

Some confrences has of these been next to conferences nothing.” h a v e s o m e great ideas within them like the one we most recently saw. But some have material that is nothing short of laughable. The self-awareness speaker’s content was the worst of the worst.

He taught the entire body how to do “body-scans” and told us to just sit and look at our surroundings. How do either of those address the abundance of stressed out and depressed students at Mounds View?

The final issue with these conferences is their impact. Sure some of these teach a good message, but they’re merely a band-aid over a bullet hole.

The staff here needs to come to terms with the fact that big changes have to be made to the one thing that makes Mounds View special: our academics. When TeamWorks International assessed our school, they also took a look at the mental health issue and gave the staff some solutions. The staff has acted on some of these tips, but one of the perceived remedies has not even been touched: re-defining what a “healthy” class and activities load is for students and helping students better manage their class load.” If we want to stop the crisis within these walls, we have to go the source. If we can make sure students don’t take on more than they can chew, or help them get out of it when they do, we can make real change at Mounds View.

When I first began looking at these conferences, I had a much more pessimistic view. In my eyes, it seemed as if these conferences were nothing more than an attempt by the staff to save face. A way for them to look at the mob of angry parents and students and say “Hey look we’re doing something!”

But after more contemplation, I realized many of the staff members actually care about the health of our students.

I hope that when we look to the future of this school, we can see a healthier curriculum, a healthier student body and a healthier Mounds View.

STAFF REPORTERS Nadeem Aqel, Bradyn Buganski, Clara Conlin, Joshua Dai, Hayden Eckert, Emily Feng, Michael Hu, Eliot Kim, Jarod Koeppl, Nancy Koshy, Angela Larson, Samuel Larson, Janae Lee, Rebecca Li, Victoria Li, Medha Nayak, Brock Nelson, Natalie Nemes, Molly Shwiff, Dayne Stone, Michelle Sung, Audrey Welter, Jacob Wolkerstorfer, Sandy Zhang, Alissa Zhao

Mounds View High School ‌• 1900 Lake Valentine Rd. Arden Hills, MN 55112 • www.mvviewer.org‌ • @mvviewer • business@mvviewer.org

10

Arts & Entertainment

Tuesday, MARCH 12, 2019

A theory for every conspiracist

They’re listening Denver Airport

by Natalie Nemes staff reporter Technology surrounds us. From your alarm clock to the machine that made your coffee, technology has many different shapes and forms.

All of this makes daily life a hundred times more efficient and smart.

But what if all of that smart was used against consumers without them even knowing?

One of the most universally-used technological devices is the cell phone.

Now, technology is more advanced than ever before—phones now have the ability to respond and interact with you without even being touched. By simply saying “Hey Siri,” you can activate Apple’s voice assistant without first holding down the home button.

The way this feature works implies that an iPhone always records audio, without the user’s say. The phone has to always be listening in order to detect the “Hey Siri” phrase. While the consumer may reason with the added convenience, does anyone truly know how much Siri hears and remembers?

This is not a new concept, and consumers are fearful of it. Apple addressed privacy concerns regarding the “Hey Siri” feature by stating that, yes, iPhones always record, but they process all audio locally until activated by the trigger phrase. Essentially, iPhones continuously record sound and write over it, effectively erasing it, and only when you say “Hey Siri” does the device begin recording audio and sending it to domains outside the phone.

However, your privacy only stays secure as long as iPhones function as Apple says they should. Issues have cropped up in the past regarding passwords, bank information and unsolicited collection of personal data.

One example of Apple finding bugs that violate their consumers’ privacy is the recent group FaceTime glitch.

After one phone declined to join a group FaceTime, it could still hear the conversation without taking part in it.

Apple was quick to rectify the problem once it came to light.

One popular “technology watches you” theory says that phones eavesdrop on our conversations and use that data to personalize the ads we see on our devices. People have found that, after speaking about a topic they have never searched for on their device, they see an ad for it in the coming hours or days on Facebook or Google.

illustration by Audrey Wu

Both companies, however, have said in statements that they do not use microphones to gather information about their users. This argument is supported

by Sandy Parakilas, former Facebook operations manager, who told CBS News that audio from so many phones would cost too much to process. Also, the immense amounts of data usage would cause phone bills to skyrocket.

Computer science academics at Northeastern University decided to test whether or not apps actually do send audio to third parties. They used an automated program to interact with over 17,000 of Android’s most popular apps—over half of which had permission to access the phone’s camera and microphone. They found no evidence that the phone recorded any audio. However, they did mention that the automated program’s results may differ from a that of a real person. To limit the chances of being recorded, check which apps have access to the microphone. Your phone may not listen to what you say, but no one truly knows for sure.

With the constant advancement of technology, many people are fearful of how much of their privacy will be violated. The threat of audio, video and information being taken without users consent prompts many people to take precautions against it. So whether or not you believe in the phone conspiracy theory, know that no information online is truly safe.

illustration by Audrey Wu

by Molly Shwiff staff reporter The Denver airport, located 25 miles from the city’s downtown, is a very odd place. From the outside, the architecture makes a bold first impression as it looks like something out of a sci-fi novel. Initially, the airport may look rather normal, but at second glance, some of its odd features start to show.

Firstly, why was the airport was even built in the first place? Before the construction of the current building, there was a fully functional airport that had been previously built closer to the city. Many people wondered why this new airport was necessary as it has fewer runways than the previous one. The next question raised is why the building itself is so large. The Denver airport is the largest in the U.S. and second largest public works project in the world.

Denver, Colorado, is a major travel hub to travel across the country and the world, but to build an airport that is twice the size of Manhattan, according to industrytap. com, makes even the frequent commuter wonder how all of that space is being used. Boasting 138 gates and designed to be able to function with large amounts of snow and high winds, the pinwheel of runways allows planes to simultaneously take off without interrupting each other. While this is a clear technological advancement, it does not explain some of the anomalies inside.

Most conspiracy theories about the Denver Airport are not about the building or its functionality, but rather about what’s under it. During its construction, the Denver airport housed a new system of underground baggage transport, but the system never worked. Despite the high cost and amount of manpower that went into its creation, it was never fixed. This leaves miles of tunnels stretching four stories deep and large enough to transport cars and trucks sitting idle underground. Many conspiracy theorists believe this is a cover up for creating tunnels which lead to under-

Mandela Effect

by Molly Shwiff staff reporter

Human memory can be a very strange thing. From remembering experiences vividly to forgetting important details easily, it can be altered by repetition or false information. There is still so much to learn about the human brain and how it works.

False memories, one particularly puzzling phenomenon, are fabricated ideas of past events. Some feel so real that people will insist that they are. When Nelson Mandela, a civil rights activist, passed away in 2013, many people were very surprised to hear this. People around the world reported that they remembered hearing about his death almost 30 years earlier. Some even vividly remembered seeing his funeral on TV, when in reality he was released from prison in 1990, still very much alive. This event sparked interest in many people and left them wondering how they remembered Nelson’s funeral. This is where the term “The Mandela Effect” arose.

There are countless other times when large groups of people have remembered events that had somehow never happened.

Take, “We Are the Champions,” by Queen for instance. Many people who are familiar with the catchy song remember the final

ground bunkers that house the government in cases of turmoil.

The next issue that arises with the Denver airport is the strange combination of artwork and statues in and outside of the building. It is no surprise that an airport might have odd pieces of art, but in Denver, there are many murals, including a devil jumping out of a suitcase, a statue of Anubis, the Egyption god of death and figures that resemble Nazi officers in gas masks. Many of them have since been removed and replaced. Conspiracy theorists have interpreted these murals to represent America submitting to Germany.

Many more eerie observations can be made about the Denver airport. The barbed wire on the fencing enclosing the airport is facing in instead of pointing out, which keeps people in, not out. The theory that the Denver Airport is the headquarters to the Illuminati may not be believable on its own, but when the date of the airport’s dedication, March 19, 1994, happens to add up to the highest level a member can achieve in freemasonry, a worldwide fraternity with deep historical roots and influence, it makes one wonder if it could possibly be true. While these ideas may be convincing, the Denver airport has acknowledged them with clever signs seen around the area.

It even goes as far to have a website that lists all of the possibilities that have been thrown around. This acknowledgement shows that they aren’t taking the theories too seriously.

While all of these observations could have simple explanations to them, many parts of the strange Denver airport just don’t add up. So next time your spring break flight has a layover in Denver, make sure and take a peek around at the unique features there.

illustration by Audrey Wu

lyrics being, “No time for losers, cause we are the champions… of the world!” Surprise! There is no “of the world.” The song just ends.

Another common confusion is with cartoon characters. One example is Pikachu’s tail. People remember his tail being black on the tip, but in reality there is only yellow on his tail.

Another example is from Star Wars. “Luke, I am your Father” is one of the most famous quotes in movie history. The thing is, Darth Vader never actually says it. What he actually says is, “No, I am your father.” This misconception appears on T-shirts and many other novelty items, reaffirming the Mandela Effect for the general population.

According to neuropsychologist Dr. Celeste Campbell, the Mandela Effect is an example of confabulation, a spontaneous use of inaccurate information to fill in memory “gaps.” It can be found in completely healthy individuals as well as individuals with psychiatric disorders.

The Mandela Effect is a very real effect, and it can be seen in countless parts of our daily lives. Nonetheless, these false memories can get people into trouble as they are in fact, fake.

sports

Tuesday, March 12, 2019

11

Athletes take the floor

by Brock Nelson staff reporter At Mounds View, winter sports like basketball, hockey and dance receive the most amount of attention.

However, there is one winter sport that is often overlooked: adapted floor hockey. Floor hockey is much like normal hockey, involving a puck, sticks, two nets, penalties and six players on the floor for each team. The sport also includes a goalie who, just like regular hockey, has a goal crease. However, that’s where the similarities end. Unlike classic ice hockey, adapted hockey takes place on a basketball gym floor rather than an ice rink. The hockey nets are located below their respective basketball nets. In contrast to ice hockey, checking is not allowed, but minimal contact is still permitted in the form of face-offs and going for the puck.

Adapted floor hockey has two leagues: the Cognitive Impairment league (C.I.) and the Physical Impairment league (P.I.). Both leagues consist of Mounds View, Roseville and Irondale students. All teams include grades seven through 12, and their collective name is the RAMS. For the C.I. league, Mounds View has found a star in Ali Ascagron, 12, a center who is one of the top goal scorers on the team. “Center [is my favorite] because it’s fun, and I can go against the other team.” said Ascagron. The team usually practices in the gym at Highview, where they work to hone their hockey skills and teamwork. When asked about her favorite part of the season, Ascagron didn’t mention all the goals she’s scored or games she’s won. “Seeing my friends from the C.I.,” she said without hesitation, showing the positive impact adaptive sports has had on these students.

The second league, the P.I., is for students with physical impairments, meaning their bodies can’t function as well physically as the average student. However, this doesn’t stop them from competing. Malissa Everhart, a freshman from the P.I. team, shows a lot of team spirit. “My favorite team is the RAMS,” said Everhart, naming her own team. Her favorite position?

“Defense,” said Everhart, “because you can block the player.” Everhart has been a strong force on the defensive side of the puck and despite a frustrating loss against Robbinsdale Hopkins West Adapted on March 5 to conclude their season.

Whether it’s scoring goals, making friends or learning hockey, adaptive athletics gives all students a chance to shine, and they should be in the conversation with all other winter sports at Mounds View.

The Cognitive Impairment (C.I.) team

The Physical Impairment (P.I.) team

photos courtesy of Ian Porter

The ultimate team

by Jarod Koeppl staff reporter

For many Mounds View students, the transition from February to March marks the countdown to spring break. However, for members of the Mounds View ultimate teams, it marks the beginning of the season.

With seven players on the field for each team, ultimate frisbee can be seen as a conglomerate of other team sports such as football and soccer. To put it simply, the goal is to get the frisbee to the other team’s endzone through a series of successive passes. Running with the frisbee is not allowed, and an incomplete pass results in a turnover to the other team.

What sets ultimate apart from other sports, aside from the frisbee itself, is the absence of referees. Players are allowed to govern the game themselves with the expectation that they will uphold the spirit of the game above all else, making ultimate a completely unique experience. While some people may see this as a disadvan-

tage, Evan Ellis, senior captain of the boys varsity team, defends the idea. “It seems bad at first, but then you realize that nobody abuses the power of calling inaccurate fowls. People follow a spirit of the game motto,” said Ellis.

This spring, members of the boys and girls ultimate teams look toward the season with great anticipation; however, they are not yet satisfied with their roster sizes. When mid-February rolled around, ultimate members could be seen strolling through the cafeteria persuading groups of students to join. “We just kind of tell friends and others. Eventually people show up for a practice to see if they like it,” said Ellis.

The members also took additional measures, including the distribution of posters around the school and social media posts, in order to attract new members.

According to Ellis, the ultimate community makes the sport enjoyable. “The main reason why ultimate is special to me is because the community is welcoming,” said Ellis. The warm community isn’t the only reason

people join ultimate; the sport is seen by many to be a much more relaxed when it comes to time commitment. Practices are held only two days a week from 3:45 to 5:45 after school at Chippewa Middle School, with boys practices on Tuesdays and Thursdays and girls practices on Mondays and Wednesdays.

Ultimate frisbee is a unique sport that gives players the freedom to supervise themselves. It builds character in each participant by manifesting the spirit of the game within the players as they compete with passion. Above all, ultimate is an activity surrounded by wonderful people and a community that encourages and embraces new membership.

Paul Liang, 12, collides with another player while trying to catch a frisbee.

Evan Ellis, 12, catches a frisbee from his teammate. photos courtesy of Paul Liang

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Pet of The Issue

Name: Hazel

Birthday: June 6, 2018 Gender: Female Breed: Golden Retriever Owners: Mason Schierts, 9, and Grady Schierts, 11 Favorite Toy: Rope

facts about Hazel Hazel is always looking for snacks, loves to play with the family cat, Calvin, and refuses to walk down carpeted stairs

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photos courtesy of Mason Schierts

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