VOLUME 66 ISSUE 8 | April 18, 2019
THE VIEWER The Ever-Changing Nature of Goals
INSIDE THIS ISSUE
SECURITY BREACH 02/ EMILY SHILSON 05/ FINAL FOUR 11
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News
Thursday, April 18, 2019
Student information at risk Wondering why you had to reset your StudentVUE password? Keep reading to find out why. According to the U.S. Departments of Education and Health: FERPA: “prohibits the improper disclosure of personally identifiable information derived from education records.” HIPAA: “establishes national standards to protect individuals’ medical records and other personal health information.”
The problem and how it was found by Michael Hu staff reporter In May 2018, Berke Lunstad, 11, was assigned an open-ended project in AP Computer Science A. Around the same time, Lunstad’s girlfriend, knowing that he was proficient in programming, made a bet with him thinking he would not be able to hack into her StudentVUE account. He wrote a program to break into her account, but, due to a security flaw in many other student accounts, the program he wrote was able to gain access to their accounts as well. “I figured that my girlfriend used the same username as a password, and it turned out tons and tons of people did this at Mounds View,” said Lunstad. “[The program] plugs in 200,000 different
values, and it just collects all the ones that actually work for both the username and password. So it just plugs in 200,000 different possible combinations, and within running it for just a little bit of time, it broke into a lot different accounts.” Although Lunstad had accidentally gained access to many StudentVUE accounts, his actions were aiming to improve security and privacy. “Information was shared with us early on and worked with our district technology to ensure that we had as secure an online environment for our kids as possible,” said Principal Stephanie Bruggers. “We didn’t ever think anybody was maliciously trying to attack our system.”
The next step, along with a 10-month wait by Emily Feng staff reporter After establishing the security weakness, Lunstad took immediate steps to address it. “I talked to my computer programming teacher and dean and parents about it a little bit just to get an idea of what sort of email I could send and how I could best address it, and then I sent an email to [administration],” said Lunstad. These security weaknesses could be a violation of the “Family Educational Rights and Privacy Act” (FERPA) and the “Health Insurance Portability and Accountability Act” (HIPAA). These laws require schools to provide security for student documents and medical records. When asked about FERPA and HIPAA, District Technology Director
Karl Brown said, “We don’t put that information through StudentVUE.” Despite Brown’s assertions, StudentVUE has access to all this information. For example, report cards can be found under “Documents” and “Report Cards” while cumulative GPAs are positioned under “Course History.” In addition, immunization records are located under “Health.” Also, if a student is tardy or misses class for either medical purposes or a visit to the health office at Mounds View, the reasons for his or her absence are logged under “Attendance.” All of these things could include private information. Brown quickly responded to the concerns brought up by Lunstad in May 2018, although no action was taken during a six-month waiting time. The two then scheduled to meet this past winter,
but after a delay due to the snow days, they finally met in late March 2019. There were other administration members who did not respond at all. This lack of response from the school led Lunstad to feel that the situation was not being taken seriously. “It seems like they don’t really care,” said Lunstad. However, when contacted by “The Viewer”in regards to the 10 month wait period , the district’s technology center sent out an email requiring all students to reset their passwords less than a day later. During Lunstad’s recent meeting with the district technology staff, Brown stated that the passwords were primarily controlled by Edupoint, the parent company of Synergy and StudentVUE. The Mounds View technology department has reached out to Edupoint in hopes of resolving the issue. “We’re asking
them to help us provide a more secure way to use a password. And with Google accounts, we ask that StudentVUE requires a ‘strong’ password,” said Brown. The reset consisted of a minimum length requirement and different letters, something that a staff member previously said was not possible. “They don’t allow us to set parameters, so if you want to set 1234, you can,” said Dean Jeff Nowak. According to the US Department of Education’s outlines of FERPA and HIPAA, it is possible that the school could be held accountable under the two laws if it was found that any student’s information was leaked during that time period. Since the school waited 10 months to issue a reset, their lack of action could be the groundwork for a potential lawsuit.
Timeline of Events May 2018: Project is assigned to Lunstad after the AP Computer Science A test was taken.
May 2018: Lunstad initally meets with Karl Brown as a result of the information from Lunstad’s report.
March 25, 2019: Another meeting takes place between Brown and Lunstad to address security again.
March 29,2019: Password reset is issued to Mounds View students via email.
March 28, 2019: Interviews with technology department at Mounds View take place by “The Viewer”.
(right) Junha Yoo, 9, attempts to change password on StudentVUE after recent reset but runs into an error with the system
Students and teachers sound off on the issue by Michael Hu staff reporter The idea of hacking is usually associated with negative images and malicious objectives. On the contrary, hacking is often less spiteful and can actually have good intentions. “I think this gets to this idea of white-hat vs. black-hat hacking, and those are accepted terms in the industry,” said Kaitie O’Bryan, Lundstad’s former computer science teacher. Black-hat refers to hacking done with a malicious goal whereas white-hat includes testing for vulnerabilities in a system, which resembles Lunstad’s intentions. The nature of Lunstad’s program
raises some questions regarding its ethics. “If you use it for malicious purposes, I think that would be an ethical concern, but I think that if you use it to make others aware of the situation, it’s like, ‘Hey did you know that this is a problem?’” said O’Bryan. At the time, Lunstad tested his program under O’Bryan’s supervision and also informed others in the school to shed light on the breach. Even though students are responsible for changing their password, it appears that unlike the passwords set for school email accounts, StudentVUE has few to no parameters for creating a strong password even after the password reset that was issued on March 29. “There is a responsibility on the individ-
ual student to create stronger passwords, and there’s the software side where I would argue there’s a responsibility to help people make [strong] passwords,” said O’Bryan. “I think that there’s two sides to it, and that’s always the case with any data security.” In light of the security violation, students at Mounds View are becoming worried about whether their information remains truly private, especially since the school district hadn’t experienced a cybersecurity breach before according to Principal Bruggers. “I never worry that someone could maliciously access information. However, after being asked, I feel more aware that I am susceptible to having my information known,” said
Lily Shen, 11. Other students pointed out that this incident was certainly a mistake made on the school’s behalf, but they do not believe that the school can be held accountable for its lack of action. “There’s a lot of considerations that have to be taken into account,” said Chris Jin, 12. “For example, did the school act in a reckless disregard that resulted in the information being released or somehow found by someone? So could the school be held liable? I don’t personally think they will. But even if they aren’t held liable, it’s a serious concern that there was a privacy breach.”
News
Thursday, April 18, 2019
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Bathrooms close due to vandalism by Janae Lee staff reporter
This past school year, many students have struggled to find an unlocked restroom to use. Often times, students have been forced to walk around the school until they discover an accessible bathroom. When asked about the ongoing vandalism in Mounds View, some students found it amusing. “I think it’s kind of funny,” said Marielle Denning. In regards to the problem, plenty of students pointed out that they had noticed it, but it does not personally affect or bother them. However, one thing that bothers students is blocked access to the restrooms. “You know the bathroom by the biology classrooms? I needed to use the bathroom, so I tried to use it before school, during the first hour, during third hour and during fifth hour, but it was locked all four times,” said Paul Wang, 10. “The constant locking of the school bathrooms has caused me great stress.” The locked bathrooms have also posed a great inconvenience to other students as well. “It makes me think I should just go use the girls’ bathroom or poop in the hallway,” said Finn Sokolowski, 11. Students expressed their anger at the locked bath-
rooms by arguing that the bathrooms should not be closed just because of graffiti. “If it’s just drawings and writing, I don’t really care. I just want to be able to use the bathroom,” said Isaac Pan, 11. Others want clarification for the locked bathrooms. “I don’t fully understand why the bathrooms get locked. If [the school] could clear that up, that’d be nice,” said Megan Polance, 10.
“It makes me think I should just go use the girls’ bathroom or poop in the hallway.” Finn Sokolowski, 11 With the growing complaints against the locked bathrooms, Associate Principal Mike Schwartz offers some clarification. “With regards to vandalism, it’s not writing on walls on the bathroom. It is urinal dividers, urinals themselves, soap dispensers and paper towel dispensers getting literally ripped off the walls,” said
Schwartz. “Most of [the graffiti] is wiped off. It’s physical vandalism that causes the bathrooms to be locked.” This continual physical vandalism to the bathroom is costly and time consuming to repair, and it prompts staff to lock the bathrooms, which frustrates the students. “If we can get that to stop, we will never lock a bathroom in this school again,” said Schwartz. “We don’t want to lock the bathrooms. No one does.” The bathrooms that often are suspect to vandalism are those by the biology classrooms and across from the art classroom. If students want these bathrooms to remain open, they can do something to help. “Every year, somebody tells on somebody, and we can put a stop to it. It’s amazing that it stops almost overnight. We need the help of our students,” said Schwartz. When students report vandalism, the administration can take steps to quickly resolve the issue sooner rather than later, which ultimately keeps the bathrooms open.
Out of the Darkness walk by Clara Conlin staff reporter
As a part of the effort to raise awareness about mental health in the Mounds View community, members of Mounds View’s National Honors Society took action by partnering with the American Foundation for Suicide Prevention (AFSP) to set up a Mental Health Walk. The walk will take place at Long Lake Park from 1-3 p.m. on Sunday, May 5. Anyone is free to participate in the walk free of charge, though donations are encouraged. NHS co-Presidents Chris Jin, 12, and Nathaniel Moller, 12, ran for office with the idea of setting up an event to bring attention to mental health. Both were affected by the passing of their classmate Ryan Lind last April. “I was really close to Ryan,” said Moller. “The purpose of this walk is to spread awareness for mental illness and to let everybody know who’s been affected by mental illness that there are people there for them. It’ll just be a fun community event.” Before the walk, there will be pre-event and post-event activities featuring booths by different student clubs and organizations with information surrounding mental health and suicide. In addition to the informational booths, there will be performances by Mounds View singers and NHS members. All of the donations and proceeds will go to AFSP, which is one of the leading non-profit organizations focused on mental health research and suicide prevention in the United States. According to its website, AFSP throws campus walks for high school and colleges around the country and uses donations to fund research for suicide prevention, create and distribute education programs, advocate for public policy and support the survivors of suicide loss. The fund-
Editor opinions on the bathroom situation
raising goal for AFSP is $5,000—so far the project has yielded over $1,100. Students can donate money as a team or as part of a school club and register at afsp.org/mvhs. NHS created a committee that communicated with the city, different student organizations, student speakers and school administration to get support for the walk. While AFSP gave NHS a plan to follow, the committee worked hard to structure the logistics and to cover the costs of organizing the walk. “It’s been kind of hard reaching out to some companies to get sponsorship. As a first year event, some companies are hesitant,” said Moller. Despite the initial barriers, the organizers’ passion for the event’s cause still persists. “Sometimes it can be very challenging or a bit overwhelming, but overall we know that the walk is going to be really really great,” said Jin. “It’s going to be a good way to acknowledge some of the mental health concerns at Mounds View.”
Who? The National Honors Society What? A 5k walk in hopes of raising money to donate to AFSP
Where? Long Lake Regional Park, New Brighton, MN
When? May 5, 2019 from 11:30 a.m. to 3:00 p.m.
Why? To help raise awarness for mental health
The National Suicide Prevention Hotline: 1-800-273-8255
Contact Information For AFSP: 1-888-333-2377 info@afsp.org photo courtesy of Nate Moller (above)
“Imagine having an addiction to a flash drive.”
-Michael Gennaro news editor
“Vaping or not, they shouldn’t lock the bathrooms for everyone else.” -Ben Steil
120 Wall Street, 29th Floor New York, NY 10005 �I’m glad the girls bathrooms aren’t usually locked.” -Diana Zhu
debates editor
“I just want to be able to use the bathroom and wash my hands with soap.” -Alec Nelson news editor
editor-in-chief
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features
Thursday, April 18, 2019
A night filled with music
Dedicated to our students by Emily Feng staff reporter Bright flower- and fairy-lightfilled jars illuminate the tables as music floats through the air. This is Music for Mounds View: a studentrun charity concert held on April 5 by Mounds View’s National Honor Society (NHS). “Music for Mounds View is essentially a way to bring together a community that has loved and lost many students and to remember them in a way that impacts those around us,” said co-Vice President Aarthi Vijayakumar, 12, who organized the event along with co-Vice President Vicky Li, 12. At this year’s Music for Mounds View, a variety of students performed to raise money for the National Alliance on Mental Illness in honor of those struggling with mental illnesses, the National Brain Tumor Society in honor of Marit Swenson and the Ralph Reeder Food Shelf in honor of Mounds View alumni. Music for Mounds View was started by alumni Ellie Tsai and Emma Hoyhtya in 2018. After multiple deaths of both Mounds View
students and alumni, Tsai realized that there was a lot of hurt and grief within the community. “Music has always been a huge part of my life. It conveys what words can’t. I hoped that concert planned and performed by students to benefit and honor other students would provide a way of healing from the hurt had happened in the years past,” said Tsai. Hoyhtya hoped that the event could help serve as a way for people to cope together. “We wanted to give people not only a place to mourn the loss of students but celebrate their lives and bring happiness to a very dark place,” said Hoyhtya. In the summer of 2017, Tsai brought the idea to the National Honor Society Executive Board and collaborated with Hoyhtya and other NHS members to create the event. “One of the first things we did was put together a committee and start from scratch,” said Hoyhtya. Together, their team found a venue, held auditions for student performers, gathered sponsors and spoke to the families who have lost students to decide which charities would be involved.
During the first year of the event, the committee ran on a very limited budget. This year, however, Rice Creek Group of the Thrivent Community provided a generous sponsorship to the event. “[The funding] allowed us to expand the event and reach more people because putting on a concert for 300 people can get really expensive. It was important to both us and Thrivent that this concert would touch people both at Mounds View and in our community,” said Vijayakumar. This year, Music for Mounds View sold 300 tickets, raising $2,600 from the box office alone. Audience members donated an additional $2,412 at the event. In the end, the event raised over $5,000 total that will be split evenly between NAMI, the National Brain Tumor Society, and Ralph Reeder Food Shelf. Tsai says, “I can’t deny the pain that Mounds View has experienced in the last few years, but I can create an event that brings people together to remind them they are not alone in their hurt. Music for Mounds View is a reminder of just how much good can come out of grief.”
Meet the performers In addition to raising money for charity, Music for Mounds View creates a unique experience for both performing students and audience members. This year, the students performed a variety of vocal, string and piano pieces. “Most performances I have been to only featured a single form of music,” said Arthur Nghiem, 10. “There’s much more diversity at Music for Mounds View. Because of this diversity, I feel that people focus less on comparing how good the performers are relative to each other and focus more on just enjoying the music.” In order to perform in Music for Mounds View, students had to go through a rigorous audition process. Students spent countless hours preparing and organizing their music for both the auditions. “It was tough. There were a lot of really qualified
people,” said Aarthi Vijayakumar, who was one of the judges. This year, only 12 out of 30 auditioners made it to the event. “Though I wasn’t able to hear much of the other students during the audition process, I knew that they were all phenomenal at what they did,” said Ming Shen, 12, who was one of the auditioners selected to perform in the concert. For many students, Music for Mounds View was a meaningful experience that was different from other recitals, concerts or school events because of the unique atmosphere and the charitable cause. “The message behind Music For Mounds View is deeper and more insightful than any other school performances I have taken part in. Although I love singing at school events, this event consists of a focus. The main focus is to bring people together and raise
Joey Bushagour, 12, and Hufsa Ahmed, 11, emcee the night.
money for wonderful charities and causes, which is one of the reasons I am so thrilled for the event,” said Ameera Arshad, 11. The concert’s emphasis on the Mounds View community made the event intimate and inclusive. “No audience was as welcoming and empathetic as this one,” said Shen. “Though everyone had different reasons for attending, it was beautiful to see everyone really connecting with one another and honoring the people we’ve lost and the people who still struggle with different issues today.” All the performers had one thing in common—they were able to find meaning and bring the community together through music. “Music unites us all, and this event really portrays that message in a great way,” said Arshad.
Arthur Nghiem, 10; Eric Feng, 10; Lily Bronson, 10 and Janae Lee, 10, perform Beethoven’s Adagio Cantabile.
The program included all the perfomers and information about Music for Mounds View.
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Audience members applaud the performers and event planners.
It was a thoroughly enjoyable experience. Not only was the music beautifully performed, it was so fun to sit with friends and other members of the community around a table. I think they did a really good job of making it a community experience.”
-Mem Awad, 11
Ameera Arshad, 11, sings “Someone Like You” by Adele. photos by Sarah Tang
features
Thursday, april 18, 2019
Tackling the competition by Rebecca Li staff reporter
Emily Shilson, 12, began wrestling when she was just five years old.
a 2017 Cadet World silver medalist. Last October, she broke the record by becoming the first U.S. wrestler to earn a gold medal at the Youth Olympic Games. To perform consistently well at
courses in the fall of her junior year. This arrangement has given Shilson much more flexibility in her schedule, allowing her to work out in the middle of each day. It has also allowed her to travel to competitions, which often last one to two weeks, without falling behind in school. Although Shilson does not take any classes at Mounds View, she was an im-
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My dad said that if I always gave 100 percent, then I could wrestle. That’s how it started and they’ve been supportive ever since.” - Emily Shilson, 12
Shilson, 12, faces off against her opponent in the ring. photo courtesy of Emily Shilson
Initially, she trailed her older brother to his practices and tournaments, but she quickly grew bored of watching on the sidelines. “My dad said that if I always gave 100 percent, then I could wrestle. That’s how it started, and they’ve been supportive ever since,” said Shilson. Now in her thirteenth year of wrestling, Shilson has accumulated numerous accomplishments—she is not only the six-time Minnesota Girls High School Wrestling State champion, but she is also a 2018 Cadet World champion and
competitions, it’s no surprise that Shilson trains for 30-40 hours per week. “I’m on the mat probably six to eight times a week, and I do cardio every day, usually a couple times a day, and I lift three or four times a week,” said Shilson. Although such a demanding practice regime can be incredibly tough at times, Shilson says she loves being able to push herself in each practice and come out as the hardest worker. To accommodate her rigorous training, Shilson began taking only online
by Angela Larson staff reporter
Theater has that other aspect of voice that you don’t get solely with dance, yet still incorporates some different elements of dance,” said Spence. Pursuing dance for six years, Spence later discovered her new fondness for musical theater. Starting in middle school, Spence decided to try out theater and fell in love. “In seventh grade, my mom forced me to try out for the Chippewa Middle School musical,” said Spence. “I liked the singing and acting and dancing all together as opposed to doing it separately. I started doing musical theater at other theaters freshman year, and now I have quit dance to pursue theater.” Although sometimes it doesn’t require as much strenuous movement as dance, theater has many pressures of its own. “The hardest part about performing is the stamina required to maintain a strong performance night after night. In musicals especially, there is a lot of simultaneous singing and dancing that can be taxing on the body after a while, so on the off-days, it’s important to take care of yourself and rest,” said Spence. Because of the nerves that affect even the most experienced actors and actresses, Spence has formed her own pre-performance routine that steadies her nerves before having to perform
portant member of the Mounds View wrestling team this year. “All the wrestlers and the coaches, they cared about getting better; they wanted to win. The guys were really accepting, so it was really cool to be part of that team,” said Shilson. “I wish I had more time with Mounds View because it was such a good experience this year.” In his short time working with Shilson, Mounds View coach Dan Engebretson experienced her determination as an athlete. “Emily is one of the hardest workers I have ever coached. She is always working to be the best wrestler she
can be,” said Engebretson. “She was the first one to wrestle for us in dual meets. We needed her to be our spark plug and get each match started off, and she always came through.” Shilson is coached primarily by her father, Chad Shilson, who has also worked as the director of girls wrestling in Minnesota for the past eight years. When speaking of her father, Shilson says the unique parent-coach/child-athlete relationship has played a key role in her growth as a wrestler. “He’s always there, and I can always talk to him. He sets me up with whatever I need for training, whether it’s coaches or strength trainers,” said Shilson. Additionally, Coach Shilson’s efforts to expand the girls wrestling program in Minnesota has given Shilson more opportunities to train with other girls. Besides having a strong support system, Shilson is also extremely disciplined on and off the mat. “I think the biggest thing [I learned from wrestling] would be discipline. You have to be really disciplined in wrestling with your training for technique, strength, cardio and nutrition. And I think that carries over to school and life.” This year, Shilson was named a 2019 Minnesota Wrestling Coaches Association (MWCA) Academic All-State award winner. Although Shilson is still undecided on where she will be attending school this fall, she knows that she will continue wrestling in college. “My main goal in the future is to win the Olympics, and that’s what I’m training for now,” said Shilson.
Spence takes the stage Many kids watch TV from a young age and dream of becoming and actor or actress, but that dream no longer exists going into middle school and high school. However, for one Mounds View student, that dream is still alive. Katherine Spence is a sophomore whose talents are in the arts of acting, dancing and singing. Acting, now having more importance than her prior passion of dancing, has become a full-time commitment for Spence, occasionally forcing her to miss school for day-long rehearsals. “Right now, I rehearse six days a week for four to five hours on weekdays and seven to eight hours on weekends. On tech week, the week leading up to previews, we rehearse about 10 hours every single day,” said Spence. Spence has put more dedication into rehearsing and performing musical theater than she did when she was dancing. For Spence, the switch from dance to theater was easy. She has a passion for portraying a message, similarly to her expression through theater. “In dance, movement is the main thing that you can use to convey a story, but with theater, it is movement, speech and expression.
for friends and family. “I normally try to stretch, drink ‘throat coat’ (a strong herbal tea), breathe steam to make sing-
Spence, 10, rehearses on stage at the Children’s Theatre. photo courtesy of Katherine Spence
ing easier and lastly, I listen to music.” Spence’s upcoming performance is “Matilda the Musical” at the Children’s
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Theatre in Minneapolis. She will play several ensemble roles including Big Kid, a nurse and a salsa dancer, which enables her to participate in many different musical numbers. “This entails singing difficult lyrics while performing high-energy dance routines in this very intricate show,” said Spence. “My background in competition dance and rhythmic gymnastics has helped me a lot with this process because I have developed a lot of stamina and the ability to pick up choreography quickly.” See Children’s Theatre Company’s “Matilda the Musical” this spring, with previews starting April 28 and performances running May 3 through June 23. Purchase tickets online at childrens theatre.org/matilda
Upperclassmen by Jarod Koeppl staff reporter High school, for many, is a place of opportunity and discovery. Students typically walk in as freshmen with hardly an idea of what they want to get out of high school or what they plan to do afterwards. The goals and expectations of freshmen can drastically change by the time they become seniors, and it is important to reflect on their previous ambitions or indifference to understand their current objectives. Freshmen often begin their high school careers without any concrete goals or plans for the future. “I didn’t have goals [as a freshman],” said Ethan Symonik, 12. “I was just sort of passing time. I just did what I thought I had to do to get through.” With four years of secondary school left, students don’t always think about what they want to get out of their high school experience and may not understand what it is they wish to achieve. Although plans might not be clear freshman year, students still have ambitions. “Coming into high school, one of my goals was to get involved in an after-school activity so that I could meet new people. I didn’t really know anyone at MV because I came from a smaller school, so getting involved in activities really helped me freshman year,” said Alyssa Killian, 11. That’s where high school comes in, not only to educate students but also to prepare them for the future and help them discover their goals. While incoming students may not have goals in their minds, Mounds View has goals for them. Ranked 13th among Minnesota high schools, Mounds View has an excellent reputation, especially when it comes to preparing students for college. According to U.S. News & World Report, 64 percent of seniors here have taken at least one AP course during their high school career. Mounds View’s encouragement towards students to take difficult classes while balancing extracurriculars both in and out of school makes it apparent that its goal is to push students toward college. Combined with rigorous courses and ACT preparation
classes, students may feel a considerable amount of pressure to follow that path. It is not uncommon for students to lose sight of their own personal goals under all the pressure of high school, but once those pressures start to melt away, students are finally able to see their own aspirations. “After the ACT, I realized I’ll be fine in life. That’s why senior year is the best. I don’t feel so much pressure, so I just get to focus on what I like,” said Symonik. The senior slide is certainly prevalent, typically starting shortly after getting into college or committing to other plans after graduation. “[My] goal coming into high school was to get into a good college, and my goal now is just to graduate,” Cody Connolly, 12. Every student has a goal. Whether it’s a goal for today, a goal for tomorrow or a goal for a year from now, whether it’s a small triumph or a lifelong dream, every student has something to strive for.
Underclassmen by Sandy Zhang staff reporter
The idea of a goal has always been important to every student. From first encountering this concept in kindergarten to making plans for the future as a senior in high school, goal setting can be both an angel and a devil in someone’s life. Some may find it to be an annoying chore required by all teachers at the start of a semester, while others may see it as an important tool that helps them navigate life. Students from all grades have a wide variety of goals, including underclassmen who have just begun their first year or two of high school. When it comes to setting personal objectives, a student’s values differ as they grow from ninth to 12th grade. Many students center their goals around academics in the short term. “I would like to keep good grades, do well in school, just like things that lie along these lines,” said Bethany Brooks, 10. Brooks’ hope to succeed academically is not uncommon, given the high-achieving atmosphere at Mounds View. “I want an A in my classes,” said Sophia Li, 9. Unsurprisingly, students often set short-term goals even if they don’t have a clear idea of the future. “I want to continue to do well in school. I don’t really have a job goal yet, but I obviously want to do well in school, so I can get into college and get a good job,” said Brooks. Even though they are less than two years into high
school, other students already have very specific dreams for the future. “I want to be a stay-at-home dad because it’s a good life in which I don’t have to do work,” said Ian Tsai, 9. A common trend for Mounds View students is simply seeking happiness in life. “I want to live a life I enjoy,” said Maggie Cai, 10. In addition to finding happiness, students want to live a healthy life to the fullest. “I want to live a life; I don’t want to die young,” said Li. Students tend to experience several large changes in their overall goals throughout their lives. “When I was a kid, you don’t really set a long-term goal. You just live life by the days, and you don’t really think about what’s around you. As you get older, you become more aware of what’s around you and begin to really think about what you want to do,” said Li. Goals also change from childhood fantasies to a more realistic plan for life. “I feel like as a kid, your goal is more dreamy and stuff. You’re like, ‘Oh, I wanna be an astronaut,’ or something, but as you get older, you realize that if I wanna be an astronaut, you have to work hard to get there,” said Brooks. “Your goals change, so they are more realistic.” In some cases, ambitions made just a few months ago or prior to someone’s high school career can change drastically. “[At first my goal was] just to have fun in school, and now it’s to do well in school,” said Tsai. For others, however, their goals have not changed significantly. “My goal when I first entered high school was to learn new things. My goal has not changed since then,” said Cai. Some students find themselves adjusting to a different mindset. “Now I actually focus less on school and how it can stress me out but more on how to enjoy it,” said Miles Huberty, 10. Despite their young age, many underclassmen expressed the importance of goals in their lives. “I think [goals] are important, and they have impacted me a lot because if I want to do something, I have to be motivated. I have to know what I’m aiming for. Just using school and homework as an example, I’m not just gonna sit down and do homework every day without knowing what I’m working for, but if I say, ‘I’m doing homework so I can get good grades and get a good job,’ then it helps to motivate me more,” said Brooks. However, the road to achieving a goal can be paved with difficulty. “It’s important to do well in school, [but goals] have caused increased stress and less sleep,” said Tsai. Different people have different ambitions for their high school careers and lives in general, whether they are certain academic achievements or long-term career aspirations. Overall, goals are an integral part of life for all ages, even underclassmen in high school.
Teachers
by Mitchell Zaic and Vicky Li staff reporters
Everyone has aspirations, but they can vary immensely between different age groups and occupations. Many Mounds View students have the ambition to graduate from high school, to attend a good college for athletics or academics and ultimately pursue professional goals. As students reach their goals and set new ones, their aspirations begin to differ greatly from those of others and their own old ones. For teachers, their goals can vary greatly from when they were students, and they are now invested in the success of their students as well. English teacher Andrea Reinecke sets goals for her teaching, constantly aiming to improve the learning experience for her students. “I do have a goal of having a mostly paperless classroom and being able to find new apps for technology and new ways to integrate that into my teaching. It’s always a goal of mine to find ways to present material in different ways for different types of learners,” said Reinecke. Regarding student objectives, she believes that resilience and setting small goals is the most beneficial. “I think it’s a good thing to have an overarching big picture type of goal, but you don’t want to set yourself up for damaging your mental health, damaging your self worth,” said Reinecke. She also emphasized the importance of altering outcomes along the way when things go wrong. “I think it’s perfectly reasonable to either adjust as needed or say, ‘You know what, maybe there’s something else in the cards for me.’” Lucas Shogren, the director of the Mounds View Orchestra,
set his goals clearly in front of him from a young age. “Well, when I was 10, I wanted to be in a professional string quartet and tour the world professionally,” said Shogren. But over time, his ambitions have slightly changed. “My goals are to continue to just spread the joy and love of music to young people and try to encourage people to play and create music in various ways.” Shogren originally did achieve his original goal and played in a string quartet, but when he changed careers to become an educator, a new target came into light. “I think I’ve always had that goal. But now it’s just more the focus.” Shogren offered a similar perspective to Reinecke’s in regards to large goals: focus on the small things first. “If you have just big goals, it’s going to take you 100,000 steps. You need the small goals to actually get there. What I think happens on those small steps is they’ll be doors that will open up that you didn’t even realize. They might adjust and change the trajectory of everything in a really awesome way,” said Shogren. Michael Cartwright, a science teacher at Mounds View, lived his youth with these small, simple goals. “When I was young, I didn’t necessarily have a lot of goals. I just kind of lived day by day, and I was driven to do the best I could in whatever activity I was involved in,” Cartwright said. Since then, his goals have remained relatively similar to when he was young. “To be honest, it hasn’t changed a lot. I just, again, try to do the best I can add whatever I’m doing.” In regards to student goals, Cartwright values flexibility and an open mind. He described college application goals as unrealistic in many ways. Students often are crushed when they miss out on their dream school. Because of how often this occurs, Cartwright questioned the whole notion of a dream school: “It’s really less about where you go and more about what you do when you’re there.” Cartwright explained that when he attended graduate school, part of the class came from Ivy League schools while others came from community colleges, showing the overrated value of attending a prestigious school. As students begin to set more and more goals, their aspirations will continue to change along with their environment and values in life.
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editorials
Thursday, April 18, 2019
Alternative education
Why Mounds View needs fewer core credit requirements by Molly Shwiff staff reporter Mounds View High School offers a wide variety of highly beneficial and unique classes. However, because of the long list of requirements students need to meet in order to graduate, they rarely take some of these classes. In the MVHS graduation credit checklist, it’s recommended that if a student is planning on attending a four-year college, they need four years of English, math and science, along with three-and-a-half years of social studies and at least two years of a foreign language. This results in all students taking many of the same classes and leaving little room for the classes that don’t fall into the category of core classes, even though they teach important and useful things that are needed later on in life. If there were fewer core class requirements and instead more room for unique classes, students would be less stressed in school, have the chance to explore a greater amount of possible careers and be able to express their creativity. The amount of stress that comes with a fully packed schedule can be overwhelming for many. The average student at Mounds View takes six classes
per day, along with the responsibility of sports, extracurriculars, a job, friends, family and whatever else might be going on in life. Students are pressured to balance core classes along with their academic and extracurricular interests. It would be a better learning environment for students to be surrounded by peers who share the same interests instead of being forced to take graduation requirements. In addition, it would be less stressful for teachers if their students are enthusiastic about the course material. This would better mental health at Mounds View and lower student stress levels in school. With more room for non-core classes, students would have the opportunity to explore careers and help prepare students for life outside of high school. They would have a better idea of what they are interested in going forward into college. With half the Mounds View’s graduation requirements in the STEM field, other fields are given less emphasis. According to the United States Bureau of Labor Statistics, in 2015 there were only 8.6 million jobs that fell into the STEM category. This made up 6.2 percent of all employment in the U.S., which means that the majority of all employment in the U.S. was not classified
under the STEM category. Yes, technology and science are vital elements in the world today, but so are other things like philosophy, finance and economics. One other issue with the current high school curriculum is the absence of basic adult skills which are vital to post-secondary life. These include how to do taxes, make house repairs, handle money and manage credit. Almost every adult needs at least some understanding of these skills, but the education boards do not include them in the high school curriculum. If there was less time spent teaching students to interpret themes from archaic novels and more time devoted to building practical abilities, students would be better off after high school. These skills could easily be taught in a mandatory class, which would take only a semester of schooling and give students lifelong skills. Finally, because of the long list of requirements for students, they aren’t always able to express their creativity in unique and different ways. While it’s true that professionals in STEM can be compared to the backbone of any company, they still aren’t the heart and soul. It’s the creativity and aesthetics that are the most important parts of a company. Admittedly, it is important for schools
to teach STEM, but STEM should be taught with many other fields of learning for the sake of educational diversity. Students should have a wide variety of classes to explore and be encouraged to find their passion. Instead of putting so much focus on STEM classes, schools should allow students to have a choice in their education and what they want to pursue. If there were fewer graduation re-
“If there were fewer graduation requirements for students, every high schooler would be less stressed in school.” quirements for students, every high schooler would be less stressed in school, and students would have the chance to explore a greater number of careers and express their creativity in different ways. Fewer requirements for students would result in more educational diversity and an overall better learning environment.
Reap the rewards of reading by Natalie Nemes staff reporter
Between AP classes, sports, clubs and other commitments, Mounds View students always have a full schedule. With so much going on, students do not have much time in their schedule to spare. When they do, few students consider reading a priority, but they may want to reconsider. Not only can reading reduce stress and increase empathy, but it also has more academic-specific benefits, such as improved writing skills. When you begin reading, the story you immerse yourself in allows you to leave your own troubles and worries behind. The University of Sussex’s 2009 study on common relaxation methods found that reading a book reduces stress the fastest. By analyzing muscle tension
“Not only can reading reduce stress and increase empathy, but it also has more academic-specific benefits, such as improved writing skills.” and heart rate, the study concluded that subjects only took six minutes to relax through reading. Additionally, bright screens keep the brain awake and alert, making books a better way to unwind before bed compared to phones or television.
Beyond the benefits of better sleep and less stress, reading also increases a person’s empathy. Reading a book centered around a character with a different culture, religion or socioeconomic background than your own can help you understand people in the real world who also share that character’s background. Similarly, a book that emphasizes a controversial topic relevant in today’s society may help you understand both sides of the argument. Perhaps if you held a certain opinion beforehand, you might change your stance. Simply put, books allow you to see the world outside of yours. Reading also helps students do better in the classroom. Absorbing plot details, character profiles and setting descriptions challenges concentration, memory and analytical thinking skills. Picking up on clues present in the text and piecing those hints together to predict what will happen next in the plot forces you to scrutinize details and inquisitively think about the book. Also while reading, you naturally pick up on grammar rules, new vocabulary words and distinguished writing styles, thereby improving your own writing. Aptitude in writing has a natural correlation with reading. Despite all the upsides to reading, many students with jam-packed schedules find that they do not have the time to sit down for hours and read a book. But they do not necessarily need to set aside time in their schedule to read. Seeking
illustration by Audrey Wu
out little moments throughout the day to read—on the bus ride to school, after finishing a test, etc.—allows students to chip away at a book. Moreover, students should consider cutting down on the time they spend on social media and streaming services to make more time for reading. Although some might say these are much more compelling forms of entertainment, I would argue that those who say this simply have not found the right kind of book yet. From graphic novels to historical fiction to memoirs, each book offers something unique that appeals to different readers. One alternative to a classic paper book is an audiobook. Audiobooks allow you to multitask while still consuming the book’s story. You can listen to
audiobooks while you do chores, drive to school or complete other everyday tasks, allowing you to make the most of your time. But perhaps all these arguments in favor of books pale in comparison to the joy of reading. Although some books may seem dry as sand, the right book can take you on adventures that rival the wildest thoughts of your imagination and follow touching, relatable characters. Reading is a worthwhile, enjoyable hobby for anyone.
DEBATES
Thursday, april 18, 2019
9
College: Private vs. Public
Go for prestige by Alissa Zhao staff reporter Deciding on what college to attend can be a very stressful time for seniors.. Most people have heard of those super talented and academically superior students who get into Ivy League universities but end up deciding to go to a state school. Those students don’t see the value in attending a significantly more expensive university when they can get a full scholarship at a state school. However, that decision does not benefit them in the long run. Private universities are a better choice for postsecondary education than state schools because they offer a better education, aren’t always significantly more expensive than public universities and offer students better opportunities once they enter the workforce. With top notch Private professors and smaller universities class sizes, simply offer a private universities better simply ofeducation.” fer a better education. Schools like Harvard University and Princeton University boast numerous nobel laureates on their faculty. These professors can give students a significantly better education because of their superior knowledge. As leaders in their field, they have knowledge that few others do, and they can pass this information onto their students. Princeton University, a world renowned private institution, has 26 faculty and staff who have won the Nobel Prize. Harvard University is another private school that boasts numerous notable professors. For example, professors Oliver Hart and Alvin E. Roth won the Nobel Prize for economics in 2013 and 2012, respectively. In a 2016 an article by U.S. News and World Report, the top 13 universities picked by guidance counselors were private universities. In addition, the smaller class sizes help students have a more intimate relationship with their professors, which in turn improves a student’s success in class. Another reason private schools are a better option for postsecondary education is that they offer all of their benefits and aren’t necessarily more expensive than public schools. Generous financial assistance and scholarships make the costs of
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private universities more reasonable for some families; in fact, many private universities end up costing less than public universities. For example, families with students on scholarships pay Harvard an average of $12,000 annually. On the other hand, the average student attending the University of Minnesota pays $17,000 for one academic Many private year. When the heightuniversities end ened stickup costing less er price of private than public universiuniversities.” ties is no longer an issue, they are indisputably the better choice for postsecondary education. Finally, private universities students are given a leg up when they enter the workforce. Big businesses will often offer their more prestigious internships and job opportunities to students from more esteemed universities. Furthermore, private institutions often boast successful alumni who expand the university’s network and help recent graduates attain better opportunities in the workforce. For example, according to Forbes, Princeton is affiliated with the greatest number of Nobel Laureates—17. The top five schools on that list are all private universities, which goes to show how many private universities produce top notch graduates in various areas of the workforce. While some may say that the expensive cost of private universities outweighs the benefits they provide, I believe it is more important to give oneself the best possible chance at success. Because they offer students a better education, Recent graduates don’t alattain better ways cost more than opportunities in public unithe workforce.” versities and open up better opportunities in the workforce, private schools are the superior choice regarding postsecondary education.
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Viewer Staff 2018-2019
EDITOR-IN-CHIEF MANAGING COPY EDITOR MANAGING DESIGN EDITOR MANAGING ONLINE EDITOR MANAGING ONLINE DESIGN BUSINESS MANAGER FRONT COVER NEWS EDITORS FEATURES EDITORS DEBATES EDITOR
Diana Zhu Michelle Wang Sarah Tang Michelle Wang Leon Wang Diana Zhu Sarah Tang Alec Nelson, Michael Gennaro Sanjana Dutt, Leon Wang Ben Steil
Go for practical
by Michelle Sung staff reporter Harvard. Princeton. Yale. Stanford. These are just a few of the most prestigious universities in America and, debatably, the world. Though their names may ring more than a few bells, these schools don’t have much more to offer than public universities besides their name. Apart from their labels, public schools provide plenty of opportunities that come at a much cheaper price. Such elite schools certainly come with an exorbitant price that leads to large loans and huge student debt. Harvard’s predicted tuition for 2019-2020 is a whopping $46,340 compared to the University of Minnesota’s in-state tuition of $14,760. At higher ranked colleges, scholarships are sparse, and the only way to receive a cheaper tuition comes through financial aid. On the other hand, public schools have financial aid along with a variety of merit-based scholarships available for high-achieving students. Although some cheaper alternative state schools may not have as many elite professors nor resources, it doesn’t mean that a student can’t learn everything they want to at this school. Many think that state schools don’t have the same rigor or prestige as private colleges; however, many public universities offer a separate honors program for students who performed well in high school. Students in these programs have access to simiPlenty of public reuniversities rank lar sources higher than as elite private schools in colleges, such as certain subjects.” smaller, m o r e individualized learning plans and more challenging courses. Depending on the major or concentration a student wants to pursue, a private school may not be the best educational option to further their passions. Plenty of public universities rank higher than private schools in certain subjects. For example, the University of Michigan ranks first in the nation— above all other private and public schools—in nuclear engineering, along with second and third for industrial
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CENTERFOLD EDITORS EDITORIALS EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITOR PHOTOGRAPHERS ARTIST ADVISOR PUBLISHER
Sarah Tang, Jenna Stellmack Alec Weber Rachel Ganske Elliot Lee Sarah Tang, Vicky Li Audrey Wu David Ostrom Sauk Centre Publishing
engineering and environmental engineering, respectively. The University of North Carolina at Chapel Hill also ranks high, placing fourth in management and fifth in marketing. Even the University of Minnesota Twin Cities has its strengths over private schools. Ranked ninth in the nation for health education, the University of Minnesota places above a number of Ivy League schools such as Yale, Brown and Dartmouth. Furthermore, the college one attends has little to no correlation with the income a graduate will receive throughout their career. Stacy Dale and Alan Krueger published a paper in The Quarterly Journal of Economics in 2002, showing that there was no significant difference in incomes between adults who chose to attend an elite school as opposed to a less elite school. Another part of the study also showed that students with better scores in high school (such as SAT and GPA) did well income wise, reThere was no siggardless nificant difference of the in incomes between college they deadults who chose to cided to attend an elite school attend. Atas opposed to a less tending elite school.” a private school can also damage self esteem, depending on the atmosphere of the college. By attending a selective, elite college, students who perform mediocre in comparison to super achievers may feel incompetent and depressed, and they may experience imposter syndrome. Though getting accepted into Harvard or Yale may give an initial boost to self-esteem, actually attending the college may harm one’s self-esteem and mental state in the long run. Private colleges may have their fancy names and professors, but public schools can still provide the same, if not more, opportunities. Student loans and crippling debt can affect one’s life for a prolonged period. Rather than spending an excessive amount on an education that is based off of a prestigious name, spend responsibly on an education that matters.
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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
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Arts & Entertainment
thursday, April 18, 2019
Females on the front screen
Captain Marvel by Medha Nayak staff reporter Feministic, emotional, thrilling, sci-fi. “Captain Marvel” is everything this generation loves. As Marvel’s first woman-led film, “Captain Marvel” had a high bar to clear. While the movie did reach this high standard, it seemed more as a bridge to “Avengers: Endgame” than a stand-alone movie. Marvel hinted that Captain Marvel will show up in the next Avengers movie, so they needed to introduce viewers to the character. Regardless, the movie turned out to be a huge win for Marvel due to its box office-smashing records. “Captain Marvel” holds the record for the sixth biggest box office opening since 2002. Using a dynamic and action-packed plotline, phenomenal special effects and charm, “Captain Marvel” is sure to please all audiences. Played by Brie Larson, Vers, a Kree warrior who doesn’t recall her past, is separated from the Kree, the scientifically-advanced alien race of the Hala planet. She finds herself in an intergalactic war while trying to actively recover her past alongside detective Nick Fury, played by Samuel Jackson. Vers
experiences recurring flashbacks to her old life as U.S. Air Force pilot Carol Danvers. Over time, she collects information about her old life while evading enemies and testing her abilities and newly discovered powers. The intense plotline and continuous action keep viewers on the edges of their seats. With the use of red herrings and curveballs, viewers will always want more even after the movie ends. When the plot just starts rolling, a huge twist occurs, affecting the emotional state of Captain Marvel and changing her goal throughout the rest of the movie. In the last fight scene, movie watchers get to see the full extent of her superpowers as she single-handedly takes on an army of warriors to help her friends and the refugees escape. During each of the fight scenes, her power is depicted as bright and pulsing, which is made possible by the phenomenal special effects. The visual effects also play an important role in making outer space and foreign planets in the movie look incredibly realistic. The cinematography contributes to the fulfilling movie experience. During the climax, the angles
and shots immerse the viewers in the action. The camera often zooms in on Vers’s face to highlight her concentration and her power, heightening the tension of the fight scenes. During one of Captain Marvel’s battles, the camera zooms close to her, showing up close her determination to stop the Skrull, another extraterrestrial race. With a satisfying plot filled with twists and packed with action, “Captain Marvel” is sure to satisfy everyone. Although the movie is meant to be more of a filler for “Avengers: Endgame,” it still ranks amongst the best Marvel movies, such as “Black Panther” and “Thor: Ragnarok.” Photo courtesy of EPK.TV (left)
Fair use from Wikipedia (left and above)
Top 10 Netflix trips 1. The Office 2. Friends 3. Grey’s Anatomy 4. Jane the Virgin 5. Hawaii 5-0 6. Psych 7. Star Wars Clone Wars 8. Bring it On 9. Vampire Diaries 10. Parks and Rec information compiled by Rachel Ganske
Tidying Up with Marie Kondo by Nancy Koshy staff reporter Marie Kondo has become a household name recently, appearing on numerous TV shows like Ellen and Jimmy Fallon with the recent debut of her Netflix series. Released on Jan. 1 of this year, “Tidying Up with Marie Kondo” is an eight-episode reality TV series. Each episode follows the journey of one American family, couple or individual as they try to take on the daunting task of tidying up their house. Kondo meets with the families once a week, guiding them through her KonMari method of organizing. The KonMari method itself is fairly straightforward. Items are divided into five categories: clothes, books, papers, komodo (Japanese word for miscellaneous) and sentimental items. For each category, Kondo’s clients need to put all the related items from all over the house into one big pile before getting rid of anything. Then, they need to touch every item and see if it “sparks joy.” This idea of sparking joy is iconic to Kondo. In essence, it means the client likes wearing that item or it makes them feel happy to keep it. In the KonMari method, sentimentals are sorted at the end because they are the hardest to part with. This helps people improve their discernment, so when they get to sentimentals, it will be easier to get rid of items. The Netflix show is the newest form of sharing the KonMari method to American audiences. The series walks viewers through some of the techniques discussed in her book, “The Life-Changing Manga of
Tidying Up: A Magical Story,” in a reality TV setting. The intent was to build interest in an American audience, and the show has definitely done this by showing the impacts the amazing transformations had on the clients’ lives. The KonMari method itself is fantastic, but the TV show does not give it true justice as episodes get repetitive and are not very detailed. As a result, only a few episodes are worth the 40 minutes. Throughout the whole series, Kondo goes through the same routine: She first meets the clients, greets the house and then proceeds to have them pile up their clothes. Because the order is the same each time and the scenes displayed are similar, the show gets boring very quickly. The series tries to combat this issue by not showing all five categories and instead usually only scenes of the worst three. Unfortunately, the content is too similar, especially when comparing episodes in which focuses on families. Additionally, the show itself only skims the surface of the KonMari method. It is useful as an introduction to the general premise of this type of organization, but the show could have been more detailed over the eight-episode season. In her book, “The Life-Changing Manga of Tidying Up: A Magical Story,” Kondo goes into more detail about the tidying process, and I would have liked to see that depth in the actual series. In each episode, she greets the house and tells her clients to thank their clothes. In my experience, these scenes can come off as weird and humorous to American audiences, but in the book, Kondo describes how these acts relate to the Shinto belief
that inanimate and animate things have a spirit. Although these actions are somewhat unusual to most of us, the way they are presented in the show make them appear more comical than they are supposed to be. In addition, other details explaining why someone should get rid of an item or how sometimes people will need to keep necessities and not just things that “spark joy” can be missed in the show. The overall idea behind the show is well intentioned, but it does not have the best execution because its repetitive nature and lack of details. Some of the episodes are worth the watch, such as “Sparking Joy After a Loss,” because of the impact tidying up had on the client. But others, like the first episode, “Tidying With Toddlers,” could have incorporated more aspects of the KonMari method. It is, however, a good introduction to this organization process. If implemented correctly, this method can help many begin tidying up their room or house. Certain aspects of the method are very useful, such as folding your clothes so that they stand upright and remain visible. Rather than watching the whole series, I would recommend watching one or two episodes that seem to have clients similar to your situation and then read Kondo’s book. I found that the combination of these two is a lot more enjoyable and informative than watching all eight episodes. Regardless, “Tidying Up with Marie Kondo” is a good show to check out and might even ignite a newfound passion to declutter.
sports
thursday, April 18, 2019
Boys volleyball spikes early
by Brock Nelson staff reporter Spring sports at Mounds View are associated with success, whether it’s boys baseball, with their backto-back state titles, or girls track, with multiple state titles under their belt. A high bar has been set for all
spring athletics. Boys volleyball, the newest addition to spring sports at Mounds View, hopes to live up to this standard of excellence. “We’re all ready to go out and compete to hopefully get a win to start our journey to the state tournament,” said Trent Oberreit, 12. While boys volleyball is making its debut at flexibility so that students can play it as well as an additional spring sport if they want. Many of the players tend to take advantage of this rule by utilizing their athletic ability on two fields. “The practices are later, so I can still be part of the track team after school,” said Oberreit. Volleyball has a five-day week with three practices and two games. While practices aren’t daily, the team works hard to make sure they are efficient as well as enjoyable. “My favorite part of practices are the spiking drills we do,” said Van Beusekom. As a new team, the boys have high hopes. “This is the first year Mounds View has a volleyball team, so it’s hard to say [how we’ll do]. Overall, the team is looking pretty good though,” said Van Beusekom. Mounds View kicked off their season on April 10, when they defeated the Spring Lake Park Panthers. The varsity team won three of the four sets for a total score of 85 points, eight points over Spring Lake Park. Mounds View will head over to Forest Lake High School on April 17 to play the Rangers, hoping
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(l-r) Matthew Van Beusekom, 12; Trent Oberreit, 12; and Keegan Gunkel, 12; play against the Spring Lake Park Panthers.
to start what very well could be a new spring sports success story.
Mounds View’s varsity team competes at Spring Lake Park High School on April 10.
photos courtesy of Vicky Li
Final Four battle in MN by Jake Wolkerstorfer staff reporter Fans from near and far flocked to Minneapolis to be a part of college basketball’s biggest annual tournament. All eyes were on the schools strong enough to make it to the Final Four: Virginia, Michigan State, Texas Tech and Auburn. These four teams faced off on Saturday, April 6 right here at the U.S. Bank Stadium in Minneapolis, and after days of cheers, laughs and tears, Virginia emerged victorious from the final game on Monday, April 8. Every year, millions of people throughout the world participate in NCAA Tournament bracket contests, which involves picking the winner of every tournament game, eliminating half of the teams each round. With the Final Four teams remaining, ESPN reported that out of 17.2 million people who participated in the ESPN NCAA Tournament Bracket Challenge, fewer than 8,000 participants selected the Final Four correctly. Making their first Final Four appearance in their school’s history, the most surprising team of the group
was undoubtedly Auburn from Auburn, Alabama. Auburn went into the tournament ranked 19th in the country, and experts gave them little chance to advance past the second or third round. However, the Tigers of Auburn remained strong throughout the course of the tournament, reminding the world that anything is possible in sports. Another surprise team to reach the Final Four was Texas Tech, a public research university based in the small town of Lubbock, Texas. After remarkable wins in the Sweet 16 and Elite Eight, the Raiders of Texas Tech sought to keep their dream alive and surprise the nation yet again. On the other hand, the Michigan State Spartans seemed to be the dark horse of the tournament, most recently defeating the Duke Blue Devils to reach the Final Four. Lead by veteran coach Tom Izzo, the Spartans were looking to win their first NCAA Tournament in over a decade. After winning the Big 10 Tournament, the Spartans were a team many people had high hopes for on April 8. The last team of the four, the Cavaliers of Virginia, was arguably the strongest of the bunch. After
Attendees observe many different logos including the traditional “Final Four.”
Students observe a press conference featuring starter Horace Spencer from Auburn University. Auburn lost to Virginia in the semi-finals.
last season’s shock exit in the first round of the tournament to the University of Maryland, Baltimore County (UMBC), Virginia set out this year to redeem their past mistakes. The excitement for the tournament was widespread throughout the country, but the energy was concentrated in Minnesota. Senior Nathan Grimes is an avid fan of the sport, and has been following the tournament for years. Before the tournament, Grimes said, “I’m really looking forward to seeing the Final Four being played here in Minneapolis. I think the tournament is a great chance to compete with friends in bracket competitions, while still having fun.” The biggest event in college sports is undoubtedly March Madness, and the thrills that come with the tournament are priceless. But a more remarkable fact is that the Final Four was played only 10 miles from Mounds View High School, where thousands of fans watched as Virginia, Michigan State, Texas Tech and Auburn battled it out to determine the national champion.
The U.S. Bank Stadium before spectators flood the stands to cheer on their teams during the semi-finals and final showdown.
photos courtesy of Alissa Zhao
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top 10
prom stressors
upsetting 10 Not your date Picking your 9 date up on time Acquiring cute 8 pictures for insta Finding an after 7 party Matching 6 date your Tying your tie 5 wear4 ingSurviving heels all night Making the perfect promposal 3 the 2 Finding right dress A hot date 1
thursday, April 18, 2019
Pet of The Issue
Caroline
the mini labradoodle
Owners: the Bruggers Family Birthday: turned 4 on March 14 Favorite Toy: her toy bear Hobbies: cuddling up in front of the fire
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