ODYSSEY Newsmagazine_Volume 16_Issue 4_May 2019

ODYSSEY

Volume 16 Issue 4 May 2019

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CCHS ASSISTANT PRINCIPAL DR. SHEILA DUNHAM RETIRES AFTER 34 YEARS OF SERVICE

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A LOOK AT CCHS SENIORS’ POST-GRADUATION PLANS

VIEWPOINTS 6

TABLE OF CONTENTS

OUR TAKE Implementing restorative justice methods in discipline is a largely positive step in the Clarke County School District.

STAFF EDITORIAL

NEWS DUNHAM’S DEPARTURE 16 After working in education for 34 years, Assistant Principal Dr. Sheila Dunham has decided to retire.

BY ANA ALDRIDGE

Features MULTIPLE DIRECTIONS 19 Clarke Central High School seniors will be taking

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many different paths once they graduate.

BY ANDREA MATTA-CASTILLO

REVIEWS EL ZARCO 30 Restaurante El Zarco Mexican Cuisine gives Athenians

Featured: MOVING IN: Sophomores Sa Blue Wah and Kimberly Palomino stand outside of Clarke Central High School on March 30. Sa Blue moved to Georgia from Thailand when she was 5 years old and attended Indian Creek Elementary School in DeKalb County. “(It was a struggle for me to attend school) because I came in the time of August and school had already started,” Sa Blue said. Photo by Krista Shumaker

a unique experience with Mexican food.

BY NICOLE RAMOS

VARIETY NEVERLAND 32 ItLEAVING is important to take sexual abuse allegations against Michael Jackson, shown in HBO’s new documentary “Leaving Neverland”, seriously.

BY EMMA RAMSAY

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SPORTS RETIRING FROM THE RACKET 42 Clarke Central High School head tennis coach Stephen Hinson, a former social studies department teacher, will be retiring from coaching at the end of the 2019 season.

BY AJ CARR

Featured: SWINGING TO WIN: Junior Trent Nesbit poses with his baseball gear outside of Clarke Central High School on March 29. As a baseball and basketball player, Nesbit works to excel in both athletics and academics. “One of my coaches, (head baseball coach and math department teacher Adam Osborne), is one of my teachers at the moment, so I think he kind of understands (the importance of balancing academics and athletics) in a way,” Nesbit said. Photo by Krista Shumaker Cover photo illustration by Krista Shumaker and Audrey Kennedy Cover design by Katie Grace Upchurch

ONLINE AT odysseynewsmagazine.net

NO MORE FRIDAY NIGHT LIGHTS Clarke Central High School senior Zach Donegan reminisces on the end of his 10-year football career.

BY ZACH DONEGAN

POST-ENDGAME PODCAST Junior Copy Editor Alexander Robinson and Journalism 1 staffer Connor Allen discuss the possible future of the Marvel Cinematic Universe after “Avengers: Endgame.”

BY ODYSSEY MEDIA GROUP STAFFERS

Odyssey The ODYSSEY is a student-run news publication, published with the intent to inform, entertain and give voice to the Clarke Central High School community, as well as to educate student journalists.

Established in 2003, the ODYSSEY is published four times a year, and each issue is an open public forum for student expression under the guidance of a faculty adviser.

Student journalists are provided with opportunities to investigate, inform, interpret and to evaluate: all traditionally accepted functions of the press in America. Published opinions do not necessarily reflect the views of anyone other than the staff.

The ODYSSEY staff is committed to reflect the mission statement set forth by Clarke Central High School. The goals of the staff are to provide fair, accurate news and commentaries, as well as to serve the interests of the school and Athens’ community.

Advertising must conform to the guidelines set forth for editorials. Publication of advertisements does not indicate an endorsement by CCHS or the ODYSSEY staff.

Students pictured in advertisements are not given monetary compensation. All advertising rates are available upon request from any ODYSSEY staff member.

The ODYSSEY is a member of the Quill and Scroll Honor Society, Georgia Scholastic Press Association, Columbia Scholastic Press Association, National Scholastic Press Association and Southern Interscholastic Press Association.

Corrections of errors and omissions will appear in the next issue.

Co-Editors-in-Chief: Ana Aldridge Katie Grace Upchurch Managing Editor: Elena Gilbertson Hall Senior Copy Editor: Valeria Garcia-Pozo Senior Visuals Editor: Kelly Fulford Junior Copy Editor: Alexander Robinson Viewpoints Editor: Connor McCage Variety Editor: Emma Ramsay Sports Editor: Mackenzie Caudill Business Manager: Emma Crane Morale Chair: Bria Echols Web Master: Owen Donnelly Social Media Coordinator: Elena Webber Writing Coach: Roxanne Domizi Staff Members: Ava Adamson Aaron Carr Caedmon Churchwell Gunnar Churchwell Maya Cornish Colin Frick Naomi Hendershot Audrey Kennedy Andrea Matta-Castillo Nicole Ramos Tecoya Richardson Natalie Ripps Krista Shumaker Adviser: David A. Ragsdale ODYSSEY MEDIA GROUP Clarke Central High School 350 S. Milledge Avenue Athens, Georgia 30605 Phone: (706) 357-5200 Ext. 17370

LETTERS TO THE EDITOR “JUUL”

Our March issue featured a story on the health and disciplinary effects of Juul use for teenagers.

>> NEWS

>> FEATURES

MAKING HEADWAY THROUGH GMA //

JUUL // Valeria Garcia-Pozo

Ana Aldridge

This article impacted me the most because I actually know kids that like smoking Juuls.

Even though one pod is considered to be 20 cigarettes, but they don’t seem to care. I think smoking Juuls is stupid and bad for everybody’s health. I really liked the illustration in this article and I believe this article gave me some good information on what Juuls are and the tea on how some students got caught with it. I wouldn’t want to smoke something I could easily get addicted to. You may get a buzz, but the buzz isn’t worth messing up your lungs.

I like how my friend Aniyah was honest about the transition between Ms. Jean and Mr. Ragsdale in GMA. I like how the people in my group were honest about what was going on. Even though I didn’t really go after the first semester, GMA was definitely helpful (for me) a lot of the time. It gave me the motivation to keep breaking boundaries.

-- Bruno Jara De La Cruz, senior

-- Mekhiah Dunn, senior

CARTA PARA MI HOGAR // Nicole Ramos I am glad to see Hispanic representation in the magazine, not to mention the use of our language. I must say that personifying the country was quite an interesting approach to the topic.

It’s very emotional and has aspects that I, among plenty of other students at CCHS, can relate to.

Leaving home, readjusting to society, facing the struggles of the new world, these are all attributes that are explored through her life and in turn shared with us, accompanied with the love for her home country. Thank you, ODYSSEY Media Group, for sharing our stories through hers.

-- Carlos Cobos Corbo, senior Corrections/Omissions February 2019

“

It showed me that >> SPORTS ALL COACHES // Elena Gilbertno matter what chal- CALLING son Hall lenges I go through, I can get come out on the other side.

“

>> VARIETY

I think the writer covered the story really well. She got a lot of good and interesting details that previously I had not thought of. I like how she went to the teachers to get their point of view on the honorary assistant coaching program. I think that made the story more developed and balanced. I also think the grammar in the story was very accurate and I liked the coverage over a topic that is not normally discussed.

-- Aravian Thomas, junior

-- Junior Jenifer Hernandez on Variety Staffer Andrea Matta-Castillo’s feature story on senior David Richard

On page 18 the word representative is misspelled On page 36, the name Roxanne Domizi is misspelled On page 36, the word conversations is misspelled in the title On page 36, Roxanne Domizi’s byline is incorrect; it should say Writing Coach On page 59 Zaylayah Grant is incorrectly referred to as a current member of the track team

Contact ODYSSEY Newsmagazine

Letters: E-mail us at editors@odysseynewsmagazine.net, or drop off in the Main Office, in care of the ODYSSEY. We ask that all letters be under 250 words and signed. We reserve the right to omit or edit any letters received. Insulting, unsigned or libelous statements will not be considered for publication. All letters may be edited for clarity and space.

Advertising: For ad rates e-mail us at business@odysseynewsmagazine.net.

Online: Comment online at our www.odysseynewsmagazine.net.

March 2019

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OUR TAKE Although not a perfect solution, restorative justice initiatives are a positive step forward for the Clarke County School District.

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study from the WestEd Justice & Prevention Research Center defines restorative justice as “a broad term that encompasses a growing social movement to institutionalize peaceful and non-punitive approaches for addressing harm, responding to violations of legal and human rights, and problem solving.”

In the Clarke County School District, restorative practices have been an official part of the Code of Conduct since 2017, the same year the CCSD saw the arrival of Superintendent Dr. Demond Means.

In terms of conflict resolution, restorative approaches tend to favor gathering all parties involved in conversations where each person has the opportunity to share his or her perspective, while a facilitator helps mediate, rather than simply punishing the person identified as the offender.

One important positive effect is the potential to decrease the disproportionality with which students of color in the CCSD are disciplined.

According to an August 2018 Athens Banner-Herald article, 49% of CCSD students are black, yet black students account for 79.5% of behavioral incidents.

When compared with the district’s 20% white student population, who account for fewer than 7% of behavioral incidents, it’s clear to see there is a disconnect.

In a district as diverse as the CCSD, reducing the amount of students who face severe disciplinary consequences -- particularly those that could hamper their educations, such as in-school or out-ofschool suspensions -- is crucial.

Additionally, restorative practices have been proven to reduce repeat offenses.

According to a study by researchers at Sam Houston State University, where juvenile offenders were either assigned a traditional court proceeding or a restorative justice approach, the juveniles who were given a restorative justice approach re-offended nearly 20% less of the time than their counterparts.

A system that reduces student disciplinary offenses not only makes for safer and more positive school environments, it also suggests a more clear-cut path to graduation for students who may have otherwise not remained in school due to disciplinary consequences.

I feel...

I think...

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I am listening.

The alternative would be halting the education of many individual students simply because they have made mistakes.

Restorative practices should, in theory, help more CCSD students obtain high school diplomas that are becoming more and more crucial in today’s economy.

For many, however, restorative justice practices in education can be problematic. Some view them as a potential way to allow students to easily get away with harming fellow members of the school community.

Apart from a conversation with the other party involved, students may not receive any kind of retribution for their harmful actions, which could be

frustrating for those considered victims in an altercation.

There is no clear-cut or perfect solution to this problem, but the truth of this issue is an invitation for administrators, counselors and educators throughout the district to weigh issues with caution and be emotionally conscious of all parties involved before, during and after a restorative circle has been assembled.

As safety and educational equity and opportunity are of utmost importance for all students, restorative justice practices seem like an excellent opportunity for district and school officials to proceed with caution. O

Above: COMMUNICATIVE CIRCLE: Restorative conferences, which can often take place in the form of a conversation where all parties involved gather in a circle, are a positive alternative to traditional disciplinary approaches like in-school or out-of-school suspension. Graphic by Katie Grace Upchurch

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Viewpoints

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Viewpoints

May 2019

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Featured: FAMILY FUN: A family watches as a group performs during the International Street Festival, hosted by various University of Georgia student groups and organizations, on April 6 in Downtown Athens. East Jackson High School sophomore Sheena Lim performed during the festival. “I thought (the festival) was so much fun being able to perform at a festival like that,” Lim said. “There was so much culture around and it was super interesting to learn more about them and their presence at UGA.” Photo by Andrea Matta-Castillo

IN FOCUS

LETTER FROM THE EDITOR Co-Editor-in-Chief Ana Aldridge reflects on the changes that have affected Clarke Central High School since she was a freshman in the 2015-16 school year.

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eflecting on my Not only have administration, teachers and stu- stays the same no matter what. past four years dents changed, but our building underwent a major I love CCHS for its diversity, and for the possibilat Clarke Cen- $39 million renovation that culminated in my first ity of meeting someone new and interesting every tral High School, a com- year of high school. day at such a large school. I love the way the trees mon theme stands out: As a freshman, many of my classes were in trailers at the Ceremonial Entrance look during the fall, and change. and others were in small, old classrooms not near- how the old brick parts of the school still stand, even I have atafter the renovation.

ANA ALDRIDGE tended CCHS I love the days when there’s an Co-Editor-in-Chief under two differextra cookie or ice cream at lunch Change can be difficult, but the conent superintendents -- former Clarke and people go from table to table County School District Superintendent trying to trade food. Most of all, I stant change at CCHS taught me Dr. Philip Lanoue and current Superinlove the dedicated staff members what I love about this school: what tendent Dr. Demond Means. and students who strive to make I have also experienced changes in the school a better place day by stays the same no matter what. administration at the school level, with day. three different principals in four years.

Though there are times that First was former CCHS Principal Dr. Robbie P. Hook- ly as nice as the ones I’m in now. When the newly being a CCHS student has been frustrating, I am so er, then former Principal Marie Yuran and finally cur- renovated building was unveiled, our school looked thankful for the experiences these four years have rent Principal Dr. Swade Huff. entirely different. I remember following signs to get brought me, and for the things that have stayed the Throughout the years, changes in administration to my classes, having no idea where anything was. same. O have caused confusion at our school. Oftentimes, it Change can be difficult, but the constant change at was unclear who was in charge or whose policies we CCHS taught me what I love about this school: what were following.

Not only have there been changes in administration, but I have also seen a high turnover in teachers.

For example, a student’s adviser is meant to be their go-to adult in the building -- someone they build a relationship with over four years. However, I have had three advisers during high school, plus multiple long-term subs as advisers because my advisers kept leaving the school. This made it difficult for me and my parents to navigate registration, conferences and learn about opportunities at CCHS. Another major change these past four years has been an increase in the student population. When I was a freshman, there were around 1,500 students. At the start of this school year, there were around 1,800, putting enrollment at an all-time high.

This increase has caused overcrowding in the hallways and larger class sizes, which can make getting to and participating in class more difficult.

Above: CONSTRUCTION UNDERWAY: Construction equipment stands outside of the Clarke Central High School building in January 2015 during a major renovation that began in April 2013 and lasted until March 2017. This is one of the many changes that Co-Editor-in-Chief Ana Aldridge has witnessed during her four years at CCHS. Photo by Chad Rhym

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Viewpoints

LETTER FROM THE EDITOR Southern food -- a ubiquitous part of Southern culture -- has a complicated and hard history that must not be forgotten.

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’ve lived in Georgia ing -- is what Patterson Hood, an Alabama native and onymous with Southern cooking are used without my entire life, Ath- now deeply-rooted Athens transplant, coined the recognition of their roots, that history continues to ens-born and raised. “duality of the Southern Thing.” be erased.

I’ve gone to Clarke CounThis duality characterizes both the best and worst As chef Hugh Acheson once wrote to preface a ty School District schools qualities of the South and the reality that in every recipe for catfish stew, “Many recipes and foodways since kindergarten, and possible way, Southern culture, identity and politics in the Southern United States exist only because of in almost every way, I see are linked with the region’s history. slavery, something that we need to come to terms myself as having benefitOne of the most well-recognized elements of with and honor in the right, solemn way. These are KATIE GRACE UPCHURCH Co-Editor-in-Chief ed from growing up in the what has come to be known as Southern identity recipes that were never meant to be here, yet have American Deep South. and culture is our food. However, what is less recog- become an important part of our cuisine. I just want There are so many things that I’ve grown to love nized is the history behind it and its complex origins to make sure that we remember that.” about the South -- classic Southern hospitality, hot that date back centuries.

The legacy of slavery is still extremely present: summers, good food and a proximity the social, economic and political to the complicated history that ties gaps that it created became a self-fulour country together.

Though this a good start, there is more filling cycle that is extremely difficult Growing up in Athens has given to break. This has led to social segthat can be done to ensure these oppor- regation, food deserts and stigmas me and my peers a very close experience with the rich and complex cularound farm work -- all of which have tunities are available to all students. ture the South has to offer. But with drastically changed the shape and that comes a responsibility to uplift functions of Southern foodways. the positive and powerful aspects of And denying this through post-raour history while also understanding, learning from Southern food is rooted in survival and preser- cial delusions only disservices any movement forand making sure that the rest is not forgotten. vation. Southern food as we know it today comes ward: this intensely complicated identity is one In loving the South, we also have to recognize its from the traditions of slaves -- not something to be that needs to be acknowledged and utilized in failures -- past and present -- and work to right them. taken lightly. change-making.

This Southern dissonance -- between centuries of According to Atlanta chef Todd Richards, methNot only should this history be remembered, but oppression and those who ods such as laying greens underneath it should be used -- even weaponized -- to tell stories, oppose it, between meats for preservation have educate people and create change. ignorance and transformed into the collards Mashama Bailey, chef and partner at The Grey in forward-thinkthat we still eat today. Savannah, says of Southern food, “These traditions Many crops still used and food, it’s about the storytelling and preservtoday, such as black- ing heritage. Whenever you get a bunch of people eyed peas and okra, at a table, you learn about the people at that table. were brought to The young folks learn about their elders, they learn the United States about their culture, and listen to stories about the by enslaved pop- past. I feel this responsibility to educate people ulations. When through my cooking.” these recipes So this history is complicated -- and we need to and traditions remember that. It is important to remember that which have these foods, recipes and traditions did not start become syn- here -- it was here that they evolved and reached the forms that we know them in today, but they were never meant to be here.

In forgetting that, we sweep the people who built our culture and literally built this country under the rug. But in remembering that, we take a step forward into an identity to be proud of. O

Left: IT’S COMPLICATED: Classic southern food and ingredients sit in a bag. Southern food has a history that is deeply complicated but important to understand due to its influences and origins. Illustration by Katie Grace Upchurch

Viewpoints

May 2019

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BAD EXCUSES

ALEX ROBINSON

Junior Copy Editor Alexander Robinson explores how his racial makeup has influenced his social life.

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o whom it may concern (and it may concern you more than you think),

Most of the people I closely interact with are white.

I am lucky to live in a relatively diverse community and attend a majority-black school, but by virtue of the extracurriculars I participate in and the classes I take, I find myself in the minority more often than not.

Diversity is a two-way street; I try to learn from those around me and hope they do the same. I am grateful for the connections I’ve made with others who are different from me.

I have a problem, however, when those around me make careless remarks regarding race or mockingly treat me as an omniscient authority about it.

A classmate recently asked if I could grant him an unlimited N-word pass. Another quipped about me possibly being a future victim of police brutality. A teacher even flippantly joked about lynching me.

This has to stop.

You are not funny, witty, endearing or charming in the slightest.

To joke about a racial slur that has a long and painful history, or a systemic societal issue that has claimed the lives of countless minorities, or the lawless executions of my ancestors is shameful.

And if you’re thinking to yourself, “Come on, they’re just words.

What’s the worst that’s actually happened to you? Stop complaining,” I have just one question to ask.

Who are you, again?

Who are you to decide how I feel about these things? You will never be able to claim any sort of authority on this issue, nor will I ever be a complete authority surrounding all things black.

If you’ve made insensitive racial comments in the past, are you necessarily racist? Probably not, but you’re not in the clear.

If you’ve messed up recently, be more conscious of your actions and tread lightly. I, for one, am done laughing these things off.

Because I am no longer your token black friend.

I am no longer your bad excuse. O

Question of the month

What are your reflections on the past year? “(This year) has definitely been a struggle, especially since I take a lot of AP classes it’s been hard to take care of all of them, but it’s definitely gotten better and coming towards the end of the year I feel pretty strong. The highlight of my ear has definitely been hanging out with my friends..”

-- OLASUBAMI AKINDIPE, junior

“It’s been a good year. It was a lot better than last year. The transition from middle school to high school was hard, and I feel like this year I have more of a flow going and I know what to expect and I know what to do and the requirements that classes give.”

-- HUNTER YELTON, sophomore

“Being that it is my senior year, and that I have been here all four years, this has probably been one of the best years fun-wise for me because I have stepped out of my shell by building bonds with different people. The past years I’ve only stuck with my close friends and I didn’t really talk to anybody else, but this year I’ve talked to more people.”

-- DEMETRIA BOLDS, senior

“The transition from eighth grade to ninth grade has been really tough and they did not prepare us very well in middle school. It has been kind of hard to get all of my homework done because I really underestimated how hard (ninth grade) would be. (In the future), I think (teachers) could give students a better idea of what the year is going to look like.”

Above: A hand writes the phrase “Enough”. Junior Copy Editor Alexander Robinson is fed up with his white friends and acquaintances treating him as an authority on race. Illustration by Audrey Kennedy

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-- LUKE KROHN, freshman

Viewpoints

THUMBS The ODYSSEY staff’s opinions on this month’s issues.

ISAAC RAMIREZ

FRESH VOICE

Journalism 1 Student Isaac Ramirez reflects on his love for riding his bike.

F NOT GOING ALL-GIRLS Despite female-focused courses and heightened future opportunities, only 2% of American female college graduates attended a women’s college.

NO OPPORTUNITY Many colleges still aren’t providing enough scholarships and opportunities for underdocumented immigrants.

PAST STARDOM Despite the condemning evidence brought to light by the HBO documentary “Leaving Neverland,” many people are still unable to look past Michael Jackson’s success as a musician.

ALL FOR A LETTERMAN Despite the worthwhile lessons that student athletes learn by participating in team sports, they can quickly fall into routines that negatively impact their mental health and academic lives.

Viewpoints

A NEW FLAVOR Restaurante El Zarco Mexican Cuisine is a unique addition to the wide variety of Latinx restaurants in Athens.

FORKS IN THE ROAD There are a variety of options for Clarke Central High School students after they graduate high school.

or as long as I can remember, I have looked to biking as a way to escape the daily stressors of school, work and politics. Biking makes me feel free.

Biking gives me an escape, so no matter the weather or time of day, I always find a way to ride my bike.

My bike has taken me places I’d never be able to go otherwise: mountains, forests, beaches and lakes.

However, not even the scenery of those places compares with just a casual ride around my neighborhood, because it’s a place I have known for as long as I can remember and I am always waving to familiar faces as I pass by.

My neighborhood has a very steep hill that is always very fun to ride down. I feel the wind brush past my hair and the sound of wind flowing into my ears. In that moment, everything else is left behind -- it’s just me and my bike.

Biking helps me relieve my stress from I receive from school and extracurriculars. Biking allows me to explore new places and test my abilities.

I live to bike, and bike to live. O

A NEW LEAGUE Female football players are becoming more prominent in the collegiate athletic scene, notably Central Methodist University free safety Toni Harris.

SAYING GOODBYE After 14 years as Clarke Central High School tennis coach, former social studies department teacher Stephen Hinson will begin the next chapter of his life, leaving a positive impact on countless tennis players.

Above: WHEELIN’ IT: Journalism 1 Student Isaac Ramirez has owned his bike for over two years, and it has provided him with a stress-relieving activity. Illustration by Lilli Sams

May 2019

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HEAD TO HEAD: SENIOR PRANKS Viewpoints Editor Connor McCage and Viewpoints Staffer Maya Cornish face off about whether or not senior pranks should be a widely accepted practice.

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hether it’s a whoopee cushion in a teacher’s chair or a water balloon fight in the parking lot, senior pranks have always been a way for the graduating class to express themselves in a fun and exciting way.

Senior prank days, or “muck-up days,” as they’re known in the United Kingdom and Australia, have become a tradition for high schoolers across the world. BY CONNOR MCCAGE These pranks are often fun and harmless. For exam- Viewpoints Editor ple, students at Cumberland High School in Wisconsin left a broken-down car in a spot of construction for their high school, giving the appearance that the car had crashed into the school. No harm was done to the school, and even the police department for Cumberland admitted on Facebook that the prank “was one of the best.”

Although many senior pranks are harmless, there have certainly been instances in which a student body has taken it too far.

Senior pranks are a way for the graduating class to express themselves in a fun and exciting way.

One such prank occurred at Baldwin County High School in Milledgeville, Georgia, where students bombarded the cafeteria with water balloons, resulting in students suffering panic attacks and 35 seniors barred from attending graduation.

Despite this, the majority of senior pranks are just fun ways for seniors to let loose and express themselves while also getting a chance to play practical jokes on the teachers and administration.

Senior pranks shouldn’t be fought, but expected.

If school administrations accept the eventuality of a senior prank, it makes it far less likely for a student body to play a prank that puts students or school property at risk. Facilitating senior pranks would allow administrators to give the graduating class their day of fun while ensuring no one gets hurt and nothing gets damaged.

By working with seniors, administrators can help alleviate the possible risk of a prank gone wrong and finally provide high school seniors with some much-needed compensation after four years of tireless work.

Featured: TO PRANK OR NOT TO PRANK: Viewpoints Editor Connor McCage places a whoopee cushion on a chair while Viewpoints staffer Maya Cornish looks on disapprovingly. McCage and Cornish debate whether senior pranks should be tolerated at high schools. Graphic by Audrey Kennedy

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n April 3, 2018, Tom Jones’ song “What’s New Pussycat” blared over Clarke Central High School’s intercom system for 45 minutes.

While many found this senior prank funny, several members of the Clarke County School District community expressed their frustration with the potential ramifications the pranks could have on students. One outlet for these sentiments was the Clarke County

BY MAYA CORNISH Viewpoints Staffer School District Facebook Town Hall forum.

“It was a loud, unexplained interruption that caused (kids) to be evacuated and left to speculate. Not exactly (insignificant) in our current climate of school shootings and threats,” CCSD parent Liza Jackson wrote on the forum.

Being forbidden to walk at graduation and, in other, more extreme cases, being charged with misdemeanors or felonies are just a few of the consequences that can affect senior pranksters and their future prospects.

With senior pranks, the risks often outweigh the benefits.

In Iredell County, North Carolina, two students decided to put alarm clocks inside unused lockers, set to go off every few minutes. A student resource officer heard the ticking, and thought they were bombs disguised as alarm clocks. The two students faced felony charges.

Within the 2018-19 Student Code of Conduct, senior pranks can fall under a variety of “tiers,” depending on how severe the prank is. Senior pranks falling under Tier 3 include “serious disruptions of the school environment” and “threats to health safety of property.”

Potential responses for Tier 3, according to the Code, are in-school suspension, restorative conferences and short-term suspensions with re-admit conferences and administrative timeouts.

According to College Vine, colleges can rescind accepted applications and scholarships for a variety of reasons, one of which is disciplinary infractions before attending college.

With senior pranks, the risks often outweigh the benefits.

In many instances of a senior prank gone wrong, a common statement from students has been that their jokes were “harmless pranks, not meant to hurt anybody.”

Senior pranks, while a fun idea initially, should not be encouraged. Not only are school environments and student learning affected, but individual students participating in a prank can suffer dire consequences. O

Viewpoints

BOILING POINT More high school girls should consider applying to women’s colleges due to the educational environment and academic preparation they provide students.

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rom 2014 to in the classroom and I always felt like I had to prove bers at Fortune 1,000 companies.

2017, freshman myself to my male classmates,” Barnard College In addition, women’s college graduates typically enrollment at sophomore Asela Eatenson, a Clarke Central High earn advanced degrees at a higher rate than other women’s colleges in the School 2017 graduate, said. “(At Barnard), women graduates. According to a 2012 Women’s College United States increased are always speaking up. They feel valued in the class- Coalition survey, 51% of women’s college graduates from 9,000 to 13,000, ac- room and don’t have to constantly prove to others earned advanced degrees, in contrast with just 33% cording to the Women’s their ability in the subject.” of liberal arts and 27% of major public university College Coalition.

Some argue that a women’s college education graduates.

ELENA GILBERTSON HALL Managing Editor Still, only 2% of Amer- doesn’t prepare students for the “real world” after Eatenson believes this can be attributed to the ican female women’s college environment. college graduates attended a women’s “I think attending a women’s colcollege. More young women should lege is really positive because students Graduates of women’s colleges are consider women’s colleges because are seeing a ton of strong women often more prepared for leadership of their numerous benefits, including from different backgrounds in leadersupportive classroom environments ship positions,” Eatenson said. “Womand professional success than their and preparation for professional sucen’s colleges challenge gender norms counterparts at coed institutions. cess after graduation. in the workplace by having women A study conducted by American from different backgrounds teaching University professors Myra and David in many different departments. I also Sadker found that boys called out answers in class graduation. However, studies have shown that grad- think attending a women’s college gives women eight times as often as girls did at the elementary uates of women’s colleges are often more prepared the proper tools to navigate leadership positions in school level. At single-gender institutions, however, for leadership and professional success than their male-dominated areas.” classes are comprised entirely of women and the counterparts at coed institutions.

The idea that students at women’s colleges are gender dynamics typically at play in a classroom are According to the Women’s College Coalition, al- cloistered from the rest of the world and rarely inno longer present. though just 2% of American female college graduates teract with men is a misconception. In fact, many “My coed high school experience played a pivotal attended single-gender colleges, graduates of wom- women’s colleges are members of multi-college role in my decision (to attend a women’s college). en’s colleges account for more than 20% of women consortiums, which allow students to cross-enroll In high school, there were a lot of microaggressions in Congress and a third of the female board mem- in classes and interact with students from co-educational institutions.

The educational experience offered by a women’s college is often invaluable due to the confidence it instills in graduates.

High school counselors and college advisors should be making students more aware of the diverse variety of post-secondary options available for students -- including women’s colleges.

More young women should consider applying to women’s colleges because of the numerous benefits they offer. O

Left: CAN’T SPEAK: A girl feels silenced in a classroom, while a boy raises his hand to speak.

This is reflective of the dynamics at play within many coed schools.

Illustration by Audrey Kennedy

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May 2019

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NAOMI HENDERSHOT Many high school graduates feel pressure to attend college and get four-year degrees instead of choosing viable alternative paths.

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bout 69.7% of high school graduates enroll in college in pursuit of a four-year degree to enter their desired field upon graduation, according to the Bureau of Labor Statistics.

NAOMI HENDERSHOT Viewpoints Staffer For other students, going immediately into college is not desirable. But in American society, there is a negative stigma around high school graduates who choose an alternative option. According to a New York Times article, 70% of high school students say it is a bad idea not to go to college right after high school.

This stigma is false and damaging. Students shouldn’t be looked down upon for not attending college right after high school.

Attending a four-year college, apart from not being the ideal path for every high school graduate, can be a less-than-worthwhile investment.

Often, those students who graduate with bachelor’s degrees are not employed in the field they

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study for -- or worse, not employed at all. According to the Federal Reserve Bank of New York, 34% of college graduates are underemployed, meaning that those students who have bachelor’s degrees may be working jobs that do not even require the four-year degree they worked so ardently for.

The students who do graduate are also often left with an immense amount of student debt. According to an article on CNBC Make It, 70% of college students graduate with student loans. The average debt for a college graduate was $28,650 in 2016 and has continued to rise.

Dependent upon the job and location, the average starting salary for a college graduate, as of 2018, is $50,390 a year. Considering some of the debt students are left with, it often takes years to pay this off.

For many, paying an exorbitant amount of money to end up not employed in the field they desire is a slap in the face to all their efforts.

Thankfully, there are many alternative options that students can explore after high school that don’t require getting a bachelor’s degree.

Students can attend vocational schools and pursue one of many trades, including construction

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work, careers as electricians, welders and so on.

According to an article from The Quad, trade professions are currently in high demand.

High school graduates can also join the military, start businesses or go to a community college as a cheaper alternative to a traditional college education -- all pathways that should be promoted more in high schools.

Yes, continuing to become an educated individual is important after high school, but at what cost?

For some students, the psychological toll of attending a four-year institution may outweigh the benefits of attending one. According to an American College Health Association report, 64% of students who drop out of college do so for mental health reasons.

Attending college shouldn’t be something that students feel they have to do. They should go to college because they want to.

To help those students who choose not to attend college after high school, high school advisers and counselors should advise students on alternative options instead of just pushing one path for all.

More high schools should inform their students of the many options available to them post-graduation, ensuring that high schools are sending their graduates off into the world prepared for whatever path they choose. O

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Left: DIFFERENT OPTIONS: Many high schoolers feel pressured to choose a four-year degree after high school instead of the many other career options that are available to them. Illustration by Audrey Kennedy

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VALERIA GARCIA-POZO More colleges within the state of Georgia should provide scholarship opportunities for underdocumented students.

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n Feb. 22, should be working to make amends for a “sepa- dowments to provide need-based aid for admitted TheDream.US rate-but-equal” past. students, such as Emory University in Atlanta, offer scholarship In addition, any student who does not hold per- to meet 100% of demonstrated need for all their adannounced their collab- manent residency or eligible non-citizen status as mitted students, regardless of citizenship or immioration with Oglethorpe outlined by the state of Georgia is barred from re- gration status.

University, a private lib- ceiving in-state tuition or scholarships such as HOPE However, students should not have to seek out eral arts school in Atlanta, or Zell Miller, which many other students count on these opportunities if they do not want to. By cutting Georgia. The scholarship, to attend public schools within the state. off educational and financial resources, the state of VALERIA GARCIA-POZO Senior Copy Editor which beneGeorgia is limiting students’ acafits recipients demic freedom. of Deferred Action for Childhood Arrival Scholarships such as TheBy cutting off educational and finan(DACA) protections, is the first of its kind Dream.US should be made more cial resources, the state of Georgia is in the state of Georgia, and in any state widely available to undocumented where these students are ineligible for and underdocumented students, limiting students’ academic freedom. in-state tuition or financial aid. and more should be available This is just one example of an instituwithout regard to citizenship, in tion in Georgia taking steps to benefit the underdocThis means that undocumented students attempt- order to open opportunities to students with varying umented population in their post-secondary endeav- ing to enroll in less selective Georgia institutions or citizenship statuses. ors -- something that colleges and universities across temporary residents who may gain admission to the If Georgia colleges and universities provide finanthe state should emulate. aforementioned colleges will be at a financial loss cial assistance opportunities to students in these unAccording to U-Lead Athens co-director JoBeth Al- for attending college, putting their post-secondary derserved populations, they will allow them to purlen, the term “underdocumented” refers to students education in jeopardy. sue their dreams of a college education, and invest who do not have the necessary documents to garner Some may argue that private schools within the in their own state while they do so. O the same educational rights as students who have state of Georgia and outside of it are a more feasible U.S. citizenship or permanent residency. option for undocumented or non-citizen students “In U-Lead Athens we refer to students as under- who cannot attend public institutions, for financial Below: BRINGING DIVERSITY: Students from nations outside the United States, including underdocumented students, deserve more equity in documented because they are documented—they reasons or otherwise. their pursuit of postsecondary education in the United States. Illustration have DACA, TPS, citizenship in Mexico or Honduras, Private institutions, which often have large en- by Lilli Sams birth certificates from El Salvador or Guatemala. Almost no one is completely undocumented. The US government may refuse to recognize them, but we know our students are simply underdocumented according to the US, not in reality,” Allen said.

For underdocumented students in Georgia, post-secondary opportunities are especially limited: a 2010 Board of Regents policy prevents undocumented students from enrolling in Georgia’s most selective universities, including the University of Georgia and the Georgia Institute of Technology, among others, according to the Chronicle of Higher Education.

This policy has been controversial for as long as it has been enacted, reeking of a new kind of segregation in a region where political officials

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Viewpoints

Dunham departs Assistant Principal Dr. Sheila Dunham submitted her retirement letter to the Clarke Central High School faculty on March 20.

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fter a 34-year career working in schools, Clarke Central High School Assistant Principal Dr. Sheila Dunham will be retiring when her contract runs out at the end of June. Dunham shared a letter announcing her retirement with the Clarke Central High School faculty on March 20.

“I did share part of my retirement letter with the entire faculty, and it’s actually a very difficult transition. I have been tearing up a lot lately. I have been in school since I was five. I know nothing else, so this is a huge transition for me,” Dunham said. “I will continue to look for ways to serve my community, but I am also looking forward to having time to do many things that I haven’t had time to do in years.”

BY ANA ALDRIDGE Co-Editor-in-Chief

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Dunham began her career in education at CCHS, where she served from 1985 to 2001 as a math teacher. She then took the position of assistant principal at Madison County High School, where she worked for seven years.

Following her time at MCHS, Dunham worked at the former Clarke County School District SOAR Academy for two years, only to return to CCHS as an assistant principal in 2010, where she remains today.

Dunham feels that working with students at CCHS changed her for the better.

“I think I had a reputation of being a pretty difficult math teacher. That was not because I was trying to be hard, that was all I knew. I still think (my students) perceived me as being a caring person, but I

do think I’ve softened,” Dunham said. “I used to see the world a lot more black and gray than I see it now.

I grew up in a very conservative household. My parents are still conservative, and so being here and living in Athens has just made me more open-minded.”

Assistant Principal Reginald Thomas has worked with Dunham as an administrator since she returned to CCHS in 2010.

“I’ll definitely say that whatever (Dunham is) doing, she’s gonna give it 110%. There’s no shortcuts, and that has taught me to be more cognizant of what I’m doing to make sure that I’m doing right by students and by other adults in the building, but there’s no doubt it’ll be something different (working here without her),” Thomas said.

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CCHS Family Engagement Specialist Christian Barner has also worked with Dunham throughout his time at CCHS. “You’ve got somebody who’s here all the time who devotes a ton of her time, her mind, her energy and her heart to the school and I think that’s gonna be a loss, because I don’t know who would pick up that role in the school,” Barner said. “I don’t know if we have anybody who cares as much as Dr. Dunham does -- about the school, about the direction it’s headed, about the students. Just, it’s gonna be a big loss.”

The Clarke County School District posted a job opening for an assistant principal to replace Dunham on the CCSD Career Opportunities page on March 20, after she announced her retirement. Dunham hopes to see

someone with deep empathy for students and teachers appointed to her position.

“You have to be able to sit down with students and have meaningful conversations, and you have to do the same with teachers because you’re evaluating

Dunham is looking forward to more free time in her upcoming retirement, but hopes to continue to be an active part of her community.

“I’ve been waking up at 4:40 (a.m.) for many, many years, so I am excited about getting to sleep past 4:40 a.m. I want to focus more on taking care of myself as a person. Not to say I don’t want to still take care of other people, but I want to engage in an exercise program,” Dunham said. “I could easily become a couch potato, but I do not wanna do family engagement specialist that, so I’m gonna try to be very purposeful about still giving back to teachers,” Dunham said. “I think it would be good the community and I still plan to come up here if the person is very detail-oriented but also, at the and encourage students and teachers. I mean, same time, can see the big picture, because you need that’s just part of who I am.” O to have a vision about where is the school going.”

“I don’t know if we have anybody who cares as much as Dr. Dunham does -- about the school, about the direction it’s headed, about the students, just, it’s gonna be a big loss.”

-- Christian Barner,

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Left: LEADING BY CARING: Clarke Central High School Assistant Principal Dr. Sheila Dunham stands outside of the Ceremonial Entrance on April 26. Dunham, who began working at CCHS in 1985 as a math teacher, will be retiring when her contract runs out at the end of June. “I think that the students who know me know that I truly care about this place. I really hope that people think that I care about them when they have interactions with me,” Dunham said. “That’s the most important thing.” Above: SAYING GOODBYE: Clarke Central High School Assistant Principal Dr. Sheila Dunham, senior Jatavious Payne and senior Jazmine Huntley (left to right) pose for a photo outside of the Ceremonial Entrance on April 26. Huntley feels that Dunham has been an impactful adult in the building for her. “I never really got in trouble by (Dunham), but she always was there when I was sad or going through something,” Huntley said. “She always stopped to talk to me and make sure I was OK, so I mean I really do appreciate that from her and it is a sad thing that she’s retiring, but also a good thing (for her).” Photos by Ana Aldridge

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A new approach

Members of the Clarke Central High School administrative team are making an effort to implement restorative justice.

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ince 2017, the CCSD Code of Conduct has stated that restorative practices in the Clarke County School District are intended “to repair harm caused by misbehavior through discovering what happened, what harm was caused, and determining what can be done to right the harm and what can be done in the future to avoid additional problems.”

CCSD Chief of Policy and School Support Services Dr. Dawn Meyers says restorative practices can be broadly applied.

“Any time that there’s been harm that one person has caused to another person or a situation, (restorative practices) give an opportunity to find out what happened, what harm was caused, and then what can be done to right the wrong and what can be done in the future to avoid the same problem from happening,” Meyers said.

Meyers says implementation of the practices varies from school to school.

“Last year, we conducted a restorative practices readiness assessment where we looked at data and identified schools that were really positioned

BY VALERIA GARCIA-POZO Senior Copy Editor

and ready and interested to kind of take a full-scale implementation approach,” Meyers said. “Some of those schools have used their (Local School Governance Team) funds, their innovation funds that they have as a charter district to actually fund hiring of staff from the Georgia Conflict Center to come do more intensive training with their whole faculty and even be on-site to do the work of restorative practice.”

During the 2018-19 school year, members of the Clarke Central High School administrative team made a conscious effort to incorporate restorative justice practices into their disciplinary referrals.

“This has been quite a mind-shift for me, because I’ve been in education for 34 years and in the past, when students got a behavior referral, most of the time, the teacher had worked with the student a good bit and so as an administrator you felt like, ‘Well, the student might need at least some in-school (suspension),’” Assistant Principal Dr. Sheila Dunham said. “We really are stepping away from that.”

For Clarke Central High School assistant principal Reginald Thomas, new practices include facilitating conferences between students.

“In the past, there was a time when we said verbal altercations (between students) were two days of (out-of-school suspension). Now, if at all possible, we like to get the two individuals -- or however many individuals -- together in one room, and try to have a conversation and iron out differences as opposed to just automatically sending them home,” Thomas said.

Dunham believes one challenge associated with restorative justice practices is the time constraints.

“To really get some of these problems discussed thoroughly can take more than even 45 minutes or an hour, and a lot of the times with all of us, we have things on our calendar that can’t be shifted around,” Dunham said.

Meyers agrees that certain aspects can be problematic, but believes the benefits of restorative justice efforts outweigh the costs.

“Having the people trained and having the time available are certainly limiting factors, but the payoff is (...) less exclusionary discipline, less out-of-school suspension days, which in and of themselves don’t do anything to support student learning,” Meyers said. “The benefit in the long run will be that we’ll have more time to focus on teaching and learning.”

Senior Ja’Quarus Grant faced disciplinary action for an altercation between himself and a classmate the week of April 22.

According to Grant, both students were suspended, but he feels restorative justice practices would have been welcome.

“It would have gotten everything off your chest right then and there, and solved all the confusion, ‘cause most arguments start from ‘he-said, she-said’ stuff,” Grant said. “(Administration is) just suspending (students) away from school instead of having them talk the situation out between each other, so nothing is being solved, really. There was just no point in suspending me in the first place, ‘cause the situation could have been talked out.” O Left: FACING THE CONSEQUENCES: A student stands in front of Room 105, where in-school suspension is held, at Clarke Central High School on May 8. During the 2018-19 school year, members of the CCHS administration have made an effort to implement restorative justice practices. “Anytime you’re in in-school suspension, that means that you’re not in your classroom. The object is to come to school and be in the classroom so you can be in that learning environment with the instructor whose class you’re supposed to be in,” assistant principal Reginald Thomas said.

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Multiple Directions

Clarke Central High School seniors will be taking different paths after graduation, including attending college, entering the workforce and enrolling in the military.

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larke Central High School seniors will be graduating on May 18 at 3 p.m. in Stegeman Coliseum. Upon graduation, there are many paths students may take. However, according to senior Noah Gay, students often feel pressured to follow one specific path.

“My family has been to college and they think it’s normal to go to college, like most people in America, so it’s kind of like, ‘You should do it because everyone else does it and that’s the only way to make a living,’” Gay said.

Senior Nicole Pastor, who will be attending the University of North Georgia in the fall, felt pressured to go to college as well. “(I did feel pressure), just because my peers around me are going to college. So it’s kind of like, dang, I wanna be like all of my peers and go directly to college, but it’s (actually) not like that because of different financial areas,” Pastor said.

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Senior Miyah Taylor did not always feel like college was going to be the best fit for her and originally planned to go straight into the workforce.

“I just felt like school really isn’t for me, like all the learning and studying. I just wouldn’t be able to focus because I would be too busy worrying about partying and what’s going on in the hallway and all that,” Taylor said.

Taylor eventually changed her mind and is now planning to attend Athens Technical College in the fall.

“I had a change of heart. I said I was going to work, just go straight to a workforce at first, but I changed my mind after that because I felt like I wasn’t really going to get anywhere with that,” Taylor said. “I’d probably be trapped and wanting more for myself.”

College adviser Brionna Johnson feels that the push for more students to choose the path of college after high school is because of the increasing importance of a college degree.

“Having a college degree is becoming more and

more essential to getting a career and being established with that career after you graduate high school and after you graduate college. It’s seen as more of a requirement for a lot of different jobs to have a four-year degree,” Johnson said.

However, Johnson, who works as a college adviser through the Georgia College Advising Corps, an outreach program through the University of Georgia Institute of Higher Education, recognizes that college is not the path for every student.

“What I’ve been working hard to do is telling students that if (going to a four-year college is) not the path for them, (then) that’s OK and there’s a different way to get to where you want to go,” Johnson said.

Gay also feels that college is not the best fit for all students. “(College is) definitely not (the path for everyone), like it could be better (for someone) to go to the military or start a job if you don’t have money or can’t get a scholarship,” Gay said.

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Edwin Summerour At the age of 4, senior Edwin Summerour found his passion in life: football. After finishing his last season of high school football during the 2018-19 school year, he will be continuing his path as a college recruit at Murray State University in Murray, Kentucky.

As long as he can remember, he has been waiting for this moment.

“It’s been a dream. I just want to follow my dream and I got the chance to play next-level, so I followed it,” Summerour said.

Edwin’s parents had differing opinions about Edwin’s plans for his future, but ultimately came to a compromise. “(My parents) put a lot on me, especially in school. My dad was more football and my mom was more school, so they balanced it out,” Summerour said.

Edwin expects for his college football career to be very different compared to playing football at the high school level.

“It’s still going to be fun, but not like playing with

the people you grew up with. It’s more like business, so you have to take everything seriously,” Summerour said.

Although Edwin will be pursuing football in college, he does not know whether he will play football later in life.

“I want to go to law school, so it is what it is. But I’m going to try my best to go to the next level,” Summerour said.

Below: Clarke Central High School senior Edwin Summerour holds a football in front of the school on April 18. After graduation, Summerour will be taking the next step in his football career at Murray State University in Murray, Kentucky. “It’s still going to be fun, but not like playing with the people you grew up with -- it’s more like business so you have to take everything seriously,” Summerour said. Photo by Krista Shumaker

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Ashton Drane Clarke Central High School senior Ashton Drane will be taking a gap semester after high school before she attends Columbus State University in Columbus, Georgia in the spring.

Drane believes that taking a gap semester will benefit her.

“The biggest (reason) is mostly financially -- giving myself time to work and to save up money to go to college,” Drane said. “Secondly, for my mental health. I had a very hard struggle this year, with my depression and a couple of other different mental health issues. (I also had) family issues that I had to work through, and it was really hard getting through senior year.”

Drane believes that taking a break of a couple months before entering college is the right choice for her.

“I want to give myself time to be mentally prepared for college because if I don’t go in with the right headspace, it wouldn’t be worth the money anyway. I wouldn’t do very well. I wouldn’t succeed,” Drane said.

According to Drane, her parents had concerns about her motivation to return to school after taking a semester off. “(My parents) had a lot of hesitation at first, because there is sort of the stigma of, if you take a gap year or a gap semester and you take that break,

you’re never going back,” Drane said. “Once I had the conversation with them and took the time to explain to them what it would do to help me, they were pretty supportive.”

Going into the spring semester at Columbus State University, Drane hopes to pursue one of her aspirations.

“I am majoring in drama with a focus in technical theater. That is my passion. That is what I enjoy, specifically lighting design. That is what I hope to focus on, (and it) is something that I enjoy a lot in school, and I think post-education I will enjoy,” Drane said.

Below: Clarke Central High School senior Ashton Drane poses in front of the ceremonial entrance. Following graduation, Drane will be taking a gap semester and will then attend Columbus State University in Columbus, Georgia during the spring. “(At first I will be) working a lot and trying to save up money for tuition and housing and textbooks and all the things that you have to worry about for college,” Drane said. Photo by Krista Shumaker

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Jordon Butler Clarke Central High School senior Jordon Butler plans on serving in the military after graduation.

After seeing his aunt serve for many years, he was inspired to follow in her footsteps.

“I was raised up by (my aunt) most of the time, even though I live with my mom. She taught me most of the things (about) dealing (with the) military,” Butler said. “Ever since then, I was just like, ‘I want to join the military. I want to be just like my aunt.’”

Butler’s parents had mixed reactions to his decision to enlist, but he believes that joining the military was the best option for him.

“My dad was like, ‘I don’t care what you do, as long as you be successful in life,’ and my mom wanted me to go to college, but I don’t think college is for me,” Butler said.

Butler’s aunt has been supportive of his decision to join the armed forces.

“When I told my aunt I decided to join the mil-

itary, she was like, ‘Wow, that’s powerful,’” Butler said. “She was like, ‘You know, it doesn’t matter what career you choose, it doesn’t matter what branch you join. I’m still gonna support you anyways.’”

Although it is still too early to know where Butler will be stationed, he already has an idea of where he wants to serve.

“When I go to active duty, (I want to go to) Tokyo, Japan, Hawaii, (and) California. I want to go to Uganda and Africa (too),” Butler said.

Above: Clarke Central High School senior Jordon Butler poses in front of the ceremonial entrance on April 18. Butler has taken the Armed Services Vocational Aptitude Battery (ASVAB) test to determine where he will serve in the army. “Right now I’m just waiting for my test scores to get into the system, and then my recruiter will talk to me and will sit down at the recruiting office out at the mall, and then we’ll choose my jobs and I see what job I qualify for,” Butler said. Photo by Krista Shumaker

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Davairius Hickman Clarke Central High School senior Davairius Hickman plans to go straight into the workforce after graduation to nurture his interest in the music business.

“I don’t really want to go to college now. I prefer to just get a well-paying job, to start getting more into what I like to do, which is music,” Hickman said.

According to Hickman, his older brother strongly influenced him to pursue music.

“I always liked music, but I feel like I got heavily involved into it more (by being) around my broth-

er and his friends. My brother has his brand named TPM. I just really want to help him build his brand so we can really start investing into ourselves,” Hickman said. “Right now the goal is to start saving money because obviously music isn’t cheap.”

Hickman’s mother has also influenced the way he views music.

“Our mom loves music. She’s strong with music too. My mom has met a very famous rap star while she was around my age: Tupac Shakur, back when she was younger. She took a picture (with) him,” Hickman said.

Hickman believes he may face challenges due to his decision not to pursue college but is confident in his decision.

“It might be challenging in the beginning but I’m aware, so I don’t really like to stress about that stuff,” Hickman said. “I want to put people on the same energy I have about (music). I just want to make people feel how I feel about music.”

Above: Clarke Central High School senior Davairius Hickman stands at the front of the school on April 18. Following graduation, Hickman will be going straight into the workforce to build his musical career. “I prefer to just get a well-paying job, to start getting more into what I like to do (and) my brother is strongly into music, (so) I can see myself involved in it,” Hickman said. Photo by Krista Shumaker

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BECOMING

SA BLUE 24

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Variety

Growing up in a war-ridden country, Clarke Central High School sophomore Sa Blue Wah faced many hardships as a child. After moving to the United States and adapting to her surroundings, she experienced a different set of challenges.

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LAYOUT BY EMMA RAMSAY

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larke Central High School sophomore Sa Blue Wah’s childhood was not one that can be compared to that of many of her American peers.

Born in Thailand during the Karen Conflict, an ongoing civil war in Myanmar, Sa Blue grew up in a world filled with violence.

Because of the harsh war, she lived in a refugee camp near the border between Thailand and Myanmar.

“The reason why we’re at war is because Myanmar (wants) to take the other part of the border. But my people, we aren’t going to give up our land because that’s where we came up and we brought it up. They just want to force it upon us and they’ve killed many people,” Sa Blue said.

Throughout grade school, Sa Blue experienced the hardships of an adult. Every day, she took a long journey to and from school.

Her daily life at school consisted of armed guards at almost every entrance point, and a lack of resources, including food. Meeting basic, everyday needs was a struggle not only at school, but also at home due to the

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restrictions placed on the Karen people.

Sa Blue’s mother, Naw Wah, found it difficult to raise children in that kind of environment.

“In the refugee camp, we had to stay in our designated spots and we couldn’t go outside of it. We had to stay inside the camp,” Naw said. “We couldn’t get food. We couldn’t get jobs.”

By the time she was 4 years old, Sa Blue wanted an escape, a way out.

At the age of 5, Sa Blue, her parents and four siblings packed their belongings to head to a better destination, hoping to leave the adversities they faced behind.

They traveled to China through Japan, finally reaching Chicago. From there, they flew to New York, then to Atlanta, Georgia, where they would stay for five years.

In Atlanta, Sa Blue attended Indian Creek Elementary School. When she arrived, she knew little English and had to take an English Language Learners (ELL) class.

“They were going to put me in first grade at first, but then they decided to put me in second grade. I didn’t understand English, so I was like, ‘What?’ At that time, I (liked) to watch American movies and observe other people. Like, when they’d say, ‘Excuse me,’ I’d see the movements and I’d be like, ‘Oh, that’s what that means,’” Sa Blue said.

Throughout elementary school, Sa Blue suffered from the impact of her classmates’ jokes. Despite not being able to understand much English, she quickly learned that words like “China” and “Asia” were directed at her.

“I cried sometimes at night when people would call me stereotypes, you know, saying I eat dogs and stuff,” Sa Blue said.

Since she faced prejudice on a day-to-day basis, Sa Blue built up an emotional wall. She was tired of the name-calling and the presumptive glares.

When she moved to Athens, she hoped for a more welcoming community. She attended Whitehead Road Elementary School, where she was surrounded by people who didn’t look like her. The majority of her classmates were white, and she was unsure of how to respond to the new environment.

“It was weird for me and different for me. I felt like I was below (my new classmates) or I wasn’t as good as them,” Wah said. “I thought I wasn’t worth it. I could never fit in with them.”

In the sixth grade, Sa Blue attended Burney-Harris-Lyons Middle School (BHL). She began to open up more, and found a life-long friend in Kimberly Palomino, now a CCHS sophomore.

Palomino was someone Sa Blue could relate to, because they both faced prejudice due to their ethnicities. Having been ridiculed since she had moved to the United States, it was nice to have a classmate who could relate.

“She talked to me first. She was like, ‘Oh hey, where are you from?’ and I didn’t want to tell her, but she eventually found out because of my teacher,” Sa Blue said. “At first, I was hesitant to really talk to her, but she was like, ‘I love you. I’m going to be friends with you.’”

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“In the refugee camp, we had to stay in our designated spots and we couldn’t go outside of it. We had to stay inside the camp. We couldn’t get food, we couldn’t get jobs. It was hard, but we were OK.” --Naw Wah, mother of Sa Blue

Variety

For Sa Blue, Palomino became shoulder to lean on, friendship, because we still stayed in touch,” Palomi- language, she learned English as a second or third but that didn’t stop the harassment and racism Sa no said. “More than (anyone) else, I would say, I’m language, so for Spanish, she knew what she needed Blue faced. (close) to her and it’s really nice that I see her a lot.” to do to acquire the language and so that’s why she While Sa Blue was used to hurtful comments, she As a freshman, she attended CCHS, where she was was such a good student in my class.” was shocked when in seventh grade, a classmate surrounded by students of many different back- With the many challenges that she faced throughout wished death upon her and her family. grounds. With more people of her ethnicity in her her life, Sa Blue still manages to remain positive, no “This boy told me, like, ‘Your parents and your fam- environment, she began to feel at home. She didn’t matter what. ily should crash in an airplane.’ I didn’t understand have to worry about judgemental glares at her tradi- “I was an outcast in my situation,” Sa Blue said. “I and I kept wondering if it was because I was another tional Thai lunches or unique attire. had to realize that, you know, it’s OK if I don’t fit in. race or just because of how his These people are all human like family’s mindset was built up,” me, and just because we’re difSa Blue said. “At that time, I was ferent races doesn’t make us any “It was weird for me and different for me. I speechless and I didn’t really different from each other.” felt like I was below them or I wasn’t as good know what was going on, so I as them. I thought I wasn’t worth it. I could didn’t cry or anything, but the next day, I did cry.” never fit in with them.”

Without noticing it, Sa Blue dis--Sa Blue Wah, tanced herself yet again. Luckily sophomore for her, Palomino took the initiative to get her to open up.

Below: BEST OF FRIENDS: (Left to right) “She told me, ‘Sa Blue, we Sophomores Kimberly Palomino and Sa Blue might be different races, but you Wah pose together at Clarke Central High should never tell yourself that School on April 14. Palomino and Sa Blue both attended Burney-Haryou’re below anyone. There’s no such thing as ‘(fit- As a student, Sa Blue excelled in all of her classes. ris-Lyons Middle School and have been friends since then. “I think (not ting) in,’” Sa Blue said. “That’s when I realized she Despite knowing little English, she took Spanish II as having any classes together) proves that, even though (Sa Blue and I) don’t see each other, we still are really closer than other people,” Kimberly was right. All this time I used to think that you had to a freshman and became partially fluent. said. Opposite: STRONGER TOGETHER: Naw Wah, Nafaf Thaw, Cha See be a certain way or act a certain way.”

“Being that she speaks a few languages, she caught and Sa Blue Wah (left to right) pose at Clarke Central High School on For Sa Blue, high school was a game-changer, as she on to Spanish really quickly because she knows the March 30. At the age of five, Sa Blue and her family moved from Thailand didn’t have any classes with Palomino. process of language learning and we see that with to Georgia to escape an ongoing war. “Right now the war is still going on,” Sa Blue said. “My grandma and grandpa are living in a refugee camp right “When we didn’t have any classes together, it proved students,” foreign language department teacher Julia now and we’re trying to get them to America, but we don’t even know if that our friendship is stronger than just a school Duncanson said. “Even though English is not her first Myanmar is going to attack anytime soon.” Photos by Krista Shumaker

Variety

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CULTURAL BUZZ Frutta Bowl

Honky Tonk Time Machine

Lost in The Middle

Like the frozen yogurt trend did years ago, açaí bowls have begun sweeping across the nation’s food scene. Located on Oconee Street, Frutta Bowls is Athens’ local option for purchasing the recent fad.

The interior of Frutta Bowls pulsates pretentiousness with its over-the-top decor and outlandish prices. The açaí or smoothie bowls come in two sizes, with a couple dollars’ difference. One can choose from an array of fruits and toppings to add. However, the amount of frozen smoothie at the bottom of the smaller size is minuscule compared to that of the larger, making the difference notable.

There are also multiple snack options to choose from, including toast with spread and toppings. The options from savory to sweet are so plentiful, it’s difficult to choose. Frutta Bowl proves to have quality ingredients and desirable flavors in their food, but the experience overall is unsettling and digs deep into the pocket.

-Mackenzie Caudill, Sports Editor

The “King of Country” George Strait is back with his new album “Honky Tonk Time Machine.” The album was released on March 29, making it Strait’s 28th studio album. It presents itself as nothing short of another great country album that will stand the test of time.

Its upbeat honky-tonk songs like “Blue Water,” “Código,” “Honky Tonk Time Machine” and “Every Little Honky Tonk Bar” bring a lightness and fun tempo to the album that anyone can listen to when having a good time.

The album also includes classic slow country songs like “Sometimes Love,” “God and Country Music,” “What Goes Up” and “Some Nights.” These songs convey positive messages and have established themselves as instant classics for Strait.

Overall, “Honky Tonk Time Machine” stands out as one of Strait’s all-time best albums.

On March 28, American country singer Kane Brown released a Spanish remix of “Lost In The Middle Of Nowhere” in collaboration with American singer-songwriter Becky G. The two previously collaborated on the English version of the song, featured on his latest album “Experiment.”

The Spanish remix has a mix of country and reggaeton. The track talks about a young couple who is in love and wants to flee to the middle of nowhere.

According to an interview with Brown, despite his status as a country artist, he has had an amazing chance to branch out and experiment with other genres due to the support of his fans.

The song gives listeners a real Latin vibe and makes them feel like they are living the love story.

-AJ Carr, Sports Staffer

-Nicole Ramos, Variety Staffer

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Best of Enemies

iving into the boundary-breaking friendship of Ku Klux Klan leader C.P. Ellis (Sam Rockwell) and civil rights activist Ann Atwater (Taraji P. Henson), the film “The Best of Enemies” encapsulates the gut-wrenching reality of segregation but jars the audience with inconsistent character development.

Their journey begins in 1971 when Ellis and Atwater are named co-chairs of a charette -- a workshop open to community members to solve an issue -- to address school segregation in Durham, North Carolina.

At first, their polar opposite morals and beliefs make it difficult to work together. However, throughout the charette, Ellis gets to know Atwater for who she is, and begins to reconsider his commitment to his Klan.

While the backdrop of the story is captivating, Rockwell’s character lacks emotion and transparency throughout the film -- past the point of his superficial personality. As an unrelatable, villainous character, a deeper, more complex exploration of his ideology

BY AUDREY ENGHAUSER Journalism 1 Staffer

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would have been fitting.

These impactful elements of the movie -- the community, the power of the civil rights movement and the depiction of normalized racism -- overshadowed some unsatisfactory characters, leaving the so-called deep friendship between Atwater and Ellis seeming almost like a subplot at times.

While the end of the movie briefly exhibited the bond the two had formed, compared to the true story of Atwater and Ellis in which the two had become lifelong best friends, the movie characters only seemed to tolerate each other.

Enticing viewers with an abundance of cultural framework from the beginning, the film lacks some emotional depth that would have humanized the characters and made the movie relevant to the modern world.

Layout by Everett Vereen and Katie Grace Upchurch Photo illustrations by Beatrice Acheson and Emma Ramsay

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Variety

CULTURAL BUZZ Frosted Key Lime

On My Block

Brawl Stars

Chick-fil-A’s new seasonal beverage, the Frosted Key Lime, will be offered from March 18 to May 25.

While not the perfect spring refreshment, the drink is an enjoyable after-school treat.

The Frosted Key Lime blends Chick-fil-A’s signature Ice Dream vanilla base with Chick-fil-A Lemonade and a sugar-free lime flavoring to create a pleasant beverage inspired by the classic dessert, key lime pie. While undoubtedly cool and sweet, the Frosted Key Lime is not as tart as some might expect, tasting more similar to the Chick-fil-A Frosted Lemonade than anything else. Prices of the beverage are agreeable, with a small costing $3.29 and a large costing $3.75.

All things considered, the Frosted Key Lime is a solid buy. One should consider purchasing the drink if they crave a new, cold dessert from Chick-fil-A. It just may not be as sour as some might expect -- detracting from its overall taste.

-Alexander Robinson, Junior Copy Editor

On March 29, Netflix released its second season of the drama-filled series “On My Block.” The series focuses on the lives of four teenagers that come from difficult backgrounds and experience many hardships while trying to find their way in society.

While the drama in the second season of “On My Block” cannot be compared to the first season, the jokes and awkward situations the characters experience keep viewers wanting more.

The second season of the coming-of-age series picks up only one month after the first season ends.

Revealing who died in the first episode, the show causes emotional impact as characters cope with the death of a friend. The show features actors Jason Genao (Ruby), Sierra Capri (Monse), Diego Tinoco (Cesar) and Brett Gray ( Jamal) in its lead roles. As the season ended with a cliffhanger, streamers are anxious to see what comes next in the series.

“Clash of Clans” and “Clash Royale” developer Supercell has returned with its newest game “Brawl Stars.” This app is a fun and fast-paced multiplayer shooter game with a strong reliance on team-based combat. Players can control and unlock a variety of brawlers, each with different skills, as they compete in a top-down arena.

“Brawl Stars” boasts a variety of game modes that are all nice variations on common multiplayer modes such as showdown, which is a fun version of the popular Battle Royale game modes of “Fortnite.”

The game is simple to learn and difficult to master, which makes it fun for any new player. However, free players will eventually hit a wall and find it hard to progress without paying to upgrade their brawlers. Despite this, “Brawl Stars” is a blast to play with friends and great for any get-together.

-Tecoya Richardson, Variety Staffer

-Connor McCage, Viewpoints Editor

Billie Eilish

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eleased on March 29, “WHEN WE ALL FALL ASLEEP, WHERE DO WE GO?” is the first official album from American singer-songwriter Billie Eilish. This album, which follows her August 2017 EP “dont smile at me,” Eilish excels at delivering what every fan has been waiting for. The album includes a great amount of variation, from upbeat, bass-heavy tracks to emotional, moving ones which will give listeners chills.

Eilish’s album hit number one on the Billboard 200 chart and has had constant success since dropping, making Eilish the first artist born in the 2000s, the youngest artist since 2015 and the youngest woman since 2009 to have an album reach number one on the charts.

Throughout “WHEN WE ALL FALL ASLEEP, WHERE DO WE GO?” Eilish explores the different parts of a teenager’s perspective, which makes it even more fascinating. Eilish’s uniqueness is very well-presented throughout the album and it shows

BY ANDREA MATTA-CASTILLO Variety Staffer

Variety

how creative she is, even at such a young age. Several songs on the album had been released before the album dropped, including “Bury A Friend,” “Wish You Were Gay,” “When The Party’s Over” and “You Should See Me In A Crown.”

The album starts with an intro titled “!!!!!!!” which includes slurping sounds and Eilish saying, “I have taken out my Invisalign and here’s the album.” This intro shows how real Billie Eilish is compared to other artists in the music industry today.

“Bad Guy,” which plays right after, starts with a heavy bass sounds and Eilish in the back vocalizing. This song blends creepy carnival music with upbeat pop vocals that somehow mesh in a way that most listeners will not be able to get out of their heads.

Every song in the album is enjoyable to listen to and will leave listeners satisfied.

At 17 years old, Billie Eilish succeeds in impressing audiences with her powerful and mesmerizing album. This album can be found on all platforms, including Apple Music and Spotify. O

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The Best of ATH

MEXICAN

El Zarco

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rom the traditional Mexican decorations to the authentic Mexican music, Restaurante El Zarco Mexican Cuisine gives Athenians a new opportunity to explore Mexican food. El Zarco opened on Feb. 3 and is located at 650 W. Broad St. Upon entering the restaurant, customers are seated and given free chips and traditional Mexican-style salsa as an appetizer. The sheer variety of options on the menu shows what street food in Mexico is all about, with the diversity of dishes ranging from tacos to fajitas to chicken mole.

The prices for the different food at El Zarco range from $4 to $20, generally affordable for high school students.

The torta cubana is an especially tasty sandwich that includes three meats -- grilled steak, chicken

BY NICOLE RAMOS Variety Staffer

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Variety

Top Left: VEGGIE LOVER: El Zarco has limited menu items for vegetarians, but one excellent option is the avocado torta. The torta is a way for vegetarian customers to enjoy a hearty and good meal.

Bottom Left: LOVING LIFE: Variety staffer Nicole Ramos enjoys a traditional Mexican drink called horchata during her visit to El Zarco. Ramos feels the restaurant successfully captures genuine Mexican culture.

Above: TACO TIME: A variety plate of tacos sits on a table at El Zarco restaurant. The tacos are a delicious and classic item on the menu.

Below: CRUNCHY CHIPS: Homemade chips are part of any entree order that one receives at El Zarco. Chips are served with a free side of traditional sauce.

Photos by Emma Ramsay

and ham -- with pineapple and the traditional combination of lettuce, tomato and cheese common in Mexican food.

Another highlight on the menu is a mix of tacos served with different types of meat, including chicken, beef, pork and chorizo, all of which are served in a traditional way.

There are also a variety of options for vegetarian customers, including a veggie taco and avocado sandwich.

Like the food, the service in El Zarco is outstanding. Servers and managers constantly check in to make sure that customers are satisfied with their meals and feel at home in the restaurant.

Overall, El Zarco provides a great option for anyone who is trying to get a real Mexican vibe, as well as a cheap and delicious meal. O

Variety

March 2019

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SOCIAL COMMENTARY: “LEAVING NEVERLAND” On January 25, the secret world of pedophilia and sexual assault by infamous pop-legend Michael Jackson was exposed in the documentary “Leaving Neverland.”

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hen I was growing up, Michael Jackson seemed more superhuman than pop star. When he died in 2009, the whole world mourned his passing.

Through his music, he made his audience feel strongly, in a way that no musical artist had been able to do before. People who had never met him were brought to tears at the news of his death. That was the effect Jackson had on people.

Deemed “The King of Pop,” Jackson defined gener-

BY EMMA RAMSAY Variety Editor

they were teenagers.

Throughout the documentary, Robson and Safechuck recount countless acts of sexual assault during their early childhoods in graphic detail.

Their memories are not the innocent, playful interactions that the children’s parents and the general public were led to believe. They were perverse and frankly, disgusting.

“Leaving Neverland” is a look into the twisted reality that Jackson created. It shows how he deceived the mass public and, more devastatingly, Robson and Safechuck’s parents.

“One in four girls and one in six boys will be sexually abused before they turn 18 years old. Only 12% of child sexual abuse is ever reported to the authorities.”

--National Sexual Violence Resource Center ations with his music. By 2009, he had racked up 26 American Music Awards, 17 Billboard Music Awards, 13 Grammy Awards, 39 Guinness World Records and 18 MTV Video Music Awards, among numerous other accolades.

There is no doubt that Michael Jackson was an amazingly talented musician and dancer. However, just because he was a world-renowned pop star doesn’t mean he isn’t guilty of horrific acts.

HBO’s new documentary “Leaving Neverland,” directed by Dan Reed, explores the accounts of two of the alleged victims -- Wade Robson, 36, and James “Jimmy” Safechuck, 41 -- who detail how Jackson sexually molested them when they were children.

According to Robson and Safechuck, the abuse began in the late 1980s and early 1990s and continued until

While some may say that allegations like these ruin the image of important cultural figures like Jackson, both his musical talent and abuse are a part of who he was.

This is reflective of the harmful culture surrounding cover-ups of celebrity allegations. In 2018, multiple celebirties were accused of sexual abuse or misconduct, including musician R. Kelly and producer Harvey Weinstein.

Similar to many sexual abuse

Featured: LEAVING NEVERLAND: The new HBO documentary “Leaving Neverland” includes accounts from Wade Robson and James Safechuck, Michael Jackson’s alleged sexual abuse victims.

Variety Editor Emma Ramsay believes it is crucial to listen to and value the accounts of these victims, despite Jackson’s fame and status in the music business. Illustrations by Audrey Kennedy

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Variety

cases involving famous people, the Michael Jackson Estate has deflected the allegations by suing HBO for a contract breach. This is not a surprise. Those who have the monetary resources are often able to avoid legal punishment regardless of the case at hand.

However, for victims of sexual abuse, this reaction is disheartening. It shows that rich and powerful people care more about maintaining their own wealth and the legacy of a musician than about the trauma these victims have experienced.

Despite the fact that not all sexual abuse charges are at the hands of a famous person, when the wealthy get away with something like this so easily, it sets a precedent.

According to the National Sexual Violence Resource Center, “one in four girls and one in six boys will be sexually abused before they turn 18 years old.

Only 12% of child sexual abuse is ever reported to the authorities.”

Robson and Safechuck, like so many other children around the world who have been sexually abused, unfortunately fall into this statistic.

Regardless of the fact that Jackson is the accused abuser, this case is no different than so many in the

Variety

past. Without hesitation, Robson and Safechuck have been accused of lying about all allegations towards Jackson while celebrities like Kanye West and Alicia Keys have defended the late musician.

If victims of sexual assault felt they would be believed and supported when they came forward, more people would be willing to report thir assaults.

This is why it is of utmost importance that viewers value the testimony Robson and Safechuck leave behind.

The controversy surrounding “Leaving Neverland” is just one example of how life-altering sexual abuse is to those affected by it. Society is harmed if those with status or money are able to push accounts such as “Leaving Neverland” under the rug, like so many other stories before it.

Regardless of wealth or power, rape culture is very real in today’s

society. Through “Leaving Neverland,” viewers are able to see the prevalence of rape culture and how it is affecting people who do not have voices of power.

“Leaving Neverland” is a riveting documentary that is important for viewers to watch, digest and consider when future celebrity sexual abuse allegations come to light.

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Sports

MAKING HISTORY 1982 Clarke Central High School alumna Ann Falconer was the first girl to play varsity soccer at CCHS in 1980.

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n 2019, the existence of a boys and girls team for most sports is fairly commonplace. But in the early ’80s, Clarke Central High School did not have a girls soccer team.

So when 1982 alumna Ann Falconer was welcomed onto the varsity boys soccer team in 1980, she made ripples.

Not ripples of anger or disbelief, but of empowerment.

Ann moved to Athens for her father’s new job and began attending CCHS on her second day in town.

Coming from a background of athletics, she couldn’t imagine not playing a sport.

How else was she supposed to find friends in this new place?

Ann had enjoyed playing soccer in Northern Virginia and, to her, it was obvious that she should continue playing soccer in Georgia. Ann joined the boys JV soccer team her freshman year in 1979.

She worked hard. No girl had ever made varsity, but she knew she had it in her.

“In the South, at that time, girls did not play sports,” Ann said. “I didn’t have any inhibitions about playing at all. And I was good. I just didn’t ever think about it. My freshman year I got Most Valuable Player, which was voted on by the players, so then it was just kind of expected that I would try out for

By MACKENZIE CAUDILL Sports Editor

varsity. I wasn’t scared. I had a lot of confidence.”

Ann was the first girl to play varsity soccer at CCHS. Ever. It was a big deal.

She was welcomed with open arms by her coach, former head soccer coach John Munnell, by her teammates and by her community. She wasn’t a women’s rights revolutionary or political activist.

She was just a good soccer player.

She had no girls locker room. She learned how to change shirts without taking them off. She was just one of the guys. She only stood out when she was the sole player on the field with a ponytail.

Everyone was looking at her. She was just looking to play.

Ann’s acceptance to the CCHS varsity soccer team kicked off the implementation of a girls soccer program in Athens.

Ever so humble, Ann refuses to view herself as a renegade. However, she is someone who made a positive impact for female athletes for years to come.

“I think my skill and my ability to play pretty much wiped away any, ‘Oh, she’s a girl,’ kind of thing. I just played soccer and I played really well,” Ann said. “I’m not trying to brag on myself, I think it was just, get that one girl out there playing and then other women stepped forward.”

Whether she likes it or not, Ann made CCHS history.

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Featured: MAKING HER MARK: 1982 Clarke Central High school alumna Ann Falconer received extensive media attention when she joined the boys varsity soccer team in 1980. Falconer doesn’t believe she deserved the attention or credit for paving the way for female soccer players in Athens. “I am just so humble I am not gonna say that about myself,” Ann said. Illustration by Lillian Sams

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ZZ

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You snooze, you lose

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Z

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Wake up. Go to school. Attend practice. Do homework. Repeat.

According to Shenandoah University associate professor of sports management Joey Gawrysiak, a lack of sleep has negative effects on athletic performance.

“When you’re not getting enough sleep, you’re not able to concentrate. You’re not able to perform at the level that your coach or even you or your teammates want you to perform at, and that puts even more stress on you,” Gawrysiak said. “Athletes really do get into this vicious cycle where, when they don’t get enough sleep, even one time, it can impact them for three, four, five days down the road.”

CCHS head baseball coach Adam Osborne, a math department teacher, feels that while academic workload can be a challenge, students are in control of their time management.

“Homework could be an issue with our (athletes).

(consists) of right now,” Castañeda said. “There’s not really much to look forward to because that’s where I spend all my time.”

Castañeda believes her demanding athletic schedule has a negative impact on her sleep schedule and academics.

“My grades always drop during soccer. (The work) all builds up. There’s never really a time we can catch up on things because we’re constantly having to go to practices, and we’re constantly having to go to games,” Castañeda said. “Since I get home pretty late, it’s hard for me to put time aside to do homework or study just because I’m so tired. If I do stay up and do homework, it affects my focus in classes the next day.”

I think, though, if you really sat them down, maybe the social media and being plugged in and video games and making those choices has a contribution as well,” Osborne said.

According to Osborne, with CCHS baseball players practicing two hours each day for seven days a week, it is important that coaches provide opportunities for athletes to focus on their school work, including morning study halls. “(The) majority of the time, if you have a conversation with the player, they’ve made some choices along the line that caused them to be in that situation where they had to miss practice (in order to complete schoolwork). They could have done something differently. They could’ve handled their busi-

Sports Staffer

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A

s athletic seasons progress, Clarke Central High School student-athletes begin to fall into a familiar, yet strenuous routine with pressure from teachers and coaches to meet both academic and athletic expectations. These demanding schedules result in a variety of effects on academics, sleep and self-esteem.

CCHS junior Sofia Castañeda has been on the girls varsity soccer team since her freshman year.

The team practices for almost three hours every weekday, following a nearly hour-long study hall, adding nearly four hours onto her regular school day schedule.

“Since I spend so much time playing (soccer), when I don’t do well in practice or when I don’t play in a game, it affects me because it’s all that my life

By NATALIE RIPPS

odysseynewsmagazine.net

Sports

“When you’re not getting enough sleep, you’re not able to concentrate.

You’re not able to perform at the level that your coach or even you or your teammates want you to perform at, and that puts even more stress on you.”

--Joey gawrysiak, Shenandoah University associate professor of sport management

Above: ATHLETES UNITE: Clarke Central High School junior Sofia Castañeda, junior Trent Nesbit and sophomore Courtney Smith (left to right) pose in Billy Henderson Stadium on March 29. Nesbit has participated in multiple sports so far in his high school career, and has learned to maintain a tight, yet efficient balance between the two. “I go straight from basketball (season) into baseball (season). So the day basketball season ended, the next day I had practice for baseball. I’ve been going since September. I haven’t really gone straight home from school since then,” Nesbit said. Photo by Krista Shumaker

“Since I get home pretty late, it’s hard for me to put time aside to do homework or study just because I’m so tired. If I do stay up and do homework, that affects my focus in classes the next day.”

--SofiA castañeda, junior and varsity soccer player

Sports

Above: NOT BACKING DOWN: Clarke Central High School junior Sofia Castañeda, junior Trent Nesbit and sophomore Courtney Smith (right to left) stand in Billy Henderson Stadium on March 29. Smith has had primarily positive experiences with her athletics, but has experienced a lack of motivation among her peers. “In the beginning of the track season, there were a lot of wanderers -- people that would come every now and then. Even now, there’s a few people that come and don’t really do anything. But the people that are really dedicated to the sport, they might complain, but they aren’t going to say they don’t want to do it, because if you’re really dedicated to something, you’ll do it,” Smith said. Photo by Krista Shumaker

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Above: BALANCING BOTH: Clarke Central High School junior Trent Nesbit works on his math work during school on March 29. According to Nesbit, his homework load influences the amount of sleep he gets on a daily basis. “I try to get eight hours (every night), but that doesn’t happen. I usually go to sleep at 11 or 12 o’clock every night. I try and get a lot of sleep, but it’s really about homework. Practice is constant, but my homework (load) varies,” Nesbit said.

Photo by Krista Shumaker Right: PUT ON THE RIGHT TRACK: Clarke Central High School sophomore Courtney Smith poses on the track in Billy Henderson Stadium on March 29. Smith believes her participation in athletics has impacted her for the better academically. “I usually (get my work done), but most of my work ends up missing because I just have a bad habit of procrastination, but (when I participate in) sports, I can’t find myself procrastinating (because) I always have to get those things done when they need to be done,” Smith said. “If I just go through a normal school day, I’m not going to have any type of motivation to get to go home and go straight to homework. I feel like after practice is when I feel the most energetic and I want to get everything done.” Photo by Krista Shumaker

ness and still been able to go to practice,” Osborne said. “We purposefully structure the program and practice so that you get your academic time in the morning (with study hall), and the afternoons are mine.”

CCHS junior Trent Nesbit, a basketball and baseball player, makes an effort to attend baseball practices daily, but his struggle to fulfill his academic obligations has led him to take drastic measures, such as purposefully missing school.

“Turning my work in on time is definitely a big factor (for making good grades). I feel like if I didn’t have (athletics) every day after school, then I would have more time to do things on time. A lot of the time I wait until the last minute to do stuff, and it hurts me in the long run,” Nesbit said. “This past quarter, I actually didn’t go to school for two days to do the work that I didn’t do. I had to skip school, and then after school, I would come back to go to practice.”

CCHS head track coach and football coach Justin Jones concedes that coaches can sometimes neglect academics and believes this is a reason for student athletes to advocate for themselves.

“The kids need to make sure they let their coaches know they’ve got a heavy test load or whatever

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the case may be, so the coach can keep that in mind as well, because sometimes we just focus on our sport -- not on purpose, but we kind of push academics to the side,” Jones said.

Casteñeda feels that it is vital for coaches to remain aware of students’ academic situations during the season.

“It goes along with how sometimes, on the other side, teachers forget that you have outside-of-school activities, and they assign work not really thinking about what student-athletes have to do,” Castañeda said. “With coaches as well, they forget that we have a lot of schoolwork and that we also have a whole academic life going on.”

Throughout the year, Jones emphasizes the importance of academics to the track team and football teams in order to encourage a balance between athletic practices and academics.

“It is extremely important that (student-athletes) take care of their education. I say it all the time: they’re going to need to write and read and add and subtract and do all those things a lot longer than they will need to shoot a basketball, run around a track, catch a football or throw a football,” Jones said.

According to Nesbit, in addition to influencing

his academic performance, his athletic career impacts his social life.

“You have to go to baseball, and then as soon as you get home, you have to do homework. So, you don’t have a lot of time to hang out with friends or just relax. It does affect me in that way. But, when you do have time off, it’s special,” Nesbit said.

Gawrysiak also believes that the commitment required of student-athletes can set them apart from the typical student, affecting their social lives.

“It’s a stressful thing when you talk about, ‘Student-athletes need to commit this much time to something outside of their normal school day,’ that the average student doesn’t have to deal with,” Gawyrsiak said. “The average student will go to school, go to class, go home, do some homework, maybe hang out with friends, but the student-athletes, especially when they’re in season, don’t really have a chance to do that because they’re committed to being involved with their team and their coach and practicing their sport for a number of hours per week.”

According to a study called “Effects of Early Sport Participation on Self-esteem and Happiness” conducted by Dr. Nandini Mathur Collins, an adjunct professor at William Paterson University and

Sports

Above: A PUSH TOWARDS SUCCESS: Clarke Central High School junior Trent Nesbit works poses with his baseball gear in Billy Henderson Stadium on March 29. Nesbit has been playing baseball for 8 years, and has been guided by both his parents and coaches in the process. “I kind of have thicker skin. People say stuff and it rolls off my back easily. I don’t think (what others say) affects me that much,” Nesbit said. “My parents push me pretty hard, which I love, and my coaches do too. That might have an effect on my work ethic, which is a positive thing.” Photo by Krista Shumaker Left: ON AND OFF THE FIELD: Clarke Central High School junior Sofia Castañeda poses for a picture in Billy Henderson stadium on March 29. As a student-athlete, Castañeda believes it is the student’s responsibility to complete their work in order to participate in athletics. “I think just the student-athletes have to be true to themselves and get their work done when they’re supposed to get it done,” Castañeda said. “And if there is still work to get done then yeah, miss practice, but if (you have to miss practice) because you haven’t been working hard, then I think it is fair that the coaches don’t see it as an excuse.” Photo

by Krista Shumaker

Southern New Hampshire University, of 514 college students surveyed, self-esteem and happiness were highest with student-athletes.

CCHS social worker Bianca Culver, who has worked to counsel students through social and emotional issues for five years within the Clarke County School District, agrees that students who participate in athletics generally have higher self-esteem.

“I do think in many ways, (involvement in sports) builds self-esteem, because it gives (students) a purpose. It gives them something to do. They’re doing something constructive with their time,” Culver said. “I think if a student may not be as good as they would like to be, it could have some impact, but it also should motivate them to want to do more in practice and grow. I think I see more positives in self-esteem (for athletes).”

CCHS sophomore Courtney Smith, a member of both the cross country and track team, believes her participation in athletics has benefitted her mentally.

“At home, I have a younger sister and most of the attention has been drifted towards her, so I feel I don’t get enough recognition for things I should.

But (with track), I feel like everything I do well gets recognized and I get praised for that, which

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boosts my self-esteem not only in the sport, but as a person,” Smith said. “It feels good to be noticed because you know that people are actually caring about what you’re doing, even if it’s something small like showing up to practice.”

However, according to Gawyrsiak, while athletics may benefit from increased self-esteem, there is a variation of possible negative long-term effects.

“When we talk about time management, stress management, if it’s not used correctly and people don’t understand it, then oftentimes it can lead to burnout, dropout or negative grades, which could lead to suspensions or academic probation,” Gawrysiak said. “(It’s important to) let (others) know what’s going on and help student-athletes figure out what’s important and what’s not to help (them) have a healthy lifestyle.”

As a member of the CCHS soccer program, Castañeda is required to complete a fitness test to be eligible for play. Castañeda believes this component of athletics has negatively affected her self-image. “(The test) lowers my self-esteem because I feel like whatever I don’t do well, it defines me. I start working out more, spending more time trying to pass (the fitness test), rather than school work,” Castañeda said. “I then get upset about not being

able to complete school work, and that makes a cycle.”

Nesbit believes that his passion drives him to be involved in multiple athletics, but there are potential solutions to improve student-athletes’ well-being. “(After practice I feel) a good tired. I love playing baseball. I love playing basketball. It’s something I always loved doing and a lot of my friends do it too, so it’s fun to hang out with them,” Nesbit said. “At the same time, I think there needs to be more of a balance. I think coaches (should encourage) more days of rest so we can get stuff done and then balance school and sports, (and) obviously your body needs it too.”

Castañeda agrees that while her team has acted as a motivator throughout her athletic career, there are flaws in the schedule of student-athletes that should be addressed.

“I enjoy my team and spending time with them because they’re great people. ( When I’m with them) I forget the other things that come with the varsity sport and I’m reminded of why I’m here and why these people are here,” Castañeda said. “There are benefits (to athletics), but I feel like there are also some issues we need to fix.” O

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All-american Clarke Central High School freshman Zaili Gantt and CCHS sophomore Lashanti Williams have both competed in the junior olympics, placing well enough to be considered All-American athletes.

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larke Central High School track and field athletes freshman Zaili Gantt and sophomore Lashanti Williams are more than high school athletes. They are All-American. Gantt and Williams have both competed in the Junior Olympics with organizations such as the Amateur Athletic Union and USA Track & Field (USATF). After training for many years, Gantt and Williams earned the title of All-American. “(If ) you make it to the nationals meet (you have to) get top eight,” Williams said. “That’s how you become All-American, if you get top eight at the nationals meet.”

For both Gantt and Williams, track is more than just an extracurricular activity.

“Track is a way for me to show my competitive side and compete. I like to compete,” Gantt said.

“It’s a way for me to do something that I really love to do, which is triple jump.”

Although Gantt has been running for almost five years, she didn’t always take track as seriously.

“I was in fifth grade when I started. But it wasn’t anything serious, I was just doing it for fun,” Gantt said. “The seventh grade was the first or second Junior Olympics that I went to. That’s the one where I actually started triple jump.”

Williams, however, has had a longer history with track and field and the Junior Olympics.

“It helped me when I’m going through stuff. I can just go to the track and clear my head. I started (competing) when I was nine because I went to the Junior Olympics,” Williams said. “I understood (how important it was) but I didn’t have a clear understanding. I just went down there and I did long jump.”

Gantt and Williams have competed in multiple events at the Junior Olympics, but their individual specialties lie on the field rather than the track.

“My first ( Junior Olympics competition) I was in the 11-12 age group and I made it there and I made it in the 400 (meters), the 100 (meters) and long jump. I didn’t place in any of those events, but it was still cool being there to compete against all those people,” Gantt said. “The second one I went to I think I also did the 400, 100, triple jump and long jump. The most recent one I did just triple jump and

By COLIN FRICK Broadcast Staffer

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I placed sixth.”

While Gantt specializes in the triple jump, Williams specializes in the long jump.

“My first year going I was nine years old and I went for long jump and actually won nationals.

(The) next year, I went for the 100 and I think I got sixth,” Williams said. “I went another year for long jump and I got fourth or fifth. The summer that just passed I went for the 100 meters and the 4x1(-meter relay). I got third in 100 and we won the 4x1(-meter relay).”

Transitioning from middle school-level track and field to the Junior Olympics was not an easy task for either athlete.

“The way I transitioned to a higher level of competition, it was kind of a mental thing,” Gantt said. “It’s physical -- you have to train harder because you’re going to be competing against people who may have been a year older than (you). (But) it’s also mental because you have to train your mind to think that you can (win) even though it’s harder competition.”

Redirecting her focus towards herself instead of the competition helped Williams qualify for the Junior Olympics.

“I had to continue working. I had to make sure I paid attention the the times that were required. I don’t really worry about the other people because I’m my own competition,” Williams said.

Now, having attended multiple times, Gantt and Williams consider their time spent competing at the Junior Olympics to be a positive one.

“It was nice. If you haven’t been there before, it’s a great experience,” Williams said. “Everyone there is good so you just have to be focused on yourself and whatever you came there to do.”

Gantt found herself inspired by the vast amount of talent present at the Junior Olympics.

“The Junior Olympics were really fun to me,” Gantt said. “It was really fun to see all the people who did the same things as me and to be challenged by people who are better than me, to see all the talent from around the country.”

Head track and field coach Justin Jones hopes that Gantt and Williams will continue to foster each other’s growth at practice and meets.

“Obviously with talented athletes, as a coach,

you want them to fulfill their potential,” Jones said. “With those two young ladies you want to have challenging workouts and hopefully they thrive off one another to strive to be better.”

Being the older of the two, Williams has seen changes in Gantt as they have continued practicing together.

“It’s really nice because some years ago I would practice with Zaili, but she wasn’t as good as she is now,” Williams said. “It’s good to see that she has grown and gotten better and become All-American her first year doing USATF.” Excited for what is to come, Jones is optimistic about the future of his athletes.

“Whatever Zaili chooses to put her mind to, whether it be the classroom, volleyball or track and field, she can definitely have success at the next level,” Jones said. “I hope she does pursue (track and field) because she’s obviously one of the top jumpers in the state as a freshman.”

Jones feels confident in Williams’ plans to take her craft to the next level. “( Williams), that’s one of her goals all along, is to be a Division I athlete in track and field. That’s something she strives for daily in the classroom (and) obviously on the track,” Jones said. “She tries to surround herself with individuals who have taken a similar path.”

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Top: WARMING UP: (Left to right) Sophomore Lashanti Williams and freshman Zaili Gantt practice high knees at track and field practice. According to CCHS head track and field coach Justin Jones, Gantt and Williams are more than just track and field athletes. “They’ve had success in multiple events and both of them are considered All-Americans,” Jones said. Bottom left: PREPPED FOR LIFTOFF: Sophomore Lashanti Williams prepares for warmups at track practice. Williams has been nationally successful in the long jump competition. “Long jump took me there. Long jump took me to the Junior Olympics,” Williams said. Bottom right: MAKING THE LANDING: Freshman Zaili Gantt prepares for the triple jump at track practice. Gantt has competed in the triple jump at a high level. “Triple jump is the event that took me to the Junior Olympics,” Gantt said. Photos by Krista Shumaker.

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Hinson’s last ride

After 14 years, Clarke Central High School head tennis coach Stephen Hinson, a former social studies department teacher, will retire from coaching at the end of the 2019 season.

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larke Central High School boys and girls head tennis coach Stephen Hinson, a social studies department teacher from 2003 to 2018, is retiring from coaching tennis at the end of the 2019 season after 14 years in the role.

Hinson believes he has introduced tennis to a wide range of students at CCHS. “I believe I have created interest in tennis among a lot of kids that never would have played tennis,” Hinson said. “I’ve had dozens and dozens of kids who will leave my program and they just become lifetime tennis players. They may not play in college,

By AJ CARR Sports Staffer

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but they just love the sport.”

CCHS assistant tennis coach Luke Slaboda, a 2016 CCHS graduate, will miss the paternal figure Hinson provided to his players.

“I think even before I had him as a teacher or a coach, he definitely had this fatherly persona. He was able to put out this fatherly influence in your life,” Slaboda said.

Former CCHS tennis player and 2017 CCHS graduate Catherine Argabright believes Hinson is one of the most caring people she has met.

“He was easily the best coach I had in my life, second only to my father, who also taught me tennis,”

Argabright said. “Coach Hinson had a way to really get to students and work with students that I feel like is unique as far as (CCHS) goes. I have yet to meet a teacher that can work with students as well as he can, and he does it so genuinely. He exemplifies love and kindness and that is something that you can’t learn -- you live that.”

Hinson is intentional about cultivating a stressfree sports environment that his players can thrive in.

“Tennis is such a psychological sport. When you are playing singles, it is like when you are in the bull ring. There is no one out there but you. That is extraordinarily stressful, regardless of your level,”

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Above: 2019 TEAM SUCCESS: Clarke Central High School varsity tennis coach Stephen Hinson poses for a picture at practice on April 2. Hinson is satisfied with the team’s results this season. “I am proud of all the players. I am really proud of the boys because they are the second seed in our region,” Hinson said. “I am also proud of the girls because they wound up the fourth seed in the region. I am happy for all of them.”

Opposite: IT’S NOT JUST A GAME: Clarke Central High School head tennis coach Stephen Hinson watches the tennis team practice with assistant coach Luke Slaboda on April 2. When Hinson retires from coaching at the end of the season, he will move out of Athens to start a new chapter in his life. “(My wife and I) will be moving to South Georgia sometime this summer. We own an organic pomegranate and persimmon farm, so that’s one thing we will be doing. We’re both also into ceramics and we built a studio on the farm, too, so we will definitely be doing that,” Hinson said. “My wife (Cheryl Hinson) is much better than I am, but I’m coming along.” Photos by Luna Reichert

Hinson said. “I have never been a coach that would even begin to put any more pressure on a kid than they are already experiencing. They can talk to me about anything -- anything related to tennis that is bothering them.”

CCHS parent Dan DeLamater, whose two children have both been part of the CCHS tennis program, believes other coaches could learn from Hinson’s teaching method.

“It’s a game. You are having fun, it’s your high school experience, we want to compete (and) we want to play our best, but at the end of the day, (we) are having fun,” DeLamater said. “(Hinson) really keeps the perspective on the time the kids spend with their teammates. The time these players spend with their teammates is incredible and he really fos-

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ters that team camaraderie.”

Hinson believes one reason he and his players have such strong relationships are the interactions he has with them and their families.

“I have been successful in building relationships with the entire family. Some of the best friends I have here in Athens are the parents of some of my players,” Hinson said. “Maybe I have been uniquely lucky in that respect. I love my players and they know it. I think that goes a long way also. There is reciprocity about them and in return, they care about me.”

Hinson feels that coaching has been a rewarding position due to the growth he has witnessed in his student-athletes.

“It breaks my heart just thinking about leaving,

but it’s time for me and my wife to start a new chapter. I will miss my players the most. I tend to build pretty strong relationships with my players and they are no doubt the reason I have done this for so long.

Working with student-athletes keeps me young psychologically, and I love getting athletes prepared to compete,” Hinson said. “Seeing a student-athlete develop his or her game and compete and win is the most rewarding experience a coach can have. I love them no matter how successful they are, but the players who always give everything they have, win or lose, are the ones I respect the most.”

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Featured: TOUCHING BASE: Clarke Central High School sophomore Rio Foster plays in the CCHS varsity baseball game against region opponent Walnut Grove High School on March 28. Heading into the game, CCHS head varsity baseball coach Adam Osborne, a math department teacher, believed that the team was prepared to secure a victory. “We don’t have any dead spots in the lineup and I like the way the guys are focused.

I’ve never seen this group of guys this focused before,” Osborne said. Photo by Krista Shumaker

IN FOCUS

WE WON’T BE STOPPED Twenty-two-year-old Central Methodist University free safety Toni Harris represents a future where female football players are encouraged to follow their dreams.

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Not only does she play a position other than kick- also have said this about a woman playing football in eing a female football player er, and not only does she play for a National Associ- college on scholarship, and Harris did that. Some is virtually un- ation of Intercollegiate Athletics (NAIA) college, but might have said this about a girl playing in high school, and thousands have done this to date. heard of in America -- the she plays on a full athletic scholarship.

Some may say that her scholarships are superAccording to the CNN article “Woman gets a colNew York Times article “More girls are playing ficial or that she doesn’t have a sufficient highlight lege football scholarship to play defense on men’s team,” Harris’ high school coach told football. Is her that she would never move on from that progMACKENZIE CAUDILL Sports Editor high school football. ress?” says Colleges would not waste an athShe went on to prove him wrong. that of the letic scholarship offer on anyone, She went after her dreams and is con5.5 million Americans who play tacktinuing to go after her dreams despite le football, only 10.9% are female. much less a female player, if the all the defeatists.

With only three amateur football player wasn’t excellent in their If more women move on from high leagues for women in the U.S. and no school to play in college, a woman in professional female league, achieving position. the NFL won’t seem so impossible. Hargender equity in American football ris is inspiring girls all across the counseems out of reach. It’s not. try to look the naysayers in the eye and In 2019, 22-year-old Central Methodist free safety Antoinette “Toni” Harris became the reel. However, colleges would not waste an athlet- say, “We won’t be stopped.”

O first female college football player in a skilled posi- ic scholarship offer on anyone, much less a female tion to receive a full athletic scholarship. She plays player, if the player wasn’t excellent in their position.

Some may say that Harris’ ultimate goal of playing in the defensive position of free safety, meaning that she is fully involved in the contact portion of the sport. in the NFL as a woman is impossible. But some might

Above: FEMALE IN FOOTBALL: Twenty-two-year-old free safety Toni Harris recently became the first female football player in a skilled position to receive a full athletic scholarship to play in college. Central Methodist University was one of many colleges that offered Harris a scholarship to play football, but ultimately the university Harris decided to commit to. Illustration by Lilli Sams

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Star Players0

CULLEN BRUNER

ODYSSEY Star Players

Grade: 9 GPA: 4.0 Years of experience: I’ve been playing since I was really young. (I’m) not sure exactly how long.

Game day ritual: I like to listen to music.

Favorite memory: A few years ago, it was the last game of the season and I scored the game-winning goal on a volley, so that was really cool.

Role Model: I don’t really have one, but just looking at professional players that are all really good (inspires me).

It is fun to watch them play.

What coaches say: He is a quiet leader. He’s not very outspoken, but that’s not a bad thing. That’s something he knows he’s gonna have to grow and be more comfortable in as he moves on. He leads in so many other ways.

He shows up almost every day of the week before school to lift, goes on about his academic day, and he’s a very good student. He leads in the weight room, classroom, the soccer field -- and his skill, he operates at a very high level for a soccer player and I know the coaches in the soccer program are excited about his future.

-- Russell Armistead, head JV soccer coach

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SOCCE

CULLEN BRUNER

GIORGIA PEDERIVA Grade: 12 GPA: 3.9 Years of experience: It’s my first year (golfing), but I’ve swam all my life.

Game day ritual: None Favorite memory: I think the relationship with my teammates (is my favorite part of playing golf).

Role Model: My parents, because they really work a lot and they never miss anything so they’re really my role models.

What coaches say: “Giorgia always brought a positive attitude and a strong work ethic to the team. She never missed a practice or a match. Giorgia was quick to cheer on a teammate and was always striving to better herself as a golfer.”

-- Andrew Dean, head golf coach

ODYSSEY Star Players are selected based on their academic standing and commitment to teammates, their sports program and Clarke Central High School. Star Players are written for each issue by the Sports staff based on interviews with players and coaches.

ODYSSEY Star Players

GOLF

GIORGIA PEDERIVA 46

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