Volume 17_Issue 1_ODYSSEY Newsmagazine_October 2019

ODYSSEY Volume 17 Issue 1 Oct. 2019 $5.00

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GET TO KNOW ASSOCIATE PRINCIPAL DR. LINDA BOZA

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Q&A WITH SUPERINTENDENT DR. DEMOND MEANS

CLARKE CENTRAL HIGH SCHOOL HEAD CROSS COUNTRY COACH MOLLIE SHERMAN IS NEW TO THE POSITION BUT HAS DEEP ROOTS WITH THE TEAM.

VIEWPOINTS 7

OUR TAKE Students should take ownership for cultivating school spirit at Clarke Central High School.

STAFF EDITORIAL

NEWS RESTORING JUSTICE 18 Clarke Central High School has implemented restorative justice circles for the 2019-20 school year.

BY AUDREY ENGHAUSER

Features BUILDING A FAMILY 20 During her 18 years of working at Clarke Central

TABLE OF CONTENTS Clarke Central High School cross country coach Mollie Sherman has changed the team dyanmic.

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High School, Associate Principal Dr. Linda Boza has developed a love for the school.

BY MAYA CORNISH

REVIEWS GINGER 29 BROCKHAMPTON released their fifth consecutive

Featured: Dr. Maxine Pinsom Easom and Patsy Hawkins Arnold recently wrote a book about East Athens. Their motivation was to expose the untold history of that side of Athens. “We both realized it was an important part of Athens that had not been written about before, so we decided we would give (writing a book) a try,” Pinson Easom said. Photo by Krista Shumaker

album, GINGER, which features a more sober and slower tone compared to their previous albums.

BY AUDREY KENNEDY

VARIETY SIMPSON STEPS UP 32 Clarke Central High School band director Chris

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Simpson has stepped up to take over the band program.

BY ROXANNE DOMIZI

SPORTS HOT SPORT SUMMER 40 Due to instances of extreme heat, some Clarke Central High School varsity and JV practices have been rescheduled or cancelled.

BY AJ CARR

Featured: BUILDING THE BAND: Clarke Central High School band director Chris Simpson stands in the band room on Aug. 21. As a new director, Simpson hopes to lead the band to success at competitions this year.

“We set the bar pretty high last year. I think we had 13 trophies or something like that, and then we went to two competitions. We definitely are riding high on that wave from last year and are trying to surpass what we did,” Simpson said. Photo by Krista Shumaker

Cover photo by Luna Reichert Cover design by Elena Gilbertson Hall

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A FINAL MOVE After moving from his home-state of California to Athens, Clarke Central High School senior Andrew Nguyen has learned to embrace the unfamiliarity of the Southern culture that surrounds him.

BY NATALIE RIPPS

FUTURE FARMERS OF AMERICA For the 2019-20 school year, the Clarke Central High School Future Farmers of America chapter plans to put into place many new initiatives.

BY GRETCHEN HINGER

A BROTHERLY BOND Variety Staffer Andrew Robinson reflects on the positive relationship he shares with his brother, Alexander Robinson.

BY ANDREW ROBINSON

A NEW FACE IN THE BUILDING During the summer, Clarke Central High School Assistant Principal Latinda Dean officially joined the CCHS Administrative Team.

BY ELENA GILBERTSON HALL

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odysseynewsmagazine.net

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.

Editor-in-Chief: Elena Gilbertson Hall Managing Editor: Naomi Hendershot Senior Copy Editor: Mackenzie Caudill Digital Editor: Owen Donnelly Viewpoints Editor: Shea Peters News Editor: Maya Cornish Variety Editor: Natalie Ripps Sports Editor: Alexander Robinson Business Manager: Emma Crane Photography Editor: Krista Shumaker Broadcast Editor: Colin Frick Graphic Designer: Audrey Kennedy Web Master: Ireland McCage Social Media Coordinator: Lillian Sams Writing Coach: Elena Webber Staff Members: AJ Carr Roxanne Domizi Audrey Enghauser Gretchen Hinger Isabella Johnson Maggie Kelleher Sophia Long Gerardo Navarro Samaiyah Ra’aid Isaac Ramirez Luna Reichert Tecoya Richardson Andrew Robinson Natalie Schliekelman Imani Sykes Adviser: David A. Ragsdale ODYSSEY NEWSMAGAZINE Clarke Central High School 350 S. Milledge Avenue Athens, Georgia 30605

LETTERS TO THE EDITOR ALL - AMERICAN ATHLETES

Our May issue featured a story on two Clarke Central High School track runners who achieved All-American titles.

>> VIEWPOINTS

>> FEATURES

LETTER FROM THE EDITOR //

MULTIPLE DIRECTIONS // Andrea

Katie Grace Upchurch

Matta-Castillo

To touch on the sensitive topics of Southern history is a difficult task.

Nonetheless, (author Katie Grace Upchurch’s) exposition on “the duality of the Southern thing” praises the development of Southern culture and emphasizes the delectable culinary specialities that define the Southern kitchen. Growing up in New York, there are many aspects of Southern culture that remained invisible and inexplicable to me, even as I was being thrown into the roots of Southern society. (The article) clarifies the duplexity of Southern life in a way I have never been able to comprehend.

>> SPORTS HINSON’S LAST RIDE // AJ Carr I thought this was a pretty cool story to showcase a part of CCHS culture that not a lot of others have ever been a part of -- like myself. It was bittersweet, but I’m glad I got to read it. Though the focus was on Coach Hinson, his recounting of the years he spent getting to know and love all the players helped me somewhat familiarize myself with tennis at Clarke Central. That kind of insight is really nice sometimes. After reading, I understood more about the school itself and felt a little closer to its community.

But at the same time, the article kind of highlighted just how much of Clarke Central is foreign to me -- which is not as comfortable a feeling.

-- Tomas Dougan, junior

Contact ODYSSEY Newsmagazine

-- Samuel Pleitez, senior

H “

is story sets an example for me as an athlete and a scholar.

“

-- Eden Sears, senior

An article that really impacted me positively was the one on page 19, “Multiple Directions”. Specifically, this article on the past senior Edwin Summerour. His story sets an example for me as an athlete and a scholar. The way he developed his path to achieve his goals and career is inspiring. I like how the article is so detailed about our school, but it would be nice if it could include our local society more.

-- Senior Samuel Pleitez on Andrea Matta Castillo’s story, “Multiple Directions,” about the post-high school plans of former CCHS senior Edwin Summerour.

>> VARIETY Becoming Sa Blue // Tecoya

Richardson

I like the story because she’s basically explaining about how hard it was for her moving to the United States. She had to get used to her new life here. For me, this is positive because her story relates to my life when it was hard for me to learn English when I moved here.

-- Joanna Pantoja, senior

Corrections/Omissions May 2019 On page 10, in Olasubami’s quote, “ear” should say “year”.

On page 19, there should be a caption for the photo.

On page 20, four should be spelled out.

On page 28, the word lightness should be the word light.

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: Message us on Instagram at @odysseynewsmag

October 2019

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LETTER FROM THE EDITOR Clarke County School District leaders are engaging in behavior that is distracting from the needs of CCSD students.

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ince the hiring of Clarke County School District Superintendent Dr. Demond Means in 2017, the CCSD Board of Education and the office of the Superintendent ELENA GILBERTSON HALL Editor-in-Chief have been in constant conflict.

From disagreements about the future of the West Broad property to the proper process for selecting new Board members, BOE meetings have been highly contentious.

“I may have used the word low-functioning (to refer to the BOE). I’ve also used the word dysfunctional,” Means said at the Aug. 29 BOE meeting, revealing the explicit animosity that is present between the BOE and Superintendent.

The conflict has also extended beyond the realm of School Board meetings. Whether it is the ethics complaint filed against Dr. Means or the accredita-

tion complaint filed against several school board members, the back-and-forth squabbling between the two parties and their allies has distracted from larger concerns.

Leaders in the CCSD need to stop their bureaucratic infighting, and instead focus their attention on the numerous pressing issues students in the district are facing.

These complaints, whether or not they are accurate, reflect a desire to address personal hostilities with silly legal maneuvers. These sorts of actions draw time and resources away from more serious issues.

On Aug. 9, the accreditation agency AdvancED sent a letter to Dr. Means, informing him that anonymous community stakeholders had filed a complaint against select members of the BOE. The complaint alleged that these unnamed board While all of this conflict is oc- members were impeding the autonomy of the Superintendent. curring at the district level, Once again, certain members of the CCSD issues within schools are going community have chosen to avoid direct confrontation by using intermediary sources and unaddressed. legal formalities. In this case, the implications could be drastic -- if the district lost its accredOn May 3, an ethics complaint was filed against itation, the validity of hundreds of students’ diploCCSD Superintendent Demond Means, alleging that mas could be called into question.

The adults who are supposed to be guiding the he plagiarised a portion of an email sent to teachers, lied about his dissertation and received a $500 pay- school district with a clear vision and concrete plan are instead behaving like squabbling elementary ment from AVID. school children on the playground. And, while all of this conflict is occurring at the district level, issues within schools are going unaddressed.

Instead of arguing about a dissertation from 14 years ago, the Superintendent and BOE should be addressing the stark discipline disparities along racial lines in the CCSD, offering solutions to the fact that students with guns have been found at both local high schools in the past two years, and implementing programs to reduce the increasing teacher turnover rates.

Bureaucratic infighting has caused district leadership to lose sight of the most important part of their job: working to help students. It is time for the Superintendent and members of the Board of Education to alter their approach and refocus their attention on the problems that CCSD students, teachers and families face every day. O

Featured: FIGHTING WORDS: The Clarke County School District Superintendent and Board of Education have been in conflict over various issues for the past year. These conflicts are distracting from the needs of the district’s students. Illustration by Audrey Kennedy

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Viewpoints

OUR TAKE Clarke Central High School students should work to foster an environment with increased school spirit.

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riday night football games, with students decked out in red and gold. School-wide pep rallies to cheer on every sports team.

Teachers and parents attending school concerts and drama performances. Whatever one’s place in the school community, Clarke Central High School is undoubtedly tied to long-standing identity and tradition.

However, according to Principal Dr. Swade Huff, a 1991 CCHS graduate, the level of school spirit has declined since he was a student.

“We can definitely rebrand Clarke Central and bring back that (school) spirit,” Huff said in September 2018, shortly after he was hired as Principal. “I feel like (CCHS spirit is) still there, because I can feel it when I come to work every day, but I think there are some things that we can work on to cultivate that spirit again.”

The CCHS Local School Governance Team funded a renovation of the Mell lobby, as well as red and gold painted walls throughout the building, which took place over the summer.

“Nothing when you walked in (to CCHS) popped

and said, ‘This is our community, this is our culture, this is who we are, and this is what we’re proud of.’

So my hope through all of (the renovations) was to create an environment that really embraced the culture of Central,” project manager Dr. Holly Ward, a CCHS parent, said.

As he starts his second year at CCHS, Huff still feels that the level of school spirit is not where it

person’s high school experience. According to the National Federation of State High School Associations, “High school students with school spirit perform better academically, are more engaged in social and civic matters and are happier in general than their less-spirited peers.”

When the student body is passionate about their home school, it changes the culture, making going to school every day carry a more positive connotation.

Updating the physical appearance of the school building to represent the CCHS spirit is an important first step. However, changing the school culture is a major shift that requires effort from each student. Whether it is going to cheer on a sports team, attending an orchestra or band concert, or cleaning up trash in the hallways, students should actively express pride in their school. This has the potential to make the CCHS culture more positive and foster a more spirited culture for years to come. O

When the student body is passionate about their home school, it changes the culture. needs to be. However, he views the renovations as a step in the right direction.

“Hopefully the kids will notice it and take pride in our school community and our facilities because it is a home away from home,” Huff said. “At the end of the day, that Gladiator spirit and Gladiator pride, I think that’s going to have an impact not only on the climate aspect in terms of social-emotional, but in terms of achievement as well.”

School spirit is an important factor in any

O Above: SCHOOL SPIRIT: Clarke Central High School students express Gladiator pride. The recent renovations to the school building should help to stimulate school spirit, but students should make more of an effort to improve the spirited culture. Illustration by Tomas Dougan

Viewpoints

October 2019

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THE INTERNAL FIGHT

LUNA REICHERT Visuals staffer Luna Reichert reflects on her struggles with low-self esteem and how she is learning to overcome it.

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lmost everyone has occasional moments in life where they struggle with confidence, but for me, it perpetuates my everyday life.

I struggle with low self-esteem.

Most people associate low-self esteem with outward appearance, but I struggle with confidence in my personality. It is about who I am and how others perceive me.

Question of the month What are your plans for Halloween?

“I’m planning to dress up as a bumblebee and go to a party with my friends.”

-- TRENESE HARRIS, freshman

It started when I began high school. When I was thrown into this new environment, all I wanted was to be popular and make friends. I found myself desperately trying to fit into the “popular” white girls friend group.

From there, the self-confidence struggles began.

Since August 2018, I have constantly been comparing myself to others.

I’m always concerned about every single thing I do and I obsess over what people think of me. From that, I am able to pick out every little flaw of mine.

I struggle with low self-esteem.

“(I will) most likely give out candy. I may go to a couple of houses, but I don’t know because my birthday is literally the day before Halloween.”

-- KATELYN CADE, sophomore

I hate how shy I am.

I hate how uptight I am.

I hate that all I do is worry.

Having low self-esteem is like I am constantly battling the negative voices in my head.

I waste so much time worrying about what other people think of me.

I end relationships with those who I’d wanted to get to know better and cause issues in pre-existing ones.

But coming to realize that confidence is something I struggle with has helped me tremendously. I can catch myself when I start to fall into a pattern of negative thoughts. Implementing methods to remind myself that I should be happy with myself has also helped, like writing down three things I did that I was proud of every day.

Overcoming low self-esteem isn’t easy and does not happen overnight.

Every day I learn to be a little more proud of myself and what I do.

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“I plan to go to the (Wild Rumpus Parade). I don’t have a costume planned, but other people’s costumes are fun to see.”

-- SOPHIE CAILLAULT, junior

“I’m taking my little brother Kayden and my little sister trick-or-treating.”

-- KARA BARNETT, senior

“I always like going and seeing the parade that happens Downtown because I just think it’s fun, and it’s always cute.”

Above: SELF HELP: According to the National Alliance of Mental Health, people who struggle with low self-esteem constantly view themselves in a negative light. Visuals Staffer Luna Reichert has learned to combat low self-confidence through self-restorative methods, such as journaling. Illustration by Luna Reichert

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-- NICOLE GEORGE, math department teacher

Viewpoints

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

Kalli Samaltanos-Wargo

FRESH VOICE

Throughout her life, J1 staffer Kalli SamaltanosWargo has been influenced by her Greek heritage.

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UPDATE NEEDED There is a shortage of Clarke Central High School personal learning devices, many of which are in a state of disrepair.

FEELING THE HEAT Clarke Central High School athletes are at high risk for heat stroke, especially those involved with summer sports.

HARD PITCH The turnover of softball coaches at Clarke Central High School has had a negative impact on the softball team.

BEAN BUMMER Many teens are becoming dependent on caffeine to perform at school.

SHOWING A CLEAN FACE The recent Clarke Central High School renovations show an investment by the school into improving school spirit.

FRIENDS ON THE OTHER SIDE The stories of East Athens are being told in a new book written by two women native to the Eastside.

CROSSING THE FINISH LINE Clarke Central High School alumna Mollie Sherman has been hard at work as the new CCHS cross country coach.

I’m lucky enough to know where I come from.

She created a family and a life of her own in Tarpon, successfully opening and running five Greek cuisine restaurants across the United States.

I’m lucky enough to know where I come from, to spend time honoring and participating in the Greek culture I grew up loving so much, and to hear the stories about my family coming to America through the eyes of people who actually experienced it.

When I’m asked a hard question like what America means to me, I think of falling asleep in family restaurant booths, picking mousmoula with my mom, Greek dancing in the kitchen with my cousins until midnight, and so much more. I think of my family and the sacrifices they have made for me. I think of the memories that make America home. I think of Philotimo.

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BAD BEATS FOR BOYS Women in music are being held to higher standards than men in regards to sexuality and body positivity.

hilotimo is known as the Greek word that cannot be translated.

Its meaning is situational, symbolizing unconditional hope, love, respect and kindness. It is one of the most important words in the language. This word has influenced so many Greek lives, including those of my family while they went through the process of immigration.

When my great yiayia (great grandmother) was 26, she had big dreams. Having lived through the Turkish and Italian invasions of World War II, she decided to come to America with her three-year-old daughter Irene, my grandmother.

They traveled through Ellis Island and, as my yiayia grew older in America, she found herself settled in a town named Tarpon Springs, Florida. Tarpon is often described as a “mini Greece” by those who visit it.

OFF WITH THE CUFFS The implementation of restorative justice circles in Clarke Central High School advisement has a positive impact on student conflict resolution.

Above: BACK IN THE DAY: Yiayia (Irene) poses for a photo with friends before a Greek dance recital in traditional dance clothing. Greek dance is a major part of the culture and most children are enrolled in lessons or competition. Photo courtesy of Irene Koulianos Samaltanos

Viewpoints

October 2019

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TRICK OR TREAT? Viewpoints Staffer Imani Sykes and Webmaster Ireland McCage face off on whether teenagers have aged out of trick-or-treating.

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n Halloween night, many children can be seen dressed up in costumes, grabbing handfuls of candy from their neighbors’ doorsteps. For many kids, it is a rite of passage to go trick-or-treating -- but when one reaches their teenage years, they are often dissuaded from participating.

The notion that young kids are the only ones alIMANI SYKES lowed to trick-or-treat on Halloween, and that teen- Viewpoints Staffer agers shouldn’t be allowed to partake in the festivities, has caused many teenagers to be embarrassed to go trick-or-treating because society has decided they are “too old”. However, teenagers shouldn’t be forced into adulthood too early, and there should not be an age at which teenagers are shamed into no longer participating.

Teenagers shouldn’t be forced into adulthood too early.

According to The American Psychological Association, American teens report experiences with stress that follow a similar pattern as adults. As teenagers get older, many more pressures arise, but there shouldn’t be a rush for a teenager to be an adult too soon.

Society shaming teenagers for wanting to participate in what is deemed a holiday for kids has forced kids to grow up too early, contributing to the patterns of stress that are seen in adults today.

According to the mental health organization Psycom, much of the stress put on teenagers interferes with their learning, relationships and other areas regarding their functioning. Stress can also cause emotional, physical and behavioral changes. If society continues to discourage teenagers from participating in Halloween festivities, it may contribute to more stress that is caused by the challenges of adulthood in adolescent years.

Halloween is a valid opportunity for teens to unwind. Going out and partaking in activities on Halloween keeps teenagers young, without the pressures of adulthood. So, while Halloween is generally a holiday coined for younger children, teenagers should have the option to spend a night not worrying about the horrors and stresses of being an adult. O

Featured: CANDY CONTROVERSY: Webmaster Ireland McCage and Viewpoints Staffer Imani Sykes pose in costumes.

McCage and Sykes share their different opinions on whether teenagers should go trick-or-treating. Illustration by Lilli Sams

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s Halloween creeps closer and closer, the first thought on many people’s minds is trick-or-treating. Unfortunately, as little kids suit up in their costumes, some teenagers try to hang on to their past experiences by joining in on trick-or-treating.

However, if teenagers take part, it gives the impression that they can still participate in other IRELAND MCCAGE Web Master childish activities such as blowing bubbles or making a fort out of blankets.

Going trick-or-treating is an integral part of most childhoods. What some teenagers do not realize is that trick-or-treating should remain a part of childhood. During this period in life, teenagers are no longer children and they should be preparing to enter adulthood.

By allowing teenagers to trick-or-treat, it gives them the impression that they can continue to act like children. According to an article published by the Saint James School of Medicine, adolescence is a key time in terms of human growth

By allowing teenagers to trick-or-treat, it gives them the impression that they can continue to act like children. and development, “second only to infancy in terms of the rate of developmental changes that can occur within the brain.” Certain action patterns that are developed at this age will likely be present well into adulthood.

In recent years, fewer teenagers have been taking part in adult activities, such as working for pay or driving, according to an article published in “Child Development”. Instead of doing more mature activities, teenagers have continued to take part in immature activities well past the age that they should have given them up. Trick-or-treating is only one of the many ways that teenagers are still clinging to their past when they should be growing up.

At their age, teenagers need to leave their childhood, and trick-or-treating, behind them. At some point in their lives, every teenager will have to grow up and learn to take responsibility for themselves. O

Viewpoints

LET THEM SPEAK Many female rap artists receive backlash for risqué lyrics that promote their sexuality, while male artists are met with praise for doing the same thing.

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he “Hot Girl Summer” social movement gained popularity in the summer of 2019 due in large part to rapper Megan Thee Stallion, who describes it as SAMAIYAH RA’AID “women and men being Viewpoints Staffer unapologetically them, just having a good ass time, hyping up their friends, (and just) doing you.”

However, while the “Hot Girl Summer” movement has generally been embraced with open arms, the music it originated from has not.

Female music artists like Megan Thee Stallion, Cardi B, Lizzo and others are wearing their sexuality on their sleeves with lyrics that allow them to embrace and love their figures. In Megan Thee

Stallion’s song “Hot Girl Summer”, she raps, “Look, college girl, but a freak on the weekend, eat that d--up even when I’m going vegan.”

While some women in the industry have accumulated a large following, they have also been met with backlash regarding their lyrics.

When Jermaine Dupri, the founder of the record label So So Def, was asked who his favorite female rapper is during an interview with People TV, he was unable to provide an answer.

“The only reason why I can’t say is because I feel they’re all rapping about the same things,” Dupri said. “I don’t think they’re showing us who’s the best rapper. For me, it’s like strippers rapping.”

Dupri’s hypocrisy is exemplified in his support for So So Def artist Bow Wow, who released a song in 2013 boasting about the fact that he has “P---- on his mind”.

Male artists like Future, NBA Youngboy and

Dababy are praised for their racy and often violent lyrics. NBA Youngboy’s song “Top Down” is a prime example, with violent and aggressive lyrics like, “B---h I’m aggressive, suck me up, I break yo’ f----n’ neck.”

While listeners are often able to overlook the sexual or explicit lyrics featured in male artist’s music, female artists rarely receive the same treatment.

This double standard stems from the suppression of female sexuality that has been ingrained in American culture for so long. Through this music, women are reclaiming the sexuality they’ve had to hide for centuries. No matter how they choose to do it, it should be accepted.

“I don’t want to influence women to do something (risqué) – I want you to feel that empowerment, like you could do (something risqué),” rapper Cardi B. said. “A lot of women don’t do it because they don’t know how to, but a lot of women wish they could.”

Female artists often use their music to embrace their sexuality. On Lizzo’s song “Lingerie”, she sings, “These panties are see-through, I’m exposed, yeah. Treat you with my body, my eyes closed.” This is empowering because, for so long, women were forced to keep their sexuality concealed.

Listeners can make a conscious effort to support women artists by streaming their music and promoting them on social media. If the music is too provocative for some listeners, there’s an easy solution: don’t listen to it.

Female artists who promote body positivity should be respected and taken seriously. Women should be able to reclaim their bodies in a sexual context without receiving backlash from the music community.

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Above: LET IT FLOW: Rappers Megan Thee Stallion and Lizzo pose. Female artists are often frowned upon due to their risqúe lyrics while males are able to do so without backlash. Illustration by Audrey Kennedy

Viewpoints

October 2019

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BOILING POINT The Clarke County School District shouldn’t push digital education if it can’t sustain it.

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n 2014, the Clarke County School District began to implement the 1:1 initiative, providing students in grades 3-12 with Personal Learning Devices (PLDs). The initiative was spearheaded by former CCSD Superintendent Philip Lanoue. This decision stemmed from the U.S. Department of Education’s idea that integrating technology-based

BY NAOMI HENDERSHOT learning into the classroom would provide students Managing Editor with online resources to better their education, according to the U.S. Department of Education’s informational page titled “Use of Technology in Teaching and Learning”.

Now, after six years of the 1:1 initiative, the CCSD curriculum has become highly digital with only a few hard copy worksheets here and there.

There have been great benefits from the 1:1 initiative. It provides underprivileged students in the CCSD community with the opportunity to use a laptop. Here, they learn technological skills they will be using in the 21st-century workforce, making education more efficient for a generation surrounded by technology.

However, the increase in technology in the district has not come without problems. At the beginning of the 2019-20 school year, Clarke Central High School Media Specialist MaryAnn Sullivan noticed a shortage of computers.

Considering that by the end of the 2018-19 school year the Media Specialists were left with 437 damaged PLDs, the shortage was anticipated by Sullivan.

Luckily, the CCSD was able to provide Samsung laptops for the remaining 150 students that would have gone without them, but that has only temporarily solved the problem for this school year.

What will happen when more laptops come back damaged and the Media Specialists don’t have enough PLDs to provide to every student?

The CCSD needs to prioritize the sustainability of the 1:1 initiative that has become so ingrained in the curriculum of the district. Some administrators, including CCSD Superintendent Demond Means, are overlooking the district’s inability to provide students with laptops by saying students don’t need technology to receive a quality

education.

“If, through instruction, there is the use of a laptop, then that’s great. If that high-quality instruction is through a pencil, then that’s fine,” Means said.

Although education conducted without the use of laptop can be excellent, technological knowledge is essential in today’s world. Once the CCSD spent millions of dollars to provide these devices to CCSD students, they must continue to provide them what was promised. This is the 21st-century, and a pencil simply won’t do.

The fact is, the use of technology is increasing in the modern world. Jobs in the tech industry are the fastest-growing occupation and are predicted to grow 13% from 2016 to 2026, according to the Bureau of Labor Statistics. This shows the need to continue to integrate technology into public school education.

The CCHS student body may have enough laptops for this school year, but the lack of urgency the district had to remedy the shortage at the beginning of the year is worrisome. By not prioritizing the continuation of the 1:1 initiative it established, the CCSD is preventing students from learning the skills that will benefit them in the technology-based future ahead of them. O

What will happen when more laptops come back damaged and the Media Specialists don’t have enough PLDs to provide to every student?

Below: OUT OF REACH: At the beginning of the 2019-20 school year, Clarke Central High School had a shortage of Personal Learning Devices and struggled to obtain replacements from the Clarke County School District.

The CCSD should prioritize expanding and updating its supply of laptops. Illustration

by Audrey Kennedy

Viewpoints

October 2019

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IN FOCUS

Featured: MAKING NOISE: Clarke Central High School students stand in the student section of the bleachers on Sept. 6 at the CCHS vs. Flowery Branch High School football game. According to head CCHS football coach David Perno, the team has evolved since last year’s season. “This team’s a little more focused. It’s a different style team,” Perno said. “Last year we played through our defense — we had a really dominant defense at times. We’re trying to keep it simple and not make mistakes.” Photo by Sophia Long

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October 2019

Viewpoints

A change of spirit In an effort to increase school spirit and identity, the Clarke Central High School Local School Governance Team funded renovations for an updated lobby.

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ince the first day of the 201920 school year, Clarke Central High School students and staff have been welcomed into a new main lobby.

The lobby renovation was part of a school spirit enhancement project spearheaded by project manager Dr. Holly Ward, a CCHS parent.

“Since the (full-school renovation completed in 2016) occurred and I walked into the school and there was no red and gold on the walls (is) when I was like, ‘This has to change,’” Ward said.

“I came and toured when the new building was opened, (and) I was like, ‘Somebody somewhere has to put some red and gold on these walls.’”

According to CCHS sophomore Alyssa Johnson, the lobby looks significantly better than how she remembers it before the redesign.

“Last year, admittedly, the lobby was a little bit boring with a lot of decorations, so I think the new colors make it look like they tried to

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(make) it interesting,” Johnson said. “I walked in and everything was just new, bright and colorful, and I think it really is gonna help the freshmen feel more at home.”

However, the lobby enhancement goes beyond the colors red and gold. CCHS senior James Derrickson predicts that the renovations will lead to the student body taking school more seriously.

“I think that if students can look forward to getting new things that can change the school instead of seeing the old bland stuff like the lobby, they’ll probably enjoy going to a more polished school,” Derrickson said. “If the school (continues to renovate), a lot of people will notice and be more respectful of (the school) and, in turn, will start to respect other things like the teachers or the classrooms.”

While CCHS foreign language department teacher Emily Hulse is in favor of the new lobby and future renovations, she does not believe the

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Left: ACROSS THE WALLS: Photos of the Clarke Central High School student body can be seen representing the school in an assortment of student-focused photos. The photos include members of different grade levels and organizations throughout the school. “We would love to build on the student photo collages that are in the Mell lobby, to have more of those throughout the school. In my opinion that is the most striking and original part of this project,” CCHS fine arts department teacher Dr. Eunice Kang said. Photo by Colin Frick

effects of such updates will be profound.

“I don’t necessarily think that it’s going to be the cure or the, ‘Oh, we have a renovation, so all of a sudden everybody is treating everything with respect,’” Hulse said. “I don’t think that’s the case, but I think it helps, and it brings about a little more school spirit when you see our colors and our quotes and the different drawings. I think it helps with school spirit and school pride.”

we would like for all of the buildings of every floor, including the West Wing, to have consistent red and gold signage, crests and the Clarke Central C.” CCHS Principal Dr. Swade Huff agrees and believes that the new lobby will inspire the students, teachers and staff of CCHS. “I just remember as a student from 1987-1991 there was a lot of Clarke Central Gladiator school

“We would like for all of the buildings of every floor, including the West Wing, to have consistent red and gold signage, crests and the Clarke Central ‘C.’” --Dr. eunice kang, CCHS fine arts department teacher

Some members of the CCHS faculty have requested the school spirit enhancement project extend to more areas of the building. “(Members of) the faculty have already approached Dr. Ward and Dr. Huff about additional enhancements throughout the whole school because, unfortunately, with the funding that we have, we only focus on the main lobby and a few other spots intermittently,” CCHS fine arts department teacher Dr. Eunice Kang said. “But

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spirit. It is somewhat lacking, but there is an attention to focus on regaining the pride that I remember as a kid,” Huff said. “I think with the help of community stakeholders like Dr. Ward and (Local School Governance Team) teachers (who have) already asked if we can enhance other areas of the school, the kids will notice, the parents will definitely notice, and ultimately (it) will impact our school climate.”

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Above: E-HALL PASS: A Clarke Central High School student holds up a phone with the e-hall pass app open. Administrators and teachers can check if a student is supposed to be out of class through their device. “Our security got their login (on Aug. 27), and they were monitoring the cameras and saw some students and looked to see (if they had a pass),” CCHS Assistant Principal Summer Smith said. Photo by Luna Reichert

Going electronic Electronic hall passes will take the place of physical paper passes for Clarke Central High School for the 2019-20 school year.

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accountability would be nice, too, because I mean, as a teacher, I did it: (I’d) just say, ‘Oh, just go’ and not give (students) a pass.”

CCHS English department teacher Grace Crumpton believes that the e-hall system is more efficient than paper passes.

“I like that I’m not constantly running to my desk to get a pass. Because the (electronic) pass is with the student, I’m also not running out of passes or getting wet passes back from the bathroom,” Crumpton said.

CCHS junior Madi Murray agrees that the new e-hall passes are less time-consuming.

“I feel like it’s easier for teachers, instead of having to stop class and write out a new pass, they can just accept a pass, and then it’s not a big deal anymore,” Murray said. “I think all my teachers love it. It’s much easier, and I think it’s kind of fun for students too, in a way.”

However, Miller sees some potential issues in regards to patrolling the halls and making sure students who are out of class have a pass.

“They say that if the administrator sees a student and asks a student his or her name, he or she will

be able to pull that student up (online to see if they have an e-hall pass). But I don’t know -- we have over 1800 students, (and) we have a limited number of administrators,” Miller said.

CCHS sophomore Amelia James sees e-hall passes as impractical.

“I think that the hall passes are a little unrealistic because I’ve had some trouble with them in classes that we don’t use our computers in. Or, if my computer is dead, and I have to go to the bathroom really badly, I have to wait and charge my computer,” James said.

CCHS Principal Dr. Swade Huff hopes that the passes will have a positive effect on CCHS’ learning environment by encouraging student accountability.

“Kids last year, based on my understanding, oftentimes (would) get passes at the beginning of the school day and would just hold on to that pass for the entire day and flash it and keep walking.

So, with the (e-hall) pass, it doesn’t give them an avenue to be out of their assigned area without a valid reason,” Huff said.

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larke Central High School officially instituted e-hall passes, a new system for releasing students from class, on Aug. 26. The system allows students to create a pass on their computer rather than using physical passes when they leave class.

To create a pass, students go to the e-hall pass website, select their teacher and desired location and wait for the teacher to approve the pass request.

“I think if all of the teachers effectively use it, it could probably be a good thing. With it being so new, it’s probably going to take a couple of months or a couple of weeks to really roll it out to make sure that everyone’s using it effectively,” CCHS science department teacher Valinda Miller said.

According to CCHS Assistant Principal Summer Smith, this initiative was intended to improve student-teacher accountability in regards to being out of class.

“As an Admininstrative Team, we’re always looking to make Clarke Central better, and students can’t learn if they’re not in class,” Smith said. “Some

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Technical difficulties

A reduced emphasis on technology, coupled with a growing student body, is making it difficult for Clarke Central High School to provide a working laptop to every student.

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rowing student enrollment and decreased focus on technology from the Clarke County School District has left Clarke Central High School students with aging and damaged laptops for the 2019-20 school year.

In 2014, CCSD launched the 1:1 initiative, a program aiming to provide each CCSD student from third to 12th grade with a Personal Learning Device (PLD). However, as the CCHS student body has outgrown the number of laptops available, providing every student with an operational laptop has become difficult. “(Student enrollment numbers) have fluctuated.

Currently, we are about at 1,770, but at one point this year, we reached a peak of 1,820,” CCHS principal Swade Huff said. “(For) whatever enrollment number we have, we’ll (have to) make the adjustments and make sure all the kids are supported.”

In addition to the growing student enrollment, a limiting factor for providing enough computers is the reduced focus on technology in the classroom under current CCSD Superintendent Dr. Demond Means. “(Former CCSD Superintendent Dr. Philip Lanoue) was very focused on technology, (and) he’s the one that brought 1:1 to our district. With (Means), it’s not the priority right now,” CCHS Assistant Principal Summer Smith said. “For high

BY NATALIE SCHLIEKELMAN News Staffer

school, (using laptops has) been the standard for us for the past few years, but there has definitely been a shift.”

According to CCHS social studies department teacher Shana Biggs, the decreased emphasis on technology also means that some computers have fallen into disrepair.

“We are not getting new devices, so the devices we have have seen better days,” Biggs said. “(The older computers) affect the usefulness for teachers who aren’t as tech savvy, (but) for teachers who are used to technology it’s less of a problem. At this point, we’re still fine (with the laptops we have), but in a couple of years, my answer will be very different.”

According to CCHS media specialist MaryAnn Sullivan, 437 of CCHS’ 1,637 laptops had visible damage after the 2018-19 school year, and others are believed to have non-physical damage.

“We sent out the 437 (broken laptops) over the summer (for repair) just for (physical) types of damage,” Sullivan said. “We didn’t have time when we collected them for a student to say, ‘This mouse doesn’t work well,’ or ‘These keys are broken.’

So now we’re seeing students bring (their broken laptops) back in (to us).”

According to CCHS sophomore Thomas Jones, a non-functioning PLD can affect his ability to complete schoolwork.

“In Foundation Engineering and Technology, we

do some assignments online, and we have to type essays in English,” Jones said. “There are many, many uses that we need (laptops for). (Having a non-functioning laptop leads to) not being able to do most of the assignments online (and being) very handicapped and sorely behind in classes.”

For Biggs, technology is an integral part of her classroom routine, meaning that a working PLD is necessary for students in her class.

“For my on-level class, (not having a functioning PLD) affects what they can do right out of the gate as far as class time,” Biggs said. “If they aren’t able to get the computer work done before the end of the week, that will drop their grade, starting almost immediately. As far as the AP students, it affects them being able to get the resources that we provide, because all of that is digital.”

Looking towards next year, Sullivan believes that providing every student with a functioning laptop should be a priority. “( We’ll) continue to inform the (CCSD technology) office that we need these devices, and they’re just going to have to somehow come up with more PLDs, because it’s not equitable for some students to have a PLD and others don’t,” Sullivan said.

“When (CCHS students) go out into the world, they have to use computers. It’s an injustice to our students if we don’t provide them with that ability to learn about computers before they leave (CCHS).”

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Above: GLITCHED OUT: A broken Lenovo laptop sits on a table. Clarke Central High School social studies department teacher Shana Biggs has noticed a decrease in the quality of the computers. “The devices are getting older.

They’ve seen some better days, most of them are missing pieces of plastic here and there,” Biggs said. “They’ve had some love. With technology, the newer you’ve got, the faster you’re going to get.” Photo by Krista Shumaker

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Above: OFFERING OPINIONS: Clarke Central High School adviser Erica Cascio speaks in a community-building circle in her classroom on Sept. 4. Community-building circles are new to the CCHS advisement curriculum in the 2019-20 school year. “I think as we move into more circles, I’m definitely going to push teachers and students to go a little bit deeper,” CCHS counselor and restorative culture leadership team member Ashlee Perry (not pictured) said. “I would love to do some circles that focus on empathy, I would love to do some circles that focus on celebrating diversity, I would love to do some circles that focus on being able to identify with classmates or peers who might be going through similar issues and things outside of school.” Photo by Luna Reichert

A restorative approach

In order to resolve conflict more efficiently and build a positive school culture, Clarke Central High School is implementing restorative justice circles for the 2019-20 school year.

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ith restorative justice circles being implemented into the advisement and discipline curriculums at Clarke Central High School for the first time in the 2019-20 school year, the faculty and administrators seek to build a stronger school community by targeting the source of student conflict.

In the last few years, the Clarke County School

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District has followed a national trend of incorporating restorative principles into schools.

“Restorative practices are very different (than traditional discipline methods), because we’re not going straight to the punitive. It’s not doing away with that, but it is providing administrators and teachers with other options,” Restorative Schools Coordinator Collisa Lankford said.

For CCHS, the initiative includes responsive

circles, which offer a space for the victims and offenders of a conflict to meet, and weekly community-building in advisement that give CCHS students a place to articulate personal problems.

“My hope is that the community-building circles will create a safe space to have hard conversations, if and when they need to happen,” CCHS counselor and restorative culture leadership team member Ashlee Perry said. “I think that this sense

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of community as a whole will create spaces where there’s less conflict, there’s less bullying, you have more students feeling comfortable, safe, warm and welcome at school.”

Within the circles, students, with the guidance of advisers, also discuss school-wide issues such as bullying and respect.

“It’s a good way for (students) to show how they feel, and they definitely voice their opinions and talk more than they usually would. I think it’s better than what we (did) in the previous years (in advisement),” CCHS senior Aleena Joseph said.

While the implementation of the practices is intended to help students, not all students are on board. According to CCHS sophomore Clayton Dodson, the practice takes up crucial academic time in advisement.

“For the past two weeks, (the circle has) taken up the entire class period. I’ve had no time to work on work,” Dodson said. “I think if (they combined) what we’re talking about in the actual circle with the lesson, it’d make it go by quicker, and then we’ll still have our academic time.”

According to Perry, community-building circles give students the groundwork needed for responsive circles, individualized circles held to examine a conflict with a member of CCHS administration and the involved parties. “(Community building circles are) really about making sure students are comfortable in that format and understanding the point of the circles, and then not having to address that piece when they come into responsive circles,” Perry said.

Working through the Georgia Conflict Center, Lankford assists in the implementation of responsive circles at CCHS and hopes to counteract the traditional power dynamic of a meeting with an administrator.

“They are very different from what would happen in a regular administrative meeting where you have usually a person sitting in a seat of power,

maybe behind a desk or something like that. With a circle you’re forced to look at one another, and so that makes it a little bit different,” Lankford said.

In a weekly update email to the school, CCHS Principal Swade Huff outlined the intended effects of responsive circles specific to CCHS. “(Responsive circles encourage) us to get to the root cause of conflict which can ultimately prevent recurrence and offers a more equitable process of addressing minor infractions,” Huff wrote in the email. “If a student gets in a verbal conflict, we will

circles are bringing to the school.

“Our goal for this year is to have 75% of (CCHS) teachers engaging in (responsive and community-building) circles and environments, and it’s looking pretty good right now,” Lankford said. “When the circles are not going well in class, teachers have actually been actively asking for technical assistance, because they’ve bought into this process, and they want it to work.”

The circles are also affecting parts of CCHS beyond advisement and discipline meetings. Fine arts department teacher and adviser Amanda Price is integrating aspects of community-building circles into her art classes. “(I seat) students in a circle and then (have their artwork) in the middle. Then, (the students are) able CCHS Principal to comment on what’s going well, what they’re struggling with (regarding) the project, and then be able to have that as a troubleshooting session so they can share ideas and techniques,” Price said.

As restorative justice practices continue to impact CCHS, Lankford believes they will give students the opportunity to participate in more effective conflict resolution methods.

“I’ve actually had circles where students are like, ‘Wow, I never thought about how my behavior was impacting other people.’ That’s a new way of thinking, even (for) the students,” Lankford said. “( With the circles), we’re looking to change the actual feel of the building by changing the culture of the building.”

“(Responsive circles encourage) us to get to the root cause of conflict, which can ultimately prevent recurrance and offers a more equitable process of addressing minor infractions.”

-- Swade Huff, attempt to facilitate a (responsive) circle to help students who are involved understand how their behavior affects others and provide them with other options to resolve conflict in the future.”

For CCHS senior Jashauntee Foster, as responsive circles encourage students to speak about their conflicts, the circles bring up an issue of student privacy.

“If I was in a situation where we had a (responsive circle) with teachers, administrators, all that stuff, I wouldn’t say anything (to the group). I feel like they would tell the parents (what I said). And what if the parents don’t know about it and you get in trouble.”

According to Lankford, many CCHS teachers are supportive of the new dynamic that responsive

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Above: STANCES ON CIRCLES : According to a survey conducted through Google Forms of 300 Clarke Central High School students, 49.3% of the student body enjoys participating in community building circles, and 80% would rather have a responsive circle with members of administration than attend in-school suspension (ISS). The survey was conducted my members of the ODYSSEY Media Group Staff. Graphic by Audrey Kennedy

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A Boza Chronicle During her career, Clarke Central High School Associate Principal Dr. Linda Boza has prioritized building valuable relationships at both work and home.

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uring her 18 years at Clarke Central High School, CCHS Associate Principal Dr. Linda Boza has served in a number of roles, including as an instructional coach and Assistant Principal.

According to Boza, she knew she would follow a path as an educator since she was in kindergarten. Since then, her love for educating students has never wavered.

“For me, (teaching is) fostering a love, so I always wanted to be excited about what I taught because, if you’re not, students (won’t be),” Boza said.

Initially, Boza was hired as an English teacher at CCHS. However, she soon realized that an instructional coach role would be a better fit.

“My (doctorate) degree (is) in curriculum and instruction, and I took a lot of teaching method classes, so I thought this (job was a) match made in heaven. So I said, ‘OK, I know I took this job teaching ninth grade English for you, (and) I don’t want you to think I’m fickle, but I want to apply (to be an instructional coach). And (former CCHS principal Dr. Maxine Easom) said, ‘Well, absolutely, go ahead,’” Boza said.

One of Boza’s biggest priorities is her family, having five children who all went through the CCSD school system: 26-year-old Alexander, 25-year-old Harrison, 23-year-old Analisa, 20-year-old Nicolina and 18-year-old Antonio.

“I’ve had my educational leadership add-on degree for a long time, (but) I didn’t use it because I just felt like it wasn’t time. I needed to be there for my children,” Boza said.

After her five children graduated from CCHS, Boza felt ready to pursue a higher administrative role.

“There’s a lot of responsibility and a lot of duties that come under (the Associate Principal) position, so I’m just trying to balance every day and chip away at all of those things so that nothing gets too far behind,” Boza said. “I learned a lot about organization while I was an instructional coach. I learned how to balance the many hats that I wore and this position is not much different.”

For Boza, one of the most rewarding parts of being an administrator is the opportunity to work with students.

“Last year, I had a student who needed 10 credits. He was in his fourth year, but he was struggling to get to school and do his

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Featured: PICTURE PERFECT: Clarke Central High School Associate Principal Dr. Linda Boza holds up a photo of her family in her office. As an educator for more than 18 years, her five children understood the importance of education. “They didn’t take it lightly. They knew that we were serious about them getting an education and they October 2019 were good students, and for the most part, enjoyed school,” Boza said. Photo by Krista Shumaker

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Above: FAMILY FOREVER: Clarke Central High School Associate Principal Dr. Linda Boza and her 20-year-old daughter Nicolina Boza take a selfie during a trip to Italy in June, 2017. During Nicolina’s childhood, Boza was heavily involved in her after-school activities. “She would pick me up from one sport with hot dinner that she made with chocolate milk or something, and then bring me to the next sport. When she would pick me up from that sport, she had more food for me,” Nicolina said. “She took the time to actually go home and pack me a meal, warm it up and bring it in the car.” Photo courtesy of Nicolina Boza

assignments because he had to work to pay the rent because his parent was disabled and he just didn’t know what to do,” Boza said. “I talked to him about (Foothills Education Charter School), and he had never heard of it before. He met with his counselor and he enrolled in Foothills, and he came back to school two weeks later and thanked me and told me how it was all working out.”

Boza’s love of teaching and school was inherited by her children, who at a young age were excited to go to school.

“When I would have a baby, the kids who were already born would get upset because they didn’t want to stay at home with me and a baby that was boring.

They wanted to go to school,” Boza said. “Being (at CCHS) when they went through high school was the most amazing experience for me because I got to see them all the time.”

While her children were attending CCHS, Boza was able to be a comforting presence and provide guidance during the school day.

“I went through a period in my life, especially in middle school, where I was very reckless (and) impulsive. So, when I came (to CCHS), I had to tone it down as much as I could because I didn’t

to provide me with the support that I needed.”

Working in the same school building as her children made it easier for Boza to build deeper connections with the school and faculty.

“We have children that are the same age, so we’ve kind of been going through similar experiences with our children in different years of education,” CCHS instructional coach and former English department teacher Ginger Lehmann said. “I’ve also taught several of her children, so I’ve had that experience.”

According to CCHS Assistant Principal Summer Smith, Boza has been an inspiration to her coworkers for CCHS Assistant Principal her dedication she has shown to her career.

“Dr. Boza is completely committed to Clarke Central High School. She has been here for a long time, she has a deeply held love and interest for the well-being of this school,” Smith said. “She works really hard to make sure that

“Dr. Boza is completely committed to Clarke Central High School.

She has been here for a long time, she has a deeply held love and interest for the well-being of this school. She works really hard to make sure that teachers and students have what they need and that everything is going well (at CCHS).”

-- Summer Smith,

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want to make my mom look bad,” Antonio said. “If she wasn’t there for the time I was here, I would’ve done a lot worse. Her guidance is very comforting because she knows me so well, (and) she was able

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they’ll stop by with a coffee. They know what I like, (and) they know what keeps me going.”

While her children have graduated from CCHS and most have moved away from home, the distance does not stop them from being a close-knit family.

“I tell my mom a lot, and then she tells me a lot. If I have big news or anything I usually call her first and tell her. I don’t really have any secrets from her,” Nicolina said. “We just talk a lot. I call her a lot even though I don’t live at home.”

Throughout her extensive career in education, Boza feels that her greatest achievement is maintaining a supportive home.

“The ultimate goal in life for me (is) to know that my children want to come home. (They) get upset with each other when they can’t come home. When

“If she wasn’t there for the time I was here, I would’ve done a lot worse. Her guidance is very comforting because she knows me so well, (and) she was able to provide me with the support I needed.”

-- Antonio Boza,

Linda Boza’s 18-year-old son

we’re trying to pull the whole family together, or if we’re trying to pull off a family vacation and somebody can’t make it, they brainstorm and they figure out a way to get that other person there for at least part of the time,” Boza said. “They’re very close, they call each other, we joke with each other, we have a family text thread, we have a family Snapchat thread, and they make me laugh every single day.”

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teachers and students have what they need and that everything is going well (at CCHS).”

Juggling between her career and her family, Boza always made time for her children, whether that was during family road trips or simply shopping for groceries.

“We took a recent family trip to Portland, (Oregon), and everything we did (she was) just so willing to try new things and explore different cities and try just about anything. Anytime that I’m with her is something new,” Harrison said. “Back in elementary school, my go-to thing was always going to a grocery store with her and helping her shop for groceries for the coming week.”

This sense of family formed during long family road trips and continued developing during the school year at CCHS. “(On road trips) we sang songs, we told jokes, and they just yapped the whole way so that I never could get tired because they were so animated,” Boza said. “Even now, no matter who is in town, they will call me out of the blue and they’ll say, ‘Are you at work today?’ because sometimes I’m in a meeting and, if I am, they’ll say, ‘All right,’ and

Above: BOZA BONDING TIME: Clarke Central High School Associate Principal Dr. Linda Boza and her 25-year-old son Harrison Boza stand together for a picture at a friend’s wedding in 2018. As a child, Harrison enjoyed spending quality time with Boza. “She always could rely on me to help out, and now, honestly more so, whenever I’m home back in Athens, we work out together,” Harrison said. “I’ll go to the gym with her, we’ll go on a run together, it’s kind of evolved throughout the years and now that’s our go-to thing.” Photo courtesy of Harrison Boza Left: TRAVEL TIME: Clarke Central High School Associate Principal Dr. Linda Boza and her 25-year-old son Harrison Boza pose in front of Cannon Beach, Oregon, in 2019. One of the family’s favorite pastimes is traveling. “Whenever we’re outside of our normal, day-to-day routine, we always find anything exciting to do, whether that’s going to the beach, exploring new cities (or) spending quality time,” Harrison said. “(My mom) loves playing games, so finding new board games, any kind of games, always sparks her interest.” Photo courtesy of Harrison Boza.

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Featured: Clarke County School District Superintendent Dr. Demond Means stands in front of Clarke Central High School. Means is focused on improving statistical measures of success in the district. “What’s happening here is unacceptable. So, we have to improve our results.

That’s my goal,” Means said. Photo by Krista Shumaker

Q&A: Superintendent Dr. Demond Means Clarke County School District Superintendent Dr. Demond Means speaks with the ODYSSEY Media Group Editor-in-Chief about his past two years in the CCSD.

BY ELENA GILBERTSON HALL Editor-in-Chief

Now that you’ve been superintendent in Clarke County for two years, what are your main reflections on your time here so far?

I think as a school community we’re still coming to grips with some of the transformation work that we have to do. In my two years here I’ve seen some amazing instruction take place. I’m proud of some of the improvements we’ve seen at places like Howard B. Stroud and Barnett Shoals, some of the improvements we’ve seen academically at Judea Jackson Harris. There have been some positive things that have

happened, but I’m still concerned that we have one-third of our students who are considered proficient and two-thirds of our students that are not considered proficient. Until we start seeing a change in that ratio and those numbers, we have to all as a community continue to be vigilant in committing to transformation work. Looking at our work and determining how we can get better every day.

Clarke County has seen quite a few teachers and administrators leave the district this past year. What are your thoughts on the causes of that and how the district can better support its teachers?

I think the focus on teacher retention is a national issue.

The typical rate of losing teachers ranges between 13-15% and we fall into that category. I don’t think we were collecting data around exit interviews or how many people were leaving and going prior to my arrival. But the economy is

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better in Georgia, and so there is more movement across the entire state of Georgia. I don’t think our situation around retention of teachers and administrators is unique to Clarke County. I think it’s a national issue, and it’s clearly a state issue.

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Clarke County has continued to expand digital learning over the past few years. what are your thoughts on the current 1-1 ratio of computers, and what do you see as the future of technology in Clarke County?

I think technology is a tool, (but) it is not the driver of instruction.

We have to be careful anytime we use a device or a tool to be the driver of instruction -- that’s not good. If the driver is a textbook, or a pencil, or a laptop, that should never be the driver. The driver should be the instruction. The driver should be the quality of the instruction. The driver should be the engagement of the students.

So our focus should squarely be on if instruction is of the highest quality in every classroom, every day. If, through that instruction, there is the use of a laptop, then that’s great. If that high quality instruction is through a pencil, then that’s fine. But that should be our focus.

Clarke Central has recently increased its focus on restorative justice. What is your vision for that as applied to the whole district? Do you see that becoming a district-wide initiative?

I think restorative justice is one strategy in our work around social-emotional learning, and making sure that students have a social-emotional learning environment that is healthy and safe for all. And there are a lot of strategies that can be used. At the elementary level we work with something called second step that teaches social-emotional learning. Obviously restorative justice

is another strategy. There are strategies within the larger context of making sure we are making space where each student can grow socially and emotionally. I believe the more training we can provide our staff around restorative practices, that is best for everyone.

In regards to the achievement gap, You were quoted as saying “Clarke County has amazing, hard-working teachers, but they’re not doing the right things which would lift all students up.” In your mind, how do teachers need to alter their methods to reduce the achievement gap?

Our school system has adopted a new instructional framework that allows us to look at the quality of instruction and make sure that instruction is being provided to every student. We have to do a better job at looking at the results of our system. Unfortunately, one-third of our students are considered proficient -- they are achieving the goals we want students to achieve in our school system. Two-thirds are not. I’m not satisfied with only one-third of our students reaching the goals we have established, and that twothirds of our students are not. That’s too many of our students

Featured: SMILING CEREMONY: Clarke County School District Superintendent Dr. Demond Means stands by students at the Clarke Central High School JROTC 9/11 Memorial Ceremony. One of Means’ focuses as Superintendent is reducing the racial achievement gap. “We have an achievement issue, but then when you drill down further, we have a racial achievement gap,” Means said. “Everyone has to pause and say, ‘Yes,News we have to do a better job and be committed to that work.’” Photo by Luna Reichert

who are behind. The average white student is 3.4 grade levels ahead of the average black student. That’s unacceptable. And this is not an indictment or casting blame on anyone. It’s just to indicate that, as a school system, we have work to do. We have to get better because that’s unacceptable to me. It’s not right. There’s a social justice element to this that we have to professionally pause and say, ‘What can we do better? How can we reform our work so that the results we are getting don’t continue?’ O

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The Caffeine CRAZe Teenagers often turn to excessive amounts of coffee, tea and energy drinks to cope with workload or exhaustion, disregarding the possible effects that high levels of caffeine may entail.

According to Dale, there is a cycle that she, as well as her peers, have fallen into in order to manage everyday demands. “(Consuming large amounts of caffeine) definitely is something a lot of (students) do, especially during the school year. I’m up so late doing my homework, and I need to function in the morning, so when I wake up I drink coffee,” Dale said. “It’s become like a coping mechanism for me almost. If I feel bad or I don’t feel great, I’ll have a cup of coffee instead of getting to the root of the problem.”

While overconsumption of caffeine does prove to be an issue, there are many present benefits to this naturally-occurring substance. Temporary effects such as enhanced alertness, focus and energy may help students efficiently fulfill academic and extracurricular expectations, such as completing assignments, absorbing information in class and taking on after-school obligations.

According to a study by Harvard Health Publishing, long-term advantages of caffeine include lower risk of degenerative diseases, including Pariknson’s disease, Alzheimer’s disease and many different types of cancers.

However, these benefits are only present when other elements are addressed, such as hydration level, time of caffeine consumption and amount of consumption.

Ultimately, both students and schools have a responsibility to promote student health. It is not healthy for schools to enforce expectations and promote workloads that students struggle to reach without assistance from a mood and energy-enhancing substance. In addition, students should inform themselves about the health effects of caffeine intake.

As the year progresses and these habits become prevalent, it is vital for schools to discourage large amounts of consumption of caffeine through informing the student population of its effects, encouraging time management and limiting the supply offered to students in vending machines on campus.

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he student stares, crouched over the computer, dozing in and out of sleep. In order to complete the assignment on time, there is seemingly only one option -- they reach over, grasp their third coffee of the night, and drink.

In the face of exhaustion and deadlines, many adolescents struggle to fulfill expectations at school, work or home. Managing to stay awake and productive seems simple with easy access to caffeinated drinks, but at such high intake levels, the healthiness of this solution is questionable.

According to a survey conducted by the American Academy of Pediatrics in 2014, roughly 73% of children under 18 consume caffeine each day.

Derived from the seed and leaves of up to 60 different plants around the world, caffeine is a naturally occurring drug that is commonly added to beverages. According to the National Sleep Foundation, when caffeine is consumed, it stimulates the nervous system and increases heart rate, causing alertness and energy.

It is advised for teenagers to consume no more than 100 mg of caffeine a day, which is equivalent to about one cup of coffee, two teas or three sodas, according to a study conducted by Michigan Health. When this cap is exceeded, there are a variety of possible side effects, including anxiety, increased blood pressure, insomnia, digestive issues and more.

Despite these results, the school continues to restock vending machines with caffeinated drinks and many students continue to rely on these everyday beverages for function.

Clarke Central High School junior Reece Dale has been drinking coffee since middle school. Dale believes that, over time, she has developed a dependence on caffeine for her day-to-day life.

“I try to get like three to four cups of coffee in a day. (If I don’t drink coffee) it’s bad.

I get really horrible migraines or headaches, sometimes I get nauseous,” Dale said.

BY NATALIE RIPPS Variety Editor

Featured: CONSTANT CAFFEINE: Coffee, energy drinks, soda and other caffeinated beverages are widely available and consumed by students. Adolescents should consider the health impacts of high caffeine intake levels.

Illustration by Audrey Kennedy

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CULTURAL BUZZ Hollywood’s Bleeding

Eden’s Cafe Built around core values of sustainability, Eden’s Cafe is a newly-opened plant-based addition to Athens, Georgia at 1660 W. Broad St. The cafe offers a changing menu sprinkled with locally-sourced and organic ingredients.

The atmosphere of Eden’s Cafe can be seen in the on-tap kombucha at the bar, the self-serve nutritional yeast shaker next to the condiments and the eclectic murals painted across the walls.

Diners can purchase a healthy, balanced and filling meal for under $10. The quality of the food makes the price understandable, and meal sizes are perfectly proportioned to be filling without leftovers. Although the meals served at Eden’s Cafe are top-notch, the baked goods struggle under the dual weight of being vegan and gluten-free. Those who appreciate Big City Bread, The Grit and Maepole will likely find a new favorite in Eden’s Cafe because of its healthy food and their commitment to zero waste.

Rapper Post Malone connects to the lives and feelings of listeners through his new album “Hollywood’s Bleeding”, which was released on Sept. 6.

The album gives off a trap-pop vibe but, with featured artists like Young Thug, Meek Mill, Travis Scott, DaBaby and more, it proves Malone hasn’t veered too far from hip-hop.

With 17 tracks, Malone is sure to impress fans with his realness and relatability, singing about issues pertaining to relationships, parties, fame and drama.

Unlike his past two albums, “Stoney” and “Beerbongs & Bentleys”, this album is composed of more mellow beats and a saddened tone. It displays a more chill, unbothered side of Malone. Each song provides a different emotional experience for the listener with a range of upbeat and calm songs.

-- Elena Webber, Writing Coach

Good Boys The adventure comedy “Good Boys”, released on Aug. 16, is an amusing, lighthearted comedy that, while full of unrealistic situations, has relatable themes.

The movie stars Jacob Tremblay (Max), Keith L. Williams (Lucas) and Brady Noon (Thor), a trio of sixth-grade boys who refer to themselves as “The Beanbag Boys”.

“Good Boys” is a laugh-inducing film about growing up, friendship and staying true to oneself. The R-rated adventure comedy is directed by Gene Stupnitsky.

Despite the somewhat raunchy elements, “Good Boys” has sentimental themes. The boys worry about staying true to themselves and losing each other as friends. The film manages to work in these sweet moments seamlessly with well-placed jokes and crude humor.

-- Isabella Johnson, News Staffer

-- Shea Peters, Viewpoints Editor

IT Chapter Two

“I

T Chapter Two”, directed by Argentine filmmaker Andrés Muschietti, was released in theaters on Sept. 6. The movie is the second part of Muschietti’s film adaptation of Stephen King’s novel, “IT”. While “IT Chapter Two” has its good parts, the movie disappoints in comparison to its predecessor.

In the previous film, viewers followed a group of misfit teenagers in the fictional town of Derry, Maine as they must defeat an ancient shapeshifting evil -- most commonly appearing as a clown named Pennywise -- which emerges every 27 years to prey on the town’s children. In “IT Chapter Two”, the characters return to Derry as adults after learning that the evil had not yet been defeated.

The storyline has great potential, as seen by the success of the novel, but the movie misses the mark in its execution. While sporting a great cast, including James McAvoy and Bill Hader, its character development is shallow to say the least, considering the movie’s nearly three-hour run time. In addition, the feeling of comradery between these outcast characters is sadly missing, as they barely interact until the ending action sequence.

The plot of “IT Chapter Two” is built from childhood trauma and flashbacks for much of the movie. Audience members may find themselves wondering when the story will start, only to realize how little plot is really included.

Advertised as a horror movie, sporadic comedy and romantic moments feel out of place and dull the impact of the story. What horror there is almost exclusively comes from jump scares, which soon become predictable and cause the writing to appear lazy and even downright boring.

While “IT Chapter Two” may be a visually engaging film with a good cast, the story was not executed to its full potential. That being said, fans of the horror genre and the Stephen King classic may still enjoy viewing.

BY ROXANNE DOMIZI Variety Staffer

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Photo illustrations by Audrey Kennedy

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CULTURAL BUZZ IOS 13 Boasting changes in display and performance, the Apple iOS 13 software update was released to Apple users on Sept. 19. The update enhances the iPhone and iPad with innovative and distinct characteristics.

In terms of the notable visual changes to the interface, “dark mode” gives Apple applications a sleek black look -- a unique way for users to personalize their device. Another useful change is the integration of the “Find My iPhone” and “Find My Friends” applications into one cohesive location sharing center called “Find My”, enabling users to easily switch between tracking people and devices.

The reminders app also saw a revamp with categories for different tasks, making for a beneficial organizing tool for homework and deadlines.

With advanced practical features, iOS 13 is a substantial change to the iPhone and iPad, bringing a futuristic feel to 2019.

-- Audrey Enghauser, News Staffer

Mac n’ Cheese The popular fast-food chain Chick-Fil-A recently added a new side item to the menu -- mac and cheese. The new side, which became available on Aug. 12, attempts to mimic the “homemade taste” of made-from-scratch mac and cheese.

The new side contains three types of cheeses: parmesan, cheddar and Romano, which greatly contribute to its flavor. Customers will likely find gooey chunks of baked cheese in their pasta, contributing to the made-from-scratch experience. The side is offered in two sizes, a small and a medium, which cost $2.49 and $3.25. When considering the prices, the portion sizes are relatively small. However, the delicious taste makes up for the lackluster amount of food.

The mac and cheese, which is the first new addition to the permanent Chick-Fil-A menu since 2016, offers a new option while providing customers with the delicious homemade mac and cheese flavor.

-- Luna Reichert, Visuals Staffer

Butterfly Yellow Thanhha Lai’s “Butterfly Yellow”, released in book stores on Sept. 3, is a beautiful and moving portrayal of Vietnamese culture, the horror of being a refugee, the complexity of family bonds and the compassionate side of humanity.

The book takes place in 1981 and starts with Hang, a Vietnamese refugee trying to find her brother, who was adopted by an American family. The book is written in a stream of consciousness style that slowly becomes clearer as Hang adjusts to her new life. However, while it gives the reader a window straight into Hang’s mind and emotions, the stylism can sometimes make the plot hard to follow.

“Butterfly Yellow” is an important narrative that opens a discussion about culture, family, and the connection every person shares with the rest of humanity, from family to strangers.

-- Natalie Schliekelman, News Staffer

Ginger

R

ap collective and self-proclaimed boy band BROCKHAMPTON released their fifth studio album, “GINGER”, on Aug. 23. After a year-long hiatus following their last album, “iridescence”, they have returned with a slower, more somber tone than one might expect, considering their energetic past albums. “GINGER” is available on Apple Music, Spotify and Tidal.

The first track, “NO HALO”, beautifully introduces and sets the general feel for the rest of the album. “NO HALO” features emotional lyricism from each member, accompanied by early-2000s-esque production and vocals from guest Deb Never. Throughout “GINGER”, the group lyrically unites shared and personal experiences with themes such as depression, sexuality, betrayal and religion.

The seventh track on the album, “DEARLY DEPARTED”, is a slow, moving contrast to its adjacent tracks in which the group gets very personal about the loss of an ex-member, Ameer Vann, and points of stress in their life.

“VICTOR ROBERTS” is the final track on the album. It features spoken word by titular guest Victor Roberts, a friend of the group, and tells a personal story of betrayal and loss.

The first three revealed singles, “I BEEN BORN AGAIN”, “IF YOU PRAY RIGHT” and “BOY BYE” threw off listeners’ expectations for the album. Where the majority of “GINGER” takes on a more melancholy approach, the three initial releases are more similar to Brockhampton’s older songs in their vibrant, upbeat energy. Lyrically, the members of the group show honesty and vulnerability on “GINGER”, but there are points where the album feels less focused and certain song structures seem disorganised.

Overall, “GINGER” is a heartfelt, genuine display of all the group has been through over the past year. O

BY AUDREY KENNEDY Graphic Designer

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Featured: PRODUCING PROGRAMMING: Clarke Central High School junior Will Harden sits and writes code for his video game on Aug. 22.

Harden has always been interested in coding, but only recently began pursuing his passion. “About a year ago, I decided to get more into (coding) and learn more about just this one specific language called Java, which is a pretty common one,� Harden said. Photo by Owen Donnelly

LAYOUT BY NATALIE RIPPS Variety Editor

rom the first moment Will Harden laid his eyes on a computer, curiosity overwhelmed him. He was intrigued by all of the possibilities and untapped potential computers could unlock in the world.

The same curiosity sparked a question in Will: How could these little machines hold so much power and influence?

Most people use electronic devices daily, whilst lacking an adequate understanding of its programmed foundation. Will’s curiosity, however, drove him to explore the vast landscape of the digital world.

Will Harden decided to learn how to code.

Will would stop at nothing to quench his thirst for knowledge. He would stay up late reading books and watching YouTube videos about computers and programming. Night after

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BY ANDREW ROBINSON Variety Staffer

night, he would cultivate his coding expertise, learning new techniques and syntax for his craft.

Once Will learned the fundamental knowledge of how to code, he decided to create his own program. He wanted it to be something challenging, but at the same time, hold his interest.

He decided to pursue a project he knew he would be passionate about: creating a video game.

In the first stages of building his video game, Will struggled to make it functional. However, the process of addressing a problem and coming up with a creative solution gave him a feeling so satisfying that he found himself coming back, time after time.

“With any coding language, you have a specific structure you stick to. In real life, you don’t have a structure like that, but there are ways you can look at life which allow you to apply those skills,” Will said.

3. Declare Bishop blackBishopL=new Bishop (black, player, 3, 8)

2. implement buffered image icon

1. initalize class piece vars: int xPos, yPos

TO DO

Will fell in love with the process of creating products of his own. He spent his summer coding practically every day, perfecting his first project and even creating more video games.

After some months and lots of hard work, Will finished making his video games. He then began thinking about his longterm plans with coding.

Eventually, he decided he wants to use programming in his future career, either working to make video games or working in tandem with movie studios.

To some, coding may seem perplexing, and becoming an actual coder would seem even more unattainable. But take it from Will Harden -- he dove into the digital world through the coding language and isn’t looking back.

Clarke Central High School junior Will Harden has recently delved into his passion for coding.

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SIMPSON IS HERE TO STAY Following the resignation of former Clarke Central High School band director Dr. Robert Lawrence, CCHS band director Chris Simpson has stepped up to take over the band program.

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embers of the Clarke Central High School community said goodbye to 10-year CCHS head band director Dr. Robert Lawrence at the end of last year, and welcomed former assistant band director Chris Simpson as he stepped up to lead the band program.

Prior to working at CCHS, Simpson taught band at several other schools in South Carolina and Georgia. He was encouraged to apply for the assistant director position last year by Lawrence, who previously taught Simpson at South Carolina State University.

“I kept in contact with (Lawrence) after I graduated, and he came to South Carolina several times to help my band program out, so he’s very familiar,” Simpson said. “I know he fought for a long time to get an assistant, so when the opportunity came, he told me about it, and I did my due diligence, interviewed for it (and) earned the position here.”

Lawrence said that Simpson was his first choice for the assistant director position from the beginning.

“When I got the opportunity for an assistant, I knew who I wanted,” Lawrence said. “His hire was not a disappointment. The decision was made by myself, the other members of the committee and (former CCHS principal) Marie Yuran. He came in last year and worked tremendously hard, helped me out a lot, and molded himself into taking over the program.”

CCHS orchestra teacher Dr. Eunice Kang has been a part of the fine arts department for 14 years, and believes that Simpson is equipped to continue Lawrence’s work for the band.

“I’ve known (Lawrence) since he arrived (at CCHS), and he’s transformed the band program from not anything special, or mediocre, to a superior band program, and Mr. Simpson will undoubtedly carry on that tradition,” Kang said.

Simpson’s prior year of experience at CCHS has been helpful in entering his new position. “(My time as assistant director) allowed me to learn the program before I had to step into the head band director shoes,” Simpson said. “Last

BY ROXANNE DOMIZI Variety Staffer

year I was very quiet, but I was quiet strategically because I wanted to observe as much as I possibly could, and that allowed me to see the strengths of the program.”

CCHS senior and band captain Henry Pattavina became familiar with Simpson over the year he served as assistant director and has formed a posi-

and make sure we know what’s going on, but I feel like we’ve been able to achieve a lot of our goals that way.”

According to Simpson, part of his leadership style is forming personal connections with students early on.

“Getting to know (the students), especially all

“I need to know all of them by name, and I need to know one or two things about them so they feel comfortable in this band room, and it can gradually become their home.”

-- Chris simpson, CCHS band director

tive impression of Simpson.

“When he first got here I didn’t really know him all that well, but as the year went on I started to admire him more and more, just because of the way he goes about things and the way he leads,” Pattavina said. “He kind of taught me (that) sometimes you just need to sit down and shut up; you can’t always be a leader. Being a follower is part of being a leader as well.”

According to Simpson, his main objective for this year is to keep the band program running smoothly throughout the transition in leadership.

“My approach this year is (to keep) the program as consistent as it was when (Lawrence) was here, and then implement change slowly as I start to get in more years here and as the community starts to become more familiar with me,” Simpson said.

CCHS senior and drum major Chandler Pendley has seen improvement in the efficiency of the band’s work this year, and credits Simpson’s teaching style.

“Dr. Lawrence would sit and lecture us for a while, and he would really try and talk to us, but Mr. Simpson is just like, ‘Go, go, go, we gotta learn all this,’ and I feel like we’ve been a lot more productive,” Pendley said. “He does still talk to us

of the freshmen, that’s always a personal goal of mine,” Simpson said. “I need to know all of them by name, and I need to know one or two things about them so they feel comfortable in this band room, and it can gradually become their home.”

Simpson also cites growing the numbers of students involved with the band program as an important goal.

“We have about 140 or 150 kids in the concert band, and we have about 60 in the marching band,” Simpson said. “Eventually, through the coming years, we want to see that number even out, get more kids involved in that marching program and add to the kids that are taking band overall.”

While Simpson describes his feelings toward his future at CCHS as “nervous excitement”, he finds optimism from the attitudes of the students he teaches.

“Even when we have bad days, every morning we have a band room full of band students in there practicing, (and) that gives me a lot of hope,” Simpson said. “When everybody’s in here practicing, and they’re wanting to be here and they’re wanting to be better, that right there lets me know that I’m doing something a little bit right.” O

Featured: MOVING ON UP: Clarke Central High School band director Chris Simpson sits in his classroom on Aug. 21. Simpson served as assistant band director to Dr. Robert Lawrence during the 2018-19 school year and became head director this year following Lawrence’s resignation. “Having that year (as assistant director) to learn the program, learn the kids, learn the parents, learn the community, I think it’s helped a lot,” Simpson said. Photo by Krista Shumaker

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Expl o r ing the

Eastside

Above: FINAL COPY: Athens community members Dr. Maxine Easom and Patsy Hawkins Arnold hold a copy of their book “Across the River: the People, Places, and Culture of East Athens” outside of the University of Georgia’s School of Social Work building on Aug. 14. Easom and Hawkins Arnold spent six years researching and uncovering data about the Eastside of Athens. “One of the things that we did in the book was mix together actual history with things that people told us,” Easom said. “We would be looking for history, and we would write about history, and then we would have (information) from our interviews (of) things people said.” Photo by Krista Shumaker

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“Across The River: The People, Places, and Culture of East Athens”, written by Dr. Maxine Pinson Easom and Patsy Hawkins Arnold, acknowledges the origins of East Athens and the city of Athens as a whole.

BY TECOYA RICHARDSON Variety Staffer

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PHOTOS BY KRISTA SHUMAKER Photography Editor

or years, there has been a stigma surrounding East Athens originating from the Westside. What seems to be an endless competition in terms of academics, class, progression and growth has created a division within the community, leaving one to question what makes the Eastside so different from the Westside.

According to former Clarke Central High School principal Dr. Maxine Pinson Easom and community member Patsy Hawkins Arnold, the Athens community was divided into wards in the 19th century. The first ward was East Athens, and the second and third wards were the Northwestern and Northeastern parts of Athens.

“The governed black districts, voting districts now, used to be called wards. There were three originally, and the first ward is what we defined as East Athens. Honestly it was about half of Athens at that time,” Dr. Pinson Easom said.

The wards separated parts of the community

Variety

LAYOUT BY NATALIE RIPPS Variety Editor

and, in response to that separation, the people of Athens created competition.

According to Christine Kadri, a CCHS sophomore and former Cedar Shoals High School student, there is an ongoing rivalry between CCHS and CSHS, both athletically and academically.

“A lot of people tend to quickly judge Cedar Shoals like, ‘Oh, they’re crowded.’ ‘They’re troublemakers.’

Which is not the truth,” Kadri said. “The truth is that (CSHS) is no different from (CCHS). Sure we’re on a different side of the town, but that shouldn’t draw a line between people.”

District 8 School Board Representative John Knox believes some community members have an incomplete understanding of the differences between East and West Athens.

“I just think that there are people that live in (Athens, and) their definition of Athens is pretty small,” Knox said. “To some extent, there are definitely people for whom Athens means just right around a very small

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Above: STILL STANDING: On the Eastside of Athens lies the remains of a historical mill that has existed for centuries. According to community member and author Dr. Maxine Easom, the mill represents the origins of Athens. “Once I started learning the area (and) about the history of where we are now, I learned that there was a mill right there (and) that was the first mill in Athens,” Easom said. “These shoals are the Cedar Shoals. This is where Cedar Shoals (High School) got its name.” Photo by Luna Reichert. Right: ATHENS’ STORY: The book “Across the River: the People, Places, and Culture of East Athens” was published on July 19. According to author Dr. Maxine Pinson Easom, the book’s title carries significance. “The Oconee River is hugely important, and we grew up on the river, so that’s why our book is called ‘Across the River’,” Pinson Easom said.

“There are a number of history books about the Westside of town, but nothing is written about what we call the old first ward, or East Athens.”

-- DR. MAXINE PINSON EASOM,

Author

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definition. We’re never going to change things educationally or otherwise if we keep those attitudes.”

Although many may believe Athens is a small and unified community, there are lingering divisions between the East and West sides.

In 2013, two women native to the Eastside of Athens, Dr. Pinson Easom and Hawkins Arnold, united to write a book that would highlight the history, landmarks and culture of East Athens.

Their book, “Across the River: The People, Places, and Culture of East Athens”, includes historical maps, photographs and handwritten journal entries, giving context to the lives of many citizens from Athens.

“I grew up on Oak Street and had lived on the Eastside of Athens all my life. Maxine had also lived on the Eastside of Athens all of her life. We met at a local restaurant several years ago, and she said, ‘You know, Patsy? We ought to write a book about our side of Athens.’ And I said, ‘Well, I don’t write, but I can help you do that,’” Hawkins Arnold said. “We both realized it was an important part of Athens that had not been written about before, so we decided we would give it a try.”

Although the two had lived on the Eastside, they didn’t have much knowledge of the previous events that had occurred on their side of town, revealing the need for a comprehensive history to be written. “(Patsy and I) spent the summer in the (Hargrett Rare Book & Manuscript) Library, which is one of the libraries at the University of Georgia that has rare books and historic documents in it,” Dr. Pinson Easom said. “I wasn’t deliberately

disinterested in history, but it wasn’t one of those things that drew me. (Then) I started learning the area, about the history (of ) where we are now.”

Fascinated by their discoveries, the pair came to the realization that there was an entire plethora of history about their side of town that hadn’t been recognized.

“There are a number of history books about the Westside of town, but nothing is written about what we call the old first ward, or East Athens,” Dr. Pinson Easom said. “East Athens is where Athens started, so there ought to be a recorded history about (it).”

“Across the River: The People, Places, and Culture of East Athens” starts off by organizing the historical events and monumental sites.

“The first chapter of the book kind of is an overview of early history that started in the 1700s. So, we talked about some of those things that were important to Athens’ beginning that had a connection to East Athens,” Dr. Pinson Easom said.

The book not only expresses the significance of locations on the Eastside, but it also provides information on the people of that area. According to Dr. Pinson Easom and Hawkins Arnold, they worked to ensure that people of all races and struggles were represented in the text, in addition to recognizing the accomplishments of the Eastside.

“We certainly didn’t omit the discrimination that we think occurred to people of Athens of all colors,” Dr. Pinson Easom said. “But our emphasis was on the celebration of the contributions that East Athens made.”

Dr. Pinson Easom and Hawkins Arnold traveled through their hometown unearthing untold stories of native East Athenians like themselves. According

Variety

to Hawkins Arnold, the pair came across journal entries from a variety of people, detailing various aspects of their lives. “(Dr. Pinson Easom and I) got information from all kinds of people. Everybody that we talked to were very supportive and wanted to share their memories and how their family lived,” Hawkins Arnold said.

“One man in particular, (who) shared a lot of his life with us, shared with us a copy of a small book that his sister, who was a schoolteacher, had written. It was priceless.”

Although the two women crafted the book, they needed assistance in collecting visuals and designing the cover. They hired local formatter Kenneth Storey, who had previously worked on similar books related to the Athens community.

According to Storey, there were a few minor challenges with the production of the book, but he was satisfied with the outcome.

“It was so much material involved (with) images, and we had to keep backing up and checking references and photographs to make sure everything was correct,” Storey said. “Considering all that, I was very happy with the way the book turned out. It’s a very handsome looking book, so I’m very pleased with it.”

After six years of research, writing and production, the book was published on July 18. Now that the book is released, Dr. Pinson Easom and Hawkins Arnold hope it will inform readers about Athens’ history and encourage them to embrace their town’s full story. O Above: OUT WITH THE OLD, IN WITH THE NEW: Oconee Street United Methodist Church has existed since the 1800s. In 2014, OSUMC underwent rebuilding following its destruction due to a fire. “We had been (writing the book) for maybe close to a year, and (OSUMC) was Maxine’s church all of her life and there was a tragedy: her church burned,” Hawkins Arnold said. Photo by Luna Reichert. Below: FAMILY HOME: Author Dr. Maxine Easom’s former home stands on Oak Street. According to Easom, when growing up on the Eastside of Athens, she did not learn about her area’s past. “I lived there my whole life, but I don’t know the history about the area,” Pinson Easom said. Photo by Luna Reichert

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Above: COMMITTED COACH: Clarke Central High School head cross country coach Mollie Sherman sits on a bench on the CCHS track on Sept. 3. For the 2019 season, Sherman has great pride for the runners and feels that (success) starts with the top runners. “We have some really wonderful kids who are totally devoted to the program, and that devotion kind of transcends and trickles down into other people,” Sherman said. Photo

by Luna Reichert

Starting with Sherman Clarke Central High School head cross country coach Mollie Sherman is new to the cross country team in the 2019-20 school year.

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he Clarke Central High School cross country team is returning to its roots with the hire of head cross country coach Mollie Sherman, a CCHS alumna, for the 2019 season. Sherman took over after former head coach Alex Holmes left the position at the end of the 2018-19 school year.

Sherman started her own journey with the CCHS cross country team as a sophomore in high school.

“It all started because I woke up one morning over the summer before (sophomore) year, and I was like, ‘Oh my gosh, I need to do something to get in shape and feel healthy,’ and so I went on a run,” Sherman said. “It was probably like a 20-minute run, and it was not anything special, but

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it inspired me to go out for the team, and then I ended up running cross country for the next three years at Clarke Central and I loved it. I was really heavily involved.”

After starting school at the University of Georgia, Sherman came back as an assistant cross country coach in the 2015-16 school year.

“Fast forward a few years, I was a junior at (UGA), and Coach ( Jon) Ward knew I was still in town and reached out to me and asked if I was interested in being an assistant cross country coach,” Sherman said. “He knew my connection to the program, and I jumped on the opportunity as quickly as I could, because I loved it.”

Sherman believes that her previous experience at CCHS helps her better understand the program.

“I think that cross country is a unique sport, and it follows a unique schedule. The program itself has its own family, and I think being a part of it for a few years ahead of being the head coach allowed me to buy into that community, into that family and that feel,” Sherman said.

Previous CCHS cross country head coach Eric McCullough believes Sherman possesses many qualities of a good cross country coach. “(A cross country coach) should be encouraging, but also trying to get (runners) to be more independent, make sure they stay goal-oriented, and try to keep it loose and fun because, with the races and running, it can get pretty stagnant, pretty boring at times,” McCullough said. “You have to kind of mix up what you do, and I think if you do

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that it’d be good.”

Sherman feels that the team has the potential to accomplish numerous goals this season.

“I want every single (runner) to have a positive, meaningful and impactful experience on the team. I want cross country to be something that they want to work hard towards,” Sherman said. “Additionally, I want to see the girls defend their title as the region champions because that was a really exciting thing for the whole team last year. I’d also like to see the boys step back into region (championships).”

Girls cross country team captain Samantha Brodrick, a CCHS junior, believes the team has been revitalized by Sherman’s arrival.

“I think the whole atmosphere of the team this year is just a more positive, excited feeling,” Brodrick said. “We just all seem to support each other and just be excited about the new coaches, which we love.”

“She really encouraged us to get out there and get running, and she really makes me want to go out to practice.”

--BRADEN DELAMATER,

Top: RUNNING WITH FOCUS: Clarke Central High School head cross country coach Mollie Sherman stands on the CCHS track writing on a clipboard on Sept. 3. Sherman started working with the team over the summer to prepare for the 2019 season. “We had a really successful summer.

(For) summer workouts, we had kids come out consistently, from May to the end of July, right up until the beginning of school,” Sherman said. “It’s been really fulfilling to be in the role that I’m in and, of course, it brings new responsibilities and new challenges, but I’m for those and I enjoy it.”

Photo by Luna Reichert

senior cross country runner So far this season, boys cross country team captain Braden DeLamater, a CCHS senior, feels that Sherman’s coaching has given him more motivation and drive.

“Coach Mollie has been awesome because she was there kind of helping out when Coach Holmes was there. But also how it’s been this year, I’ve been going to more summer practices, which has been really helpful for me,” DeLamater said. “She really encouraged us to get out there and get running, and she really makes me want to go out to practice, makes me want to run every day.”

During the 2018-19 season, Holmes led the girls cross country team to a region championship. Cross country runner Kurali Grantham, a CCHS junior, believes that Sherman will have to live up to past years’ accomplishments.

“With the new head coach comes new types of practices, new procedures (and) a new way of running things, but Coach Mollie is doing a great job.

Coach Holmes did a great job last year, so I think we’ll still be pretty successful,” Grantham said.

Brodrick feels that, overall, Sherman’s approach has bettered the team’s culture and skill, setting them up for more achievement than previous years. “(Sherman has) taken a lot of pride in us, which I think really makes a difference. She’s just really proud to be out there with us, and you can tell she loves it,” Brodrick said. O

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Above: LEADING WITH CONFIDENCE: Clarke Central High School head cross country coach Mollie Sherman stands on the CCHS track talking to runners on Sept. 3. Sherman is optimistic for the success of both the boys and girls cross country team for the 2019 season. “I feel very confident about our girls team,” Sherman said. “We’ve had (a) great turnout from (the boys team), both our returning varsity boy runners and our JV guys, and I think we have great leadership on both sides.” Photo by Luna Reichert

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HAZArdous Heat Some Clarke Central High School varsity and JV practices this season have been canceled or delayed due to extreme heat.

D

uring the months of August and September, Clarke Central High School has three fall sports -- football, cross country and softball -- that practice outdoors at the end of each school day. A major effect on how these practices operate is the temperature level.

According to Weather Spark, Athens has an average high temperature of 87 degrees in August, with the hottest times ranging from 3:00 to 8:00 p.m. These hours coincide with the CCHS fall sports practice schedule, which is typically from 3:45 to 7:00 p.m.

According to CCHS head athletic trainer Allison Palmer, CCHS’s training staff uses the WetBulb Globe Temperature ( WBGT) to decide if practice needs to be held back or canceled.

“The ( WBGT) takes into account the gradient air, the ambient air temperature, humidity and the wind speed to give us this number,” Palmer said. “Based on that number, we modify practices. Football is mainly the one that gets modified the most just because of the extra gear. Any sport with gear is required to remove it if it gets too hot. It also has limits on time. If it gets above 90 (degrees), you have to shorten practice by one hour with no gear and no conditioning.”

According to Georgia High School Association By-Law 2.67, if the WBGT is over 92, no outdoor practices or exercises can occur until the WBGT gets cooler.

CCHS head football coach David Perno believes that the GHSA guidelines about heat are hypocritical given that teams can cancel practice, but not games, due to heat.

“The tough thing about it (is) you actually can play in (the heat), but you can’t practice in it. You’re not going to get a game called off, or you’re not going to wear shoulder pads or helmets if it’s 90 something, 92 degrees (at) game time,” Perno said. “It bothers me a little bit that we can play 95, 94 degrees, but you don’t trust us to be smart enough to go out and practice in it.”

Varsity softball player Katherine Sartain, a CCHS senior, thinks that the heat levels during summer and fall affect the softball players negatively, especially considering the gear the players wear during practices. “(The heat) affects us tremendously because we’re in thick pants, socks and t-shirts,” Sartain said. “We have to run around constantly, and (the sun) is beating down on us. There is no shade on the field at all.”

According to an article published by John Hopkins Medicine, athletes need to drink plenty of water and sports drinks containing electrolytes, avoid caffeinated drinks, and wear loose-fitting, light-colored clothes to prevent dehydration.

Sartain believes that players should take responsibility for ensuring that they are well hydrated before practices and games.

“It’s on the players themselves to take the responsibility of taking care of their

BY AJ CARR Sports Staffer

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bodies and making sure what’s going to help them in the long run,” Sartain said. “(Head varsity softball coach Alex Holmes) says for us to eat well throughout the day, drink water and Powerade. Don’t eat any greasy foods or sugary foods, and even during practice constantly drink water.”

To avoid the risk of having practice canceled or delayed after school, the CCHS cross country team often practices in the morning at 6:00 a.m.

Varsity cross country runner James Sunta, a senior, believes that morning practices help the team by getting them out of the extreme heat.

“It’s just an easier way of having a safer practice. We don’t have to worry about the sun and how hot it is because, (during) morning practices, it’s usually pretty cool out. It won’t take that much out of us. It won’t be as hard for us to run,” Sunta said. “We drink a lot of water (and) we always make sure that we get at least some water breaks throughout practices.”

CCHS head cross country coach Mollie Sherman believes that other sports teams can follow cross country’s lead and host morning practices.

“Cross country practices are typically a little bit shorter than other sports. Even though it’s early, kids actually have the opportunity after they’re done running to go home, shower and (are) able to come back to school and start the day,” Sherman said. “Depending on how early a team was willing to start practicing, there’s no reason that they couldn’t get up early, get out there and fit in a two-

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Above: HYPOCRITICAL CRITERIA: Varsity football team tight end Chris Johnson, a senior, drinks water during practice on Sept. 10. Johnson’s head coach David Perno believes that the restrictions of practices by the Georgia High School Association need to be better implemented. “You can’t kill these (players). You got to make sure you’re keeping them hydrated, but (the GHSA) goes from zero policies in June to July 25 and then all the sudden guidelines are drawn,” Perno said. “We can’t even go to football camp down South anymore, or you won’t be able to practice unless you wait till nine o’clock. There’s no way we are able to practice anymore going down there with the guidelines they put on you.” Photo by Luna Reichert

“(The heat) affects us tremendously because we’re in thick pants, socks and t-shirts. We have to run around constantly, and (the sun) is beating down on us. There is no shade on the field at all.”

-- Katherine Sartain, varsity softball player

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hour workout.”

CCHS head softball coach Alex Holmes keeps a careful eye on how his players are doing during practices and games.

“You always want to be very precautionary. You want to make sure that they’re getting plenty of opportunities to get water. I don’t necessarily have a water break fit into practice, but the girls know at any point, it doesn’t matter if you’re in the middle of doing some kind of drill, go get water if you need it,” Holmes said. “I really give them the autonomy to be able to do it on their own and make sure they’re staying hydrated.”

CCHS Principal Dr. Swade Huff believes that protecting players from the health risks of overheating is paramount.

“Safety is our utmost priority when it comes to making sure our players are taken care of. (Palmer) is a trainer here at the school, so she sends an email out to (CCHS and Cedar Shoals High School) to give us an update on the heat index (each day),” Huff said. “There are certain guidelines that we have to follow and coaches are held accountable. If (the teams) cannot go outside, then teams can make alternate arrangements like going to the gym to get some reps in.” O

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Shifts in softball The Clarke Central High School varsity softball team has had 10 different coaches in the past 20 years.

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ver the past 20 years, the Clarke Central High School varsity softball team has gone through 10 coaches, which has caused various effects on the team culture.

Most CCHS softball coaches stay for an average of two years, often leaving players with several coaches over the course of their high school careers. Former head varsity softball coach April Croft was the longest-serving coach, remaining in the position for five years.

“Sometimes people in (coaching) don’t really realize what they’re getting into when they decide they’re going to be a (coach), because they’re so young. The majority of people, they’re under 25.

They don’t realize what they’re getting themselves

BY SOPHIA LONG Sports Staffer

into, and that (coaching) all (players) really means you have to teach all students, and you can’t just pick and choose who you want to teach,” Croft said.

CCHS junior and varsity team captain Abby Allen has played softball at CCHS for four years with two different coaches. Allen believes coaching positions can be hard to fill, especially when the sport is underfunded.

“Clarke Central softball hasn’t always been treated that greatly in terms of funding and the support from the school. So, either some coaches are tired of not getting what they deserved as a volunteer coach, but also because, you know, teachers move,” Allen said.

“We didn’t have bathrooms, we didn’t have running water, the kind of like basic things you need in general we didn’t have, and it was just so embarrassing.”

Croft agrees that the inadequate condition of the softball field hurt players’ and coaches’ morale.

“The original field was built to be a retention pond, so playing on something like that is quite difficult when it rains. I mean, as soon as any amount of rain hit that field, when I was first coaching, it was pretty much unplayable. We couldn’t practice on it,” Croft said. “The condition that field was in is not something that a head coach, or any coach, should really have to worry about.”

According to Allen, the frequent change in coaches, sometimes due to insufficient resources and support, has negatively affected the players. “(In) the transition between coaches we actually lost four starting varsity players because they were scared of change,” Allen said. “(It’s) of course hard

Below: TURNOVER TRIALS: Clarke Central High School varsity softball players (left to right) Brianna St. Pierre, Abby Allen, Kinsey Segars, Lauren Brown and Za’mya Sims sit on the bleachers on Sept. 11. Allen believes the number of softball coaches in the past 20 years has been extremely high.“If you look at any other kind of sport, they have, you know, the same coach for maybe five, six years, which is the normal time for a coach to be there. But in the past 20 years, for the amount of coaches that we’ve had, it’s kind of ridiculous that it almost felt like we had a new coach every year,” Allen said. Photo by Luna Reichert

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on us, because us as players, we needed those people to help us be successful, but that kind of happens when you change a coach. Players are going to leave because they’re scared of change, and it’s just natural.”

The revolving door can have negative effects, but former head softball coach Emily Hulse believes this turnover is familiar to students.

“I’m sure that somebody would like having the same coach, but we have different teachers every year. I mean, it’s just one of those things kids, I think, get used to. It’s just something you have to get used to sometimes,” Hulse said. “If we had somebody who would stay for longer, then we wouldn’t have that problem, but people move on, they do different things.”

Despite the difficulties that come with a change in leadership, Allen believes that new coaches can also bring new opportunities.

“The condition that that field was in is not something that a head coach, or any coach, should really have to worry about.”

-- April Croft, former CCHS head softball coach “(Current head softball coach Alex) Holmes has made us so much better. It’s insane (that) in the span of three months that he’s been coaching us, I’ve learned more from him than I ever did from (Croft) in the four years that I knew her or knew her as a coach,” Allen said. “I have (younger friends) who I feel need the same experiences that I do, and I do not want them to go through what I went through my eighth, ninth and tenth grade year with a coach that wasn’t really invested.”

CCHS Athletic Director Jon Ward believes that the poor conditions of the softball field have been fixed by the recent renovations.

“It was an issue that the softball facility was not equitable to the baseball facility, which is not in accordance with Title IX,” Ward said. “(Along with the new facilities), we also did some much needed work to the field itself, the playing surface. The type of infield dirt was the wrong type, the mound area, the batting box area needed to be upgraded, and so the school district really did a good job, a commendable job, of getting things right.”

According to Allen, the new softball facilities have helped with the overall view of the softball program at CCHS. “(The softball field) was in such bad condition and shape, you know, it was just awful and (people) have been making fun of us and our record and our team, just because of the way the field looks,” Allen said. “( With the new facilities), we haven’t heard anything about how we’re bad, about how our facili-

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Top: HELPFUL HOLMES: Clarke Central High School head softball coach Alex Holmes stands on the field instructing players on Aug. 19. This is Holmes’ first year coaching softball at CCHS and he is excited for the season. “I think this team has the potential to be the best team in school history. I don’t know what the school record for wins is, I don’t know for sure if they’ve ever won double digit games, and I think there’s a very realistic possibility, these girls can win 10 games,” Holmes said. Photo by Luna Reichert. Bottom: STUCK IN THE DUGOUT: Clarke Central High School varsity softball players (left to right) Lauren Brown, Kinsey Segars, Za’Mya Sims, Brianna St. Pierre and Abby Allen sit in the dugout on Sept. 11. Allen has played softball for four years at CCHS and is confident in coach Alex Holmes as the new head coach. “I think Coach Holmes will probably stay at Clarke Central for another two, three years maybe, and he might move on to a different school, because that’s just how teachers go. But I think as long as he’s here, I feel like he’s going to be the softball coach, because of the amount of improvement that he’s made here. I feel like no one would ever want to pass that up,” Allen said. Photo by Luna Reichert

ty sucks, about how our field’s bad, and it’s so much better than being made fun of for something that we couldn’t help.”

CCHS Principal Dr. Swade Huff is not aware of any single variable behind the high turnover rate, but has faith in the new head softball coach Alex Holmes.

“We have a coach now, Coach Alex Holmes, who’s dedicated. He’s very competitive, so we’re definitely seeing a different spirit with our softball team this year,” Huff said.

Ward also believes that Coach Holmes is leading the program in the right direction.

“I think (Croft) had done a tremendous job of kind of turning the program (around) and laying a foundation, and I know with what Coach Holmes

has done, and the start we’re off to, (he) has been another step in the right direction,” Ward said.

So far, Holmes has enjoyed coaching the team and doesn’t want to put a time frame on his position at CCHS. “I don’t plan on leaving. I love (CCHS), being born and raised in (Athens). I love the city, I love the school, I take pride in being a Gladiator,” Holmes said. O

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MATCH POINT Athletes of all skill levels have a right to protest and critique the society they entertain.

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n Sept. 22, 2017, President Donald Trump appeared at a campaign rally in Huntsville, Alabama. While the rally was intended as an ALEXANDER ROBINSON event for then-senatorial Sports Editor candidate Luther Strange, Trump quickly shifted his focus and took aim at the

National Football League. Specifically, he criticized black athletes who knelt during the national anthem as a form of protest against racial inequality.

“Wouldn’t you love to see one of these NFL owners, when somebody disrespects our flag, to say, ‘Get that son of a b**** off the field right now.

Out. He’s fired,’” Trump said.

A media firestorm ensued.

This specific controversy has dissipated over the last two years. Players are kneeling less often and

the President has largely moved on; it is simply no longer at the forefront of the public’s consciousness. There are still questions, however, over whether or not an athlete should be allowed to voice their concerns as they pertain to deep societal issues.

There shouldn’t be ambiguity surrounding one’s right to protest.

Athletes of all skill levels should have an unequivocal right to voice their opinion. While employers can legally fire a person for off-duty behavior, to do so in response to them voicing dissent is wrong and un-American.

There shouldn’t be ambiguity surrounding one’s right to protest.

In fact, telling an athlete to essentially shut up and focus on the sport is selfish. As spectators, we are entitled to nothing more than the game we observe. No one has the right to tell another person how to think, speak or act. We are free to ignore certain perspectives -- but no one can infringe upon another’s freedom of expression. Our country was founded on this ideal.

This is especially pertinent at a time of such high political polarization. There are many problems in our country that must be addressed. Athletes who raise their voice generally hope to constructively contribute to a discussion. They want to do more to better society, and no one should hold this against them.

Athletic activists are performing a civic duty. This should not only be accepted, but should even be encouraged. As long as there are problems to be addressed, and as long as sports are popular in the United States, sports and activism will continue to mix.

As well they should, for the betterment of our republic and in pursuit of a more perfect union.

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Featured: FREEDOM OF DISSENT: Athletes of color have long been criticized for voicing their opinions. Viewers should support athletes who make the decision to speak out on important issues. Illustration by Tomas Dougan

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Star Players0 ODYSSEY Star Players

SEAN LEAHY

TBALL

JV FOO

Grade: 10 GPA: 3.0 Years of experience: I started in sixth grade. It was my first time (and) I really liked it so I kept playing. The (CCHS) team was harder and more intense, but I liked it even more.

Game day ritual: None Favorite memory: I once scored a touchdown against Cedar (Shoals High School) at the end of the game in eighth grade on C-Team.

Role Model: Julian Edelman, he plays on the Patriots.

What coaches say: (He is) Mr. Reliable. He does a lot of things because he’s a punt returner, long snapper and, most importantly, a receiver. So he does a lot of different things for us and is pretty good at a lot of different things.

That’s the kind of kid you look for. And he’s a good athlete. He’s already got two touchdowns (and) two first downs.

-- Stefan Smith, head JV football coach

SEAN LEAHY

CAMILLE FLURRY Grade: 12 GPA: 4.0 Years of experience: 5 Game day ritual: Usually I get one of my teammates to braid my hair, eat a quick snack, listen to music and sometimes I like to like visualize myself on the court in (a) difficult situation.

Favorite memory: Saturday tournaments with my team. It’s always a great time to bond with each other, play hard and eat good food.

Role Model: Lebron James. I’ve kind of grown up with him as my all-time role model. I definitely aspire to have his work ethic and his champion lifestyle.

What coaches say: In the halls she’s extremely polite, but on the court she can be both motivating, encouraging, but also demanding and aggressive. I am challenged by her as a player and as a coach because she wants to get it done the right way and is willing to put in the work.

-- stacey Scott, head varsity volleyball coach Sports

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

BALL

Y VOLLE

CAMILLE FLURRY October 2019

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5

things to know about offensive coordinator Damien gary By damien gary, as told to Mackenzie Caudill

Above: FATHER AND FOOTBALL COACH: Clarke Central High School Offensive Coordinator Damien Gary stands in the CCHS Weight Room on Sept. 16. For his first year coaching football at CCHS, his goal is to reach beyond a focus on creating talented players. “(Us coaches) get so caught up in football. I’m really interested in producing productive citizens in society, in our community. Great husbands, great fathers, great leaders, and of course we push guys to go to do positive things after high school,” Gary said. Photo by Luna Reichert

1. Love for athens and clarke central

There’s so much rich tradition at Clarke Central. Billy Henderson laid the foundation for the community, and I was able to play for him. So, it definitely holds a special place in my heart because it’s meant so much to me and molded me as a man and kinda helped me to get to where I am and the things I’ve accomplished in my life. It was a great opportunity to come home and kind of the same reason I went to UGA, just an opportunity to come home I couldn’t pass up. My son Jalen (is) a senior at Clarke Central, so that was a really big bonus for me to get to coach him.

2. College coaching experience

I was actually just the wide receiver coach the first time I was here. I was fresh out of college, (and) I was still kinda new at coaching, so I was figuring it out all by myself. It was a good learning experience and a good opportunity to grow as a coach and to give back from the knowledge I had gained from playing and being around the community. I left in 2010 and went to Mars Hill college in Mars Hill, North Carolina for two years and ended up leaving in 2012 and going to (the) University of North Carolina, Charlotte, after that from 2012 to 2017.

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3. offensive plans

(I’m) definitely taking the torch. The guys were successful last year, so (I’m) looking to kinda take the torch to run with that and enhance that and win a championship like we’ve always set out to do when we do anything competitive. So, we’re definitely trying to win a state championship. (It will) definitely be versatile, be personnel driven, be multiple, and score a lot of points.

4. former uga Player

I played wide receiver and returned punts. Being a hometown kid, it was definitely all you could imagine being able to play at Sanford Stadium between the hedges, so it was a dream come true. I got a family full of die-hard Bulldog fans so it was really cool for myself and my family to be able to live that experience.

5. clarke Central alumnus

I graduated (Clarke Central High School) in 1999, I coached there from 2005 to 2010, and now I’m back for a second time.

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