Issuu

Northwest Guilford High School

Greensboro, NC

Volume 53, Issue 1, October 2016

FREE

news magazine

WHAT’S INSIDE

Students produce a sci-ﬁ series

Guilford County welcomes new superintendent

54 seasons of football and counting

Got cake? Behind-thescenes of Maxie B’s Black Lives Matter versus All Lives Matter

NORTHWEST HORIZONS STAFF Editor-in-chief Shalini Sharma

Entertainment Editor Jenny Blackburn

News editor Faith Rickerts

Managing Editor Alexis Marvin

Op/Ed editor William Royal

Graphics Editor Tai Van Dyke

Spread Editor Alexis Marvin

Public Relations Manager Zoe Stuckey

Sports Editor Montana Murphy

Web Editor Aidan Bennett

Arts & Culture Editor Maddie Lawson

Staﬀ Writers Alex Cake Titus Kilpatrick Angela Seo Emma Fagerberg

Features Editor Stephanie Mayer

Caroline Buaron

Logan James Jaylen Bridges Gianna Capurso Menna Ibrahim Ragad Alsaid Katie Lee Parrish Contributing Writer Anna Yang Contributing Photographer Catherine Gray Adviser Melanie Huynh-Duc Principal Ralph Kitley Find us online: @NWHorizons

Statement of Policy

Serving as a primary printed and online forum for student opinion, Northwest Horizons publishes four issues each year by the staff at Northwest Guilford High School. The paper is supported through community advertisers. Staff Editorials are unsigned. The stance of each editorial is voted upon in staff meetings, but requires the approval of the majority of the editorial board. All members of the school community are encouraged to express their views. Letters to the editor must be signed when submitted. Visit our website: www.northwesthorizons.com

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October 2016

FRONT PAGE FEED

Life in America as a Muslim: One student shares her story Ragad Alsaid (with contribution from Shalini Sharma) staff writer and editor-in-chief

oming from Saudi Arabia in the fifth grade, I struggled to speak English, and although I could make out a few words, most of it still sounded like gibberish. But language wasn’t the only barrier holding me back from being “normal” in this new country. Though I did not wear the hijab every day, I still followed a dress code and was careful not to wear anything short or revealing. My peers would ask me how I survived, especially in the summer, because I was always covered. But they couldn’t comprehend that modesty is what makes me a Muslim. I choose to dress this way because in my culture and religion, a woman’s body is sacred and it should not be flaunted to the whole world. Culturally, people are ignorant about the dress code and other Islamic ideologies, which contributes to the spiteful racism that many other Muslims and I have experienced. For example, this past summer, my family and I were in Washington, D.C., on our way to the White House when two police officers stopped us. For an entire hour, one officer was questioning us about legal documents while the other was watching our every move. In the middle of the interrogation, one of the officers asked us, “Do you have any weapons or drugs with you that a r e

October 2016

going to hurt our country?” I was outraged because as a police officer, his job is to represent and protect the American people, including immigrants. If that’s what someone with such an honest profession thinks, what must others be thinking? Ever since 9/11 and the rise of ISIS, most people have categorized all Muslims as dangerous and extremists, but that couldn’t be any further from the truth. In fact, the word “Islam” in Arabic translates to “peace,” and the Quran serves as our guide to being good people. One example lies in the verse, “to parents do good, and to relatives, orphans, the needy, the near neighbor, the neighbor farther away, the companion at your side, the traveler, and those whom your right hands possess” (4:36). Most Muslim families, including my own, aid the poor by giving them food and any money that’s left over by the end of each year. Another fallacy associated with Muslims is that all of our women are oppressed by men, who are naturally more dominant in the family. But I can proudly say that I am one of the many living examples of Muslim women who have contradicted this stereotype. I am the first girl in my family to drive, and my dad supported me throughout the whole process. Also, my mom is the first in her family to leave Saudi Arabia; after pursuing a higher education, she now holds a master’s degree in special education and is currently working towards getting her PhD. Even back home, my cousins are granted freedom to explore their surroundings

Photo by Catherine Gray

Senior Ragad Alsaid poses with the American ﬂag to show her love for the country. Many Muslims across the nation have balanced two different cultures and have found pride in both.

alone. At the end of the day, if women are being oppressed, it’s happening all around the world, not just in my country or religion. Before coming here, the “American Dream” I had in mind was something I only saw in movies: green ﬁelds, farm houses and a golden retriever for each family. But now as a senior in high school, my version of the American Dream has morphed into the belief that people who work hard deserve success, no matter what background, gender, religion or race they come from. My teachers and friends have helped guide me toward this American dream, and I am getting one step closer every day. The fact is that because of a select few people, Islam is viewed in a derogatory, stereotypical way. But if there’s one thing you should take away

from this article, it’s that whenever you encounter a Muslim person, dispel any phobia towards or stereotypes against the race or religion. Treat us with kindness and talk to us like we are just people because in this country, all men and women are equal.

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NEWS

Ch-ch-changes: Shalini Sharma editor-in-chief

s first quarter comes to a close, students have already acclimated to their new schedules, new teachers and new friends. However, this year had an added challenge of updated rules and policies, with some being more accepted than others. “Every year possesses new challenges, and we have been working on a school improvement plan to figure out what we can do in terms of achievement,” Principal Ralph Kitley said. One change included getting rid of the senior bell in which seniors were dismissed five minutes earlier from their sixth period class. First implemented several years ago to try and clear the top lot and alleviate some of the traffic, it was never meant to be seen as a privilege. “The perception might be that [without the bell], the traffic has gotten worse, but that’s not the case,” Kitley said. “The parking lots clear out in the exact same amount of time now, and sometimes, it actually used to take longer.” In addition, the bell was removed because it disrupted teachers and students. Most of the seniors were not actually going home and instead were in the hallways, talking to

friends or waiting around for after-school activities. “We started seeing last year, especially, that non-seniors were being let out of class,” 12th grade administrator Ashley Young said. “Also, in the last five minutes of the day, there would be [a lot of noise] in the halls, and it would signal to the underclassmen that class is over. Teachers had a harder time keeping them engaged, and it’s not their fault, but some of them even stopped teaching.” The tardy policy is stricter this year, with the first offense being a warning and the second being sentenced to automatic afterschool detention the day a student is caught. This new consequence serves as a deterrent for students who play sports, have a job or participate in other extracurriculars where attendance is crucial. “Teachers were really frustrated with first period tardies, so we decided to really crack down on that,” Young said. “[The new policy] is awesome; I’m out in the parking lot every day, and I see maybe one or two kids tardy. The whole point is to prepare you for the real world where you can’t be late to college classes, and you can’t be late to a job.” Moreover, senior quotations are now banned in the yearbook after noticing several inappropriate ones from last year’s graduating class. “There was a list last year of certain quotes that represented Northwest in a bad

Students adjust to new policies this year

Photos by Zoe Stuckey

A student leans on his car, waiting for after-school traffic to die down before leaving. Many students believe the cause of the excess traffic after school is because of the removal of the senior bell.

light, so [the administration] just figured it would be best to just remove the quotes altogether,” yearbook editor-in-chief Michael Benson said. The staff also chose to only feature the formal pictures of seniors in the yearbook this year, instead of the full-length, casual ones.

“With the amount of time we’re given to submit the senior section, having to design and place a second photo for everyone led to troubles last year,” Benson said. “As the editor-in-chief, I wasn’t even able to view the final draft due to time restraints, and there were many mistakes. I hope to be able to Continued on page 5

Is Guilford County’s new superintendent Superwoman? How Sharon L. Contreras is adjusting to a new county

Alexis Marvin spread editor & managing editor

he works day and night, figuring out new ways to improve the system. She works tirelessly to make sure you get the education you deserve. She loves you, and she doesn’t even know you. Who is this mysterious woman? She’s Guilford County Schools’ new superintendent. In December of 2015, Maurice ‘Mo’ Green stepped down as superintendent after seven years. He moved on to serve as leader of the Z. Smith Reynolds Foundation in Winston-Salem, an organization that generally aims at improving the lives of those in North Carolina. After he stepped down, Sharon L. Contreras was appointed the new superintendent by a unanimous Guilford County board member vote. Her first day on the job was Sept. 1. A lot of questions have been raised about the new woman in charge. Whom exactly is she, and where exactly did she come from? “I have worked in education for the last 25 years, serving as a teacher, principal, assistant superintendent, chief academic officer and superintendent,” Contreras said. “As superintendent of Syracuse City Schools, I worked with my team to increase student access to challenging academic courses, expand career

Photo by Alexis Marvin

GCS’ new superintendent Sharon Contreras smiles during her “Listening and Learning” tour at Stokesdale Elementary on Tuesday, Oct. 11. She has made many stops at various schools across the county thus far with a goal of visiting all schools in her first 100 days.

and technical education pathways and improve low-performing schools.” The general consensus at Northwest Guilford High School is that nobody really knows who she is, only that students and staff hope she has thoughtful ideas about where to lead the county. In the Syracuse district where Contreras served as superintendent, it came as a surprise to everyone when she left. Syracuse school board president Derrick Dorsey said he was in shock over her

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parting from Syracuse. Dorsey credited Contreras with rising graduation rates in the district, which is why her absence came as even more of a surprise to him. “I have the best job in the world because I have the opportunity to work with students and make a real difference in their lives,” Contreras said. While people may speculate as to why Contreras took the job, assuming that it may have been for the increase in salary from $214,322 to $250,000, she explains

a different reason. “What many people in Guilford County may not realize is that GCS has a national reputation for innovation,” Contreras said. “I could not give up the chance to bring my own ideas and experience to this county to build up on this great foundation. Now that I’ve had a chance to get to know more about these schools and this community, and I can think about all we will be able to accomplish together, I am even more excited.” The values instilled in her, she says, have helped her to grow and become the person she is today. “My first role-models were my parents and grandparents who made education a priority,” Contreras said. “They instilled the value of hard work so that my brothers and sisters and I would get a great education and have the opportunity to go on to do great things. I am so grateful that they advocated on our behalf.” While there is still a gray area around Contreras and what she will bring to Guilford County as the new superintendent, she says she already knows and cares about her students immensely. “Follow your passion, and never allow fear to keep you from pursuing what you love,” Contreras said. “You have so many opportunities in this school district, and if we don’t have what you’re looking for, reach out and let someone know, we will work with you. I love you! I believe in you! I will never give up on you!”

October 2016

NEWS Weighted GPAs and required classes: Why don’t some students take electives?

Stephanie Mayer features editor

ou are sitting at your kitchen table with a yellow registration sheet in front of you. You must mark your choices for next year’s classes, and you’ve been pouring over it for at least half an hour. You love art and want to enroll for the first year of the class, but you also want to be in the top 25 of your class, and taking a CP class won’t help with that. The conundrum of whether or not to take a certain class based on its weight is one that students often come across, and other troubles are often fueled by fitting in the required credits and classes that are needed. However, there are pros and cons to any route one decides to follow. To start, it’s important to know why certain classes are required. Northwest follows a traditional schedule, and there are 22 required credits, six of which are technically electives, that are dictated by the county. Many students have differing opinions on them. “I think that if you want to continue doing a certain class, then you should,” junior Cami Howard said. “I don’t think that you should be required to [take] a certain class.” However, some students see a necessity for these classes and the skills they offer. “If you’re not sure about your career in the future, then you should at least have a well rounded intelligence in multiple subjects, so, that way… you’ll be covered for whatever career path you choose,” junior Sam Revak said. It’s also beneficial to know what purpose a weighted GPA serves. “A weighted GPA is the opportunity to

show colleges, scholarships and other ven“The only [elective] I take is Spanish, but dors that you have taken courses that are that’s basically because it has an AP at the end more rigorous than the regular level, [and] of the course,” Revak said. “So basically, if I that you have heightened your course of were interested in a class, I actually probably study by taking the classes that are more dif- wouldn’t take it, because AP credit is worth ficult,” guidance counselor Stacy Gar- more, and I care more about my GPA than I would about an honors course of something ner said. where I’m interested.” There seems This case is simito be somewhat of a consensus that taklar for many ing AP classes shows that students pursua student is seeking out ing a a challenge and will face harder work than that of high class an honors rank. They or CP opt out of an course. It elective they does typically want to take take because it’s not more an AP, instead effort choosing to get subjects to an A bring up in those their GPA. classes, so Congetting that versely, credit in students your GPA like can be a fair thing Howto have. ard A pile of textbooks sits under a graduation cap. In order to mainA and w e i g h t e d tain a high GPA, students take strenuous amounts of classes senior GPA is also with a lot of course material to cover. Photo by Stephanie Mayer Ryan a crucial Rivera, proponent who are of the life of a student who aims to be the taking yearbook and chorus respectively, valedictorian or salutatorian or to be in the choose to, instead, follow the courses in top 25 in his or her class. Students like Revak which they have an interest. view taking AP classes as a necessity. “[Chorus is] just a fun class, and I enRevak’s efforts to get a high GPA show joy it,” Howard said. “If you enjoy the through in his class choice. class, then you should be able to have fun

in it, and it doesn’t matter what weight it is.” According to Garner, all APs are not necessarily what colleges are looking for. “You have to look at the academic rigor of the college and their admissions, and if they’re a highly selective school, then yes, you may need some AP classes,” Garner said. “But on the flip side, I think that a student that is very strong in band or chorus that takes up that space every year in their schedule and not AP classes, they’re just as competitive because they have taken a certain realm of classes.” Those students who invest their time in electives can also be seen as extremely viable contenders to attend a high-ranking school. The same can be said for just putting focus on a few AP classes. “I always say the difference of quality versus quantity… You don’t need to take a thousand AP classes if you’re going to make Cs and Ds in them; you need to take what quality you’re meant to take,” Garner said. Decisions made in high school play a pivotal part in the rest of one’s education. Most students aim to choose careers by junior or senior year, but sometimes, the exposure they get may not be enough. “I feel like we’re weighed down to what society thinks we should do,” Rivera said. “It puts limitations on us, which is why we have seniors or graduates that don’t know what they want to do with their life, because they didn’t get the chance to figure that out.” Class weights may discourage students from enrolling in the courses they want, and required classes take up a lot of space in one’s schedule. There is no one right way to go about taking classes in high school, because it really depends on the student and what they have planned for his or her future.

Changes, cont. from page 4

make a near-immaculate section this year, in which every student is satisfied with his or her photos.” Furthermore, delayed start, which has been on Mondays for several years, is now moved to Wednesdays. “We felt like on Monday mornings, kids weren’t taking advantage of tutoring because it usually isn’t the first thing they think about,” Young said. “Having delayed start in the middle of the week, teachers and kids have been in class for a couple days, and there’s more time to prepare.” Finally, there are 66 more students enrolled at Northwest than what was originally projected, leading to larger class sizes and two new teacher allotments. Some teachers have given up their planning period to take on an additional class such as science teacher Steven Russillo and English teacher Monica Clark-Franceschini. “I’m a little bit more tired at the end of the day [without a planning period], but it’s not as grueling as I thought it would be,” Russillo said. “Plus, I’m getting paid extra, so it’s worth it.” Throughout all the changes, the administrators had a hard time trying to please everyone, but they hope that the school will benefit as a whole. “I like to be known as a student-centered principal because I love my kids, and they are why I do what I do,” Kitley said. “But I don’t want students to think we’re just making rules to punish them. I want to do what’s best, and I want to do what makes my kids happy, but I have to balance that with what’s right and what’s the most conducive to learning.”

October 2016

CHANGES AT A GLANCE

• No Senior Bell

All students are dismissed at 3:50 p.m.

• Delayed Start Wednesdays

Instead of Delayed Start Mondays

• Increased student allotment around 2,100 students are enrolled this year

• No senior quotes

Yearbook must omit due to inappropriate quotes last year

• Stricter tardy policy

to cut back on students who are late to first period

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NEWS

Northwest welcomes

new staff members

Logan James & Anna Yang staff writers

Parker Frazier

Position: EC assistant Inspiration for becoming a teacher: Wanted to work at Northwest. Why NW: “I went to Northwest so I love it here, [from] everything I’ve heard, it has always been a great school to work at.” Hobbies: Going to Lake Norman Favorite holiday: Halloween

Kristin Peele

Position: Foundations of Math 3 and Math 2 Previous experience: 15 years of teaching. Has taught elementary school, middle school, high school and college. Inspiration for becoming a teacher: “When I was little, I would set up my stuffed animals, and my little sister and I would ‘teach’ just about every day.” Why NW: “I heard very good things about the school, and I have a daughter that will go here.” Hobbies: Spending time with family. Favorite holidays: Halloween and Christmas

Kevin Green

Position: assistant director of band Previous experience: Taught band at Oak Hill Elementary Inspiration for becoming a teacher: “I figured it out in high school; it was my senior year and I started to realize that a good 80 to 90 percent of my time was spent in the band room.” Why NW: The position was open Hobbies: Playing basketball, part-time photography Favorite holiday: Christmas

Patricia Alen

Position: ESL to native Spanish speakers Previous experience: Spanish teacher since 2003. Originally from Uruguay. Inspiration for becoming a teacher: She is a second-language learner and knows the importance of being able to speak a language. Why NW: “I’ve heard a lot of great things about Northwest, not just academically, but the environment is very positive as well.” Hobbies: Walking, crocheting Favorite holiday: New Years

Hannah Wince

Position: Chemistry Previous experience: Has taught chemistry, physics and anatomy at several schools. Inspiration for becoming a teacher: “I love working with the kids.” Why NW: “I live really close.” Hobbies: Baking, running, coaching track and volleyball Favorite holiday: Thanksgiving

Chrystie Wear

Charlotte Kirwan

Position: honors world history and civics & economics Previous experience: Two years of teaching. Has taught previously at Wilkes Early College. Inspiration for becoming a teacher: “I’ve always loved my history teachers in middle and high school. It’s something different than sitting at a desk doing a 9-to-5 job.” Why NW: “It’s a great school, great location, everyone is really nice and I get the chance to coach JV field hockey.” Hobbies: Playing sports and anything outside Favorite holiday: Easter

Natalie Strange

Position: Media Specialist Previous experience: Strange started her career at Northwest, and has since been teaching for 16 years. Inspiration for becoming a teacher: “I had been an English and drama teacher, and I was spending a lot of my time helping students and teachers with technology. I was also frustrated with the restrictions placed upon English teachers as far as what literature we could teach.” Why NW: “It’s my first library, and my husband is a teacher here, so we enjoy working together.” Hobbies: Taekwondo Favorite holiday: New Years

Donald Walter

Position: Honors orchestra, concert and string orchestra Previous experience: Has taught orchestra for 23 years and band for nine. Inspiration for becoming a teacher: “A TV sitcom called WKRP in Cincinnati which had a great teaching moment from one character Venus flytrap to a neighborhood kid who was in a gang.” Why NW: “It’s a great school, a school I want my kids to go to.” Hobbies: Disc golf, taekwondo, playing music outside of school for UNCG Favorite holiday: Christmas

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Katherine Beach

Position: Latin I & II Previous experience: Previously taught at Trinity Academy Inspiration for becoming a teacher: “I really loved history and I really loved literature, and I decided that Latin was a nice cross section between both of those.” Why NW: “The administration seems very nice, as well as the students” Hobbies: Cooking, gardening and reading Favorite holiday: Christmas

Position: special education Previous experience: Five years of teaching. Has taught at Kernodle Middle School and Greensboro College Middle College. Inspiration for becoming a teacher: “There was a need coming out of college for special ed teachers, and I had personal experience in my family.” Why NW: “My children will come through this school.” Hobbies: “Whatever my children are doing, which is currently baseball.” Favorite holidays: Christmas, Halloween and Easter

October 2016

OP/ED staff editorial

Academics are overemphasized in high school

P calculus followed by AP English followed by AP chem. Any high-achieving Northwest upperclassman knows the academic pressure to take and excel in rigorous classes. Doing so yields a higher GPA and ultimately, acceptance into a competitive college. However, are we doing ourselves more harm than good in the long run? How does calculus and obtuse literature actually contribute to our success in the future? “I feel like school focuses on areas that would be good for college but not necessarily real-life type things,” senior Sam Crockett said. According to the National Education Association (NEA), students should complete 10 minutes of homework each night per grade level.

This means a maximum of two hours per night by senior year. However, according to a poll of 100 students (25 students per grade level), the average amount of time Northwest students spend on homework is 3.3 hours per night. And what exactly are we studying? How will that make us prepared for adulthood? “School teaches us to learn and memorize things for tests/quizzes, but no one [prepares us] for life when we graduate,” senior Shelby Sweeney said. “’Smart’ has been drilled into our brains to mean ‘intelligence’ pertaining to grades rather than knowledge of life.” Let’s juxtapose the realities of a high school student to those of a productive, working adult. High school student: Memorizing Avogadro’s constant.

Adult: Keeping a budget. High school student: Reading 154 Shakespearean sonnets. Adult: Paying a mortgage. Therefore, with the imminent realities of adulthood being of a more pragmatic nature, shouldn’t high school at least try to strike a balance between advanced academia and life skills? Perhaps not, at least according to the banks who are beneﬁting from student ignorance. According to the Institute for College Access and Success, 61 percent of North Carolinians currently carry, on average, $25,000 in student loans. The average household carries approximately $15,000 in credit card debt. Obviously, there is no AP class in high school that teaches students the importance of being debt-free.

Therefore, we feel Northwest students, and high schoolers everywhere, deserve a reduction in busy work, less academic pressure and more instruction of hands-on life skills. Ask yourself these questions: Do you know how to balance a checkbook? Can you plant a garden and grow your own food? Do you know how to sew? Do you understand the importance of 20-percent down on a 15-year ﬁxed mortgage with an APR below 5 percent? What’s the ideal credit score? If you answered “no” or “I don’t know” to any of the questions above, then it is apparent that high school is not serving its purpose in educating students for true success in the real world.

These colors don’t run: What’s wrong with the Gadsden flag? William Royal op/ed editor

hat flag do you think represents your views and feelings? Many Americans would instantly respond, saying that the Stars and Stripes represents them, and they have grounds to do so. We live in a wonderful country with extraordinary rights granted to our citizenry. However, many around Northwest would say that the Gadsden, “Don’t Tread on Me,” flag represents feelings of patriotism and nationalistic pride. In September, Principal Ralph Kitley was compelled to remove the flag from Northwest football games due to encouragement from the central office of Guilford County Schools that it would offend fans-a sad reality for such a beloved flag that brought together a country in its formative years. For many, this action is close to what they would consider censorship. “I don’t know where the controversy is,” Prinicipal Ralph Kitley said. “People complained about the football team flying the Gadsden flag in a game, and [GCS] told me that Northwest officials are not to display the flag because it’s been tied to partisan political groups.” However, now that we live in the Age of Outrage, even once loved icons are being castigated as “racist” and “offensive” by the liberal media and their corporate influences. Symbols that we never knew would offend anyone are now being shown as racist and offensive to some particular minority group. All the way back in the American Revolution, this flag was used as an early rallying cry for independence from the British Empire. Before the American flag was widely used, this banner was used by many local militias and riflemen as they waged a guerilla war in the 13 Colonies against forces of the Crown. “To me, [the Gadsden flag] stands for patriotism and freedom when we display it,” senior Jake Rezek said. “We are paying tribute to the men and women who have paid the ultimate sacrifice in our country.” While Kitley had no choice than to honor the wishes of Guilford County Schools,

October 2016

Photo by William Royal

Senior Jake Rezek poses with the Gadsden ﬂag, a subject of much controversy around Northwest. Hailing from the Revolutionary War era, the meaning of this ﬂag varies from student to student.

there should have been more insight into what the students might want. Democratic input does not hurt your cause for social justice and tolerance, something that many Americans accept in theory but reject in practice. “When you go against free speech, you end up with this culture of false safety,” Rezek said. “It’s a false sense of ‘everything will be okay.’ President Obama won’t say the words ‘radical Islamic terrorism,’ and that aids the [negative] stereotype that Muslims are terrorists because people have no idea what is actually going on.” As a general idea, the “culture of outrage” in the United States brings up an irrational fear of offending somebody, anybody that might ﬁnd fault with what we once thought unique and thoughtful. Whites and males are criticized every day over supposed “White Privilege” and “Male Privilege” by the Black Lives Matter and feminists. These groups are hypocritical in that they say that they’re against fascism and oppression, then turn around and shame opponents to their ideology by labeling it “hate speech.”

The West and the United States created the very culture to actually make sure that grievances like the one against the Gadsden Flag could be aired without fear of prosecution. The United States, and its longstanding culture of tolerance gave birth to the feminist movement and the fight for civil rights for Black Americans. However, in 2016, it seems that we have gone too far in this respect. We are too keen to the censorship of anything that may outrage a “social-justice warrior,” and average, everyday citizens are to blame when this happens. We shouldn’t live in a world where we are afraid to express ourselves due to a fear of offending someone. Our lives and our sacred belief in what we hold to be important are more important that the feelings of feminists on Tumblr and Black Lives Matter rioters that are trying to start a race war with their divisive behavior. “The flag draws a line between the government and the people,” Rezek said. “Benjamin Franklin described the flag as ‘If you don’t attack, I won’t.’ Today, I feel that goes

along with the citizens having a duty to fight back against a tyrannical government.” In the America we live in currently, there is an overwhelming sense of division between races and ideologies. We have to encourage a return to unity between all races by not listening to outlets like Black Lives Matter, who are actually trying to start a race war with their rhetoric towards whites and police officers. Hateful ideologies like Black Lives Matter and third-wave feminism have, time and again, tried to erase history. For example, many Confederate statues and flags were vandalized and taken down by overly sensitive whites and the terrorists of Black Lives Matter. The Gadsden flag is a part of the many symbols that make up the pride of nationalism for Americans that aren’t afraid of offending others with symbols that had nothing to do with hatred or bigotry. The “culture of outrage” has gone too far in the United States, and the only way to stop the outrage is to resist censorship of free expression and speech. “The Gadsden flag means a lot of different things to a lot of people,’ Kitley said. “Obviously, it has nothing to do with where we live, because it is being used by many different people and groups throughout the United States.” As respectable people of good faith and character, we must stand up for our rights, and our sacred honor and duty as Americans. We’ve gone to the moon, won two World Wars and ended slavery. Do not let the forces of political correctness and cultural Marxism tarnish that legacy. The Gadsden flag, whether you like it or not, has a right to exist and be displayed without fear of it being taken down. The establishment and the forces of political correctness are practicing a form of Orwellian revisionist history, where they can edit actual events to fit their agenda. Do not let them edit the history that made our country so great. Principal Kitley is not to blame for doing his job. The central office of Guilford County Schools overstepped its responsibility to respect students’ rights by censoring this symbol of nationalism and pride.

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OP/ED

Head-2-Head 2

Black Lives Matter or All Lives Matter? Tai Van Dyke graphics editor

hots are fired. On a grainy police dash cam, a man lies dead in the road from being shot by a police officer. His name was Terrence Cruthcher. He was black and 40 years old. He was unarmed. He had a family. And most importantly, his life mattered. Within the past few years, incidents similar to this one have sparked an increased conversation on black lives in America. One result of this conversation is the “Black Lives Matter” movement. Initially created in 2012 in response to the death of Trayvon Martin, “Black Lives Matter” was created by Alicia Garza, Opal Tometti and Patrisse Cullors. Gargza describes the movement on the official “Black Lives Matter” website as being an “ideological and political intervention” that acknowledges the dignity of the black community even under systemic oppression. Ultimately, the movement is discussion-based. “Black Lives Matter’ is a movement that’s trying to encourage others to see all the police brutality and other things that have happened to black lives and to acknowledge that it’s not okay,” senior Drew Royster said. Racial profiling disproportionately affects African Americans, and, in regards to the size of their population, blacks are 2.5 times more likely to die at the hands of police brutality than their white counterparts. “America doesn’t need to be in that spot,” junior Sadé Ford said. “Racial profiling-- it’s just a really hard thing to think about, knowing that when I go to college I could be pulled over for looking this type of way.” As “Black Lives Matter” started to gain prominence, many people, especially online, started responding with “All Lives Matter.” Of course, all lives do matter. The issue is that, as a movement, “Black Lives Matter” focuses on discussions on struggles faced by the black community. Often, “All Lives Matter” ends up taking the focus away from those discussions. It also tends to create the notion that “Black Lives Matter” is a separate team that cares only about black lives. “There’s [this] side of all lives matter where it’s a platform for hate groups who are basically preaching that we’re stomping on other lives and that we’re only glorifying black people and invalidating other lives,” Royster said. “That’s not what ‘Black Lives Matter’ is.” When the Paris bombings occurred, people were quick to say “Pray For Paris.” Hardly anyone argued by saying that “All Cities Mat-

ter.” It was understood that there was an issue that was more specific to Paris, and that Parisians and their supporters were not out to invalidate other cities. Yet, when someone goes out and says “Black Lives Matter,” he or she often meets opposition. It becomes evident that there is a problem where society at large still weighs black lives as being less important. “If it was an all lives matter thing than why should it matter when you’re saying that black lives matter?” Ford said. “Black Lives Matter” has its roots in nonviolence. Within the past years, protestors have typically supported their cause through marches, writing, speaking and art. “I’d say it’s a pretty peaceful movement,” Royster said. “Overall, I’ve only seen peaceful protests and [activists] trying to get their message across.” However, recent events in Charlotte stirred controversy when a peaceful vigil escalated into violent riot, with the North Carolina National Guard being called in. The vigil was held for Keith Lamont Scott, a man who was placed in critical condition after what many believed was a police-related incident. Most of the protestors fled after police officers attempted to disperse the crowd with stun grenades and tear gas. Unfortunately, an angry mob stayed behind, causing harm to civilians, officers and property. “There are some bad people in ‘Black Lives Matter’ who do violent things, call for violence against police officers, and loot and things of that nature,” social studies teacher Jim Thompson said. “They are not the founders of the ‘Black Lives Matter’ movement. Also just because there’s a few bad ones doesn’t mean we should demonize an entire movement, just like because there’s a few bad cops, we shouldn’t demonize the entire police officer population.” Also, ‘Black Lives Matter’ is not an organized terror organization. Members who have caused strife tend to act alone or in separate mobs. It would be extremely unfair to judge the majority of the people in the movement, who do no harm, based on the actions of a few. At its core, “Black Lives Matter” is not about invalidating other lives or about causing violence. It is about providing discussion and hopefully for finding solutions to relevant and important issues. “We can’t solve these problems by saying our team, their team.” Thompson said. “That’s it, as if we’re rival football teams. These are humans’ lives. This isn’t about winning a game.”

8 www.northwesthorizons.com

Josh Jones staff writer

lack Lives Matter (BLM) is a phrase that many have heard and that few understand. So, what does Black Lives Matter really mean? The movement’s official website states that it is “working for the validity of black life” and “working to rebuild the Black Liberation movement.” Furthermore, diversity, restorative justice, globalism and loving engagement are the movement’s “guiding principles.” However, nothing about non-violence or being peaceful could be found under the “about us” tab, which contradicts the claim that they are “rebuilding the Black Liberation movement,” originally started by Dr. Martin Luther King Jr., who advocated so strongly for peaceful protests and nonviolent activism. So, does BLM actually fight for black civil rights, or is it just a self-segregating group contributing to racial strife in America? Some students don’t take the movement seriously. “It’s a joke,” senior Titus Kilpatrick said. “I think they’re just perpetuating this idea that cops are looking to blast as many black people as they can.” Based on the movement’s response to police shootings, it appears that violence is deeply rooted in its organization. For example, Aug. 14, BLM supporters rioted in the streets of Milwaukee, looting stores and destroying property. A video was posted, with rioters using expletives and encouraging others to target and beat up white people. In Dallas, gunman Micah Johnson justified killing five police officers because he was “angry on behalf of Black Lives Matter,” not to mention the recent riots in Charlotte. Many believe that violence is not the answer when it comes to protesting. “There’s a better way to do it, because all you’re doing is fueling the stereotype,” English teacher Sarah Hutchinson said. According to 2014’s FBI data, 90 percent of black homicides were committed by other blacks. Why doesn’t BLM acknowledge this? If black lives really mattered to the movement, wouldn’t it be interested in stopping what takes the most black lives every year? In wake of young black men being killed by cops, certain groups and organizations have taken the liberty of presenting the families of the deceased young men on stage, to gain sympathy. Why don’t they bring up the

families of dead black cops that were killed by black men? Or the black mothers who lost the lives of their son to gang violence and crime by other young black people? “The media picks and chooses what [it] want[s] to show,” English teacher Ashley Scott said. “You only see what’s going to promote [its] personal agenda.” It might appear that BLM has the backing of the mainstream media, considering there is no negative reporting against the group. In Charlotte Sept. 20, a black man was shot and killed by a black police ofﬁcer who thought he was armed. Although family members said he was only carrying a book, a gun was, in fact, found on the scene. In response, protestors created so much chaos in the city that North Carolina was declared a state of emergency, bringing in National Guard and state troopers to quell the riots. As a black, Christian woman, Northwest’s Career Development Coordinator Keesha Sinclair says she believes “that we should love, no matter race or color” and that black lives as well as all lives matter. On a CNN interview, black Milwaukee sheriff, David Clark, referred to BLM as ‘purveyors of hate,” and that they “preach vile and hate in the name of virtue.” He later goes on to say that he “condemns them like he condemns groups such as the KKK” and that “there is no place in American discourse for that sort of vile and vitriolic hate coming out of this ideology.” Therefore, it would seem that not everyone--black or white--buys into what BLM is preaching. Not that they don’t believe black lives matter, but rather that the movement itself is corrupt and full of hypocrisy. Preaching about how black lives matter, then turning around killing each other, killing cops, who are also black, and rioting and destroying neighborhoods where black people live and own businesses is hypocritical. It is pretty clear that BLM needs a lot of work and internal improvements. Even more so, we as Americans need to band together. We should stop looking at skin color, and realize that our lives as people matter. It’s our responsibility to care for one another, and it’s our fault that such a hateful and violent group came about in the ﬁrst place. God created us all as equals. The life of a human being is the life of a human being. Society needs to stop worrying about black vs. white and rather worry about whether all people have the same inalienable rights.

October 2016

OP/ED

Election

‘16

This presidential race is unprecedented: A businessman or a woman will be America’s next Commander-in-Chief. What do Northwest’s students have to say about each candidate? Menna Ibrahim staff writer

We asked, you answered. Who would YOU vote for?

etween 14 and 18, the average Northwest student attempts to learn how to manage time, cover pimples and juggle sports or after-school activities with an education. Adolescence is stressful enough as it is, but being an election year, students must also learn to develop an educated opinion on the U.S. presidential nominees: Republican Donald Trump, Democrat Hillary Clinton and Libertarian Gary Johnson. Approximately 75 percent of high school students are unable to vote in this year’s election, but the majority have already chosen a side, or as sophomore Shyvonne Potter put it, “the lesser of two evils.” Whether raised into a conservative, liberal or moderate family, Northwest students have come to the agreement that this election is the “wildest” they have ever witnessed. “ O n e ’s crazy and the other one’s orange,” sophomore Emma Cook said. Despite her progressive views, Cook claims that if she had the chance, she would cast her vote to the independent party. One thing she’s firmly against: “Don’t build the wall,” Cook said. Like Cook, many students find it difficult to support Donald Trump due to his approach on immigration and foreign policies. Between building a wall to prevent illegal immigration to temporarily banning Muslims from entering the country to develop different vetting procedures, all eyes are on Trump for the next eccentric statement. “He says, ‘we’re going to make [America] great,’ and I really don’t see any other ideas,” senior Emma Brame said. Yet some are able to look past the wall and focus on matters that could possibly make him the man for the job. “Trump’s ideas aren’t perfect, but they make more sense,” junior Chris Gillert said, who has been supporting Trump since the race began. “He plans to return [our] jobs.” Sophomore Ethan Bailey and senior Logan Lukhard agree that there should be more regulations on immigration, but they say their views are not nearly the same as Trump’s. Others, like junior Megan Brewer, would

“

vote for Trump because of the emphasis he puts on the military. Meanwhile, Clinton has been criticized for keeping important matters private, such as her health and personal emails. However, with a large merit of achievements, experience behind her name and her emphasis on women’s rights, many agree that she is indeed, “the lesser of two evils.” Junior Lindsey Nelson says that although she is not in favor of either, Clinton is by far the better choice. Nelson lists Clinton’s policies on education as a main reason to vote for her. Coming from a liberal family, Nelson states that she was hoping Bernie Sanders would make it further than he did, but his endorsement of Clinton allows her to believe that “she might not be that bad.” Many also state that due to Bill Clinton’s term in office, it is easier to latch on to Hillary Clinton because it’s not hard to predict how her term will play out. “Everybody likes Bill so they’ll probably like her,” Brame said. Others claim that it’s about time the US finally elects a woman to power. “I think it might help a bit,” Brame said. When given a world of choices on whom they would rather be president other than Hillary Clinton or Donald Trump, a fair majority pointed to runner up Democratic nominee, Bernie Sanders, while a few others prayed for Kanye West. Northwest is a school full of diverse backgrounds and stories of various struggles, so it is not always easy to pick out a thread of likeness, but in this case, almost every student cited their influences on political issues to a family members and friends. “My cousin talks about it all the time,” Brame said. “He likes to see both sides, so he likes to explain both sides.” Many also included teachers Jim Thompson and Scott Bennett as an influence to which political party they fell under. “My civics teacher last year got me to lean more liberal,” Potter said. No matter what the choice is, someone unpopular is going to enter the White House in January 2017. “There are tons of scandals on [both ends], but neither want to admit to anything,” Brewer said. “No matter who you support, it just seems like they’re both more concerned with fighting each other than doing something.”

One’s crazy, and the other one’s orange.

“

sophomore Emma Cook

What issues are most important in this election?

Poll by Menna Ibrahim

In an online poll conducted in early October, 88 percent of responders were Northwest students, 5 percent were Northwest faculty members and 7 percent were parents of Northwest students. The results suggest that Northwest leans Republican with a primary concern about Islamic terrorism.

October 2016

Man on the Street Addison Highfill Grade: 10 Position: Johnson “Gary Johnson should have been able to debate. [Donald and Hillary] are both dumb, go for the better option.”

Jessalyn Gullett Grade: 11 Position: Nobody “I would probably not vote for anybody because both candidates are terrible.”

Mary Beth Greene Grade: 9 Position: Trump “I would vote for Donald Trump because he has an outgoing personality and he gets things done. It’ll be interesting to see who wins.” Photos of the candidates were taken at North Carolina rallies and contributed by senior Ally Burcham and AP government teacher Jim Thompson, respectively. Photos of above students by Emma Fagerberg

www.northwesthorizons.com 9

Spread

Come w to Max Alexis Marvin and Katie Lee Parrish spread & managing editor and staff writer

uthor Emma Donoghue once wrote, “If I was made of cake, I’d eat myself before somebody else

could.” If you’ve ever been to Maxie B’s on Battleground, you know just how true that statement may be. Homemade cakes of all flavors, shapes, colors, and sizes--it’s almost like heaven in there. Maxie B’s hasn’t always been Maxie B’s, though. It began as a frozen yogurt franchise in 1985 known as I Can’t Believe It’s Yogurt! So how did it become a cake shop? “We originally started out as a yogurt franchise back in 1985 and then in about 2001 or 2002 we actually branched away from that and became its own independent enterprise,” café coordinator Abby Nettesheim said. The store owner, Robin, began receiving requests for cakes years after the yogurt shop opened. She had two pugs named Max and Bitterman that brought inspiration for the name of Maxie B’s. And thus, a new shop was born. The dynamic of the shop may come as a surprise to customers; people don’t have

assigned roles, but r job to job each day. “The good thing body does somethi body chips in,” Net The process of m grueling, and the shop to be complet “Everybody has just one person just a cake,” Nettesheim rate process to it. I days to actually get here.” The cakes go thr “phases,” such as m decorating. There a throughout the sto tasks, whatever they the day. “It’s a lot of han make sure that it’s pecting,” employee supposed to look a hands and eyes loo they go out to the c Going through t lot of possibility for “Rotating throu you see the entiret than remaining foc

with me xie B’s

rather move around from . g about the shop is everying different, but everyttesheim said. making a cake is long and cake travels around the ted. their hands in it and not bakes, ices and decorates m said. “It’s a whole sepaIt takes quite a couple of something done around

rough what the staff calls mixing, baking, icing and are employees stationed ore doing one of these y have been assigned for

nds it travels through to what customers are exe Candis Rose said. “It’s a certain way so a lot of ok at our product before customer.” this process eliminates a r mistake. ugh different roles helps ty of the bakery, rather cused in one role for the

Spread

whole time you are here,” Rose said. “It also allows for you to have more of an experience of how things are made, how the process goes and how its supposed to look as it goes out to the customer.” After going through the process of actually baking and icing the cake, it goes in the hands of the decorator. Maxie B’s has a team of four decorators, and everything is hand made, from the fondant to the calligraphy one can see on specialty cakes. The shop has a high volume of requests for cakes, and sometimes customers call cakes in last-minute. “We have the ability to offer a cake to a customer same day. Customers can walk in and pick up a cake like that,” Nettesheim said. “Normally on Fridays and Saturdays and Sundays it is fully stocked. There’s cakes sitting on the shelves, but on the floor--we are fighting for space in here.” The long process of baking, icing and decorating a cake to perfection certainly pays off in the eyes of the customers. “I love Maxie B’s because it’s an awesome environment to hang out with friends while eating,” junior Capri D’Souza said. “They have really good foods at their bakery, and my favorite is the strawberry buttercream cake.”

Photos by Alexis Marvin

SPORTS

Taking the next step: Northwest athletes engage in the college recruitment process Senior Thomas Hennigan- Football For Hennigan, football scouts from Appalachian State University attended several Northwest games and expressed interest in his talent. “They came to the school and introduced themselves and about a month after that, they offered me a scholarship to play football,” Hennigan said. College scouts from various colleges will watch out for prospective talent on high school playing fields. “They get in touch with the head football coach and then try to build a relationship,” Hennigan said.

Maddie Lawson & Angela Seo arts & culture editor and staff writer

ollege recruitment for sports begins as early as sophomore year. Students show interest in playing at the next level and several colleges show interest in them. Here are several Northwest students pursuing their dreams of playing a sport in college. Sophomore Cayla King- Basketball King plays basketball and strives to play Division I in the ACC. “I really enjoy playing,” King said. “I’ve seen college basketball games, and I think I can play,” King said. King has attended showcases like Brandon Clay, Under Armour Nationals and Peach State Tip-off Classic in Georgia; Battle in the Boro and Real Deal in Tennessee; and Summer B-ball Playoff and Deep South in North Carolina. “The most difficult part about the [college recruitment] process is making sure you call [recruiters] back and show that you are interested,” King said. “It is also very time-consuming because some of the phone calls last 45 minutes, and you have to go to the gym every day.” Senior Sierra Tolley- Field Hockey Tolley, a field hockey player, started her process by finding all the college coaches’ emails. She then sent them a biography and videos of her playing in high school or outside of recreational games. “I thought it was so difficult figuring out where I wanted to go,” Tolley said. “What was too far, or what was too close.” She’s been working for three years in order to get a college offer to play the sport she loves. Ultimately, Tolley decided to attend Hofstra University in New York, and she is committed to playing Division I field hockey. “I’ve been playing for 11 years, so why not just keep going?” Tolley said.

Photo contributed by Cayla King

Sophomore Cayla King (middle) poses with her teammate sophomore Elizabeth Kitley (left) and High Point University coaches on a college visit after receiving a Division I offer. High Point is one of the many Division I schools to have offerered Northwest studentathletes a scholarship.

school. However, according to Clary, ACC schools often recruit from northern states rather than the South, so his first step was to find a travel team that played up north. “Over the last two years, I’ve gotten a lot of exposure to college coaches at different tournaments with my team,” Clary said. “In addition, [my family and I] were very consistent in communicating with various colleges through email.” Sophomore Landon Clary- Lacrosse Clary has been able to play in several big laClary’s dream was to play lacrosse at an ACC

crosse events such as Showtime, which according to him is the most prestigious high school lacrosse showcase, UNC FROSH camp and Nike Bluechip. “The average college has 12 lacrosse commits per class,” Clary said. “I [kept] track of how many slots each school had left. Those slots go very quickly.” Clary has recently received a verbal offer from Syracuse University and hopes to play there in the fall of 2019.

Senior Tegan Dean- Soccer Dean says she was unsure whether she wanted to play soccer in college and said that the most stressful part was figuring out where she wanted to be. Like many other students, she attended college ID camps at many NC schools and emailed coaches. “You can’t just depend on going to show cases and coaches coming to you; you have to venture out on your own,” Dean said. “It’s all on you.” Eventually, coaches expressed interest in her abilities. “[The Lees McRae coach] said that he was really interested in me and that he was going to come to my showcase game,” Dean said. “I was really excited and freaking out about the whole thing… he gave me a scholarship offer, and I was like, ‘Oh my God, this is awesome.’” Many things have to align for a student to get into the college of his or her dreams to play a sport. Former college athlete, now teacher, has advice for Vikings. Math teacher Jessica Smith played in college and professionally in Europe. She shares her personal experiences with her students. “Get your school work done. Honestly, if you don’t have the grades, it limits where you can play. So, if you’re trying to play in college or even somewhere professionally, you need to stay on top of your schoolwork, stay out of trouble and put in the time on your own because you need to have good work ethic,” Smith said.

Northwest junior artistic skater rolls into first place Anna Yang contributing writer

Photo contributed by Kaitlyn Quaglia

Kaitlyn Quaglia competes in the dance event of artistic roller skating at the June 2016 regional competition in Greensboro, NC. Quaglia recently won first place at a national competition.

unior Kaitlyn Quaglia won her first national title in artistic roller skating this year. The national roller skating competition features many skaters from around the nation competing at different levels and age groups. “When they announced that I was first place in the whole nation (in the freshman/ sophomore B division), that was just a memorable moment,” Quaglia said. “My coach started crying, and I was getting teary-eyed.” Quaglia has been skating for eight years with Skateland USA in Greensboro. “I got started when I was eight because one of my friends invited me to one of her Christmas skating shows,” Quaglia said. “I thought, ‘Oh my gosh, that’s so cool.’” This was the beginning of Quaglia’s career in artistic roller skating. But it wasn’t just this initial introduction to skating that has kept Quaglia hooked on the sport. “There is always something to work for

12 www.northwesthorizons.com

and you can never get bored,” Quaglia said. “The capabilities of other skaters inspire me to get better.” Artistic roller skating is not what some people think of when they hear “roller skating.” “People automatically assume speed or roller derby,” Quaglia said. “But really it’s more like ice skating on roller skates with different elements such as freestyle, dance and figures and loops.” Quaglia started out taking regular classes at the rink, then moved on to join the club and eventually began skating competitively. In order to compete, Quaglia must make many preparations. “Typically, I practice three days a week,” Quaglia said. “During the summer, I try to go in and run through my routine every day.” However, the competition requires more than just practice. “Competition outfits are expensive because you have multiple and also you have to pay for each event [in which] you skate,” Quaglia said. “[But] in the end, it really comes

down to what you do with your skates.” Because of all the competitions she attends, Quaglia tends to miss school quite often. “It’s the second semester when I miss quite a bit more school because competitions are normally in other states,” Quaglia said. “The tough part for me is learning to get work done ahead of time if I know I am going to be missing class.” In the upcoming season, Quaglia will skate in the freshman/sophomore A division. A level up from the division B she was skating last season. “I’m looking forward to it because it is all new stuff that I have to learn, which makes it challenge, and I’m always up for a challenge,” Quaglia said. Quaglia continues to dedicate herself to artistic roller skating, and she thanks her parents and teammates for their encouragement. “My team is like a whole unit, and my parents are the ones who allow this to happen,” Quaglia said.

October 2016

SPORTS

Montana Murphy sports editor

leather ball, 100 yards, two opponents, cheering crowds: an age-old tradition, built on the soil of the 50 states. Football runs through America’s veins, and the same holds true for Northwest players, parents, coaches and students. Northwest has had a football program since the school’s opening in 1962. Throughout the years, the school has experienced a variety of coaches with a variety of different teams and seasons. Charlie Groves was the head coach of the football team at Northwest from 1981 until 1998. He recalls coming in at a rough time in the program. “The two years before I came, they’d won one game each year,” Groves said. “It was really low at that time, and the participation was not really high. We just had to start over with everything, as far as getting kids playing and creating interest.” Glen Locklear took over the program in 2004, and Northwest football continued with its share of challenging seasons. Following a 3-8 record in 2005, the team took on a 1 in 10 record in 2006. The following year, in 2007, the program transitioned to a new coach. His name was Joe Woodruff, and he came with 18 years of experience and an impressive record of turning programs around. Woodruff’s impact was immediately recognized and continued steady and strong. Coach Woodruff led the Vikings to Piedmont Triad Conference Championships from 2010 to 2013. His last season, the best ever recorded for a Northwest football team, the Vikings finished with a state rank of nine and a record of 12 wins and two losses. After advancing to the third round of the state playoffs, the team finished the season with a loss to the eventual state champion, Mallard Creek. Woodruff left the program in 2014, returning to Michigan, but not before handing the reigns to a familiar cross-county rival, Northern Guilford offensive coach Jared Rolfes. Vikings past and present were hopeful Rolfes would continue the tradition built by Woodruff and his players. “I’d say culture and schematics were the two big things that I felt needed to change,” Rolfes said. “Within the realm of culture was weight room habits and things like that that I think are really starting to pay off for us now. The big time goal was to get the weight room in place because there were some guys who were strong, but there wasn’t a whole team that was strong. I feel like we’re a lot stronger now than we were when I first came in, and just as much as we could, [I’ve been] trying to raise the expectations for how we do things and the accountability.” In 2014 and 2015, Rolfes led Northwest to continue having winning record seasons with an 8-4 record in 2014 and an 8-5 record in 2015. In his third season at Northwest, he continues to stride to do the job. This year has already been a season of making history. For the first time in school history, other than a declared forfeit in 2013, Northwest beat rival Northern in a 48-20 game. The win contributed to Northwest starting with its first-ever 3-0 record before falling short in a 13-14 game against Southeast High School. “We’re off to a good start, minus the Southeast loss and the key injury we had in that game, but I think we’re in a good place,” Rolfes said. “Sometimes I think losses can dictate a lot of positives, especially early in the season. Any great national champion or even in the NFL, there’s always that loss that triggers something. It seems to have motivated our guys; we feel good.” Groves himself has seen the Vikings flourish under Rolfes. “I think last year and this year, they’ve done a good job,” Groves said. “They’ve got a lot of talent and they seem to be using it pretty well.” The Vikings find motivation in their fan base and get elevated by the support they feel. “There are a lot of things that pour energy into what we do: the fans, the band, the cheerleaders and everybody else,” Rolfes said.

October 2016

Viking Football

a team

54 years in the making

Photos by Emma Fagerberg

The Northwest football team, cheerleaders and crowd feel the spirit as Northwest defeats Northern in a football game Sept. 2. This win was the first Viking victory against the Nighthawks in school history, leading Northwest to its first 3-0 opening record.

www.northwesthorizons.com 13

ARTS & CULTURE

Alternative coffee shops found in Greensboro Photos and graphic by Aidan Bennett

Aidan Bennett & Logan James web editor & staff writer

Coffee shops from left to right: (Top Row) Green Bean, Tate ST., Geeksboro, Beans Boro (Bottom Row) Urban Grinders, Common Grounds and People’s Perk. All of these coffee shops are potential alternatives to Starbucks in and around Greensboro.

he cult of Starbucks is alive and well at Northwest High School. An informal poll around Northwest found that the vast majority of coffee-guzzlers choose Starbucks as their stop of choice for a caffeine fix. Although there are 24 locations in and around Greensboro, many students don’t realize that theres a wide variety of alternatives to the almighty Starbucks. Starbucks has many factors that pull in students and lock in its reputation as a go-to coffee place. It’s convenient, and with time often being a pressing matter, many simply default to these staples of the American street side. Marketing also plays a role in it’s popularity. “Maybe it’s the way [Starbucks] is designed and advertised,” senior Frances Obi said. “It’s all about the decor.” Though Starbucks may be convenient, Greensboro has a plethora of other shops with fun atmospheres and delicious coffee. To learn the secrets of local coffee shops, we set out on a journey to discover the particulars of all the locations in town; this caffeine walkabout involved hitting seven spots in a blitz. With a considerable amount of jitters, we are pleased to present our findings. Our first stop was Urban Grinders, a downtown shop with a striking yellow theme. Urban Grinders peddles hot coffee and baked goods. Due to the shop’s large amount of floor space and proximity to Greensboro’s newest park, Urban Grinders is an ideal location for refueling on weekend outings downtown. The Green Bean came next. While it is housed within an older building with a beau-

tiful green facade and has a dedicated stage for live music, customers who are picky about their coffee may not love what is served here. We found it to be a little watery, and not nearly as flavorful as other coffee available in Greensboro. Geared more towards adults than most of the other stops in the area, this spot may not be the best way to free Northwest from the grasp of Starbucks. Still, it remains a popular spot for students who appreciate the location and comfort of the Green Bean. “It’s kind of a small, quaint place,” sophomore Parker McGee said. “I like to go there with friends.” The Green Bean definitely has a quirky and unique atmosphere, especially in comparison to Starbucks. Tate Street Coffee House is an excellent stop for both tasty coffee and a place to relax. It’s fairly small, but the location is comfortable, and it has an excellent “alternative” atmosphere with posters of jazz legends and cartoons hanging on the walls. Attendees who wish that Starbucks was a more entertaining location might enjoy Jazz Thursdays and Irish Music Sundays, which keep the coffee house lively. Tate Street Coffee House might also be perfect for students looking for a more simple, down-to-earth styled spot than Starbucks’ wild specialties. “I feel like the things on the [Starbucks] menu are always like crazy cherry mango veggie blah, blah, blah,” sophomore Alex Cullinan said. “I just want a coffee!” Though Tate Street does sell its fair share of fancy drinks, the overall feeling coming from the shop is more orientated towards coffee fans, plain and simple. “I love the atmosphere created by the

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staff and the customers,” senior Lilac Rain Thompson said. “Everyone there is always so friendly, plus they have the best hot chocolate ever.” Common Grounds has recently become one of our new favorites, with lots of comfy seating, delicious house coffee blend and friendly baristas. Artists will enjoy the changing paintings hung on the walls, and popculture enthusiasts might appreciate the long list of specialty drinks, each named after a celebrity. “[Starbucks] makes [coffee] sweeter than other coffee shops,” sophomore Nick Gray said. If this is a major draw to Starbucks, Common Grounds is likely worth a shot for some sweet coffee-flavored goodness. Also housing a pool table, an arcade cabinet and a wide variety of board games, Common Grounds is an excellent spot to hang out with friends. Next came The People’s Perk, a decent spot, on South Mendenhall. The People’s Perk sells very tasty baked goods and their own house blend of coffee, as well as a variety of soap and other handmade items. This spot might be a little out-of-the-way for many caffeine-seekers, but it is there for consideration. For those looking for plain and simple coffee, The People’s Perk is definitely a place to consider. Their house blend offers a very unique taste. Geeksboro is very different than the other area shops, with a fun, geeky vibe. Geeksboro uses the same coffee beans as Tate Street Coffee House, so similar quality of taste may be expected. Both retro and modern video games are set up along the walls for customers to have fun; Geeksboro also holds

Super Smash Bros tournaments. Below the shop in the basement sits a fully operational movie theater, where movies tying in with the geeky theme are shown, like the Star Wars series, and other sci-fi classics. “Geeksboro is my favorite, I prefer the inside look to all the other [shops in the area],” junior Gehrig Hopper said. “The drink selection is nice and it’s geared towards a younger group of people.” Beans Boro was our final stop, and it was a bit closer to home. Beans Boro roasts and grinds all of its beans in house, giving their coffee a delicious and fresh flavor. Also, it matches the convenience level of Starbucks for many Northwest students as it is located just off of Bryan Blvd. Potentially even more helpful is Beans Boro’s proximity to the AP exam testing site, sitting just across the street from St. Paul’s Catholic Church. This makes Beans Boro ideal for AP exam-takers looking for a quick caffeine fix between exams. This spot also has some of the most flavorful coffee we tasted all day, winning completely out over Starbucks. Starbucks does not use as high-quality or fresh beans as many of the other spots on this list, and some students can tell. Starbucks also does not utilize fair-trade, organic beans, like many of the local shops. Beans Boro might be the answer to seekers of good coffee who are also conscientious about their travel time. Throughout our spiritual, coffee-fueled journey, we ended up at some of Greensboro’s finest stops. Not every shop on this list may be a winner for every student, but they all have a unique, fun atmosphere. Great spots are everywhere, as long as you look.

October 2016

ARTS & CULTURE Digging into students’ minds: Why they dislike poetry Titus Kilpatrick staff writer

From Shakespeare to Robert Frost, poetry’s ability to lure its readers into the thoughts of the author through rhyme scheme, literary devices and structure has made this particular writing style popular among many for centuries. Although poetry has provided entertainment for people of various cultures and backgrounds for years on end, younger generations appear to have lost their appreciation for the antique art. Can you name the poet that wrote each of “Poetry tends to be highly subjective and up to each reader’s interpretation,” senior Daniel these lines? Crable said. “A lot of times, the author is vague, and generally, poems aren’t that interesting (answers at bottom of page) once the author’s message is revealed.” A common argument among individuals who don’t prefer poetry is the poet’s lack of clarity. “I feel like poets try too hard to stuff abstract ideas into such short pieces of writ1) “O ing,” senior Josh Lee said. “That makes reading poems difficult for the reader to under C ap wea stand. I’d prefer works that are more straightforward and to-the-point.” ther ’ tain! my d ev Additionally, poetry readers seem to dislike the style’s concise structure and use of unorthoery r Captain! dox vocabulary, which compels readers to interpret the given information in order to decipher ack, our f the p e the main idea of the writers. rize arful trip we s “I don’t like having to analyze poetry,” junior Steven Chen said. “Some works are just too i s d ough o hard to understand.” t is w ne; The ship on” English teachers Jason Allred and Scott Walker gave their insights as to why their students has 2)“I wandered tend to dislike poetry. lonely as a clou d That floats on “Students don’t like poetry because they don’t get poetry,” Allred said. “I think the higho’er vales reason why they get so turned off is because teachers are looking for deeper meanings, and hills” and students tend to look for literal meanings, and that creates a bit of a disconnect.” d by, le e v “Consider the quote by the famous American poet, Archibald MacLeish,” added a tr s les the one Walker. “‘A poem should not mean, but be.’ I think that students are too focused on k o to I ” and Itrying to understand what a poem means rather than trying to understand what a poem oul a wood, in s d e g r is as an object of art and an expression of culture.” e e iv d h s ” t d e roa renc n i fe if The decline in the appreciation of poetry doesn’t solely exist in schools, but it can d e 3) “Two s th made all che also be seen throughout the country. A survey administered by the Survey of Public r e and that tp Participation of the Arts showed that in 2012, the percentage of Americans that had Tha s read poetry in the last year was roughly 6.7 percent, and that percentage is pror e th a jected to decline as time progresses. e f ith Does this mean that it’s possible that society’s long-lastw g n i ed appreciation of poetry will come to an end at the hands h t he of time? As of now, it’s hard to tell, but with a national t s i decline in the indulgence of poetry becoming more appope H “ arent, that possibility stands to reason. ) 4

A stroke of genius: Meanings behind unfinished murals at Northwest Emma Fagerberg staff writer

lthough they often go unnoticed, the murals at Northwest High School have much more to them than paint strokes and pencil sketches: Each one has a meaning. Every year, AP art classes take up a mural, dedicating countless hours to the beautification of the school hallways. However, as the seniors in AP art graduate every year, the murals remain unfinished, waiting for the next class to take them up.

Last year, however, the honors art students were involved. “I pulled in the honors class to help try to finish [the murals], though there are still some that did not get finished,” art teacher Amber Bryant said. The M.C. Escher-inspired paintings of the math hallway feature bold colors and intricate geometric figures. Students designed each one in keeping with Escher’s theme of impossible spaces and tessellations, which are described as repeating geometric patterns. “Our honors classes competed for the slots to have the deciding design,” Bryant

said. “Once everybody created their design we did a critique, and everyone voted to see which ones were recommended. We took the top 10 to the math department to decide.” While the math mural features geometric designs, the art hallway was inspired by the theme of “keeping the arts alive.” The section of the painting which coins the theme was designed and painted by seniors Will Corcoran, Ian Mayes and Allison Rountree; it involves all colors of ribbons as well as varying fonts. The trio spent full class periods for almost three weeks to complete their portion of the mural.

“We always have a lack of time in completing the murals,” Bryant said. “Maybe our ambitions are too high sometimes; it’s a big feat to complete everything.” In Rountree’s case, there were many factors that contributed to the time constraint, including a lack of ladders to reach high spaces, the time consumed in attempting to match color with the school walls and the replication of the original design to the desired areas. “We dedicated a lot of time and effort to the murals, and it is worth it-- even when people get snappy about the unfinished ones,” Rountree said.

From left to right, these murals are found in the math, art, math and band hallways. Art students have worked on these murals for many years.

1) Walt Whitman 2) William Wordsworth 3) Robert Frost 4)Emily Dickinson

October 2016

Photos by: Emma Fagerberg

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FEATURES Northwest senior shares mission trip experience to Uganda Katie Lee Parrish staff writer

“M

zungu, Mzungu!” For two and a half weeks, my name was Mzungu--white person. I was in a foreign land with a foreign name. Being called Mzungu is one of the most noble, honorable names I’ve ever been called. Mzungu means much more to me than “white person.” Instead, it carries the memories of a life-changing trip. This summer, I went on a medical mission trip to Uganda, Africa. I was one of 13 other people who volunteered for the trip, and our team consisted of two doctors, one dentist, five teenage girls (one being Northwest alumni Savannah McCormick) and eight others. Our work involved setting up a clinic from sun up to sun down. My trip to Uganda was a dream come true. The desire to do mission work in Africa was ignited during my freshman year. To be so young and already have had one of my dreams come true leaves room for only one reaction—God is good. Our team set up clinics in three different locations over the span of two weeks while in Uganda. These locations included two villages and a school in the city. Each day in the clinics, I had a new job. My job duties included acting as a pharmacist, assisting the dentist, checking people into the clinic and testing adults and children for reading glasses. Every day at the clinic was a new adventure. The clinics were beautiful chaos. Villagers from deep in the heart of Uganda had rarely experienced any sense of order, such as single-filed lines and waiting turns. That being said, the clinics were full of confusion and the testing of patience. Working the clinics was a learning experience like no other. I was completely

out of my comfort zone as I pulled teeth, sterilized medical instruments, administered medicine and collaborated with translators and nursing students. I instantly fell head-over-heels for the medical field as I witnessed the rewards of caring for others. There were two clinic days that were different from the rest. On those days, I was able to take part i n

home visits to patients with AIDS. During these visits, two team members and I would join a local social worker whom we didn’t know and walk through impoverished areas. The only thought in my mind was—this is where I will disappear and never be found again. This introduced me to a new level of discomfort. For most of the trip, I witnessed poverty through the windows of a van. So, I was instantly humbled

by having the opportunity to walk alongside the children in battered clothes, the dogs with visible ribs and the shacks that the Ugandan people called home. Interacting with the people in Uganda was incredibly fun and joyful. I will never forget the expressions on the faces of the villagers at the

sight o f white people. Most of them, if not all of them, had never seen anyone of another color. When another team member or I waved or smiled at any of them, they would immediately smile back bashfully and giggle to their friends. I remember a specific incident when I was singing and dancing with a large group of children in the village. I was

completely swarmed by the children, and as we were all dancing, I felt something touching my arm over and over again. When I looked down, I discovered a little girl continuously touching my arm, thinking the white would rub off. It was, by far, the hardest two and a half weeks of my life. Leading up to the trip, my eagerness and excitement overshadowed every sense of reality and reason in me. The difficulties that arise with third-world mission trips barely even crossed my mind. Many of the challenges I faced, I was prepared for, but I never truly realized how difficult they would be. I knew there wouldn’t always be running water or electricity, but I never realized how hard it would be adapting to that. I knew there was a seven-hour time difference, but I never anticipated the exhaustion some days brought. I knew I was going to miss home, but I never realized just how homesick being half way across the world from comfort could make me. The physical, mental and emotional challenges were vast and big, but God is bigger. Out of those challenges arose beauty and redemption because that is just how awesome God is. I experienced a raw, pure joy. I remember there were numerous moments when I would simply pause and recognize that I was experiencing what living well looked like—answering God’s calling and finding beauty and joy while doing it. I struggle to find the appropriate words to convey just how powerful this trip was for me in my life. When I returned home, and even still today, people ask how my trip was. One thing is for certain: It was the greatest and hardest adventure God has sent me on thus far. Photos by Katie Lee Parrish

Senior Katie Lee Parrish interacts with the people and environment of Uganda. Parrish took a mission trip last summer and the experience changed her life.

Having the weight of the world on your shoulders: How heavy is your backpack? omework, textbooks, binders and folders don’t seem like much when spelled out one-by-one, but these items can quickly add up in weight once everything is shoved into a backpack. According to the New York Times, the average highschoolers’ backpack weighs

about 18 pounds. CNN advises students to carry backpacks that are, at most, 10 percent of their body weight. Multiple articles can be read online stating the dangers of heavy backpacks. Science Daily says that too-heavy packs can affect your posture while damaging your nerves, muscles and skeleton, while TIME magazine says it can cause backaches and shoulder pain.

“[Having a heavy backpack] has hurt my shoulders, but it hasn’t hurt my posture,” freshman Lindsey Atkins said. The majority of Northwest students agree that high school is the heaviest their backpacks have ever been. “We have more books [now than in middle school],” freshman Jackson Hallman said. However, whether it be due to senioritis

Freshman

Sophomore

Junior

Faith Rickerts news editor

15 lbs

20 lbs

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20 lbs

or the wisdom gained from years of carrying heavy backpacks, the weight of highschoolers book bags tends to drop from junior to senior year. “[My backpack] has definitely gotten lighter over the years,” senior Peter Lee said. “I think it’s all about management skills. You have to find that balance of leaving stuff at home and at school. You have to learn how to manage and balance your own sets of tools.”

Senior

15 lbs

Photos by Stephanie Mayer

October 2016

FEATURES

The best of both worlds:

Bilingual students share two languages and cultures Maddie Lawson arts & culture editor

Junior Razvan Lazar When we think of Transylvania, most people think of some far off place with dark woods and Dracula. But one Northwest student thinks of home.

Junior Razvan Lazar and is originally from Transylvania, Romania. “I was born in Romania, where both my parents are from. We moved here when I was 5,” Lazar said. His first language was Romanian and he learned English in kindergarten. “I had to be in special classes at my new school so I could learn English,” La-

zar said. “It was hard because the teacher didn’t know Romanian, and I didn’t know English.” Lazar is now thriving in his AP English class despite it being his second language. However, he still uses his native tongue with his parents and whenever he visits his family and friends back in Romania.

with most of my family members.” Whenever she visits her grandparents in New Delhi her ability to switch easily between the two languages comes in handy, allowing her to speak to anyone in Delhi, as well as anyone in America. Chauhan learned English when she was two years old.

“My family would speak [English] around the house, so slowly I got used to speaking it, too,” Vishali said. Not only does her ability to speak multiple languages come in handy for herself, but her friends also find it fascinating, always asking her to repeat words when she is speaking with her parents on the phone.

Freshman Dylan Streeter Freshman Dylan Streeter goes to class, does his work and hangs out with friends, just like any other Northwest student. But when he’s at home, it’s a little different. “I’m originally from Michigan, but my mom is Spanish, so my mom, my dad and I speak Spanish at home,” Streeter said. He learned how to speak English from his parents when he was 3 years old. Being able to speak two languages seems to please his friends just as much as it is useful to him. “Whenever I’m in Spain, everyone will say, ‘Oh, can you speak English?’ and when I’m in America, they ask if I can speak in Spanish,” Streeter said.

Sophomore Vishali Chauhan Sophomore Vishali Chauhan speaks Hindi. Her family, including her parents and grandparents, were born in New Delhi, India. “I speak Hindi with all my family and whenever we are at home,” Chauhan said. “We kind of switch between English and Hindi, but most of the time I’ll speak Hindi

Graphic by Shalini Sharma

October 2016

Seniors film their own sci-fi series Caroline Buaron staff writer

“J

urassic World.” “Star Trek.” “The Martian.” These movies are jam-packed with special effects: dinosaurs roaming around an island, galactic battles in outer space, humans flying through space with a punctured air suit. All of these special effects are what Hollywood has termed as “movie magic.” These movies are just three of many examples that show how effortless a movie or short film may seem to be. But of course, things aren’t always as they seem. Senior Will Corcoran has written, produced and edited his very own series called “Damashi Toru,” with the help of junior Landon Brown, Northwest graduate Lauren Castillo, senior Bailey Davison, junior Austin Marion and senior Ian Mayes. “We were always joking around about making a science fiction film,” Corcoran said. “It eventually turned into a satirical comedy show that makes fun of science fiction but also embraces the best parts of it.” “Damashi Toru” tells the story about two guys who own a spaceship. “The captain is David, and the co-captain is Charlie….David is the wannabe action hero who is actually just a klutz, and Charlie is the one who does all the cool stuff,” Corcoran said. “They’re doing jobs for money, trying to make their way so that they don’t starve to death. It’s just antics in space.” But antics in space later become more than just silly antics. “The first episode is silly, goofy and fun. But, as the episodes progress, they slowly get darker and more serious,” Corcoran said. Corcoran describes the hardships of filming a short film. “Filming in the middle of summer wearing foam armor is absolutely ridiculous; it is so hot,” Corcoran said. “One of our actors, Landon Brown, almost threw up because it was so hot outside. We had issues with technology and had to do a lot of retakes because it either wasn’t good, or we did something wrong.” Senior Bailey Davidson, who helped film, elaborates on the personal conflicts the group members had while producing “Damashi Toru.” “It’s been really difficult because we’ve had to work on everyone’s schedule and making sure we can all get together at some point,” Davidson said. Despite all of the struggles of creating a short film, Corcoran says he has learned valuable lessons and tricks for the future so that he can maximize his resources. “I have a bunch of people that I’m just gonna dress up differently,” Corcoran said. “In episode two, I am going to be playing another major character, so there are going to be two major characters that will both be played by me.” With editing currently going on, episode one is still in the works. Corcoran and the crew still have a few scenes to shoot in the spaceship and outdoors, but if production continues, it should be done by mid-fall.

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ENTERTAINMENT

Northwest’s bucket list: Splash into adulthood their new, independent lives. Looking forward to senior year, most students enior year. The year that already have everyone looks forward to. a bucket Most students cannot wait until they finally graduate and start Ragad Alsaid staff writer

list of goals that they want to accomplish. It doesn’t matter if they

My goal

is to... Juniors

Freshmen

• get into college • get good grades • stay abstinent • make the varsity basketball team • get As each year • go to Germany • make the varsity baseball team • maintain a good GPA Photo by Jenny Blackburn

Sophomores

• go skydiving • get over 250 hours of service learning • eat a lot of cheese • go to an A-rated horse show • be a starter on the varsity volleyball team • get a boyfriend • have a plan set for the rest of my life • stay alcohol and drug-free • have more money

18 www.northwesthorizons.com

started it at the beginning of freshman year or at the end of their junior year, because it’s never too late to take control of your life. Students from all grade levels were asked about what they plan on accomplishing by the end of their senior year.

• get a PR for cross country • stay with my boyfriend • help the community make a change • learn how to synchronize swim • be an all-conference football player • take all of the social studies classes offered

Seniors

• have more money to pay for college • meet Adele and have her direct message me back • go see the Northern Lights • watch Parks and Recreation 20 more times • be more confident in myself • have a better relationship with my family • get a scholarship to college • make long-lasting relationships

October 2016

Secret Secret. Can you keep it?

ENTERTAINMENT

My Big Fat Fabulous double life: Northwest counselor Tal Fish opens up about minutes of fame on hit TV show

Jenny Blackburn entertainment editor

alking through the door, you enter the chaos of school. You look down the halls, and groups are gathered, leaning over talking in hushed tones. What are they whispering about? We asked, you answered. Below are true Northwest student confessions:

Photo contributed by Tal Fish

Northwest counselor Tal Fish poses with lifelong friend Whitney Thore. Fish managed to arrange Ms. Thore’s visit to Northwest in 2015 since he stars on Whitney’s hit television show, “My Big Fat Fabulous Life.”

Montana Murphy sports editor

annah Montana did it and so did Clark Kent- a double life. Northwest guidance counselor Tal Fish does the same as he stars on TLC’s hit reality TV show “My Big Fat Fabulous Life.” Fish opens up on feelings of renewing the show and balancing his time between working and starring on TV. Q: The show just got renewed for its fourth season. What’s that been like for you and the rest of the cast? A: It’s been really exciting. When all of this started, we had no idea how long it would go on, and to see it be successful and something that’s meaningful for people and entertaining has been really cool. I have a lot of fun being a part of it, so personally it’s exciting for it to be continuing just because I have such a good time getting to make a TV show with friends. Q: What’s your filming schedule like? A: I am only on the show here and there, so I only film a couple of days a week, sometimes one or two days a week. The crew works five days a week, and they work pretty long days. What you don’t see on TV is the hours and hours and hours of footage that goes into making a 30-minute or hour-long episode. A scene that might be three minutes on TV might actually be 45 minutes or an hour’s worth of footage in real life that’s been trimmed down for the episode.

Graphic by Jenny Blackburn

October 2016

Q: How do you balance your time between working here as a counselor and your time on the show? A: Just like a Northwest student, I have to be careful about my time management and how much I have on my plate since I do work a couple of different jobs. But it’s also something I love to do [and] that I’m passionate about, so I think it’s easier to juggle a lot of responsibilities when it’s something that you’re really invested in.

Q: Is being on TV a career you want to pursue? A: I was a theater major in undergrad before I got my masters in counseling, so being part of a TV show is definitely in line with something I wanted when I was younger. It’s not my career path that I’m pursuing right now, but it [has] definitely been an amazing opportunity. I’m moving more towards the direction of counseling, wanting to do therapy part-time on the side in addition to working at Northwest. It’s not something I’m trying to make into a greater career, but it’s definitely a fun little side gig to have going on. Q: What’s your favorite part about being involved with the show? A: My favorite part about being on the show is that it’s uplifting and that the show carries a really powerful message; it means a lot to a lot of people that watch it. In addition to that, I get to have fun with my friends and have people film it. I’ve been doing some dancing this season with Whitney’s dance class, so that’s been a lot of fun. Seeing how the production of a TV show works from the other side of the camera has been really cool, too. Q:What’s your most memorable experience from the show? A: The opportunity to travel. I’ve been out to LA three or four times now to film and to do press for the show, so getting the opportunity to visit California as a result of being on the show has been one of the most memorable experiences. Q: How has your friendship with Whitney been impacted by the show? A: Whitney and I have been really good friends since high school; we met when I was 15, and we’ve been really tight ever since then. The show has only brought us closer together [because] we spend time on camera, and we spend time together off camera. It’s just deepened our friendship. It’s something that you never expect to get to do with somebody that’s like a lifelong best friend. I think it’s only brought us closer together and been a really fun opportunity for all of us.

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October 2016