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Student personal expression SERIES 95 | ISSUE 3 | OCTOBER 2017



First Amendment rights 3 Bond issue proposes renovation 4 Students assist BOE campaigns 5

Student YouTube channels Knepper guest writes Doherty interns at vet clinic Wells customizes shoes



Mental illness identification Puerto Rico lacks crucial aid

6 7


Athletics partner with Adidas 13 Dibbens celebrates 400th win 13


Student personal expression Cover artwork by guest Christina Bruce


Harris’ theater experience

STAFF INFORMATION Editor-in-Chief Lauren Mitchell Asst. Editor-in Chief Online Editor Payton Fenwick Content Editor Photo Editor Gracie Hammond

News Editor Sports Feature Editor Faye Smith Features Editor Erica Beebe Opinions Editor Macy Rice Online Sports Manager Ben Crump

Graphics Manager Arts & Culture Editor Caroline Barger Asst. Features Editor Addie Lindenmeyer Asst. Opinions Editor Ellen Garrett Asst. Arts & Culture Editor Kaete Schmidt

Letters to the Editor The Newtonian may accept letters to the editor and guest columns from students, faculty, administrators, community residents and the general public. Submissions should be 300 words or less and contain the author’s name, address and signature. All submissions will be verified. The Newtonian editorial board reserves the right to withhold a letter, column or other submission and/or return it for revision if it contains unprotected speech or grammatical errors that could hamper its meaning. Letters to the editor and guest columns can be given to the editor-inchief or adviser, delivered to room 1-113 or be e-mailed to nhsrailernews@ gmail.com. The deadline for publication in the next issue is 10/15/17 to allow sufficient time for verification of authorship prior to publication.

2 | STAFF | OCTOBER 2017

10 11 11 12



Reporter Meya Green Reporter Emma Pulaski Reporter Taylor Tasaka Adviser Robin Montano

Student exercises First Amendment rights

Knopp says she was removed from class after protests

Newtonian Staff


extent of students’ First Amendment rights, saying the issue is clearly defined by the Supreme Court dating back to 1943. “Teachers cannot remove students for refusing to stand or participate in the pledge. Students have first amendment rights to sit for the pledge, or if they decide not to say the pledge. This is a well established law,” Bonds said. “Schools cannot punish students for refusing to stand unless it materially interferes with other people’s ability to say the pledge.”

ophomore Callie Knopp has silently remained seated during the Pledge of Allegiance this school year for what she says are personal and religious-based reasons. However, on Sept. 28, she said she was permanently removed from a seminar roster and asked to leave the classroom for the same protest. Knopp made her story public in a Facebook post and administration has denied multiple requests from the Newtonian for comment on this story. “I did not stand for the pledge when I first got in there. She started saying that, if I didn’t stand for the pledge or say it, I would be kicked out of the class. So, I started standing for the Pledge and did that for like a month. I did not feel comfortable doing it, so one day I just sat down again. She kicked me out of the class,” Knopp said. Principal Lisa Moore addressed the incident in an email to staff the following day. “Students do have the right to principal Lisa Moore freedom of speech; therefore, it is unconstitutional to require them to Knopp was absent from school for stand,” the email said in part. “I do ask the week following the incident. On Oct. that students not be allowed to turn their backs to the flag. I have had several 9, she returned to her original seminar. “They put me into [an alternative] conversations in recent days with class. I went in there one time. Then, I students about maintaining respect for the United States of America and for the was gone for a week. I came back to [the original seminar]. They said once the American flag. I don’t believe that an issue needs to be made of this behavior.” class is calmed down, which no one was really riled up, then I could come back,” Knopp said when she was placed Knopp said. in an alternate seminar following the However, some students in Knopp’s incident, there was a discrepancy in the seminar said it was clear that she was reasoning provided by administration. permanently removed from the roster. “At first, they were saying that it is “She is not even enrolled into our [the teacher’s] rule if she wants you to seminar anymore, and she comes back. stand, then you have to stand. I think She knew that she was not supposed they figured out that you really cannot to be in there. She knew she was not kick someone out of the classroom for supposed to be in [that] seminar,”a that, so then they started changing it to ‘you were being disruptive’,” Knopp said. student in the seminar said. Upon returning to the seminar, Lauren Bonds, Legal Director of Knopp was then asked to leave and the American Civil Liberties Union of removed from class a second time. Kansas, provided legal insight on the

Knopp describes the incident publicly in another Facebook post. “Today I went back to that class after a week of being gone from school to show that I will put up a fight for my rights, call it a freaking sit-in if you want. I don’t care. I sat quietly and did work. I obviously didn’t stand for the pledge. Administration was called down to remove me from class... and then was threatened to be arrested,” Knopp’s Facebook post read. “In the end, I got dragged out of class very violently by an officer. I was pinched very hard on my arm and shoved very hard almost to the point where I felt I was going to fall many times while walking to the office.” Knopp received a two day suspension following the second incident. Administration stated they could not comment because it was a behavior and privacy issue. “They said you are going to be suspended for ‘failing to comply.’ I was like, ‘okay, I understand I’m not on her list. But I am not on her list for this reason [protesting during the pledge],” Knopp said.

do have the “Students right to freedom of speech; therefore, it is unconstitutional to require them to stand. -

Kansas law mandates Pledge of Allegiance in public schools 2012 Kansas Statute

72-5308. “Patriotic exercises; flag etiquette; observation of holidays (a) The program of patriotic observation of every school district shall include (1) A daily recitation of the pledge of allegiance to the flag of the United States of America”


| OCTOBER 2017 | 3

Bond proposes department renovations

Gym, auditorium, science wing to be redesigned Ellen Garrett Asst. Opinions Editor


he election for the district’s school bond will take place on Nov. 7. The bond proposes new construction for Walton Rural Life Center, returning to K-5 in the elementary schools and grades six through eight in the middle schools to solve overcrowding, and several major changes throughout the high school. If passed, the high school will have $41 million to spend. Aside from maintenance of normal wear and tear, the original footprint of the high school that has not been touched in 44 years is addressed in the propositions, along with plans for a new gym and renovations to the current gyms. “The locker room areas in the main gym are definitely in need of some updating and probably new lockers because we have broken lockers and just the wear and tear,” assistant principal and athletic director Brian Becker said. The original footprint includes areas one, two, four, five and six. In these areas, the removable walls would be taken out and the classrooms and hall space would be redesigned and rebuilt with permanent walls. The bond also includes a new science wing with six classrooms and a collaborative space for student projects. As the school has aged, much of the science department’s crucial infrastructure has deteriorated. “Things are just worn out; the infrastructure, the pipes, the water drains, gas, electricity, it is all outdated. It has outlived its expected usefulness,” science teacher Jerry Epp said. The science department also struggles with space issues. According to Epp, some rooms do not meet the amount of square foot required per student for a lab classroom combo. “The National Association of Science Teachers put up guidelines and there are several of our rooms that do not meet those guidelines because they’re

4 | NEWS | OCTOBER 2017

Flexible collaborative classrooms for a “next-generation learning environment” according to the USD 373 school board propaganda poster

Renovating the performing arts looks to upgrade lights and acoustics and new seating

A new science wing entails for eight new labs, with two adjacent labs, and an open exploratorium

just too small.” Epp said. In the original layout, many classrooms were found to be too small and angled, which led to problems with technology. “It is difficult to find a space to put a white board or a projector so that you can use the technology you have and that all students can see it,” superintendent Deborah Hamm said. Student-friendly and collaborative space is another area that needs attention. Collaborative space allows students to work on projects outside of the classroom. In the high school, this has already been addressed in small amounts. “One of the things Mrs. Moore has done is adding the tall tables in the school to make it more studentfriendly,” Hamm said. Even with the space smaller classrooms do have, furniture and room design have also caused spacial and collaborative issues. “This facility was designed and built in the early 70s and the way that most of the rooms are arranged, they are not able to be rearranged for a more flexible learning environment,” Epp said. Another set of propositions brought into consideration are for the auditorium. The proposal includes a complete renovation, updated lighting, more advanced sound technologies as well as new seats. Drama teacher Michael Parker believes that these changes are crucial to prepare students planning to pursue theater careers. “In order to keep up with what other schools have and keep up with the industry, the auditorium really needs to be brought up into the 21st century,” Parker said. The auditorium is not the only part of the performing arts center that would be changed. Because of the prospective remodeling of the original building, all classrooms related to the fine arts would also be remodeled. For more information, visit the 2017 Bond Information page on the district website.

Students assist in parents’ BOE campaigns Emma Pulalski Reporter


typical October for students is often filled with school work and fall activities, but for two seniors, campaigning for their father to secure a position on the school board of education is an additional priority. With the upcoming election on Nov. 7, the homestretch for rallying votes has begun. Senior Maggie Tyner said the campaign process and the approaching election has been stressful, but exciting. The idea of running was mentioned to her father, Toby Tyner, when state representative, Tim Hodge, was unsure if he would be able to finish his term as school board member on account of other obligations. She believes her father’s experience working as a teacher will provide him with valuable insight into parents’ and teachers’ desires. “He is definitely one to always make sure that everyone is being heard and he is mentally and physically always fighting for the little guy,” Maggie said. Toby hopes to continue to build strong communication between schools and communities, work to adjust the teacher to student ratio and continue to have USD 373 advocate for Schools for Fair Funding. By being aware of his campaign points, Maggie assists her father by promoting his campaign around town and at school. However,

she said that her busy schedule and extracurricular activities prevent her from being as involved with the campaign as she would like to be. “There’s only so much I can do [right now], but I share all of his stuff on Facebook and I make sure that when people ask me about it, I tell them because I know what his points are and I know what he’s pushing for,” Maggie said. Senior Alisa Oller has devoted time to helping her father, David Oller, with his campaign as well. She said that her father running has been more of a lowstress process for her. David was simply interested in the position and being apart of the school board. Alisa and her family have been utilizing the time before voting begins to spread the word about his campaign and hand out fliers. David’s hope is to resolve problems that students run into while in school. He also aims to build stronger relationships between teachers and students. Alisa believes he will work hard to improve the school system and help get students ready for their future. “He is really focused on improving how the students are taught, helping them to get that work ethic that will help get them jobs.” Alisa said. Maggie admires the eagerness her dad possesses on getting the younger generation involved in the election. As a result, she is not afraid to discuss her father’s positions with peers. Alisa has

Senior Alisa Oller and father David Oller. David’s whole campaign is “focused on improving how the students are taught,” Alisa said. Courtesy photo

also had conversations with friends about her father’s campaign. “I talk about him a lot and a lot of teachers know him. If there’s seniors that are 18 and able to vote, they can contact my dad and he will literally take them through the entire process if they asked him to.” Maggie said. Maggie and Toby hope that many high school students will be involved in the voting process to get insight from a younger generation. “That’s something we need to learn how to do and a whole bunch of young voters need to learn how to do because it’s not just their parents vote that matters. This is their school district too.” Maggie said. Alisa believes she and her sister provide their father with an inside look into the issues that need to be addressed in Newton schools. “He has me and my sister to help him see what’s going on in schools,” Alisa said. “Since he’s not here, we can help him.” The Tyner and Oller family have been working on their campaigns for more than six months. Although it will be coming to an end soon, Maggie said the hard work that has been put in is capable of leaving a lasting impact. “It’s stressful but it’s also really kind of exciting because we’ve been preparing for this all summer almost and preparing for it all beginning of the school year.” Maggie said.

Senior Maggie Tyner and father Toby Tyner. According to Maggie, Toby “really wants young voters to be getting out and voting”. Courtesy photo


| OCTOBER 2017 | 5

Mental health awareness, education needed Gracie Hammond Content Editor, Photo Editor


ealing with mental illness is one of the most challenging things a person can encounter in their lifetime. According to the National Alliance on Mental Illness (NAMI), one in five young adults between ages 13 and 18 struggle with mental illness. Many face difficulty finding help and/or treatment. It is estimated that up to 80 percent of those affected do not receive help. Left untreated, it can affect every aspect of a person’s life from relationships, work, physical health and even school. It can follow them like a dark cloud, creating constant discord between them and everyone and everything in their lives. For students struggling with mental illness, it can be a constant uphill battle to maintain grades and attendance, especially for those not receiving necessary care. Findings from NAMI reveal that up to 50 percent of students with an untreated mental illness drop-out. Untreated and unaddressed mental illness is a gateway to a variety of issues, that can spiral into unmanageable problems; even possibly making them prone to other mental and or physical issues. To those students, school is possibly the final possibility when it comes to getting help. It is vital that teachers recognize the signs of mental health issues such as anxiety and depression. When a student’s well-being and/or ability to succeed is being hindered by mental illness, teachers should be equipped to direct them to resources or to someone who can help them.


On average a student might spend up to eight hours in school, which does not include the time spent participating in sports or other extracurriculars. Students spend most of their day going from classroom to classroom and often the people they see more than friends and family are their teachers. As some of the most prevalent people in students’ lives, teachers have the potential to spot and help struggling students. Teachers who notice students struggling should make an effort to follow up with that student, and if necessary, they should report them to a counselor or a designated staff member. Additionally, and most importantly, reporting is not the only way teachers can help students. Though school is typically about work and academics, it is vital that teachers connect with their students on a personal and emotional level. When it is obvious a student is being brought down by personal demons, a teacher simply inquiring about their day or pulling them aside to ask how they are doing can go can a long way. Students in grades six through 12, only 48 percent of students think their teachers care about them, a study by Pearson Clinical revealed. Something as simple as a small act of compassion could make a significant impact. Schools can improve how they handle students with mental health issues by providing clear and accessible information to students. Letting them know how to get help within the school and from outside organizations as well as how to recognize symptoms. If schools and teachers made a diligent effort to identify and guide students dealing with this issues, it could drastically make a difference in the lives of many.

Editorial cartoon by guest artist Christina Bruce


Puerto Rico not receiving enough aid Payton Fenwick Asst. Editor-in-Chief

because of the many homes, businesses and lives being destroyed, but residents there have more support to begin with. However, in Puerto Rico, n Aug. 25, infrastructures were not as Hurricane Harvey sophisticated before the hurricane and touched base on the because of this, it left Puerto Rico with Texas Gulf Coast and basically no infrastructure to build from. devastated many American homes and Texas may still deserve supplies from lives. Nearly a month later, on Sept. 20, Hurricane Maria made direct landfall on the Federal Emergency Management the Puerto Rican coast. Puerto Rico does Agency (FEMA), but Puerto Rico should not have the same level of sophistication earn the same amount of supplies, if not Houston more, as Texas. in their anti-flooding techniques and 2.3 million About three and a half million U.S. sewage lines as Texas. Consequently, citizens reside in Puerto Rico and the devastation in Puerto Rico has been are entitled to the same government reported as “apocalyptic.” Texas shouldPort Arthur not be receiving preferential treatment55,427response as any other state. Just City because Bridge Texas is not in the middle of just because of its proximity while U.S. 8,156 what President Trump said “is a very citizens are suffering in Puerto Rico. big ocean” does not mean it is the only Fifty-five percent of the citizens in disaster that should be a priority to U.S. Puerto Rico still do not have drinking citizens. water. The U.S. territory, Puerto Rico, Victoria Puerto Rico has received very little is underdeveloped compared to the 92,467 aid compared to aid that Texas has, and states. Texas will easily be able to still is, receiving. People are dying in bounce back due to their technological Puerto Rico while President Trump is advancements. It will still be difficult


insulting the mayor of San Juan for not being “complimentary” to him. Not only is the United States administration not helping as much as they should be, but the residents that live in America as well are not doing their part. This is not just a natural disaster, this is an “apocalyptic” humanitarian disaster. John Mutter, a Columbia University professor who specializes in natural disasters, believes that the death toll could reach into the hundreds if the conditions such as the lack of clean water, hardly any working air conditioners and basically no power, continue to get worse. Sixteen people died originally as a result of the storm itself. The people who live in Puerto Rico are left without homes, jobs or roads to travel on and the U.S. is focusing on the devastation in Texas alone. It is the government’s responsibility to treat this natural disaster with the same care and support as the natural disaster that has occurred on their home front.

By the numbers Hurricane Maria was a category Port Arthur


Source: New York Times


Bridge City


Areas most affected 1. Cagues 2. Arecibo 3. San Juan 4. Houston 5. Bridge City 6. Port Arthur 7. Rockport 8. Victoria



Source: Los Angeles Times

San Juan

five, while Hurricane Harvey was only a category four. Every

citizen of Puerto Rico was affected by Hurricane Maria, nearly


million people. In a single community, 80% of homes were completely destroyed. Additionally,


fewer than of the territory’s cell phone towers are operational. Sources: The Atlantic, MotherJones, Bloomberg News


| OCTOBER 2017 | 7

Express Yourself Students display personality through physical appearance Gracie Hammond, Photo Editor Erica Beebe, Features Editor

H Photo by Gracie Hammond


Photo by Gracie Hammond

igh school students often pride themselves on how they appear to other people and themselves. Body art and/or expression can be shown through piercings, tattoos, hairstyles, makeup and more. Walking through the hallways one can see the hundreds of different ways students use their appearance as a medium to express themselves, no two people doing it the exact same way. One example of this is senior Jade Lammon who expresses herself through her tattoos and piercings. Lammon’s interest in tattoos has been lifelong. “I always saw it a lot when I was a kid, my family used it to create their own individual self. It’s just nice to have something that other people don’t have or something that is always with you,” Lammon said. She has six individual tattoos that each mean something to her and remind her of specific memories. “The sun and moon tattoos are on the back of my calves and they represent balance, like day and night, good and bad. I have a shell tattoo on my knee because that was the

first time I went to the ocean. Athena is the biggest tattoo I have and she’s on my thigh, she’s the goddess of battle. I also have a bee because ‘save the bees’ and that’s a real big thing for my generation.,” Lammon said. Along with her tattoos, she also has multiple piercings, some she did herself and some she’s had done professionally. The variety including gauges, a tongue piercing and a septum piercing. Despite her passion for piercings and tattoos, Lammon has faced limitations in what she can do. “I have all my tattoos on my legs because even though I like to express myself, my job really limits what I can have on my arms. I get all my tattoos in places I can hide them. I’m a CNA at Presbyterian Manor,” Lammon said. Although some jobs, like hers, limit or even ban body decoration such as piercings, tattoos, and vibrant hair colors, Lammon hopes one day that will not be the case. “I can’t dye my hair because of my job but I wish I could. I hope one day that changes and we’ll be able to do more stuff for expression rather than just clothing,” Lammon said.

Roland Wedel designs tattoos

Estrella Chavez uses makeup as creative outlet

with personal meaning



Photo Courtesy

Alexis Hightower

Abigail Robinson



of people said they felt their appearance de�ined their idenitity. Allure.com


48 students use tattoos to express


m om


of all Amercans have at least one tattoo.


Three, because once you get one you just want more and more,” Wedel said. “You start realizing that it makes you look good so you go back and get more, and people compliment you. It makes you feel good in a way. My tattoos mean something to me. I get them because I like showing off I guess.”

Photo by Gracie Hammond

P Photo by Gracie Hammond

iercings are less of a commitment than tattoos or hair dye, which is one of the reasons junior Abigail Robinson has decided to get so many. “It wasn’t like a rebellious thing. I would get one and then a couple months later I thought something else would fit so I got another,” Robinson said. “People have a bad impression of a lot of forms of body modification, but it’s just like hair dye or anything else people do to make themselves feel good; this is just my thing. The nice thing about piercings is you can take them out, you can’t take tattoos off. I’m pretty adventurous with them because I know I can always turn back.” The average American family spends

283 = $10 billion

enior Alexis Hightower expresses herself through the way she chooses to style her hair. “I think the way I style it is just for comfortability for myself and like being able to do what I need to do. I feel that it expresses myself and what I like to do and my culture... I like crocheting and braiding it because it doesn’t damage it as much as straightening it does,” Hightower said.

students said their appearance was important to them*

attoos can be seen as anything from a decorative piece to a symbol for a deeper story. Senior Roland Wedel got his three tattoos for three different reasons. “One, because it makes you look good. Two, because whatever happened with me or that significant person stays with me.

hrough this mode of expression, sophomore Estrella Chavez displays her artistic ability. “I started doing makeup about a year ago. I used to not care about it but then I started watching videos. I feel confident without it but I just like to look good,” Chavez said. “I started posting about it on Instagram because people started complimenting it so I wanted to show more people. I like to do a lot with glitter because it makes my eyes ‘pop’ I guess. I feel like makeup is a part of me, I like to have fun with it.”

Students use their hair to express themselves*

$1,700 on clothes annually. Forbes.com

68 Students use their piercings to express themselves*

$62.46 billion in revenue of the U.S. beauty/makeup industry in 2016



students use makeup to express themselves*

* out of 593 NHS students who participated in the survey



use clothing to express themselves


students said their beliefs affect how they express themselves*


| OCTOBER 2017 | 9

Students develop YouTube channels Patton, Henrich use internet as creative outlet, career path Taylor Tasaka Reporter


ince the take off of YouTube in 2006, internet fame has become increasingly prevalent. ‘Content creators’ are now able to develop careers online. Among these creators are senior Cristian Patton and sophomore Drake Henrich. “Working on my channels is one of my favorite things and it’s a fun way to express myself,” Henrich said. “However, it gets harder at some points and I will have to sit there for over an hour trying to sort everything out.” Patton’s channel “Perk” has lured an audience of 200 subscribers in its five-month lifespan with an abundance of diverse content. Beginning with gameplays

of popular games, Patton then found himself filming a series of videos that he calls ‘Let’s Talk.’ The series features Patton’s comedic twist on certain subjects. One featured video in the series is entitled ‘Let’s talk about POPULARITY.’ In the video, Patton shares his experience with bullying. “About my video about popularity, I was very frustrated that day watching some people getting bullied. I was just so mad, I even told them like ‘stop, you’re lame’. I was mad that whole day because I remember when I was in the fifth grade, I was bullied. I didn’t come from a rich family at all. Everything I got, I worked hard for and everything my mom gave me, she worked hard for.” Patton said. “I ended up going home that day and I made a video

Senior Cristian Patton

about it, and people really liked it because it got about 8,000 people watching it and it’s still growing.” Henrich also has an understanding of the dedication it takes to run not one, but two channels: a personal, graphic design channel and a team channel that posts gameplay. The team channel “Fear Supremacy” has a growing platform of 45,000 subscribers. Being co-lead, Henrich said he has taken any spare moment of time he has to create quality content. Like Patton, Henrich found an entertaining career path while creating content. “It seems like something

Sophomore Drake Henrich

Why did you start making videos? “I started mainly because of my best friend Tony. I’ve always wanted one but never had the motivation to do it.”

Why did you start making videos? “To keep me out of trouble. I was definitely troublemaker and doing that kept me busy.”

Subscriber count: Video count: 40


Amount spent on video equipment: $3000

Subscriber count:

about 45,000 (team channel) Video count: Eight Amount spent on video equipment:



fun I could enjoy instead of sitting at a desk all day. I’d rather sit at a desk and play video games all day then sit at a desk and do paperwork.” Henrich said. Patton said he found a new inspiration through YouTube. He said YouTube is responsible for steering his life in a positive direction. ”I am so visual when I plan stuff out, so much to an extent that I want to do it because it’s such a relief to just get the thoughts out,” Patton said. “People think that it’s impossible to do anything. Today everybody is so judgmental but, in reality, anything is possible if you set your mind to it.”

Knepper guest writes for Ben Crump Online Sports Manager


hile many high school students have jobs at places like fast food restaurants and grocery stores, senior Brett Knepper has found himself pursuing a job within his desired career path. Knepper has joined the Newton Now staff to begin writing news stories and was first recommended to write for Newton Now by his father. “He was the one who talked to Adam Strunk and kind of mentioned he had a son that enjoys creative writing. Adam contacted me and asked me to do a story,” Knepper said Knepper’s first story was about University of Kansas wide receiver and kickoff return specialist Ryan Schadler. The story outlined his battles with

adversity. “It’s a recovery story because last season he was out because of a really bad surgery,” Knepper said. Knepper said he and the Schadler family enjoyed the story coverage. “It was really cool being able to talk to the guy. I got to meet his father and his dad said he really enjoyed the article. It made him tear up and that was when I really knew that I had a chance at being a writer,” Knepper said. Knepper said his work with the Schadlers is hopefully the first of many stories that will allow him to pursue his passion of writing, both journalistic and creative. “I would very much like to do that for my career. I feel most people who write have an idea of what they are wanting to do in life. Like for myself, my dream

goal would be to write a novel,” Knepper said. Knepper, a member of the drama department, is a fan of many creative poems and stories. Knepper plans to join the Newton City Writers Guild in the near future. Thanks to his experience, Knepper knows exactly what a clear storyline means to writing, whether it be creative or news-related. “You’re expected to get the total facts [in journalism] and it’s based around quotes and interview situations more than what you see as a writer. With journalism, you’re creating a pathway for the readers to follow along, whereas when doing creative writing you can create characters and the story itself,” Knepper said. Knepper’s story about Schadler can be found online at NewtonNow.com.

Doherty dedicates early mornings to vet clinic Addie Lindenmeyer Asst. Features Editor


aking up in the morning is a struggle for any student, but envision beginning the day at 3:30 a.m. Senior Tayler Doherty does just that for her job at the Great Plains Vet Hospital. After arriving at 4:30 a.m., Doherty spends the majority of her morning tending to the animals by cleaning cages, preparing food and administering medications. Additionally, she strives to improve the appearance of the clinic. Doherty said her passion for working with animals has inspired her to pursue this career. “I was like every little girl and that was the big dream, working with animals. I never really got over that,” Doherty said. Doherty leaves the veterinary clinic at 7:30 a.m. to begin the seven-hour school day. Occasionally, she returns to the vet hospital at 5:00 p.m. to repeat her morning work, totaling to an average 20 hours per week.

“I am really tired all the time because it is three hours before school, waking up at 3:30 a.m. I get about four or five hours of sleep every night, but I am getting used to it,” Doherty said. As a result of little sleep, Doherty dedicates additional effort to balancing work and school. “When I get home, I don’t have the motivation to start studying because I’m exhausted and I want to take a nap,” Doherty said. “I really want to keep my job and I really want to do good in school, so I find a way to balance those because they are both very important to me.” Although Doherty said her job can be stressful at times, she enjoys her work at the hospital and recommends the experience to students with similar passions. “If it is something you are really interested in, I think it is definitely worth it, even if you will be tired,” Doherty said. “You learn a lot and not a whole lot of people get to experience that as a teenager, so I think it is really worth it.”

Doherty’s Work Schedule • 3:30-4:00 a.m.: Wake up • • 4:30-5:00 a.m.: Arrive at clinic • • 7:30-7:40 a.m.: Leave for school • • 5:00 p.m.: Back to work* • • Weekends: 7:00 a.m.1:00 p.m. and back at 5 p.m.- 8 p.m.* * Occasionally


| OCTOBER 2017 | 11

Sole focus: Wells customizes, collects shoes Faye Smith News Editor, Sports Features Editor


t the start of middle school, junior John Wells found his own unique hobby. It started by collecting shoes and, thanks to Wells’ artistic abilities, grew to something more-customizing shoes for friends and for himself. Using his own money, Wells has purchased over 30 pairs of shoes. Wells credits his main motive to collect shoes to a childhood memory. “I had found a pair of shoes in my dad’s closet that he had never worn, and I thought they were pretty cool. Then I wore them to school, and I was little so they were way too big for me but I thought they were cool. A lot of people made fun of me over how big they were the entire day,” Wells said. “I still have them. For some reason, I liked the shoes, and there were a ton of others that I really liked so I was like, ‘you make fun of those shoes, we’ll see when I have a bunch of the cool ones on’ so I wouldn’t be made fun of anymore.” Along with basic drawing, Wells has furthered himself in the business of customizing shoes. Since eighth grade, customizing has become a way for Wells to put his own take on his own shoes, as well as for others. “I did this pair when I was in Chisholm. They were galaxy print and I painted them myself and spent a lot of time on them. They were the first shoe I customized myself. I always like to do art work like drawing. So once I got into shoes, I started drawing shoes and customizing shoes of my own. Some of the shoe companies don’t make the stuff that I like, so I design the shoes that I would wear,” Wells said. Thanks to social media, sophomore Gavin Cusick was able to contact Wells and customize his own pair through a sketch and review process. Cusick said he recommends others to go through Wells. “I’ve seen the stuff that John does, and I thought they were pretty cool. John and I are good friends so I decided to go through him,” Cusick said. “[The shoes] are pretty nice. I like them, and they are holding together pretty nice. The paint isn’t falling off or anything.” Wells said his inspiration for not only collecting, but

customizing and art in general, is his father. “[My dad] is not really into shoes like I am but he’s taught me pretty much everything I know about art, as he is an artist too. Seeing him make stuff and do the stuff he likes inspires me because you know painting and making shoes and collecting them may seem weird to people, but it makes me happy,” Wells said.

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Top: Wells displays the shoes he has personally customized. Bottom: One of Wells’ customized shoes is displayed. Wells drew his inspiration from a WWII fighter plane. Photo by Gracie Hammond

Athletic department partners with Adidas Macy Rice Opinions Editor


he partnership with Adidas that had been contemplated for nearly a year by the USD 373 Board of Education, as well as staff and coaches, was approved on Sept. 11. This partnership allows coaches to purchase apparel for athletes with a 40 percent discount. “[The partnership] is primarily meant for athletic activities only. It can be expanded into any of our groups that want to purchase stuff through them. It also involves discounted prices on clothing, shoes and equipment that Adidas manufactures that students may want to buy as well,” athletic director Brian Becker said. “So, not only can we buy uniforms cheaper, but we can also put stuff out there for you guys as student-athletes to buy that may be cheaper than purchasing them on your own.”

After receiving offers from many brands, including Under Armour, the Board of Education agreed on Adidas. “The Adidas agreement was the one that we felt was the best. So we sought it out, and then they brought information and a proposal to us,” Becker said. To make the transition to Adidas convenient, new uniforms for every sport are not required to be purchased this year. “The way this program works is that as we replace uniforms in our normal cycle. So we don’t have to start all over with everything right now, it’s just as we replace them, we will be replacing them with Adidas products,” Becker said. For sports equipment, BSN Sports has offered a rewards program that will give back money at the end of the year if a specific goal is met for additional equipment. “Equipment purchases will primarily be through BSN, and a lot of our middle

school purchases, such as uniforms will be through them as well,” Becker said. There has been positive feedback from coaches regarding the BSN program and Adidas partnership. Of those in favor of the agreements is basketball coach Andy Hill. “I like the Adidas partnership. From a coaching standpoint, as long as the ordering process is simple and the players like the uniforms, it will be good. Adidas has a good selection; they have everything we need for basketball,” Hill said.

Dibbens celebrates 400th win as head coach Kaete Schmidt Asst. Arts & Culture Editor


Dibbens’ coaches her varsity girls team at the home tri tournament against Salina Central and Garden City. Photo by Jada Berry

ead volleyball coach Jamie Dibbens achieved a milestone victory against Valley Center on Sept. 16. Dibbens said she experienced a similar feeling after her 400th win as she does with any other match. “I think it was more important for my family. It matters a lot to them. But, it was a tournament day so I wanted to go through the rest of the day and just care about the other games. To me, it wasn’t anything different,” Dibbens said. Junior Maggie Remsberg said the team’s low-profile response to the victory included enjoying cookies and congratulating their coach. “She was super humble about it. She seemed excited but didn’t want to brag or anything because she was already thinking about the next match and what else we had to do. It was a quick ‘hooray’ and then back to work,” Remsberg said. Dibbens’ discovered her love for volleyball in fifth grade. In 2004, she began coaching and after 13 years has

developed her own unique coaching style. “I think I am very demanding. I have a lot of expectations I think our practices are usually pretty serious and focused and then in the games I try to sit back and relax and see how everything comes together. I don’t think the games is a time to have high anxiety,” Dibbens said. Dibbens said she contributes the success of the Newton program to the hard work and perseverance that her players possess. “I think the key is having players that buy into the hard work that I expect from them. They have to believe that you will not have instant success it will come from years of hard work. It might pay off as a junior, it might pay off as a senior, so just believing in the program,” Dibbens said. “Coach George and Coach Gunn have been with me since the beginning and I think it makes a huge difference.” Dibbens hopes her high expectations will benefit her players in the long run. “I hope I’m getting them ready for their college sports or even just leaving here loving volleyball,” Dibbens said.


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Featured Thespian:

Kelsi Harris

Photo by Kate Szambecki


Sister Act- Ensemble Lucky Stiff- Rita LaPorta The Little Mermaid- Ensemble The Fall of the House of Usher- Constance The Fall of the House of Usher- Assistant Chief of costumes Eight years of piano lessons Actively participates in orchestra and choir

Favorite role:

Rita LaPorta in Lucky Stiff

Most challenging role: Ensemble in Sister Act

Plans after high school:

Hopes to attend New York University

Future goals:

Make a living out of theater

Favorite part about theater:

The community and the friends. It’s a family, it’s closer than a team gets because they spend every single minute together.


Her late grandfather

Involvement outside of school: Sings and rehearses independently Newton Community Theater

Time commitment:

Non-rehearsal hours: At least 30 hours Rehearsal: 3.5 hours almost every day Tech week: 6-7 hours every day

Her freshman year, Harris took on her first lead role as Rita LaPorta in the play Lucky Stiff. Photo by Kate Szambecki

The summer before her sophomore year Harris performed in The Little Mermaid as part of the ensemble. Photo by Gracie Hammond

During one of her solos in Lucky Stiff Harris belts out a note. Photo by Kate Szambecki


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Profile for The Newtonian

The Newtonian, Issue 3 (2017-18)  

The Newtonian, Issue 3 (2017-18)  


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