September 2017

THE STINGER September 2017 Volume 43

Issue 1

P

rocrastinating. Waking up early. Friend drama. Each school year brings new challenges like these for high school students. The Stinger has compiled tips and advice from Emmaus High School students and faculty to help you survive the year.

Continued on page 4.

2

EHS implements changes for 2017-18

3

Teachers participate in African exchange

8

Emmaus welcomes new coaches

News 2

THE STINGER

SEPTEMBER 2017

EHS implements changes for this school year Tabitha Nowak Katie Taranto News Editors Several changes have been implemented at Emmaus High School this year, sparking interest and varied reactions among students.

A new grading scale, the freshman academy, an absence of homeroom and a Flex Block period have been introduced for the 2017-18 school year.

The grading system should theoretically make students’ lives easier, slightly shifting the grading scale, and taking on the traditional 10 percent increments instead of the previous eight. For example, instead of a 92, a 90 is an A. Principal Kate Kieres addressed the recent changes in a letter to students, parents and guardians.

“Our study of research-based assessment practices has reinforced our belief that academic rigor is more a function of a high-quality curriculum and strong classroom instructional practices than of the scale used to assess student performance,” Kieres said. “Additionally, feedback from students over time has indicated that they perceive the current system to be inequitable and demotivating.”

The new grading scale seems to be wellreceived by most students.

“I believe that the new scale will be helpful [to adjusting to high school] because it will give more leniency on future tests for freshman who are new to high school,” freshman Connor Spering said.

“I like [the new scale],” junior Noel

Santichen said. “Everyone else does it… we were so behind.”

Along with the grading scale, the new freshman academy aims to aid high school assimilation by assigning teachers to groups of students to assist them when needed.

Ninth grade Assistant Principal Joshua Miller said that the motivation to introduce the system was “not to change everything, but to make sure [that] when students transition to high school, they don’t get lost.” According to Miller, the goal is to create “well-balanced, self-advocating tenth graders.”

Freshman Aaliyah Charlot anticipates that the freshman academy will be beneficial.

“It helps a lot with the transition,” Charlot said.

The no-homeroom policy is perhaps the most controversial: instated to allow late arrival students the opportunity to listen to the morning announcements, the system entails an immediate start to the day with period one, which is lengthened slightly to allow for the National Anthem and the Pledge of Allegiance and a longer period two in which the announcements are aired.

“Our goal was to find a way for students to see the value of coming in on time,” Miller said.

Several students are in favor of the new bell schedule. “[Homeroom] is a waste of time,” sophomore Gabriela Cavalheiro said.

Senior Brooklyn Molchan agreed, adding, “If you get there [to school] early, you

Students in the mentoring homeroom meet during a Wednesday Flex Block period.

Photo by Emma Brashear. just sit there and do nothing.”

However, this took a toll on all of the “special” homerooms, which grouped together members for many EHS clubs and sports teams.

“We usually talk in the morning… [that’s] the only time we see each other,” Santichen, a member of No Place for Hate, said.

The Flex Block period is the last of these changes, occurring every Wednesday between third and fourth period for 37 minutes. It serves as a study hall: students may visit teachers, finish homework or take a midday break.

“Students didn’t have the opportunity to see teachers they have,” Miller said. “[Now] anyone can see anyone.”

Students like Spering plan to utilize their Flex Block period to get extra assistance with their classes.

“I will probably be going to other teachers for extra help due to my heavy schedule,” he said.

Overall, Miller hopes that the changes will positively impact EHS. “We knew we needed to do something different…[to] make the school a better place,” Miller said.

School climate survey yields positive results for EHS Lily Day News Editor In March of last school year, East Penn School District students, parents and staff completed a Comprehensive School Climate Inventory survey, which yielded overall positive scores for Emmaus High School.

The National School Climate Center (NSCC) compiled and analyzed the results of the $16,000 survey, which were shared at the Aug. 14 school board meeting.

The Comprehensive School Climate Inventory survey (CSCI), which students in grades 3 through 12 responded to during a school day, was kept anonymous. According to a letter shared by Superintendent Michael Schilder prior to the administration of the CSCI, “the survey is designed to assess perceptions of school climate, including feelings about safety, relationships, learning, the environment, and communication within the school.”

The CSCI accomplishes this goal by gauging opinions toward 11 “dimensions” which fall into the five broader categories of safety, teaching and learning, interpersonal relationships, institutional environment and social media.

Two additional dimensions, “Leadership” and “Professional Relationships,” were assessed by staff only.

Romina Fraiegari, School Support Manager with the NSCC, presented the survey results at the board meeting. She believes that school climate surveys are “an incredibly powerful way to encourage engagement from

Check out our Q&A with new principal, Dr. Kate Kieres, which originally ran in our June 2017 issue, online at stingerehs.com.

everyone.

“The data collected by school climate surveys helps to facilitate conversations among all members in a school community and encourages their involvement in understanding the survey results, creating action plans... celebrating strengths... and playing a pivotal role in the implementation of action plans,” Fraiegari said.

Assistant Superintendent Denise Torma, who also presented at the board meeting, notes that the last time that East Penn conducted a school climate survey was in December 2007.

“We’ve had feedback that people felt that it was time to do a survey,” Torma said. “It’s very apropos right now because of what’s going on nationally with climate in schools and seeing if there are any issues that we can address to be proactive.”

According to Torma, the process for the administration of the CSCI began two years ago with a committee of representatives from the school district, including teachers from all school levels and people from district offices-about 12 individuals all together. With the help of the board, they were able to administer the survey in March.

“And now the work begins, because now we have the results, and now we see where our strengths are, and we see where our areas of growth are, and now we need to make plans at building level and district level [about] how we are going to move forward and keep the momentum going,” Torma said.

Principal Kate Kieres is among those carefully analyzing the data.

“It’s so important for a new principal to take the time to really get a handle on how people feel about being in the school,” Kieres said. “I was excited to know that the district had made an investment in this because I felt like this would help me to get a really great picture of how students, parents and staff feel about these components that research says really contribute to school climate.”

Kieres believes that the next step after looking at the overall results is to analyze the disaggregated data.

“For example, by racial identity, or by socioeconomic status, or by IEP status,” she said. “Maybe one group of students feels really good about support for learning in the classroom, but another group doesn’t feel as well about that.”

Kieres anticipates that the Faculty Advisory Board, a group of teacher volunteers who meet with the EHS administration monthly, will be a place to continue to discuss school culture and climate. She said that they may also reach out to the school community to create focus groups with smaller sets of students or staff members to ask about their experiences.

“Ultimately, the district wants us to develop an action plan to address some of the deficits,” Kieres said.

Kieres was not surprised by the data, as she expected to see “overall strong results” from EHS. The results are shown on a scale from 1 through 5, with a median rating considered negative if it is lower than a 2.5, neutral if between 2.5 and 3.5, and positive if higher than a 3.5. While 87 percent and 88 percent of EHS students and staff completed the survey, respectively, only 17 percent of EHS parents provided their input.

Among students, the median scores for “Social Support--Students,” “Safety Rules & Norms,” and “Sense of Physical Security” were the highest, while “Social Media,” “Social and Civic Learning,” and “Sense of Social-Emotional Security” had the lowest median scores.

However, even the lowest ranked dimension, “Sense of Social-Emotional Security,” had a median score that fell within the “neutral” range. None of the dimensions, ranked by either students, school personnel or parents, had a median score inside of the “negative” range.

Kieres noted that of the 11 dimensions that were ranked by all groups, two dimensions in particular were ranked in the “bottom three” across the board.

“If you look at it, there are some parallels,” she said.

“All three groups ranked ‘Sense of Social and Emotional Security’ low. So when we’re looking at doing an action plan, you’d have to be really surprised to not see us working on this building-wide. ‘Social Media’ is a new indicator that they just added in the survey this time. I understand that this [low ranking across the board] is typical of the national norms, and probably not surprising given what a challenge social media is for all of us.”

Kieres also recognizes the importance of looking at dimensions where differences in opinion is apparent between stakeholder groups.

“Any difference that’s .20 or higher is statistically significant,” Kieres said. For example, “the teachers felt really good about support for learning, [with a median score of 4.00] but it’s much lower for students [a median of 3.50]... So that’s an opportunity for us as a staff to drill down and get a better understanding of why that discrepancy exists, and try to incorporate more student voice.”

While there is still a lot of work to be done in order to develop specific plans to move EHS, and the district as a whole, forward, Kieres is optimistic and grateful that the district conducted the CSCI. “This certainly was not an inexpensive undertaking for the board,” Kieres said, “but I feel really lucky that I work, and my kids go to school, in a school district that takes this stuff this seriously and really wants to know how people feel about the school environment.”

Features

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THE STINGER | SEPTEMBER 2017

African exchange gives teachers cultural, educational experiences Chloe Gerhard Features Editor In September 2016, Emmaus Rotarian Cindy Horanaman approached Emmaus High School with an offer to send two Emmaus teachers to the Mfuwe Day school, located in Mfuwe, Zambia.

Horanaman wanted to involve the teachers in a Global Grant, a Rotary project in which the Rotary provides funds in order to perform good deeds. Interested teachers applied for the exchange and two were selected: history teacher Melissa Montero and science teacher Mike Mihalik. From April through May, Emmaus High School hosted three teachers from Zambia. While visiting EHS, the teachers observed lessons and attended school events, including a baseball game and the orchestra concert.

“It was about a cultural exchange, but also learning,” Montero said. “How do American schools compare to schools in Zambia? How do we create lessons? How do we teach our students? What methods do we use and what resources do we use? So in the United States they got to see our classrooms, see our technology and see how we interact with our students and see student directed and also teacher directed lessons.”

Montero and Mihalik arrived in Mfuwe, Zambia on July 29 after three flights. One of the teachers Charles Zulu, and the Rotary president from Zambia, Gloria Mulele, met them at the airport.

“It was wonderful to see them because we hadn’t seen Charles in so long, and it was great to finally be there,” Montero said.

Montero and Mihalik intended to begin observing lessons and teaching when they first arrived. However, the students were taking Zambia mandated exams, similar to standardized tests in the United States, and their version of final exams. Mihalik and Montero did get to see the exams and compare them to those taken at Emmaus.

“We got to meet with teachers, we got to see how they have professional development, we got to attend meetings with the guidance counselors, we got to see their classrooms, we got to see just how their school is structured very differently than our school and it was incredible,” Montero said.

However, Montero and Mihalik did spend some time with the students. They played netball, a sport similar to basketball, with the kids. They also watched the children and adults play soccer, which is very popular in Zambia.

“I brought down four soccer balls to give to them and they were really appreciative because their soccer balls weren’t in great shape,” Mihalik said. “But the kids down there made their own. The kids would take plastic bags and burn them to melt them together, and they would put them together to make this perfect circle, and it was just made out of plastic bags, and I picked it up and dropped it and it just bounced, it behaved just like a soccer ball, it was amazing. I just couldn’t believe how creative they were.”

Aside from soccer balls, Mihalik and Montero also brought technology for the school, including laptops, projectors, screens and science supplies. They helped the teachers in Zambia learn how to use the technology and implement it into their lessons. Montero and Mihalik were also able to have a few conversations with the pupils while they visited the school.

“The kids started by asking us more questions about subjects instead of asking us about American culture,” Mihalik said. “So when the kids had the opportunity to talk to us for the first time, they were quizzing me on topographic maps.

I still don’t know why they were quizzing me, but then they started opening up.”

Unlike schools in the United States, the Mfuwe Day school breaks its year into three terms with a break in between each term instead of a long break at the end of the year. At the end of each term the students spend two weeks in testing. During these two weeks students take tests that are the equivalent of final exams and comparable to Keystones or PSSAs. Mihalik noted that testing in Zambia is extremely important because that test score is their grade.

“The teachers basically have to teach [what is required to know for exams] and ... their main concern is getting the students to the point where they can perform well on this one exam at the end of the term, it’s pretty different.

“The teachers there are given their curriculum and they don’t have a lot of flexibility it seems because the students get one grade for each course and that grade is based on the test at the end of the term.”

Despite some cultural differences, Montero and Mihalik think of their trip as an overall fantastic experience and regard it as an occasion they will never forget.

“It was an incredible experience [and] I’m so grateful for the opportunity,” Montero said. “I’ve made a lot of new friends through the process. I would love to go back one day and see everyone and visit the school and see all the people. It was wonderful, it was incredible. I would encourage anyone who wants to travel to travel. See the world, learn about different cultures, get out there and do it.”

Top: EHS teachers Mike Mihalik and Melissa Montero played netball with students. Photo courtesy of Montero Middle left: A teacher from Zambia instructs his students on a chalk board. Photo courtesy of Mihalik.

Middle right: A child from Zambia holds a sign that reads “Did you know that less animals means less jobs.” Photo courtesy of Mike Mihalik.

Map of South Africa courtesy of Wikipedia.

You think you were busy this summer?

Students spend extensive time at college academic and sports camp Bibi Correa Features Editor Noel Santichen Features Contribuitor Some students work summer jobs to save up for their dream car, others spend weeks on end at the beach, and many sleep in until noon.

And then there’s Emmaus High School senior Maggie Gallagher who spent two weeks at the University of Notre Dame to attend their Intro to Engineering camp that ran from July 16-29. She was inspired by her mother, who at her age, went to the same camp. Gallagher says that this experience was “one of the best things” she has done since she had always wanted to major in engineering. Notre Dame’s program expanded her knowledge on different engineering careers, such as chemical, computer science and civil.

The program offers a tour of their state-of-the-art computer facilities while overviewing the elements of engi-

Maggie Gallagher outside the University of Notre Dame with friends. Photo courtesy of Maggie Gallagher.

neering design and computer programming. It gives students a taste of college life along with a chance to visit the campus and meet faculty.

“We had lectures every day from the professors, and in the afternoon we did workshops: at night you could use the facilities and play capture the flag and volleyball,” Gallagher said. “We went to the Museum of Science and Industry in downtown Chicago, and we went to Zimmer Biomet.”

While visiting campuses, students take college-level classes and understand college life. At some college camps, students are graded on their work and can earn college credit.

Senior Sandhya Sriram attended the Summer College through Cornell University’s School of Continuing Education and Summer Sessions for six weeks to take engineering and computer science classes. Students are enrolled in the three-credit course, Exploration in Engineering, but in addition they register in two additional courses in fields such as computer science, math, biology or physics. Students can also broaden their studies by selecting a course in an area such as art, economics, or psychology.

One of Sriram’s main reasons for attending Cornell’s summer program was to simply experience the campus and how her intended majors are approached there. Sriram said she liked how the students at the program were treated like they were college students.

“It had really good engineering and computer science programs, I really liked the campus, it was really naturey,” Sriram said. “I’ve always been really interested in computer science since freshman year.”

Students are able to take labs where they focus on energy-related exercises, while also taking design programs that bring together aspects of design and technol-

ogy drawn from several engineering fields. The design program allows students to work together as well as with Cornell engineering student mentors.

Senior Aman Malik went to Stanford High School Summer College at Stanford Univrsity where he completed a clinical internship under two doctors: Dr. Sarita Khemani and Dr. Eva Weinlander. The program allowed Malik to explore various fields from dermatology to cardiothoracics, while additionally working with medical students researching in their specialties.

Malik found that this experience provided him with many opportunities to explore different fields of medicine, but he hopes in the future to work in neuroscience.

“It provided a diverse experience all across medicine and not just in one field,” Malik said. “I also had the opportunity to learn from some of the best professors in the world.”

Not every summer program focuses on academics; some give students the opportunity to live on campus while they participate in a sport or other extra curricular activities. Junior Abby Heilenman attended one of these camps over the summer.

Heilenman visited Princeton University to participate in a cross country camp directed by the head coach of the girls’ team. While there, she toured the campus and lived in the dorms. During the day the girls participated in the camp and did other activities including canoeing and going out for ice cream. The camp lasted five days and four nights.

Heilenman enjoyed the camp and met many people while there. “[The camp] was really well run, and the counselors were really nice and such inspiring people to get the chance to meet,” Heilenman said. “[The people and the coaches] were all so nice and fun to be around.”

w E L C O M E Emmaus 101: How to Survive High School Gabe Kleis Senior

Brian Harkness Chemistry teacher

Favorite Bathroom:

The one in the sports complex

Favorite Lunch:

Chicken Patty

Jennifer Carolla Callie Charlesworth Junior

Most Popular Drink:

Either Dunkin or S’wel water bottles

Guidance counselor

Favorite Water Fountain:

The one accross from the MMR

H O R N E T S Andrea Klick Editor-in-Chief Bibi Correa Features Editor Getting used to a new routine (again) Adjusting to a new school year can be difficult for anyone. Some students have to figure out the layout of the high school, while others try to prepare themselves for a heavy course load after three months of relaxing.

Senior Gabe Kleis says he’s had trouble getting out of “summer mode” and doing his school work in a timely manner.

“Sometimes I wouldn’t put all my effort into work and then I’d try to prioritize it,” Kleis says. “If I didn’t reach whatever was at the bottom of that list then I didn’t care as much.”

To avoid low grades and fights with his parents, Kleis started planning out his weeks to balance school work and his social life.

“If you have homework and someone texts you and says, ‘Hey do you want to hang out,’ you might want to, but you can’t let that want overcome what you need to get done,” Kleis says. “I may not write (my homework) down on a calendar, but I can remember and I’ll plan certain time periods for free time.”

Along with time management, chemistry teacher Brian Harkness believes a student’s attitude towards the new year affects how they’ll perform.

“It’s a mindset thing,” Harkness says.

“If you want to have a good attitude about it, you have to tell yourself this is what you need to do. So if you’re a senior, you have to keep reminding yourself that it’s your last year, it’s the last you’ll see these five, six, seven hundred people again. And so that’ll be a good reminder if you told yourself that everyday.

“For juniors, between sophomore and junior year that summer was their first bite of freedom,” he says. “A lot of them were able to drive around all summer so for them they need to tell themselves they need to keep their eye on the prize, because junior year is important if colleges want to look at you.”

Guidance counselor Jennifer Carolla also encourages students to organize their daily schedules to avoid procrastination and fatigue.

“Procrastinating on assignments will quickly snowball and can lead to falling behind very early in the school year,” Carolla says. “Start out strong in your classes and take care of yourself by getting enough rest, and you will set yourself up for a good year.”

It’s all just a balancing act: combining school and activities.

As a freshman, Kleis focused on school

and chorale, but as the years went on, he realized he had more room in his schedule for other extracurricular activities. Now, he says he enjoys being involved in a number of clubs and teams including the Choral Department and lacrosse because they’ve helped him form friendships.

“Some friendships may not last but the more activities you’re involved in the wider your friend group can grow,” Kleis says.

Junior Callie Charlesworth has On the first day of school, freshmen enjoyed a free had to juggle her academics with pizza lunch provided by the Student Government her athletic schedule in cross country and Association. track, but she still encourages her classmates to get involved in any activities they want. get you through those moments,” Harkness “It’s harder when you have a sport says. “If you don’t work on relationships, because then you have practice and then the loyal ones, then you already don’t have you go right from there and want to sleep, the support structures that help you get but you can’t because you have to do work, through those moments.” you have to eat, it’s very hard to balance Carolla agrees that students should for me but it is possible,” Charlesworth connect with their teachers, saying that by says. “Try to have as much fun as you can, doing so they can get the help they need. do as many things as you want, don’t get “We have really great teachers here too stressed out and then just don’t let all at EHS who are willing to go above and of your work get so heavy that you have to beyond to help students, if they are asked,” stay up until 3 a.m to do it all.”

Carolla says.

From Ls to As: How to bounce back Kleis sees the head of the Chorus from a bad year Department, Rita Cortez, as a mentor and For some students, starting a new year believes that these types of relationships gives them the opportunity to make poshelp students when they’re struggling in all itive changes in their grades or personal aspects. habits.

“The closer you are with your teachers, “The great thing about a new school the easier it is to ask for help and the more year is that it is a clean slate,” Carolla says. they know your regular habits.” Kleis says.

“I think it is most important to acknowl“Having that relationship can help you edge whatever the problem was that kept get help, or let your teacher know you are the student from being successful, take confused. “ ownership of it, and come up with a plan to change the behaviors or situation that led to the bad year. You can’t change the past, but you can change the future.”

After having a difficult junior year because of his packed schedule in and outside of school, Kleis felt he could either drop some of his harder classes or quit a few of his extracurricular activities.

“That’s honestly just personal preference, I’m very involved in what I do out of school, and I had high expectations for my school work load,” Kleis says, “so I decided to lower that workload, but stay involved in all the activities I’m into.”

Building relationships, but not the romantic kind.

Harkness recognizes that EHS students are emotionally closed, and thinks that having a support system of friends or teachers will help them if they’re struggling either academically or emotionally.

“Try to get over being shy if you’re struggling with something cause there are people who can help you, like relationships

THE STINGER SEPTEMBER 2017

6

Opinion Grade scale changes shake up Emmaus

STAFF Andrea Klick editor-in-chief

Marley Wait

associate editor Lily Day managing news editor Tabitha Nowak, Katie Taranto Erica Love

assistant news editors managing opinion editor

Luke Maake, Kaylee Ruiz assistant opinion editors Bibi Correa managing features editor Chloe Gerhard, Emma-Lin Moyer Joe Eckstein

assistant features editors managing culture editor

Rylan Basset, Renee Martin assistant culture editors James Marler managing sports editor Caroline Bond, Adrianna Tomasello Abby Perkins

assistant sports editors business manager

Editorial Policy The Stinger is a student-run newspaper published six times per year. Its content, which is the responsibility of the student staff, is not subject to direct administrative approval. The newspaper, which is designed as an open forum, serves to inform and entertain its readers as well as enrich students interested in print media studies.

Business For advertising, contact business manager Abby Perkins.

Have an opinion and want to be heard?

Submit an editorial to stingerehs@gmail.com 2.5 page maximum, double-spaced Letters to the Editor are also welcome.

Find us on social media! stingerehs.com @stinger.ehs @stingerehs

@StingerEHS

Editiorial Board As you may have heard, this year at Emmaus High School marks the first year when your 91.4 percent algebra grade finally becomes an A. The dark ages of begging your teachers to lift your grade to the next-highest letter value with decimals of mercy are over, and for most of Emmaus’ student body, this could not have been better news.

These long awaited changes to the grading scale have not only brought the East Penn School District to the level of surrounding school districts, but have also granted East Penn students a better chance at perceived success and in return, a boost in self-confidence.

The word “perceived,” however, is key.

In reality, the new grading scale only has minute differences when compared to the previous, more selective scale. Though a 90 percent is now a letter-grade higher than its previous place at a B, the numeric grade remains the same. Therefore, in cases where a student applies to college and the admissions office looks at his or her transcripts, the admissions officers are not going to say “Well, this kid had an A, so she’s good to go!”

The officers are instead going to view each admission on a case-by-case basis, taking time to look at a student’s achievement with varied perspectives and angles.

up a question as to how hard students will work to achieve a good letter-grade.

It is very possible that some students could begin to slack off or develop lower work-ethics because now, they don’t have to work as hard as before to get a higher grade and GPA. Also, one could argue that because the new scale provides more opportunities to land each letter-grade, it creates a situation where it may be too easy to have a good GPA since the range of each letter-grade has been lengthened.

Illustration by Kaylee Ruiz Really, one of the only solid advanSo if the change doesn’t necessarily tages to the new grading scale is the boost better your chances of getting into Harof self confidence a student will get for revard, then why does it even ceiving a higher letter-grade. Surely, many matter? of you have suffered the sheer defeat of For many current EHS students, the being on the verge of the next grade up, changes in the grading scale seem to have knowing that there’s almost nothing you done more harm than good. The fact that can do to increase it. the changes are non-retroactive means Though the grading scale changes were that students are left with their old, lower made in attempt partly to create new levGPAs unchanged, causing confusion and els of uniformity with other local school creating discrepancies between what a districts, there are definite problems that student’s actual academic achievement will arise within our own school while we level was and is. adjust to the new system.

Another issue that comes along with the Students will have to learn to motivate new grading scale is its level of toughthemselves to keep doing their best while ness. Even in middle school, students being mindful that their grades are only could be heard lamenting about their numbers and letters and should be taken “Parkland A’s” and how the old scale with a grain of salt. As pointed out with wasn’t fair. the change in the scale, they are never Although the new changes have equalgoing to be a true representation of a stuized the requirements of getting A’s, B’s, dent’s value and work quality and should etc. in the Parkland School District and not hold influence over how you view the East Penn School District, they bring your self worth.

Take time to appreciate what’s inside Katie Taranto News Editor At a glance, she’s just your typical girl.

Maybe she sits in your row at study hall, perhaps you’ve passed her in the hall a few times.

She’s pretty average, right? A little shy smile here and there, she’s kinda quiet.

She seems like the goody-goody kind of person, the type who’d do your homework for you if you asked nicely, right?

She’s pleasant and you sometimes see her laughing with her friends.

At a glance, she has just one personality, one vibe, only one her. You could’ve known her from preschool, and it really has just been that same girl you’ve known the entire time. But from the second she steps into school in the morning to the time she gets off the afternoon bus, the only girl you will ever meet is just a mere sliver of her, a fragment of her as a whole.

At school she’s confident, always quick with a witty comeback, and has a happy air about her that could make you smile, no matter how bad your day is going.

You’d think for somebody to be so happy, her life would be totally effortless. But

maybe that isn’t the case. What if part of her is secretly struggling with something?

What if she stays up every night, just worrying and fixating on what will happen the next day? Unfortunately, nobody knows.

No matter how a person could seem at school, work or in public, they might be completely different inside. You, me, even the substitute teacher has secrets and sides that they will never show anybody. They

could be simple secrets, maybe if one or two people found out it wouldn’t be that big of a deal. Or, their secrets could be so potent and sensitive that they can’t even tell it to themselves and just live in denial until they have to face it.

Maybe they never will.

On the contrary, people can also have light sides that nobody sees. Underneath that quiet guy who sits in front of you in math class, there is a sweet, talkative person underneath the thick layers of blank stares and shyness. Behind that girl who is considered the “teacher’s pet” is a girl who is actually a blast to hang out with.

Deep within the seemingly cold introvert’s persona is the soul-equivalent of warm blankets out of the dryer: exciting, fresh,

warm and reliable.

Everybody has parts of them that they won’t ever show. You might not even realize it, but it’s true. You would be lying if you said there was something about yourself that you wouldn’t want your family or friends to know about you. We all have different sides to ourselves, and although it may seem ridiculous, these fragments that are kept under wraps are very special.

They are true, they are authentic, they’ll never ever change.

Cherish them.

You shouldn’t judge someone based on what you see on the outside, because you never really know what is happening in their personal lives. You don’t always know what somebody is like until you get to know them: the shy kid is hilarious, the intimidating ‘jock’ is a total softie, and the fun, irresponsible friend is actually extremely caring.

Everybody has a different side to them that they never show, and reasons for why they are the way they are. And from my experiences, getting to know others has helped me get to know myself more and shape me into who I am. So, you should treat everyone with kindness and warmth-you’ll never regret it. Simple love and understanding from those who matter most to you can really make a positive impact in your life.

At a deeper glance, we really are less average than we seem.

Culture

7

THE STINGER | SEPTEMBER 2017

Baby Driver worth seeing and hearing

Rylan Bassett Culture Editor The first time I saw “Baby Driver” was at a drive-in in Pittsburgh with a barely there audio system. I found this situation to be a hindrance on the experience, for the film is propelled by a unique soundtrack, and I missed out on much of that. So I saw it for a second time since its June 28 release and heard it for the first.

“Baby Driver” follows the story of a talented young wheelman, Baby (Ansel Elgort), through his experience working for a career criminal, Doc (Kevin Spacey), while evolving his timeless romance with Deborah (Lisa James). It opens to a scene of him dancing to The Jon Spencer Blues Explosion’s “Bellbottoms” while he waits for his crew to rob a bank. This song is perfectly suited to the situation as it rests and transitions from calmer instrumental riffs into a faster, harder pattern that remains in the background of the chase.

Even tire squeals and door slams are timed to fit with the music. Director Edgar Wright does a great job maintaining the expert pairing of songs to scenes throughout the movie.

Other songs that appear on the soundtrack include “Neat Neat Neat” by The Damned, The Button Down Brass’ cover of “Tequila” and Focus’ “Hocus Pocus.” Fittingly, “Baby Driver” by Simon

and Garfunkel plays during the credits.

According to New Media Rockstars, Wright included the 30-song soundtrack with the script in order to let the music dictate the action of each scene.

In an interview with Fandango prior to “Baby Driver’s” premier, Wright said that he spoke to getaway drivers about their use of music during jobs. Several revelations from these interviews made it into the final cut. This extra mile speaks volumes for the passion he put into this project, all of which is evident in the movie.

Wright talks about how he first came up with the idea for “Baby Driver” 22 years ago, and even used it while directing a music video. Mint Royale’s music video, directed by Wright, for “Blue Song” is almost identical to the first six minutes of the film, right down to dancing with the wiper blades.

For most of the one hour and 53 minute run time, the music is generated by one of Baby’s iPods. When he takes out his earbuds, the music stops and the viewer can hear the ringing from an accident in Baby’s childhood. This helps the viewer to understand Baby as a character. He constantly uses music to drown out the ringing, but it also serves as a barrier between him and the world of crime that Doc dragged him into. As the story progresses, an incredibly warped relationship

develops between Doc and Baby in which the former teeters between being a father figure and a cruel master.

From Baby’s relation with Doc lay his ties to the other members of the crew.

Bats, played by Jamie Foxx, acts as an early antagonist by exposing Baby’s habit of recording conversations to make music. While this idiosyncrasy made for a convenient bed in which to plant distrust, it remained relatively underdeveloped.

Another aspect that wasn’t fully fleshed out is Eiza González’s character, Darling.

It seemed as though her most important part in the film is her line, “This shit is bananas, dog.” Buddy (Jon Hamm) worked in conjunction with Bats to force Baby forward in his journey.

The movie did a spectacular job convincing the audience of the complexity of Elgort’s character, but it fell short when it came to full explanations. We are shown the basics of his life before the accident that gave him tinnitus, the ringing in his ears, but the film just briefly alludes to the time in between then and the present. His tendency to repeat lines from movies such as “Monsters, Inc.” in conversation also needed some more development. Aspects of the character are left open to interpretation. I view his eccentricities as his ways to interact with the world in the way that the world interacts with him, through mu-

Tyler blooms with mature Flower Boy Joe Eckstein Culture Editor Tyler, the Creator’s career in the music industry is comparable to a young child going through the proverbial awkward stage of life.

The California rapper and producer seemed to embrace this and applied it to his unorthodox style of music. Aggressive beats and darkly comedic lyrics made Tyler a standout amongst his peers. However, he was still far from deserving a spot in the upper echelon of hip hop artists.

After the release of “Cherry Bomb” in 2015, Tyler has returned to the scene with “Flower Boy,” a project that showcases his true abilities as a musician. It is safe

to say that Tyler has grown out of his awkward stage and blossomed into one of hip hop’s most talented artists.

Before the full release of “Flower Boy,” Tyler teased fans with four singles, “Who Dat Boy” featuring A$AP Rocky,” “911/ Mr. Lonely” featuring Frank Ocean, Steve Lacy, Anna of the North, A$AP Rocky and ScHoolboyQ, “Boredom” featuring Anna of the North, Corinne Bailey Rae and Rex County Orange and “I Ain’t Got Time!”. The first track has the typical Tyler style written all over it, an aggressive beat going along with Tyler’s brash flow.

The most impressive part of the song is how in sync Tyler and Rocky are, despite having two different styles. The brazen-

ness of Tyler goes perfectly with the mellowness of Rocky.

“911/Mr. Lonely” is a meloncholic two-part song. On this track, Tyler raps about finding a woman like Beyonce; he brings up the fact that money can’t buy happiness and how his whole carefree persona in real life is a cover up for his true loneliness. All of this is over a soothing piano instrumental makes for a deep track.

“Boredom” is the album’s best piece. Every artist seems to harmonize over the simple topic of feeling alone. Fans knew that

a new style of Tyler was coming, and it was going to be the best they had ever seen from him.

“I Ain’t Got Time!” follows “Boredom” on the album and is unlike the previous track. After dealing with many soft and even depressing moments, this lighter track balances the seriousness of the album.

The album kicks off with “Foreword” featuring Rex Orange County,” a solid intro that shows the wittiness of Tyler’s rhyming ability. The line “How many raps can I write ‘til I get me a chain?/How many chains can I wear ‘til I’m considered a slave?” is just one of the many clever lyrics that Tyler delivers.

Following this is “Where This Flower Blooms” featuring Frank Ocean, a track about life for Tyler before he had fame and what said fame can do to people.

Frank Ocean steals the show with his catchy hook on what was one of the project’s best songs.

The next two tracks, “Sometimes…,” and “See You Again” featuring Kali Uchis coincide with one another. The former is a radio show skit that leads into the latter. “See You Again” is one of the many highlights from the album. Tyler’s ability to go from singing to rapping without losing a step proves just how talented the young artist is. The inner pianist in Tyler shouldn’t be overlooked.

The first half of the album is rounded out with “Pothole” featuirng Jaden Smith and “Garden Shed” featuring Estelle.

“Garden Shed” stands out because of its

Photo courtsey of PosterSpy

sic. Then again, that could be completely wrong, because it is barely touched on in the film.

What it may lack in deep character development of both Baby and Darling, “Baby Driver” compensates for three-fold with its musical elements. That is what saves it from being just another action film about a gifted driver with no way out.

That is what makes it an action musical worth seeing not once, but twice.

Photo courtsey of Pitchfork.

references to sexuality. Before the release of the album, Tyler sent out posts on Twitter that had fans believing he was a homosexual. With “Garden Shed,” Tyler addresses this, but doesn’t say whether or not it is true.

Skipping over to track 11, “Droppin’ Seeds” featuring Lil Wayne, hardcore hip hop fans will hear one of Wayne’s best efforts in recent years. The only issue is that the song is only one minute long and acts as an interlude. This left me wanting more from Tyler and Wayne, as Weezy seemed to fit perfectly on the track.

The second to last track on the project is “Glitter,” a follow up to the previous song. At the end of “November,” Tyler attempts to call his crush, which leads into “Glitter,” which acts as a voicemail he left to said crush. He compares himself to glitter when he is around the person he loves. The song ironically ends with Tyler finding out the message never went through and all of what he said was for nothing.

The album’s conclusion is at track 14, “Enjoy Right Now, Today,” which is simply an instrumental that exhibits the production skills of Tyler.

“Flower Boy” is undeniably one of this year’s best hip-hop projects. Much like a flower, Tyler has bloomed into a mature artist, one that I never expected to see. After hearing this album, my perspective of Tyler has changed. After viewing him as one of the genre’s most overrated artists, he has now become one of it’s best.

Sports

8

THE STINGER | SEPTEMBER 2017

Football on quest to rekindle last year’s fire James Marler Sports Editor Coming into this season, with 11 top-10 state votes, Emmaus football has big expectations following their memorable 2016 EPC Championship.

Although they have many talented upcoming seniors and juniors, it’s hard to ignore the losses of several skilled players to graduation such as Kyle Carraher, Ryan Fritz, and Brian Mantone, among others.

Nevertheless, returning players such as Junior runningbacks Sone Ntoh and Lubens Myers, who both provided a lethal backfield will look to reignite the fire they found last year, along with a solid receiving corps which was crucial to last year’s success.

However, athletic director Dennis Ramella noted that it wasn’t just on-field success that made him proud.

“I have never been more proud of a football program than I was last year,” Ramella said. “Not only because of the final results, but because of the behavior and sportsmanship of the players which I attribute to Coach Fairclough and his staff.”

Head coach Harold Fairclough returns for his second season, after a very impressive inaugural campaign last year.

“The expectations for this year are to continue working hard in order to win enough games to make it to the district playoffs.”

Fairclough said, “the ultimate team goal is to put ourselves in position to compete for a District 11 6A Championship.”

Mike Reeves, voted 6th lineman to watch this season by lehighvalleylive, is determined to finish this season strong.

“I really don’t think any team in the valley has worked as hard as we have this offseason it’s honestly just a matter of all of us being on

the same page at the same time.” Reeves said, “We have struggled early on this season, but we use it as fuel as the season goes on. Our main focus is a district championship, not an undefeated season.”

Fairclough made sure to identify some key members on both sides of the ball, such as Izahia McPherson, Blake Reed, the running backs, Josh Artis, and the offensive line. On the defensive end, he noted Noah Breidinger, Matt Nimas, and Ben Maehrer.

The Hornets have started the season 2-2, including a 62-19 rout of Dieruff, in which Cole Scott (top) and Deonte Castro Ntoh and Myershad a combined four touchdowns. In the following weeks, Emmaus took (right) lay on the touchdowns in Emmaus rout. two tough losses on the road against Whitehall and at home to Bethlehem Catholic, both in For more photos of Emmaus’s which the Hornets lost by a late touchdown.

63-13 win over Nevertheless, Fairclough has no doubts Pocono Mountain West on that the team will continue to work hard to Sept.16, go to improve on their close defeats. stingerehs.com.

Photos by “This team’s greatest strength is its work Rylan Bassett. ethic. They have worked extremely hard to get to this point.” Fairclough said, “they have done everything we asked them to do and no matter the ups and downs they continue to work hard to improve each week.”

Emmaus is headed into the bulk of their schedule, with big games against Freedom, Liberty, and the obvious finale, Parkland.

Lubens Myers, out with an ankle injury, has put more workload on Ntoh, who has risen to the occasion, scoring four touchdowns in the Hornets’ rout of Pocono Mountain West.

Nonetheless, the team is getting better with every game, and will continue their quest for a district crown.

LaFevre seeks to change the culture of EHS wrestling

Gonzalez brings experience to boys’ lacrosse as new head coach

Caroline Bond Sports Editor After feeling his career had stagnated, former Bethlehem Catholic assistant wrestling coach Nick LaFevre accepted a head coaching job with the Hornets this August, replacing Jeff Arbushites. He plans to implement some fresh ideas that will, “change the culture of Emmaus wrestling.”

With three solid years of coaching under his belt at a school ranked top 10 in the nation, LaFevre was ready to get out of his comfort zone and tackle a new feat. A graduate of The Citadel Military College, LaFevre also started teaching history at Emmaus High School this year.

“The thought of branching out just made sense to me,” LaFevre said. “First off I wanted to be a teacher, and not only did I have the opportunity to be a head coach, I was just at a point in my career where I wanted a new change.”

At the Valley Elementary Wrestling League tournament, one of the toughest youth tournaments in the country, LaFevre was astounded with the amount of wrestlers Emmaus had on its youth squad. With an impressive showing at the elementary and middle school level, LaFevre looked at the high school team and saw a complete drop-off in the performances.

From that point on, LaFevre had his eyes on Emmaus wrestling team, and when the head coaching position opened, he wasted no time applying.

At 27, LaFevre doesn’t have a long history of coaching, but he makes up for it with passion and knowledge.

“I’m still at an age where I can wrestle and show the guys, rather than just telling them,” LaFevre said. “I think it speaks a lot when you go out there and run the three

Adrianna Tomasello Sports Editor Desi Gonzalez returns to Emmaus to lead the lacrosse team, replacing Seth Ketcham as the new head coach for the 2017-2018 season.

Previously Gonzalez held the position of offensive coordinator at EHS in 2012 and helped guide the team to district championships in 2013 and 2014. After, he became the head coach at Southern Lehigh High School from 2014-2016.

While there he them to their only district championship in 2016. He also was named the Lehigh Valley Coach of the Year in 2015 and 2016. Gonzalez comes to the team after they ranked fourth in the state and ended the season with a record of 13-9 last year. As an EHS graduate “it feels good to be back.”

“In comparison to other jobs, it’s a bit more of a proud feeling kind of knowing that I went through the ranks and I did it myself,” Gonzalez said.

miles with the guys, or you wrestle in a tough practice right alongside them.”

To help with his first head coaching gig, LaFevre reached out to one of his former coaches at his alma mater Delaware Valley Regional High School, Paul Petro. Starting as LaFevre’s youth football coach, Petro served as an important mentor in LaFevre’s childhood, so he felt it fitting to invite him aboard his staff.

“My greatest weaknesses are his greatest strengths,” LaFevre said. “However with any successful program, coaches have to leave their egos at the door.”

On the first day of preseason, eight wrestlers showed up. Towards the middle of September, the number climbed to 30, just five shy from LaFevre’s goal of 35.

He wants to create a student following for wrestling, starting on Jan. 3 with the Hornets’ first competition of the season- a meet with Delaware Valley. He hopes to bring a bus full of students to New Jersey with the squad for a blackout.

After a few weeks of training with the team, Gonzalez started to implement a “formula that may shock the team but change them for the positive.”

Senior attacker Hunter Krauss sees the addition that Gonzalez has brought to the program.

“He’s been doing a lot of different things with our training,” Krauss said.

“A lot more things with positions, like splitting us up into defense, middies, and attack so when the season comes we will flow as a unit really well.”

Over the course of the year Gonzalez wants “restoration” and “senior leadership” to be common themes.

“Because of the reputation of the program being on top of the Lehigh Valley, and going to states,” Gonzalez said. “We want to restore the order that the Emmaus Lacrosse team has had.”

Coach Gonzalez and Krauss agree about the goals for the upcoming season.

“Personally I want to be able to lead the team back to the district championships because we lost last year in the district championship game,” Krauss said.

“That would be a team goal as well.”

The four-time league champions also hope to return to states.

To see a story on new girls’ basketball coach Kelsey Gallagher go to, stingerehs.com Nick LaFevre. Photo by Emma Brashear.

Desi Gonzalez.