Potential consequences of the GAPS teacher strike
Pages 14-15
Student discipline in schools
Pages 10-11
West Albany sports Uniforms throughout the years
Pages 20-21
Pages 24-31
DeepAsleep
Understanding the sleep cycle, your chronotype, and how stress and trauma effects dreams
WEST ALBANY HIGH SCHOOL • JANUARY 2025 •
METHODS OF CONSEQUENCE
Local experiences with student behavior, and how disciplinary policies compare to different methods in schools nationwide.
ARI GOETTL, LENA LARSON & CHANCE YOUNG
The aftermath and results of nearly a month-long strike
A recap of 2024’s most notable music and movies
The good, the bad, and the unconventional jobs of students 10-11
1130 Queen Ave SW, Albany, 97321, OR Stellar Players 22-23 Winter sports and the players that excelled during the season All In Our Dreams 24-31
Sleep cycles, routines, and the psychology behind our dreams and nightmares
Concern around impending earthquakes and methods of preparation from professionals and teachers
After a thirteen day strike, teachers and students reflect on the results and possible fallout
Students and teacher explore how sports uniforms have changed over the years
What’s your sleep type? Take a quiz to identify your natural chronotype based on the sleep habits you have
EDITORS’ LETTER
STAFF
EDITORS-IN-CHIEF
Avneet Dhaliwal
Helen Whiteside
MANAGING EDITORS
Mina Clower
Emi Ludlow
ARTS & ENTERTAINMENT
Adilynn Atchley
Zion Mollel
NEWS
Ari Goettl
OPINION
Julia Berg SPECIAL
Taylour Veith
Addi Winter
SPORTS
Jesus Cisneros Obledo
Charley Harrington
COPY EDITOR
Kayla Stefan
SOCIAL MEDIA
Braxton Bullard
WEB DESIGN
Lena Larson
ADVISER
Michelle Balmeo
We Dream
Dreams are fickle things that can have surprising endings. Sometimes they have happy, warm moments and other times they can scare you awake. Either way, we aren’t dreaming enough.
Sleep is one of the most necessary functions of our body, and we aren’t getting enough. During sleep, our bodies flush out toxins formed, repair damaged cells, and boot our immune system. We spend over 1/3 of our lives sleeping if we are getting the average seven hours a night, but many of us aren’t. Early mornings and late nights wear students down, not counting the fact we go to school and many participate in extra curricular activities on top of the sleep deprivation. Over time, dark bags begin to appear, actions and thinking slows down, and personalities change. When a teacher asks, “Why are you all so tired?” it is no question as to why. We aren’t getting enough sleep. Yet, sleep is more than science, though that’s one aspect we explored (pg. 30). It’s also our dreams (pg. 31) (and nightmares – pg. 29) and the rituals we use to get ourselves ready for a good night’s sleep (pg. 28). So when it comes to the many dimensions of sleep, we hope this issue leads to more understanding of its complexities.
This issue is filled with those other kinds of dreams, too. Read about the dreams of some top winter athletes (pg. 22-23) and the dreams for an eathquake-proof school. We dream of change in our hallways. Discipline has evolved over the years (pg. 10-11), and students have become frustrated with the acts of their peers in common areas outside of class, which has come to the attention of our editorial board (pg. 4-5).
Dreams come in all shapes and sizes, but we all dream of a safe, rich environment to learn in.
STAFF
Calix Argle
Belle Beisell
Harley Bourgeois
Teah Caffarella
Ava Clark
Elizabeth Crittenden
Alana Ebaugh
AJ Howard
Virgil Isaac
Ethan Leffler
Charlie Mack
Mary Parmele
Geronimo Smith
Hailoh Smith
Ian Stith
Ayrianna Vanhoorebeke
Chance Young
Mina Clower, Avneet Dhaliwal, Emi Ludlow, Helen Whiteside
TheWhirlwind Managing Editors and Editors in Chief
The Whirlwind, West Albany High School’s student news publication, is seeking sponsors for this school year. Whirlwind provides a unique service to the school community, covering news and issues related to the WAHS student body. Sponsoring The Whirlwind is a way to show your support for the civic engagement, open dialogue, critical thinking and free exercise of expression that good student journalism encourages. Any individual or business can sponsor The Whirlwind. Sponsorship does not indicate endorsement of the views or opinions expressed in The Whirlwind. Contact us at wahswhirlwind@gmail.com
STAFF EDITORIAL
In and Out of Classrooms
SYSTEM TO DISCIPLINE STUDENTS OUT OF THE CLASSROOM
Opinion of the Whirlwind Editorial Board
Ever walked into a summoning ritual while trying to go to the bathroom? Were late to class due to a flooded hallway caused by the shenanigans of one student? Had a wet tampon fall on your head when exiting the bathroom? These are accounts of real events students at our school have experienced.
All of these situations have one culprit behind them: students. Student behavior outside of the classroom has been escalating even before the pandemic happened, and our current forms of discipline may have a variable in why. One of the current programs in place for new students such as FLASH, Freshman Learning And Seniors Helping, presentations during Frosh study skills serve to help new students adjust to etiquette in the halls, proper use of equipment, and other behaviors that are not affecting the rising number of issues that could be prevented.
Administrators also try to counteract obnoxious behavior by becoming familiar with the student body. However, administrators are having a difficult time keeping a balance between creating meaningful relationships and support all while monitoring outside behavior and delivering consequences to certain actions. This gives certain students the opportunity to take advantage of the relaxed behavior the admin has. A way to change these disrespectful behaviors is by training the admin to be stricter with harsh punishments and give less leeway, but it would create distance between the admin and students which could skyrocket unexcused absences, tardies, and low grades with students feeling less supported than before.
The connection staff have with students has helped students exceed as
it’s reflected by West Albany’s 92% graduation rate; however, we cannot let the lack of discipline from some students change the way other students learn. Our school’s motto “Once a bulldog, always a bulldog” is often said to instill in students a sense of pride and remind them to demonstrate leadership, equality, and accountability. Instead, behaviors in our halls have gotten out of control which promotes fights and divides the student body.
Increased discipline from Principle Engel, implementing more restrictions, and constant hall patrol from the assistant principals have been working, but not to the extent it could be. A possible solution to these issues would be a peer-to-peer program where respect and accountability would come from peer pressured expectations and students strive to act accordingly in and out of the classroom.
This program would be loosely based on the Big Brother Big Sister program, focusing on student connection to encourage students to come to school for each other. Having well rounded students lead the way for their peers and have the students be the ones to help guide each other.
Students often in need of admin can be paired up with a student who would be a good pair and help them through friendship, tutoring, invitations, and looking toward the future. Having a more intimate peer relationship will hopefully build more lasting connections and create true friendships that will help struggling students become better students academically, but responsibly too.
It would be a selected process through the counselor, where students would be asked and could change if either side was uncomfortable. The “big siblings” will be exclusively upper classmen, with their ability to drive their
younger peers and as the students’ with the most high school experience. This system of friendship would help students with the need of a stable environment, and such students could get extra help through these relationships and having responsibility for them. It would be a more beneficial way for the student body to have more of a connection with each other and influence outside behavior with a system like this in place. As time moves on, the program is flexible to change to each student’s needs and resources to encourage the best behavior and have students striving to be better people to themselves and their peers.
OUR MISSION STATEMENT
- Ensure a safe, inclusive, and equitable environments;
- Investing in the individual achievenment of every student;
- Providing diverse opportunities to support relevance between the classroom and post-high school experiences;
- Promoting critical thought and problem solving;
- Building academically supportive and meaningful relationships;
- Appreciating, valuing, and contributing to a positive community that honors the inherent dignity of all
AP Behavior
HOW TAKING AP CLASSES CAN BE AN ESCAPE Opinion of Julia Berg
When I entered high school, a big part of adjusting was making a choice between Honors Freshman English or Freshman English. This easy choice has set me up to be in similar classes with students who were placed in the same roster. After being in Honors Freshman English, I decided to stay on the Honors track because I found I didn’t want to give up being in classes with people who listened to teachers. This experience proved to further cement my belief that AP World History: Modern was the best fit for me.
Hearing secondhand stories of kids being rowdy and interrupting in class were not ones I was trying to relive again. Some kids would talk the entire lesson resulting in the teacher sending the kid out, or getting mad at the class. However, my ability to stay in all the advanced classes I could, ended. This year, I decided to drop out of AP Chemistry because the intense homework load was starting to take a toll on my mental health. This fact was only amplified by the numerous activities I do through the school, sports being one of them. I had bitten off more than I could chew, and I recognized that. After acknowledging that I was in too deep, I made the difficult decision of switching out AP Chemistry for the much less demanding Earth and Space class during the same period. This change was counterintuitive for me because the reason I wanted to do AP Chemistry was to get out of the class that I ended up in.
The path I started during my freshman year had dictated my every class up until that point. I was out of the general education classes for most of my time in high school, and the atmosphere in my Earth and Space class was immediately different. Don’t get me wrong, those who choose to take AP classes aren’t people who are intensely focused and diligent all the time; however, everyone tries their best. This is different from the bare minimum that many stick to in general education classes. This shift was not a surprising one, but I was not used to how some students behaved while the teacher was talking or teaching and distracting to the point where they were asked to go outside. This was a shock to me as something like this hadn’t happened in a class of mine since I was in 8th grade.
The choice of taking a more challenging class in order to have a productive, interactive class instead of the easier and rowdier class is one I have always tried to take if possible, and my recent class change has only reaffirmed my beliefs surrounding the differences in education between Honors/AP classes and general education classes.
Best in Town
WHERE WEST ALBANY
STUDENTS LIKE TO GET LUNCH IN ALBANY
Story and Photos by Mina Clower
“MY [GO TO DISH] IS THE ENCHILADAS. I’D RECOMMEND CHIPS AND SALSA, THEY’RE FREE AND FIRE.”
What I’m Watching
STUDENTS SHARE THEIR FAVORITE ‘COMFORT’ MOVIES
Story and Photos by Adilynn Atchley
Sometimes all people need to cheer them up is to sit down and watch a movie. Some call these films “comfort movies” because they help comfort you simply by watching them. They offer a sense of joy and warmth when it’s needed. senior Paige Meekins, sophomore Braydon Armengolt, and freshman Emmaline Williams share the films that brighten their days.
“I USUALLY [GET] SOME TYPE OF BURGER. I LIKE BACON [TOO]. ANY TYPE OF BACON CHEESE BURGER IS GOOD.”
“I [USUALLY GET] A HAMBURGER. I GO PROBABLY ONCE A MONTH.”
“I really like this movie called ‘The Pursuit of Happiness.’ I like this type of movie because it’s an inspirational movie that shows if you have a dream, to chase it and never stop because it will come true. I’d tell [someone] it’s a good [movie] because it’s a chill and inspirational movie that positively impacts your mindset.”
“My comfort movies are ‘The Perks of Being a Wallflower’ and ‘Bridge to Terabithia.’ I like these movies because they are very nostalgic for me, personally, and are comforting. [They] help me remember to keep moving forward no matter what the challenge and how important friendships are. I would say they are both very wholesome and really captured the meaning of friendships and overcoming hardships.”
“Some of my comfort movies are ‘Annie,’ ‘Matilda,’ and ‘Beauty and the Beast.’ I like them because I can relate to them in a way, [with] the struggles they face with society or their families. I would tell someone these movies show the struggles of children living in hard environments and how they cope with them in an interesting, fast paced way.”
WHIRLWIND
Freshman Emmaline Williams
Photo by Adilynn Atchley
Senior Paige Meekins Photo used with permission of Paige Meekins
Sophomore Braydon Armengolt Photo by Adilynn Atchley
Senior Taylor Joynt Joynt’s top pick: Los Dos Amigos
Gatien’s top pick: Applebees
Senior Merannen Gatien
Sophomore Elijah Brooke Brooke’s top pick: Fay’s Cafe
What’s 4 Lunch?
A LOOK INTO LUNCH FROM HOME
Story and Photos by Julia Berg
Many students at West Albany High School get hot lunch every day. This is not true for all of the student body. People who bring sack lunches have varying different food from leftovers, a previous meal, to a sandwich made the day of. These differing foods can be simple or complex, they are all a part of the student’s meal. Sack lunches are a touch of home. Ever since hot lunches became free, many more people have begun standing in the lunch line which has caused a chaotic feel to getting one’s lunch. Because of this, the only times where one could go and not feel like everyone is running into each other is the very beginning or end of when they serve lunch. People with sack lunches also have their own obstacles to eating their lunch. Those with sack lunches have to grab a spot in the long lines to heat up their food in the
microwave. However, whatever lunch a student gets, they get good food to help them in their day.
Freshman Elliaunna Deane
WW: What do you usually pack for lunch?
Deane: These little sandwich things. I just get [them] from the store.
WW: How long does it take you to pack your lunch?
Deane: Less than five minutes. I don’t make it myself.
WW: Do you pack your lunch the night before or the morning of?
Deane: In the morning, I just assemble it.
Freshman Glen Gibb
WW: What do you usually pack for lunch?
Gibb: I usually pack a sandwich and a bunch of snacks like
IN THE COMMONS TO EAT LUNCH ON DEC. 16. MANY OPT TO BRING A HOMEMADE LUNCH OVER SCHOOL LUNCH.
bananas, fruit and vegetables.
WW: how long does it take you to pack your lunch?
Gibb: I am not sure, my mom packs it.
WW: Do you some of your lunch throughout the day or just during lunch
Gibb: I usually eat it all at lunch. Sometimes I will take stuff out and eat it [throughout the day].
Junior August Slamp
WW: What do you usually pack for lunch?
Slamp: I usually pack a Nutella and peanut butter sandwich with pretzels and some apples. It’s kind of simple.
WW: how long does it take you to pack your lunch?
Slamp: Not too long, maybe like fifteen minutes.
WW: Do you pack your lunch the night before or the morning of?
Slamp: I try to [pack] it at night, but I usually end up doing it the morning of.
WW: How long have you been taking a sack lunch to school?
Slamp: I think since the beginning of high school.
STUDENTS GATHER
Freshman
Elliaunna Deane
Freshman Glen Gibb
Junior August Slamp
Behind The Scenes
FAMILY OF ATHLETES SHARE THEIR TRIUMPHS
The Edmistons are a family of athletes where sports run as a strong tradition that helps them bond with each other.
The oldest sibling is Junior Naudia Edmiston, the first sport she did was either dance or soccer back when she was five, she liked them both but not enough to continue.
Her favorite sports are football and wrestling, and she sees a possible future in wrestling, she plans on going to OSU or another university that focuses on veterinary practices. Although she likes wrestling it wasn’t always one of her favorite sports, she would watch her brother wrestle and it made her want to wrestle more and more. By watching him she was able to understand some of the moves better.
Naudia is really proud of having placed third in Reno Worlds, she didn’t expect to do as good as she did since she competed against girls that were both bigger and stronger than she was.
For her Junior and Senior year she hopes to get first place and possibly get a scholarship to anywhere that will help her with her college education.
The second sibling is Freshman Justice Edmiston, his first sport was dance when he was four to six while his sisters were doing ballet because he couldn’t.
Edmiston.
Justice looks up to his dad who always talks to him before his games to motivate him.
MY DAD ALWAYS TALKS TO ME BEFORE A GAME AND ALWAYS TELLS ME TO SHOW WHO I AM “
Justice has become very good at what he does, through his hard work by either going on a run, going to the gym, or going to practice. Before his matches, he prepares both his mind and body.
“I like to get as close as I can to my opponent and make sure I’m in eye’s view, and I walk back and forth, making sure I’m jumping around. Eyes up because I know if your heads down, I know you’re scared. I feel like I kind of got down to a pinpoint how to look confident,” said Justice
The third sibling is a 7th grader Naveen Edmiston, her favorite sport is the same as her other siblings, wrestling. She wants to continue wrestling as she grows up and continue gaining achievements and has already won accomplishments such as Nationals last year. She wants to win middle school state again this year and also wants to become an AllAmerican in the future. She has been able to grow through her losses and also through her determination. She also went to Sacramento and Reno with the high school team where she wrestled amongst high schoolers as a middle schooler. She wrestled both male and female wrestlers and managed to get her hand raised through her determination.
Before her matches she likes to prepare by jumping around, sparring with a partner, stretching, and just overall getting into the right
mindset for the match.
Both Naudia and Naveen look up to Ariana Martinez who wrestled at and graduated from West and is now wrestling for Life U. They admire her for her achievements, wrestling skills, and hard work. She also helped Naudia become stronger and helped push her forward to constantly work hard.
Their dad played football, basketball, and also a little wrestling, while their mom was a cheerleader and basketball player, most boys in their family did wrestling and got high places as well. Naudia and Naveen weren’t very big into wrestling but their dad was able to use wrestling to bond with his family. All three siblings went to Sacramento and Reno and that helped bond them not just as a family but also as a team.
“Wrestling really opened the door for him to bond with her and me, because he would watch the match, and then we would be able to take us to the side and say, ‘Hey, this is what you need to work on,’ and ‘Here, let me show you,’ and ‘let me work with you on this,’ and it definitely helped bond us. My mom being in the stands and watching our matches and being able to videotape is definitely just a bonding point,” Naudia said.
THE EDMISTON FAMILY (LEFT TO RIGHT) JUNIOR NAUDIA, MOM COURTNEY, YOUNGER SIBLING WYATT, FRESHMAN JUSTICE, SEVENTH GRADER NAVEEN, AND DAD NICK TAKE A FAMILY PHOTO IN THE COMMONS AFTER JUSTICE AND NAVEEN WON A MIDDLE SCHOOL STATE WRESTLING TOURNAMENT.
Story by Jesus Cisneros Obledo Photo used with permision of The Edmistons
Good News in the Community
HEALTH OCCUPATIONS STUDENTS BECOME CPR CERTIFIED
Story by Emi Ludlow
On Wednesday, Dec. 11, the Health Occupations class was Cardio Pulmonary Resuscitation certified through the American Heart Association in a program called Basic Life Support CPR with Jaime Montgomery from the Scio Fire Department as their instructor. The start of their journey for certification began in October with an online test on the AHA website that took about an hour to complete. After, the students went through a two period training course in person with Montgomery and ended with all 12 students passing. The certification lasts two years and is recognized by the medical clinics and professionals across the country as a good course to teach basic cardiac arrest maneuvers such as chest compressions, giving breath to an unconscious individual, and appropriately administering an Automatic External Defibrillator.
Since the students are able to shadow medical personnel through rotations in the class during second semester, having a CPR certification can come in handy as it can be a safety precaution. It is one of the first steps for these students who are preparing to potentially enter the medical field, and completing certifications such as becoming CPR certified can help these students get a taste for what it could be like working as a professional healthcare worker.
All of these students showed dedication as they passed the exam learning how to provide cardiac resuscitation to adults and infants. They also learned how to use resuscitation masks and AEDs.
Now, the places they walk will be a little safer with these CPR certified students being prepared and knowledgeable of what to do and how to help save lives.
“I think it’s a great idea [to move back the date]. No, [looking at the dates], none of my AP exams are on the same day.”
It’s Complicated
STUDENT
“I have more time to study…I need the extra time to study just because after that long break, I kind of forget everything I’ve learned. [Even if] I don’t study that much, it’ll still benefit me [to have that extra time].”
OPINION ON AP EXAM DATES POTENTIALLY BEING MOVED BACK
Story and Photos by Avneet Dhaliwal
The prolonged negotiations between the Greater Albany Public Schools district and the Greater Albany Education Association did not just alter the syllabus for teachers, but also the educational instructional time for students in Advanced Placement classes. Although missing school for thirteen days does not seem to change much for students when generally observing the school calendar, it is important to acknowledge that many schools on the West coast begin their school year in September; whereas, other schools across the country begin their school year in August. When considering the month-late start on the AP
“I’d be in favor of it. We miss[ed] a lot of time from the strike and other events, so [getting] the extra time that other kids have just seems like leveling the playing field. I prefer the earlier date.”
curriculum is combined with these missing thirteen days of instructional time, it adds up. Therefore, to combat this disadvantage, many AP teachers are opting to move back their test dates to the third week of May. Ultimately, the choice goes back to students as some prefer the original date as it allows them to balance multiple AP tests throughout the first two weeks of May; others prefer the latter date, so they can have more prep time to do their best on the exam. Here are four AP students and their opinion on moving their AP exam date.
“If [pushing back the exam date] onto the same days, I am not a fan. But if they are still spread out, then sure because of the strike you lost a lot of learning [time].”
“I, probably, prefer the earlier date for [my AP Statistics] class because if we were to push it back, it would be on the same day as my AP Biology test. Those are my hardest ones and [being on the same date] would be a bummer because I would probably not do as good.”
SENIOR KALE SLOAN JUNIOR ISABELLE JOHNSON
SENIOR LOGAN FISCHER
SENIOR LIBBEY BALDWIN
CorporalPunishment lawsin schools differperstate. Fivestateshave unspecifiedlaws on corporal punishment [yellow], sevenallowit [pink],11leave itto local communitiesto decide [blue],and27donot allowit [green].
ZeroTolerancepoliciesrequireschools tosuspendorexpelstudentsforviolating specificrules,nomatterwhattheexact oroddcircumstancestheremightbe. Aspublicopinionshifts,replacingZero TolerancepoliciesareRestorative Practices,whicharedesignedto buildastrongsenseofcommunityin schools,toteachsocialskills,torepair harmwhen conflictoccurs,andto proactivelymeetstudents’needs.
Ingraham v.
Wright (1977) –Corporal punishment in school A court case in the 70s argued if the 8th Amendment, cruel and unusual punishments, could be applied to corporal punishment in schools. The case came to the conclusion that the 8th Amendment did not apply to corporal punishment, which is why there are still states today that allow corporal punishment in schools.
ByChanceYoung
DISCIPLINE IN SCHOOLS HAS BEEN A CONTROVERSIAL TOPIC FOR DECADES BUT THE RECENT GREATER ALBANY PUBLIC SCHOOLS TEACHER STRIKE HAS BROUGHT IT, AND STUDENT BEHAVIOR IN GENERAL, TO THE FOREFRONT OF COMMUNITY DISCUSSION.
Accordingtoastudyfrom theNationalLibraryofMedicine,students whoweresuspendedin theirschool career were observed12yearslater.Theyfound thatthese studentswere30%morelikelytobearrestedonce [blue],51%morelikelytobearrested twoormoretimes[pink],23%morelikely togotoprison[yellow],and49%more likelytohavebeenonprobationthan studentswhodidnotreceivesuspensions.
The Behavioral Struggle
By Ariana Goettl and Lena Larson
TEACHERS’ EXPERIENCES WITH LARGE CLASSES AND MISBEHAVING STUDENTS
Every teacher experiences behavioral problems in their classroom because students’ brains are in the early stages of development. There is a difference between elementary, middle, and high school-level behavioral issues since each age group is at a different level of maturity.
Young elementary students can struggle complying with basic directions, older elementary students and middle school students can struggle with harsh language and bullying. High school students can struggle with serious fights and vaping/smoking.
One problem with the contract before the strike was its class size maximums were too large for effective teaching.
Liberty Elementary School teacher Sadie Moffitt has been teaching kindergarten for four years. In these four years, she’s experienced the juxtaposition of small classes and large classes back-to-back. “The last couple of years, we had only 17-18 kindergartners [per class] when they were doing the Student Success Act, and we had three classes. It made a world of a difference,” said Moffitt.
With the larger classes, Math teacher Marcie McArthur, who has been teaching for 25 years, has realized that she doesn’t get the opportunity to know her students in the way she was able to in past years. “I have 191 math students…in the course of one week, I’m grading 500 papers,” McArthur said. “I think this fall, it hit me, looking at my classes that I don’t feel like I will be able to impact every kid.”
Special Education teacher Casey Horn, who has been working for 21 years, has dealt with students acting out. “We’ve had a few students that have taken some things and hit us with them,” Horn said.
When students act out like this, Horn has a way of dealing with it respectfully;
“Just stay patient and stay focused on supporting the student and making sure the student is able to find a way to calm down,” Horn said.
Another issue teachers were facing with the contract before the strike was the lack of availability of the behavior support staff.
Sophomore counselor Jan Rasmussen, who has been in a high school setting for 22 years, hasn’t experienced any bad behavior from students toward him. Rasmussen, however, does have an idea of how students behave with other teachers. “The yelling, the screaming…there
Did You Know?
By Ariana Goettl
Fast interesting facts on discipline incidents in Oregon (by district) in 2022-2023. In Oregon the state requires districts to report information from the school year related to student discipline, and all that information is public.
Freshmen had the highest number of expulsions at 129, followed by sophomores at 102
Hispanic/Latino students had the most out-of-school suspensions at 7,358
Native Hawaiian/Pacific Islanders had the fewest out-of-school suspensions at 287
In GAPS, there were 18 students restrained, which is defined as “the restriction of a student’s actions or movements by holding the student or using pressure or other means.”
GAPS reported zero student seclusions, which is defined as “the involuntary confinement of a student alone in a room from which the student is physically prevented from leaving.”
Salem-Keizer had the most students secluded at 37, followed by Beaverton at 35
have been students that jump on chairs,” Rasmussen said.
Substitute teacher Amy Rider formerly taught at Liberty Elementary School for 17-18 years. She primarily taught fourth and fifth grade during this time. She recently had an experience where a student was being disruptive during PE class.
“It was probably about five minutes or so that I had to deal with her running around trying to hit kids with the equipment and stuff [before behavioral staff intervened],”Rider said. “It’s really about student safety too… these young kids are being exposed to these kids who aren’t being removed from the classroom,”.
Rider said this encounter scared a few students and she had to send them out into the hallway while she dealt with the situation—a situation that’s not in her job description.
McArthur has had similar experiences with bad student behavior in the bathroom across the hall.
“I have spent more time in the last couple of years leaving my class to go manage kids doing all kinds of things in the bathroom across the hall,” McArthur said, so much so that she’s been labeled as the “Bathroom Nazi” by some students.
Along with Rider and McArthur, Moffitt has had similar experiences. “The problem is, we also have kids in other classes that also need behavior support at the time. So sometimes there’s nothing I can do. I just kind of have to wait and hope for the best,” Moffitt said.
Heather Rogers has been teaching PE for 20 years. She taught for three years at the elementary school level and has spent the rest teaching middle schoolers. She also feels like there is a lack of sufficient behavioral support. “It doesn’t feel like we have as many options [as we used to] when we have a behavior disruption,” Rogers said.
When middle schoolers mistreat each other, Rogers takes the time to discourage their actions.
“[W]e spend a lot of time in our day, not only trying to teach our content, [but also trying to make sure] that [students] understand that those behaviors and how they’re treating each other aren’t okay.”
These teachers have all managed various types of behavior issues within their classrooms. Regardless of their ability to do so, in order to maintain a thriving classroom environment and to maintain their physical and mental health, these teachers believe that their old contract falls short of giving them sufficient behavior support.
Shake It Up
PREPARNESS FOR EARTHQUAKES
Here on earth, we are going to get some earthquakes. But when they come, we might have to ask ourselves: what should I do? Am I prepared? Will the roof over my head collapse?
Here we have some opinions from teachers at West Albany High School and whether they think we are safe and ready for when we get a real earthquake.
“My understanding is that West, the part of West Albany that we are currently in, was built in the early to mid 50’s, so probably not,” Spanish teacher
Ben Bieser said on being asked if he thinks the buildings we have now would be able to withstand an earthquake.
There are a lot of different kinds of earthquakes, so many earthquake scientists use the Richter scale to assess how bad an earthquake is. The scale uses numbers one out of ten to see what the potential amount of damage an earthquake could cause. We can also use the scale to see if we are prepared for an earthquake.
“I would like to think we are prepared. It depends on how big the earthquake is,” Bieser said. “Anything above a seven, I don’t think you can be prepared for, but I think people would know what to do.”
Bieser explains that we might be prepared for the actual event of an earthquake, but we might not be prepared for the destruction it
causes afterwards.
“It would all depend on what actually happened to our buildings. Like the giant earthquake that they had in San Francisco sometime around the 20s,” Bieser said. “ The earthquake wasn’t necessarily the big issue. It was the fires that came afterwards.”
Science teacher Lucas Risinger explains that he doesn’t really think anyone in the state is truly prepared for an earthquake, but to just try to prepare.
“As much as we can, prepare with things like learning how to get under the desk and where to meet after.” Risinger said.
“I think every individual family should ensure that their house is adequately prepared, and that means making sure that the house is stable on the foundation,”
Risinger said. “Making sure that your family has enough food and water to last a few days, having things like emergency toilets, emergency gas and gas shut offs, those types of things.” Risinger said these are ways to help us be more prepared at home if we are in a big earthquake.
“I would have someone look into the safety of the walk and make sure that there’s no power lines that could go down and get in our way,” Risinger said, “ I would make sure that the gas has auto shut off; having a reserve of clean water and food would be the biggest ways to be prepared.” These are ways to be prepared at school if
you’re in an earthquake that could do some pretty bad damage. Risinger wasn’t sure what the most magnitude earthquake was still considered safe.
“I don’t know,” Risinger said. “I think it depends on the building and location.”
Assistant principal Sean Saxton has an interest in earthquakes, and when asked if he thinks the buildings we have can withstand an earthquake above a four or five, he said they can.
“Four or five? Sure,” Saxton said. “That’s not a particularly big earthquake, so it’s not really that impressive.”
Talking about being prepared for a big earthquake is important. Looking closer into how prepared Saxton thinks we are, he said he doesn’t think we are super prepared.
“Honestly, I don’t think the state as a whole, or even the Pacific Northwest is prepared for a truly devastating earthquake,” Saxton said. “A big earthquake would last several minutes, and that’s a lot of shaking.”
If you’re ever in an earthquake, the best thing to do is know what to do. If we were to get into a big earthquake, the building would have high chances of actually coming down.
“You would definitely want to stay away from anything
that isn’t bolted to the wall, like refrigerators, desks,” Saxton said. “The place to be would be under the desk, because they’re going to move a lot.”
During an actual earthquake, the panic could make it hard to focus on what to do, so one thing you should not do is try to run for the exit.
“You definitely want to be off your feet, because if you’re not it would probably throw you off your feet,” said Saxton. “Don’t try to run for the exit or anything, because the exit will be moving when you get there, and that is going to make it hard to safely get through the door.”
Saxton said that ducking and covering is mostly all you can do during an earthquake. One thing, he said we can probably work on better is planning.
“There’s not a whole lot other than ducking and covering you can do in an earthquake that big,” said Saxton. “The real thing we could do to get better to prepare is planning.”
We might not be ready for a really big earthquake, but the best we can do is duck, cover, and work on some more planning. Set aside some fresh food and water, and apply seismic retrofitting to your house if it doesn’t have any.
Story by Belle Beisell
ASSISTANT PRINCIPAL SEAN SAXTON. PHOTO BY ARIANA GOETTL
SAFEST POSITION IN A BATHROOM DURING AN EARTHQUAKE
What the Quake?!
WHAT WE NEED TO KNOW ABOUT EARTHQUAKE SAFETY
Story by Harley Bourgeois
Earthquake safety is one of the most important things to learn. We all need to know is where to go and what to do. So, what DO we do? What is the most important thing to do first? Where is the right place to go?
Professional earthquake expert and seismologist Anne Trehu, from OSU, answers some of our questions about earthquakes.
Science teacher Kelli Backer also shared input of her knowledge of earthquake safety. Kelli Backer is a science teacher at West Albany High school.
BACKER:
WW: What is the safest thing to do in an earthquake?
“In an earthquake to be away from windows and in a spot where you’re going to be protected from falling debris from above. So in our classrooms; under our tables, would keep you from getting hit by lights that might fall down. Try to get under something to protect your head.”
WW: What is not the safest thing to do in an earthquake?
“Well, to be exposed where glass might shake and break and get near your face or cut your eyes. Don’t be moving, if you’re running around, I have seen places where earthquakes have happened and you can see where a crack in the ground has occurred.”
WW: What do you think are the most important steps to take if you’re in an earthquake?
“To know your safety protocols for the building that you’re in or if you’re at home, where you’re gonna go, where the safest place to have that in your head so that when it happens. We need to have a pretty good plan and supply of food and water.”
WW: In your opinion what’s the most important thing to know about an earthquake?
“I think understanding what it is and what’s causing it. And like I said, I visited a park in California where you can actually see the farmer’s fence, where it shifted. There’s different types of earthquakes. There are earthquakes where the plates slide, then there’s earthquakes where they subject and go underneath and it shakes differently.
TREHU:
WW: What is your experience in earthquakes?
“My expertise in earthquakes is seismology, imaging, crustal structure, using techniques somewhat analogous to medical imaging to see how the blocks of crust are put together, how the plates are assembled in the subsurface; I look at seismicity for earthquakes in particular.
I’ve been studying smaller earthquakes off the shore around this area.”
WW: What is the Safest thing to do in an earthquake?
“Secure your space make sure you have gas and a heater that is secure to the wall so it doesn’t tip over and start a fire, a fire is often a big hazard after an earthquake. Plan to be safe by having a disaster plan and have a way to communicate during a disaster. Have your important documents in a secure place, and have supplies.”
Question 3: What should someone do if they are in an earthquake but have no shelter around?
“If you are in an Earthquake and in the open you want to get away from buildings; brick buildings
and buildings that can fall. If you are outside, try to get to high ground.”
BACK TO WORK
The three weeks of rallies, cold mornings, megaphones, and picketing in the rain, seem like a distant memory at this point for students and faculty throughout the Greater Albany Public Schools district. The labor strike of the Greater Albany Education Association licensed employees, which began on Nov. 12, continued through Thanksgiving break and finally concluded on Dec. 2. It was the third longest educator strike in Oregon history and the first in the GAPS district since the 1978 David Douglas teachers’ strike, which included teachers from five other Oregon school districts.
This was the first strike for many teachers across the district, which required an acceptance for the new and unknown in the spirit of the greater good. For social studies teacher Marty Johnston, strikes were no foreign concept, but he never expected to take part in one.
“My dad was a lifelong mill worker, and I just remember him a couple different times, going on strike and not thinking that I would ever be in his shoes,” Johnston said. “My mom [was] on the management side…so she, at different times, had to negotiate through strike. Growing up, I‘ve kind of seen both sides of it.”
Johnston’s sense of empathy was shared by many others
Story by Helen Whiteside
Photos by Avneet Dhaliwal and Helen Whiteside
LICENSED STAFF PARTICIPATE IN MORNING PICKETING IN FRONT OF GAPS DISTRICT OFFICE ON NOVEMBER 13
LICENSED STAFF AND COMMUNITY MEMBERS RALLY IN FRONT OF LINN COUNTY COURTHOUSE ON NOVEMBER 14
during the strike as well, as many viewed the actual strike as the last resort to get their needs met.
“[Striking] just really enforced the idea that we work together as a staff… You could change that word to family. When you work with the same team for 20 plus years…sometimes, we don’t see each other on a day-to-day basis, so just checking in with each other [made a difference],” science teacher Shana Hains said.
The strike concluded once the union felt they had received sufficient progress and agreements from the district, several of which ended up being historical changes to their contracts. This is the first time any Oregon teacher contracts have included “hard caps” for class sizes, meaning an absolute maximum number of students per class is set and never exceeded. These caps are present for only kindergarten classes so far, and will go into effect at the beginning of the 2025-26 school year.
The new contract allots a districtwide class size fund of $500,000 to cover any class-size related costs when class sizes exceed the thresholds set in the contract.
In a statement posted on its website, the Greater Albany Education Association said the final agreement represented “a testament to our collective dedication to improving safety, support, retention, workload balance and professional growth.” The night before staff and students returned to schools, Superintendent Andy Gardner told the school board that he felt the final contract “...has made us a better district, a more collaborative district, and we will work forward optimistically.”
STUDENT SUPPORT “
“
PAY WAS ONLY ONE PART OF IT. I WANT PEOPLE TO KNOW THAT THIS STRIKE WAS ABOUT SO MANY OTHER THINGS: ABOUT STRENGTHENING OUR CONTRACT AND GETTING A GOOD CONTRACT TO HELP TEACHERS AND STUDENTS
“
THERE WERE THINGS IN THE CONTRACT THAT NEEDED TO BE ADDRESSED, AND WE FORCED THEM TO LOOK AT THAT. SO WHETHER WE GOT WHAT WE WANTED OR WHETHER THEY GOT WHAT THEY WANTED, THE STRIKE FORCED THEM TO LOOK AT ALL OF THAT
STUDENTS, PARTICULARLY AT THE HIGH SCHOOL LEVEL, ARE PART OF OUR COMMUNITY. MANY OF THE STUDENTS CAME OUT TO SUPPORT OUR STAFF EVERY SINGLE DAY OF THE STRIKE AND MORE THAN ANYTHING, THAT IS WHAT I WILL REMEMBER. I WILL REMEMBER THE FACES OF THE STUDENTS THAT SHOWED UP TO SUPPORT THEIR TEACHERS AND REALLY DID THEIR RESEARCH TO UNDERSTAND THE REASONS [OF THE STRIKE]
-SCIENCE TEACHER SHANA
SOCIAL STUDIES TEACHER MARTY JOHNSTON
SCIENCE TEACHER KELLI BACKER
PICTURED: JUNIOR JERRY WONG, SENIOR SARAH WARD, WAHS CHEERLEADERS, WAHS FOOTBALL PLAYERS, AND LEADERSHIP STUDENTS AT MORNING PICKETING ON NOVEMBER 15
HAINS
West AlbanyWrapped
WEST ALBANY STUDENTS TOP ARTISTS THIS PAST YEAR AND WHY THEY KEEP LISTENING
FRESHMAN EMMA VANG
TOP ARTIST: FRANK OCEAN
“ME AND MY FRIENDS LIKE TO LISTEN TO IT WHEN WE’RE BORED. IT’S RELAXING AND CALMING, ESPECIALLY WHEN YOU’RE BY YOURSELF IN BED.”
JUNIOR ALEX MASON
TOP ARTIST: KANYE WEST
”I FEEL LIKE HIS PRODUCTION IS TOP TIER, AND I LIKE HIS LYRICISM AND FLOW. HE INSPIRES ME TO DO MY BEST BECAUSE I KNOW KANYE CAME FROM NOTHING, HE WORKED HIS WAY TO THE TOP NOW HE’S PRETTY POPULAR. HE INSPIRES ME TO DO MY BEST.”
SOPHOMORE KALEB NEWBY
TOP ARTIST: ISSBROKIE
“THEIR MUSIC INSPIRES ME. IT’S VERY UPBEAT AND GIVES ME A LOT OF ENERGY IN THE EARLY MORNING TO GET THROUGH MY CLASSES. NOT A LOT OF PEOPLE KNOW THE ARTIST SO WHEN I MEET PEOPLE WHO DO KNOW THEM IT’S A PRETTY MEANINGFUL CONNECTION, AND IT’S SOMETHING WE CAN BOND OVER.”
Story by Hailoh Smith IlLustrations by AJ Howard
One Ticket, Please!
GLOWING REPRESENTATION
STUDENTS AT WEST ALBANY TALK ABOUT
There were a lot of movies released in 2024, and even if you didn’t watch them, you’ve likely heard of them. This year brought titles from every genre, each watched bymillions of people. Movie theaters were showing movies like “Smile 2,” “The Wild Robot,” “Despicable Me 4,” “Wicked,” and many more. While these movies may have been a hit, did the films live up to the hype? Were there movies that didn’t receive enough attention this year, but really were a hidden gem? The West Albany student body voices their opinions on the blockbusters released this year.
SING ALONG?
Many theaters in the world were full of singing fans on the opening night of “Wicked.” This was enough to divide movie watchers and cause a conundrum of arguments on whether it was okay to sing in theaters or not. “[It’s] breaking movie theater etiquette, like standing and singing in the theater” sophomore Evan Robinson said.
“My favorite movie [this year] was ‘I Saw the TV Glow’. I feel like [tiktok] brought a lot of light to the movie and what it is trying to represent for an entire community. I feel like people really need that in this day of age.” says Junior Matt Birks. “I Saw the TV Glow” is an allegory for transgender people. The movie was loved by the trans community, including Birks. The film was a moderate success in theaters and was later released on HBO Max.
THAT’S TOO WICKED
While Wicked has gained support from fans, Robinson is among the viewers that think the Broadway version is a better representation of the story. “I think Wicked was extremely overhyped, and I think that there was a lot of immaturity involved,” he said. “I would take the Broadway show over the movie any day.”
DIDN’T QUITE SHINE
Hiding in the shadows of theaters, some movies were obscured by the popularity of other movies. “‘Smile 2’ [was my favorite]. I think it’s a really, really amazing horror movie. And I feel like it really went up to the first one, in my opinion.” Birks said.
“I feel like ‘The Wild Robot’ was underhyped. I heard really good things about it, but I never got the chance to see it. I’ve heard amazing things about it, [but] hadn’t really seen much of it on the internet,” Robinson said.
TARGET AUDIENCE
“The attention that ‘Despicable Me 4’ got before its release with teenagers, especially on the internet, was really positive in selling tickets. I think it was a really good addition to the ‘Despicable Me’ story, and the ending with all the previous villains was a really good ending to the story.” Robinson recalls.
OVER THE TOP
Movies this year could have been adored by others and instant classics, but Birks thinks that for one movie, it went too over the top. “I think Wicked, in my opinion, was a little [overhyped]. I do feel like it is a really good movie with fantastic cinematography, but all of the promos and merch that came out for it was a little bit too much.”
Sory and photos by Braxton Bullard and Teah Caffarella
JUNIOR MATT BIRKS
TEENS WORK TO GAIN SKILLS, EARN MONEY
Story by Alana Ebaugh
People around the world have countless methods of hustling money, whether it’s scooping up horse poop at a local stable or roasting coffee beans at 7 a.m. in a bustling cafe. The ways people earn a living are as diverse as the individuals themselves. Some people really enjoy their jobs, while others may not feel as passionate about their work. Yet, the common thread between all these hustlers is the need to earn money to support themselves, pursue personal goals, or save for the future.
For high school students in the United States, earning money often becomes an essential part of their lives. According to a study conducted by the U.S. Bureau of Labor Statistics in August 2024, approximately 22.5% of teenagers are employed. This statistic highlights a significant portion of the teenage
population taking on jobs, whether it’s to pay off college tuition, save for a car, or buy things they want for themselves. The jobs they hold may vary widely, but one thing is certain: the hustle is real.
While many students enjoy having a job, the decision to work while in high school is not without its trade-offs. The question often arises: is it worth it? On one hand, students gain valuable experience, develop new skills, and build financial independence. But on the other hand, it requires a great deal of time and effort, which can interfere with schoolwork and personal life.
The reality is that most high school students work part-time, as they still need to prioritize their education. According to the Bureau of Labor Statistics, part-time workers are typically limited to fewer hours than full-time employees, making it difficult for students to rely solely
on their job for financial support. Balancing a job, homework, and after-school activities can be a delicate juggling act. The pressures of managing school and work responsibilities can sometimes result in stress, exhaustion, and burnout.
Despite the challenges, working while in high school offers a wealth of benefits. For one, it helps students develop a sense of responsibility. When students take on a job, they are often required to be punctual, reliable, and organized—skills that are crucial in any career.
Moreover, high school jobs help build a student’s resume and provide valuable work experience that can be a significant advantage when applying for future internships or full-time positions. Employers tend to value candidates who have previous work experience, even if it’s in an entry-level or part-time position. Furthermore, having a job
DJ DOGS * DJ DOGS * DJ DOGS
SENIORS VOLUNTEER AS DJS
Story by AJ Howard
by Zhaine Raymondo
Every school dance has a quality to it, and whether a new experience or your last, it’s spent making new memories to the songs that play through the speakers. But every year, behind the music is a set of students who plan, set up, and execute the plans of the dances, while also creating the music and lighting behind them. This year, the DJs are seniors Brenden Wrigley and Cole Harnar. As DJs, they select music from a playlist for the dances. When selecting new music, they try to look out for what’s popular and what sounds good to dance too.
There’s always been classics at dances like “Party Rock,” and in terms of adding new music we just think of what’s popular right now,” Wrigley said.
Other songs students recommended through a Google Form posted around the school are selected and cultivated by Harnar and Wrigley.
“If we’re keeping it real, maybe like five songs make
it into the playlist. They might be good songs, but no one knows them, so they wouldn’t be worth playing,”Wrigley said.
“It’s gotta be popular,” Harnar said. Their current library has about 2000 songs, maybe more. The DJs organize it by genre or feeling and then in the moment they pick one out.
“It’s about mixing more than anything,” Harnar said. “It’s not all about song choice, but how you introduce that song. You have to be able to read the room. We don’t get it every time but we try our best,” Wrigley said.
The decisions of Wrigley and Harnar sometimes lead to them enduring the judgement of the student body. “For every new DJ, [ social studies and leadership teacher Erik Ihde gives a little lecture because you’re not ever going to make everyone happy.] The best thing that you can do is make as many people as possible enjoy the dance,”Harnar said.
However, because of
the responsibility that they have, the DJs get a unique perspective of the dance. And while they DJ and set up for nearly every dance, prom is a little different.
“We probably aren’t going to DJ prom because we’re seniors,” Harnar said. “I’d rather be up there…you’re still interacting with people and kinda dancing too. It’s just a little different.”
gives students the opportunity to learn important life skills.
Photo
“I JUST LOVE MAKING PEOPLE HAPPY!”
THIGH SCHOOLERS
THE SCHOOL YEAR
JUNIOR BRINGS JOY TO CHILDREN’S PARTIES
When thinking of standard high school jobs, dressing up like princesses and being the highlight of many kids’ days may not be the first thing that comes to mind. For senior Madi Brown, this dream job is her reality.
“I definitely enjoy my job,” Brown said. “ I love seeing how happy it makes kids to see their favorite characters.”
With this job, Brown dresses up as characters such as Barbie, Captain Marvel, Rapunzel, and Luna Lovegood from Harry Potter, and goes to parties for kids. At these events, she is seen as an “honorary princess” and does things like face paint and mini coronations that make the experience more intimate and special for the guests.
The party princess business is run through Party Perfection. Based in Albany, Party Perfection is a local business that specializes in children’s entertainment services. These include different party packages with different levels of interaction, such as face painting, glitter tattoos, arts and crafts, balloon art, and much more. Princesses also have cameos during holiday time at locations such as Christmas Storybook Land, the Enchanted Forest, and other venues that hold holiday themed events. Brown herself showed her support for her teachers by dressing up as Rapunzel during the strike at a rally.
Brown didn’t always have this charming job. She heard about it from a friend and chose to reach out to Party Perfection for an interview. For people at West Albany
that are also interested in joining the Party Perfection team, or starting their own party princess side hustle, she has some advice.
“Have fun,” she said. “Do your research because kids really like to quiz you on stuff to see if you’re the real deal.”
JUNIOR MADIE BROWN DRESSED UP AS PRINCESS REPUNZLE FOR HER JOB AS A PARTY PRINCESS.
Story by Zion Mollel Photos used with permission of Madi Brown
HOW SPORTS UNIFORMS HAVE CHANGED AND EVOLVED OVER THE YEARS
VARSITY FOOTBALL
SENIOR DEFENSIVE: BACK WYATT MORSE
How did you feel when you got new uniforms? To be honest I didn’t like them at first, but after seeing them on I really liked them.
Did you think new uniforms were necessary? Yeah our old ones were outdated and very loose. Which made them a little uncomfortbale.
Do you feel that the new uniforms impact your performance at all? Honestly yes... the “look good you feel good, feel good you play good” saying is true. If you look good you’re more confident, and confidence has been a huge factor of our teams success.”
Photos by: Charlie Mack and Noah Lopez
1994
Math teacher Marcie McArthur
WW: What did your uniform look like when you were in school?
McArthur: “I think it’s still the same as it is now. Cheer had a skirt, and long sleeve sweaters that were wool...tennis skirts, and a t- shirt.”
Business teacher Morgan Wadlow
WW: Has it changed a lot from then to now? How?
Wadlow: “We’re now navy blue and what’s called Vegas gold, which is a shiny gold instead of a yellow color and the cheer skirts we have now don’t have any pleats. Pleats could happen in the future they’re on trend right now and becoming popular in cheerleading because they’re retro [and] a very different look.”
2003
1994
Math teacher Cole Pouliot
WW: Has it changed a lot from then to now? How?
Pouliot: “It’s changed a lot from my freshman year. We were all blue,with blue helmets with the yellow W, and we basically had some general football uniforms from 2001 until now. The coach made minor tweaks to it in the last couple years, but the general look has stayed pretty consistent.”
2003
Spanish tescher Emily Mehl
WW: What did your uniform look like when you were in school?
Mehl: “When I was a freshman, we still had big poofy shorts that remind you of what dad’s old school dad swim trunks look like, so they were big and very t-shirt-like. Then volleyball started in the spandex shorts when I was a sophomore, but they were way longer than they are now.”
VARSITY GIRLS BASKETBALL SOPHOMORE FOWRWARD: LOLA CHAMBERLAIN
How did you feel when you got new uniforms? It felt really cool. They are very nice and comfortable. Did you think new uniforms were necessary? Yes definitely. The old uniforms were very well used and very big. The new ones are much nicer.
Do you feel that the new uniforms impact your performance at all?
I think that they do a little. And they make us look better and more professional.
TOP DOGS
FOUR ATHLETES IN SWIM AND WRESTLING HIGHLIGHT THEIR ACHIEVEMENTS IN WINTER SPORTS, SHOWING THEIR HARDWORK AND ASPIRATIONS
Story by Charley Harrington and Elizabeth Crittenden
CADEN GUERIN-KNOLL
Varsity Boys Swim
Senior
Senior varsity swimmer Caden Guerin-Knoll has competitively swam for four years. He swims to improve his abilities in water polo, but won’t be continuing the sport after graduation. His goal is to make it to the second day of districts this swim season, having been disqualified on the first day last year.
“My favorite achievement is definitely the 200 free relay. We got first last year,” Guerin-Knoll said.
Guerin-Knoll prepares for his events by warming up, without much thinking beforehand, and looks up to his other teammates and their speed rather than famous swimmers.
“[I looked up to] Conner [Dickerson] last year because he was fast,” Guerin-Knoll says.
ACCORDING TO NFHS, BOYS AND GIRLS
RILEY SOTO
Varsity Girls Wrestling
Sophomore
SSWIMMING IS THE TENTH MOST POPULAR SPORT FOR HIGH SCHOOLER PARTICIPATION
ophomore varsity wrestler Riley Soto has wrestled for four years and enjoys the sport as an extracurricular, not planning to continue with the sport after graduation. Her favorite aspect of the sport is watching other matches and the support from her teammates. Soto’s growth in the last year is her proudest achievement along with getting the “Best Improvement” award last season.
After having missed last year due to an elbow injury, Soto is aiming to compete at state this year. Her inspiration comes from her father who wrestled and teammates who share her passion. Soto emphasizes the importance of her team’s support and how their encouragement plays a crucial role in her preparations for a match.
“You start jumping around, getting warmed up,” Soto said. “Just having your teammates be there and helping you get really excited and pumped for the match.”
SENIOR CADEN GUERIN-KNOLL TAKES CONTROL OF THE BALL AGAINST SHELDON GAME.
Photos by Charlie Mack
STAYLOR GAUNTLETT
Varsity Boys Wrestling
Senior
enior varsity wrestler Taylor Gauntlett has been wrestling for 12 years. He enjoys the sport both to watch and to play. He does not see a future in wrestling, but he does want to make it far in his last season. His main goal is to become state champion or at least state placer.
His favorite achievement was when he was a district placer. His warm up before a match consists of:
“Music, headphones, and then just jump around,” Gauntlett said. There isn’t any specific music he listens to; it just depends on what mood he is in. He looks up to Spencer Lee, a 26 year old American freestyle and former folkstyle wrestler.
He shared his passion for wrestling with his dad. He explains that his mental strength and perseverance make him stand out to the crowd. One match that surprised him was his match to go to state his junior year. He lost due to fatigue after wrestling for days in a row. When he won his district placer match his junior year he felt powerful.
LILY OLSEN
Varsity Girls Swim
NFHS STATISTICS SAY THAT BOYS WRESTLING NUMBERS HAVE GON UP BY 10% AND GIRLS HAVE GONE UP BY 55% IN THE LAST FOUR YEARS
ophomore Lily Olsen has been competitively swimming for eight years, dedicating a lot of time to practice and training for competitions, and aiming to swim division one in college.
“I love swimming, obviously. I’ve dedicated all my life to it,” she said. She finds encouragement from her family, although they’ve never swam competitively themselves, and her friends she’s made throughout her
“The most powerful moments are at the end of your season when you’ve worked really hard and you finally get the times you want,” Olsen said.
Olsen credits her success to her dedication, hard work, and aspirations to grow and exceed her personal bests.
Having won districts her freshman year, she intends to win in all four years
“Last season I won districts my first year, and I got fourth in state,” Olsen said. “It’s nice to build up and have those accomplishments early in
SENIOR TAYLOR GAUNTLETT GETS IN POSITION TO WRESTLE AGAINST SOUTH ALBANY.
ANALYZING DREAMS, BETTER NIGHTS, REST, AND MORE
Illustration by Addi Winter (Chronotype dolphin)
Sound Asleep
A SLEEP TEST EXPERIMENTING WITH DIFFERNT SOUNDS WHILE ASLEEP
We asked three Bulldogs to test three different sounds across three nights. They were given whale noises, white noise, and train sounds. Each night, they listened to a different of the three sounds for 45 minutes, attempting to fall asleep in that time frame. Here they explain which was soothing and which were unbearable.
e train was my least favorite. It’s just because it kept me awake and it didn’t really help me sleep, and I already constantly live next to a train. So it was just super agitating to always try and fall asleep, and it just keeps doing the train work. I’m waiting for that 45 minutes or whatever, just so I could turn it off.” Williams goes on to explain why white noise was her favorite out of the three. “I recently got a puppy and you used to be able to hear the puppy whine and then when I played it, it would literally block out the whining, and I would just listen to that. If it’s too quiet, I can’t fall asleep. It feels like your thoughts start [focusing on] so many thoughts, but if it’s a medium noise, nobody’s too loud nobody’s too quiet, I think I can definitely sleep.”
Idid find the whale sounds soothing. And part of it was there was an ebb and a flow, like a rhythm to it, which I associated with a heartbeat, or this prenatal womb environment. And I think typically those sorts of rhythms are very, very soothing and comforting. So that was definitely, of the three, the one that I actually enjoyed and found helpful in falling asleep. I do get that the whales were a little mournful and that could be sort of melancholic, but at the end of the night, that was something that just really was calming for me. The other ones honestly did not work for me at all, and I actually didn’t play them for the entire 45 minutes. The white noise was just sort of, like, I was aware of it, but not in a soothing way, more of an off putting way. I could imagine that if you lived in a noisier neighborhood where you were looking to mask other sounds that that could be beneficial for some folks.”
y favorite one was probably the white noise because that one I actually fell asleep to, and my least favorite was easily the whale one. It was kind of creepy. It just kept me awake at night. My sister forced me to turn off the [sounds] after like 20 minutes. It was the same with the train one. That one just didn’t really do anything because I [live] by train tracks. I sleep better in louder environments, [so] I have a harder time falling asleep when it’s, like, dead silence, which is kind of weird. My house is by a highway, so it’s kind of unnatural for it to
A Night Owl or an Early Bird?
A QUIZ TO FIGURE OUT WHAT YOUR CHRONOTYPE IS.
Story by Taylour Veith (Chronotype lion) Illustration by Addi Winter (Chronotype dolphin)
Chronotypes indicate your body’s natural preference for sleep and wake times. While most people find themselves on a schedule dictated by their professions or life commitments, everyone’s body has different needs and natural sleep patterns. Lion, dolphin, bear, and wolf-like chronotypes are so named because their sleep habits match that of their animal namesakes.
DIRECTIONS
HOW EASILY DO YOU WAKE UP IN THE MORNING?
1. Relatively easy
2. Super easily
3. Waking up in the morning is quite a challenge
4. Waking up isn’t easy because I never get a good night’s sleep
CIRCLE THE ANSWER THAT BEST FITS YOUR RESPONSE TO EACH QUESTION. ADD UP YOUR PICKS AND THE COLOR YOU CIRCLED THE MOST IS YOUR CHRONOTYPE!
WOULD YOU CONSIDER YOURSELF A MORNING PERSON?
1. Absolutely
2. Not necessarily
3. For the most part
4. Not at all
WHAT TIME DO YOU NATURALLY WAKE UP, WITHOUT AN ALARM CLOCK?
1. As late as possible
2. With the sun
3. It varies
4. Before the sunrise
Bear (Easy Sleeper)The bear chronotype represents individuals who follow a solar-based sleep-wake pattern. The typical wake up time is 7-8 a.m. with bedtime being at 11 p.m.
Bears’ highest productivity time is 10 a.m.-2 p.m. with wind down time being 6-9 p.m. Characteristics for bears involve mindfulness, conscientiousness, and easy to get along with.
WHAT'S YOUR ENERGY LEVEL LIKE IN THE EVENING?
1. Moderate to high
2. High
3. Very low
4. Relatively low
Wolf (Night King) -
The wolf chronotype is most certainly more active at the end of day. Also known as night owls, they do their best work under the cover of night. Their typical wake up time is 7:30-9 a.m. with bedtime being 12 a.m.
Wolves’ highest productivity time is 12-3 p.m. with wind down time being 9 p.m.12 a.m. Characteristics for wolves include presenting as outspoken, daring, and direct.
AROUND WHAT TIME DO YOU NORMALLY GO TO BED?
1. Between 10pm11pm
2. I’m asleep by 10
3. Midnight or later
4. Whenever my body let’s me
Lio n (Early Riser) - The lion chronotype wakes up early feeling refreshed and ready to rock n’ roll! Their typical wake up time is 5:30-6 a.m, with bedtime being around 10 p.m. Lions’ highest productivity time is 8 a.m.-12 p.m. with wind down time being 6-9 p.m. arly risers tend to be pragmatic, goal orientated, optimistic, and charismatic.
HOW EASILY DO YOU FALL ASLEEP?
1. I fall asleep almost immediately
2. It varies
3. I usually don’t have any problems falling asleep at night
4. It takes me awhile to wind down go to bed
Dolphin (Light Sleeper) - The dolphin chronotype has an irregular sleep schedule and frequent night wakings. They often have difficulty waking up and tend to feel groggy in the morning, and take a little while to get cracking on their to-do lists. Their typical wake up time is 6:30-7 a.m.
Fast Facts
HOW CAFFINE EFFECTS
THE BODY
Story by Ethan Leffler (Chronotype dolphin)
UNLIKE WHAT YOUR GRANDMA MAY HAVE TOLD YOU, THAT CUP OF COFFEE YOU DRANK WHEN YOU WERE 12 IS NOT THE REASON YOU’RE ONLY 5’0FT. SCIENCE SHOWS THERE IS NO CONNECTION BETWEEN CONSUMING CAFFEINE AND HEIGHT.
MANY COMPETITIVE SPORTS BAN ATHLETES WHO CONSUME EXCESSIVE AMOUNTS OF CAFFEINE BECAUSE OF THE TEMPORARY WEIGHT LOSS AND PERFORMANCE ENHANCING PROPERTIES THAT CAFFEINE HOLDS.
CAFFINE CAN POSSIBLY HELP DEPRESSION. CAFFINE STIMULATES DOPAMINE WHICH IS COMMONLY REFERED TO AS THE “FEEL GOOD” CHEMICAL.
THE POOP OF A CAT-LIKE ANIMAL NAMED THE ASIAN PALM CIVET IS USED TO MAKE SOME OF THE MOST EXPENSIVE COFFEE IN THE WORLD. WITH A 16OZ BAG BEING SOLD FOR $449.99.
REASOURCES
“CAN COFFE REALLY STUNT YOUR GROWTH?” WWW.HEALTH.HARVARD.EDU
“KOPI LUWAK COFFEE” VOLCANICACOFFEE.COM
“WHAT DOCTORS WISH PATIENTS KNEW ABOUT THE IMPACT OF CAFFINE” WWW.AMA-ASSN.ORG
“DOPAMINE” MY.CLEVELANDCLINIC.ORG
Lights Out
THE REALISTIC EVENING ROUTINES OF HIGHSCHOOL STUDENTS
Whether its a steaming hot shower, a multiple step skincare routine, reading a chapter of a book, or turning on some white noise, everyone has their own routine each night to help them fall asleep and have a fulfilling night’s rest. Senior Szammy Kitchen and freshman Jake Tomich give a look into a realistic night time routine for students at West Albany High School.
Szammy Kitchen
I tend to go to bed around 10:30 to 11 (p.m.)
I usually shower at night after I get home from practice.
Then I’ll do my homework [until] around 10:30, then I start to get ready for bed.
First I brush my teeth, then I’ll brush my hair, put [in] all my hair oils, roll my hair up, put my silk rag over my head, and I’ll do my skincare.
I spray my body mist because I love how it smells.
Then I’ll get in bed, curl up, and then I’ll fall asleep, probably around 11:15.
SHOWER AND THE PRODUCTS HE USES
Jake Tomich Freshman
[I usually go to bed] around 10 or 10:30
Usually, I go to the YMCA with a couple of my friends, I go to the gym and work out there.
Then I come home and do some homework.
Tomich can’t go to sleep without putting on some type of ambient noise Kitchen can’t go to bed without putting her hair in heatless curls
KITCHEN DOING HER SKINCARE BEFORE BED
KITCHEN AFTER PUTTING IN HER HEATLESS CURLS
Story by Mina Clower (Chronotype wolf)
Photos used with permission of of Szammy Kitchen and Jake Tomich
TOMICH’S
Distressing Sleep Phenomenon
A PERSONAL STORY ON HOW NIGHT TERRORS ARE PRESENTED
Story by Geronimo Smith (Chronotype dolphin)
pening his eyes, unable to move, Junior Jake Ly looks around his seemingly empty room, eyes drifting around until they land upon a figure in his chair. Demonic and unearthly, it begins to whip the whip made of cryptic and distressing words such and “Death.”
fear overtook Ly, and he
terrors are a strange sleep phenomenon identified by
Jake Ly Junior
a curveball, and this turned out to be, in his opinion, one of his worst night terrors.
“It was absolutely terrifying and traumatizing,” Ly said. “I’ve had sleep paralysis, but it wasn’t necessarily genuine paralysis until that night…I could not move.”
I VIVIDLY REMEMBER NOT BEING ABLE TO MOVE NO MATTER HOW HARD I TRIED WHILE ALSO BEING CONSCIOUS I WAS SLEEPING “
characteristics including, but not limited to, screaming randomly at night, violent flailing while sleeping, waking up incredibly panicked and distressed, and hallucinations. These many symptoms cause it to take quite a toll on the life of anyone unfortunate enough to experience these on a recurring basis. Ly has been experiencing night terrors for the majority of his life.
“I had more visions of some sort of demonic entities or figures hovering over me and approaching me slowly with nothing I could do,” Ly said. “I really had it bad because, at the time, I was losing a lot of things in my life... The stress coupled with really bad habits for my health,” Ly said, emphasizing that the worst comes when under the most stress.
It was at that point he realized he was experiencing another night terror. These were commonplace in his life, so he knew what to expect. His mind, however, threw
“I was conscious that I was lying down, and I could see my whole room, even though I was sleeping,” Ly said.
“So while this was happening…something sat in my computer chair and continuously whipped me.” This was a turning point in the experience because pain can be experienced, though it is a less-than-common symptom. During night terrors, it is common to thrash about. This can cause bruises and cuts when flailing limbs hit surrounding materials.
“I’ve always had night terrors. As a kid, I would always wake up, my heart beating at a million miles per hour.” Night terrors affect both the body and the mind.
An incredibly fast heart rate is a common symptom. Alongside the flailing, this can be quite the medley of harmful things and the mental strain for your brain to wake up in a panic. “Night terrors have prompted me to connect deeper to God because especially when I have sleep paralysis, I physically cannot move. However in my experience, I use every muscle fiber to call to God”
Illustration by Addi Winter (Chronotype dolphin)
Hit The Hay
TIPS ON HOW TO GET A BETTER SLEEP
The brain needs to rest at the end of the day. However,
1. Develop a good sleeping schedule. If your bedtime isn’t consistent, then your circadian rhythm is inconsistent. That’s why we sometimes lay in bed awake, even when
2 Give yourself a buffer between when you are staring at a screen and when you go to bed. It is recommended that people turn off all screens 30-60 minutes before going to bed due to the blue light stimulating your brain, keeping you awake.
3. Get exercise on a regular basis and try to avoid eating food super late into the night. You want your
4. Avoid spending too much time in your room when you aren’t sleeping. When you spend a lot of time in your room, whether it’s eating dinner, doing homework, watching shows, etc. your brain will start to associate your room with being awake and doing things other than sleeping. This is another reason why you might have a hard time shutting down your brain when you try to go to sleep.
HOW YOUR MIND AND BODY WORK WITH YOUR SLEEP CYCLE
Story by Virgil Isaac (Chronotype dolphin)
The circadian rhythm is an internal clock on which your body runs, it’s the physical, mental and behavioral patterns we make. It’s affected by factors such as one’s food intake, environment lighting, stress, physical activities, social environment and temperature.
work or other underlying issues despite your body having it naturally aligned. Students can find themselves experiencing this unalignment while on breaks from school because there is not a firm time get up which can lead to going to bed at a inconsistent time, things can easily get off balance. It can be much harder to get back on schedule than it is to get off it.
to be active at a time your body isn’t ready to be active are all reasons why your circdian rhythm could be off…when you’re offset it can be incredibly difficult to focus on everyday activities,” Health teacher Drew Halvorson said. “Your body has awake time and sleep time, so if you mess that up you won’t be at peak efficiency. It’s like walking through fog.”
worse. Having an off balance is “like you’re constantly overstimulated because you can’t relax,” Morse said. “You’re often irritable and have a low tolerance for stressful environments.”
“It was weird, even waking up for the late start day was a Martinez, “I did a lot of theater till 7 or 9 p.m., so I’d get home late and wouldn’t have an alarm and 12.” Martinez had a severe
schedule was, but that’s not the
Not only can your circadian rhythm affect your focus and attention span, but the rest of your body too. “Things like digestion change your response to stimuli, and depending on your hormones, decrease hormone production,” health occupations teacher Molly Morse said.
All of these are side effects of an offset circadian rhythm, but what else can correlate?
Common sleep disorders such as insomnia can sometimes be the cause or an effect of an off set circadian. It’s important to note that one does not cause the other, but they can go hand in hand. “It’s less of a one causes the other and more of a correlation and causation,” Halvorson said.
Having any kind of sleeping
A way to keep your internal clock on track is by keeping yourself aware of the issue, knowing what messes you up. Martinez has already taken steps to fix their sleeping patterns because of this self awareness. “I’m trying not to stay up really late because it really messes with me.” Martinez said.
Removing distractions and screen time can be especially helpful when trying to manage your sleep cycle. Make sure it’s a comfortable environment, it’s quiet, and remove distractions. It’s commonly recommended to get off your electronics 30 minutes before going to bed so, remove screen time, blue light, and glowing screens.
Other ways to get back on your body’s cycle is “going to sleep earlier, and waking up earlier,” according to both Halvorson and Morse.
Story by Ava Clark (Chronotype wolf)
Illustrations by The Noun Project
What’s In A Dream
HOW OUTSIDE FACTORS INFLUENCE PEOPLE’S SLEEP AND WHAT THEY DREAM ABOUT
Story By Kayla Stefan (Chronotype dolphin)
EFFECTS OF STRESS AND PTSD ON DREAMS
While in REM (rapid eye movement) sleep, our body simultaneously suppresses the neurotransmitters that usually keep us awake: histamine, serotonin, and norepinephrine. Because those transmitters are suppressed, we’re less conscious of our surroundings, which allows our bodies to fall asleep and enter the four stages of sleep throughout the night. However, some factors may inhibit our ability to sleep.
Throughout the week, people often experience stressful or traumatic experiences that may occur in one’s dreams a few days after the event. This is called the ‘dream-lag’ effect, a 6-day temporal delay in dream content incorporations. Sometimes, people may dream about specific life events and how emotions throughout the day may impact the mind’s thoughts during REM sleep.
Health and Stress Management teacher Jennifer Bornheimer says, “Trauma is a chronic stressor.”
Trauma can influence one’s dreams and day-today life, causing moments following the event to be unpleasant.
“I was constantly anxious, and my mood was always very down afterward,” said alumni Gigi Roldan.
“With the things that happened in my childhood, it left me in fear of having to care for others,” Roldan said, “so when I had a dream of having to care for children, once I woke up, I was unsettled and anxious for the rest of the day.”
“Sometimes we remain in that fight or flight phase,” Bornheimer said. Sometimes, if a stressful event occurs, the trauma response sticks around for the rest of your day. “It can interrupt our ability to go to work.”
“Your body turns off systems that [it] feels like aren’t used so that the heart rate can be regulated,”
AP Psychology student Brianna Williams said. When under stress or when experiencing anxiety, there are times that the human body will ignore signals that tell us when to eat and even when to sleep.
which some researchers have linked to possible hallucinations.
Throughout the night, people will experience four stages that can total up to anywhere between 90120 minutes per cycle. Assuming someone gets an average of eight hours of sleep, this cycle will repeat four to five times.
Stage four is when people enter REM sleep and vivid dreaming occurs. REM sleep can last anywhere from a few minutes to an hour. During REM sleep, some psychologists say dreams consolidate our memories, allowing people to analyze them.
“I think it’s a lot of memory consolidation that goes into dreams,” Williams said. There are many prevailing theories that suggest that dreams consolidate our memories and allow people to analyze them.
Another theory that has circulated is the Firdous theory, which suggests that dreams happen for a reason and may hold hidden meanings for people to decipher. “It’s the subconscious [saying] the dream is happening for a reason, and [may be] telling you something,” said Williams.
Illustration by Addi Winter (Chronotype dolphin)
I Spy a Dream...
FINDING HIDDEN PICTURES IN THE SUBCONSCIOUS
